SCIENCE
It is the policy of the Oklahoma State Department of Education (OSDE) not to discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs or employment practices as required by Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Civil rights compliance inquiries related to the OSDE may be directed to the Affirmative Action Officer, Room 111, 2500 North Lincoln Boulevard, Oklahoma City, Oklahoma 73105-4599, telephone number (405) 522-4930; or, the United States Department of Education’s Assistant Secretary for Civil Rights. Inquires or concerns regarding compliance with Title IX by local school districts should be presented to the local school district Title IX coordinator. This publication, printed by the State Department of Education Printing Services, is issued by the Oklahoma State Department of Education as authorized by 70 O.S. § 3-104. Five hundred copies have been prepared using Title I, Part A, School Improvement funds at a cost of $.15 per copy. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. DECEMBER 2013. SCIENCE
Table of Contents
5-8 Introduction 9 K-5 Overview 10-18 ■ KINDERGARTEN 19-28 ■ 1ST GRADE 29-39 ■ 2ND GRADE 40-54 ■ 3RD GRADE 55-68 ■ 4TH GRADE 69-82 ■ 5TH GRADE 83 6-12 Overview 84-101 ■ 6TH GRADE 102-119 ■ 7TH GRADE 120-137 ■ 8TH GRADE 138-152 ■ PHYSICAL SCIENCE 153-165 ■ CHEMISTRY 166-181 ■ PHYSICS 182-203 ■ BIOLOGY I 204-219 ■ EARTH & SPACE SCIENCE 220-235 ■ ENVIRONMENTAL SCIENCE Introduction Science uses observation and experimentation to explain natural phenomena. Science refers to an organized body of knowledge that includes core ideas from the disciplines of science and common themes that bridge the disciplines. The Oklahoma Academic Standards for Science include standards for kindergarten through grade twelve. The standards are arranged by grade levels at Grades K-8, and by course subject area at the high school level. The Oklahoma Academic Standards include the integration of scientific and engineering practices with core content from Physical Science, Life Science, and Earth/Space Science. This integrated approach will provide students with a coordinated and coherent understanding of the necessary skills and knowledge to be scientifically literate citizens.
Development and Review of the Standards Executive Committee An Executive Committee was comprised to assist in planning the process for the revision of the Oklahoma Academic Standards for Science and selecting representatives to comprise a Writing Committee and a Draft Committee. The Executive Committee also served on the Writing Committee. The Oklahoma State Department of Education would like to extend a special thanks to the following members of the Executive Committee who gave their time, services and expertise to the revision process: • Dr. Paul Risser (University of Oklahoma) • Dr. Julie Angle (Oklahoma State University) • Sarah Vann (Owasso Middle School) • Missy Dominy (Gordon Cooper Technology Center)
Writing Committee A Writing Committee was selected through an application process to revise the Oklahoma Academic Standards for Science. The committee met in person on six occasions and numerous times virtually. The committee was comprised of 37 representatives from K-12 education, higher education, career technology, scientists, engineers, parent and community members from across the state.
Janice Airhart (Broken Arrow PS) Chris Dobbins (Comanche PS) Patrice Powdar (Moore PS) Carrie Akins (Mid-Del Public Schools) Missy Dominy (Gordon Cooper Tech. Center) Alisa Reimer (Cordell PS) Dr. Julie Angle (Oklahoma State University) Tina Fugate (Okla. State Career Technology) Dr. Paul Risser (University of Oklahoma) Christa Askins (Bixby PS) Cora James (Putnam City PS) Tina Rogers (Woodward Public Schools) Theresa Balan (Moore PS) Laura Johnston (Velma-Alma PS) Georgia Smith (Bristow PS) Johana Benson (Bing) Teri Kimble (Hydro-Eakly PS) Amanda Smith (Moore PS) Renee Bell (Mid Del PS) Dr. Tim Laubach (University of Oklahoma) Sara Snodgrass (Noble) Quentin Biddy (K20 Center– University of Okla.) Gaile Loving (Mustang PS) Sarah Vann (Owasso PS) Jennifer Bobo (Stillwater PS) Tanya Mantooth (Wayne PS) Dr. Dan Vincent (University of Central Okla.) Lori Chafee (Mustang PS) Bob Melton (Putnam City PS) Cathy Walker (Stillwater PS) Hal Clary (Noble Public Schools) Norma Neely (American Indian Institute – Brandi Williams (Edmond Public Schools) Deborah Coffman (Broken Arrow PS) University of Oklahoma) Craig Walker (OSDE) Richard Day (Union PS) Jeffery Patterson (Norman PS) Tiffany Neill (OSDE) Wanda Dickenson (Wellston PS) Kendra Phillips (Muldrow PS)
Draft Committee A Draft Committee was selected through an application process to review draft standards developed by the Writing Committee and provide feedback. The committee was comprised of 21 representatives from K-12 education, higher education, career technology, scientists, engineers, parent and community members from across the state.
Peggy Alexander (Owasso PS) Jennifer Koeninger (Mustang PS) Dr. Michael Soreghan (University of Oklahoma) William Bass (Berryhill PS) Laura Lewis (Shawnee PS) Candy Schrack (Piedmont PS) Tom Creider (Okla. Tourism & Recreation Dept.) Don Loving (Murray State College) Rebecca Spinks (Tulsa PS) Wendy Howard (Fredrick PS) Derrick Meador (Jennings PS) Janis Slater (K20 Center –University of Okla.) Carol Huett (Moore PS) Debi Merkey (Cordell PS) Gaylen Urie (Glenpool PS) Amy Johnson (Deer Creek PS) Timothy Munson (OERB-Chairperson) Dr. Laura Wilhelm (Oklahoma City University) Kristi Carrluci (Osteology Museum) Traci Richardson (Stillwater PS) Connie Ward (Piedmont PS)
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 5 Focus Groups An additional level of review of the draft version of the Oklahoma Academics Standards for Science was conducted through Focus Groups. Over 500 educators and community members participated in meetings held in Bristow, Durant, Guymon, Hugo, Lawton, Oklahoma City, Ponca City, Tulsa, Woodward, and Vinita. Participants were able to review samples of the draft standards and provide feedback to the Writing Committee.
Oklahoma Academic Standards Statewide Assessment The Oklahoma Academic Standards describe the specific The Oklahoma Academic Standards for Science are defined areas of student learning that are considered the most as performance expectations and will be used as the basis important for proficiency in the discipline at a particular level for the development and/or refinement of questions on the and provide a basis for the development of local curricula and Oklahoma State Testing Program. Although efforts to begin statewide assessments. implementation of these Oklahoma Academic Standards will begin in the 2014-2015 school year, the Oklahoma School Test- The Oklahoma Academic Standards in this document are not ing Program will continue to assess standards and objectives sequenced for instruction and do not prescribe classroom found in the 2011 Oklahoma Academic Standards for Science activities; materials; or instructional strategies, approaches, through the 2015-2016 school year. The test blue prints will or practices. The Oklahoma Academic Standards are not a continue to align to the standards and objectives of the 2011 curriculum and they do not represent a scope, sequence, or Oklahoma Academic Standards for Science through the 2015- curriculum guide. They provide a framework for schools and 2016 school year. In the 2016-2017 school year, the Oklahoma teachers to develop an aligned science curriculum. Such State Testing Program will begin measuring the performance curriculum includes instructional units, lessons, and tasks; expectations defined in the 2014 Oklahoma Academic formative and summative assessments; opportunities for Standards for Science for 5th grade, 8th grade, and Biology I. remediation and acceleration; and other selected activities, interventions, and strategies deemed appropriate and mean- Consistent with the current structure of the Oklahoma State ingful for the academic success of students. Tests for science, questions will measure the practices and the core content at each grade level. In addition, most per- The Oklahoma Academic Standards in this document were formance expectations may be assessed with items that utilize informed by A Framework for K-12 Science Education any of the science and engineering practices. For example, an (National Research Council, 2012), Benchmarks for Science assessment item for a performance expectation that requires Literacy (American Association for the Advancement of Science, students to construct explanations may also ask students to 1993), The Next Generation Science Standards (2013) and use other practices such as asking questions, using models, the Oklahoma Priority Academic Student Skills for Science or analyzing data around the core content with a science and (Oklahoma State Department of Education, 2011). engineering practice.
Because each of the standards subsumes the knowledge and skills of the other standards, they are designed to be used as Structure of this Document a whole. Although material can be added to the standards, Each Performance Expectation is displayed in a Standard using only a portion of the standards will leave gaps in the Document that contains one Performance Expectation along scientific understanding and practice of students. with supporting structures intended to assist educators in understanding the expectation of the standard and the skills and knowledge associated with the standard. These compo- nents are explained on page 6. Also, see reference sample document on page 7.
6 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION Components of a Standard Document
Performance Expectation Idea in science. The integration of Science and Engineering Performance Expectations represent the things students should Practices with science content represents a shift from previous know, understand, and be able to do to be proficient in science. science standards in Oklahoma, giving the learning context Performance Expectations are the standards. and allowing students to utilize scientific reasoning and critical Each Performance Expectation is built around A Framework thinking to develop their understanding of science. for K-12 Science Education recommendation that science edu- cation in grades K-12 be built around three major dimensions: Disciplinary Core Ideas 1. Science and Engineering Practices The Disciplinary Core Ideas represent a set of science and 2. Crosscutting Concepts engineering ideas for K-12 science education that have broad 3. Disciplinary Core Ideas (NRC, 2012, p. 2) importance across multiple sciences or engineering disciplines; provide a key tool for understanding or investigating more The additional components in the standard documents serve complex ideas and solving problems; relate to the interests as support for instructors in providing clarity and further guid- and life experiences of students; be teachable and learnable ance for each Performance Expectation. over multiple grades at increasing levels of sophistication. (NRC, 2012, p. 31) Clarification Statement Where needed, a Clarification Statement accompanies a Disciplinary Core Ideas are grouped into three domains: Performance Expectation. The aim of a Clarification Statement 1. Physical Science (PS) is to provide further explanation or examples to better sup- 2. Life Science (LS) port educators in understanding the aim of the Performance 3. Earth and Space Science (ESS) Expectation. Each Performance Expectation integrates at least one Disci- plinary Core Idea with a Science and Engineering Practice. Assessment Boundary Where applicable, an Assessment Boundary accompanies a Crosscutting Concepts Performance Expectation in order to provide additional support The Crosscutting Concepts represent common threads or for educators in understanding the intent of the Performance themes that span across science disciplines (biology, chemistry, Expectation and its relation to other Performance Expectations physics, environmental science, Earth/space science) and have in the learning progression. While all teachers can utilize the value to both scientists and engineers because they identify Assessment Boundary as a tool for developing curriculum and universal properties and processes found in all disciplines. local assessments, the Assessment Boundaries for 5th grade, These crosscutting concepts are: 8th grade, and Biology will be utilized as a guide in the 1. Patterns development of the Oklahoma Core Curriculum Tests. 2. Cause and Effect: Mechanisms and explanations 3. Scale, Proportion, and Quantity Science and Engineering Practices 4. Systems and System Models The Science and Engineering Practices describe the major 5. Energy and Matter: Flows, cycles, and conservation practices that scientists employ as they investigate and build 6. Structure and Function models and theories about the world and a key set of engi- 7. Stability and Change neering practices that engineers use as they design and build Where applicable each of the Performance Expectations systems. The term “practice” is used instead of the term “pro- includes one of the above Crosscutting Concepts, thereby cess” to emphasize that scientists and engineers use skill and ensuring that the concepts are not taught in isolation but rein- knowledge simultaneously, not in isolation. The eight science forced in the context of instruction within the science content. and engineering practices are: 1. Ask questions and define problems Oklahoma Academic Standards Connections 2. Develop and use models Where applicable the Performance Expectations provide 3. Plan and conduct investigations optional connections to the Oklahoma Academic Standards 4. Analyze and interpret data for English Language Arts/Literacy and Mathematics. The 5. Use mathematical and computational thinking connections represent mathematics and literacy standards 6. Construct explanations and design solutions that could work in tandem with a Performance Expectation for 7. Engage in scientific argument from evidence science. The connections are not mandatory. Integration of a 8. Obtain, evaluate, and communicate information connecting English language arts or mathematics standards Each Performance Expectation integrates one of the above is determined by the instructor and carried out in the Science and Engineering Practices with a Disciplinary Core instruction.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 7 ■ KINDERGARTEN
K-ESS3-1 Earth and Human Activity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Natural Resources: K-ESS3-1 defining problems (for engineering) • Living things need water, air, and Students who demonstrate Developing and using models resources from the land, and they live in understanding can: Modeling in K–2 builds on prior places that have the things they need. experiences and progresses to • Humans use natural resources for Use a model to represent include using and developing everything they do. models (i.e., diagram, drawing, the relationship between the physical replica, diorama, needs of different plants or dramatization, storyboard) that animals (including humans) represent concrete events or and the places they live. design solutions. • Use a model to represent Clarification Statement: relationships in the natural world. Examples of relationships could Planning and carrying out include that deer eat buds and leaves, investigations therefore, they usually live in forested Analyzing and interpreting data areas; and, grasses need sunlight so 3-5 Using mathematics and computational they often grow in meadows. Plants, thinking animals, and their surroundings make Constructing explanations (for science) up a system. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence N/A Obtaining, evaluating, and communicating information
Crosscutting Concepts: Systems and System Models • Systems in the natural and designed world have parts that work together. 6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
Visual Literacy - 1.1 Interpret Meaning - The student will inter- Data Analysis - 5.1. Data Analysis pret and evaluate various ways visual image-makers including b. Develops abilities to collect, describe, and record information graphic artists, illustrators, and news photographers represent through a variety of means including discussion, drawings, maps, meaning. charts, and graphs. c. Describes similarities and differences between objects. d. Collects and analyze information about objects and events in the environment. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 17
8 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION K-5 Overview The Kindergarten through 5th Grade Oklahoma Academic The abbreviations for the Domains and Topics are utilized Standards for Science include the following Domains: in the naming system of each Performance Expectation Physical Science (PS) found in the Oklahoma Academic Standards for Science. Life Science (LS) For example, the Performance Expectation 4-PS3-1 Earth & Space Science (ESS) represents the following: Each Domain has a set of Topics GRADE: 4 in science that fit within that Domain: DOMAIN: Physical Science Physical Science (PS) TOPIC: Energy • Matter and Its Interactions (PS1) STANDARD: 1 • Motion and Stability: Forces and Interactions (PS2) Each grade level contains Performance Expectations from • Energy (PS3) each Domain. However, to ensure students have a meaningful • Waves and Their Application in Technologies and focused experience with science in preparation of more for Information Transfer (PS4) advanced topics in Middle and High School, topics are not Life Science (LS) necessarily covered in each grade level. An example of the • From Molecules to Organisms: Structure and Processes (LS1) progression of topics in grade span 3-5 can be found in the • Ecosystems: Interactions, Energy, and Dynamics (LS2) table below. Physical Science Topic 2, “Motion and Stability: • Heredity: Inheritance and Variation of Traits (LS3) Forces and Interactions” (PS2) appears in grade 3 and 5 • Biological Unity and Diversity (LS4) but not grade 4, is highlighted in green. In contrast, Life Science Topic 1, “From Molecule to Organisms: Structure Earth & Space Science (ESS) and Function” (LS1), is highlighted in blue and occurs in • Earth’s Place in the Universe (ESS1) each grade level. • Earth’s Systems (ESS2) • Earth and Human Activity (ESS3)
Grade 3 Grade 4 Grade 5
3-PS2-1 4-PS3-1 5-PS1-1
3-PS2-2 4-PS3-2 5-PS1-2
3-PS2-3 4-PS3-3 5-PS1-3
3-PS2-4 4-PS3-4 5-PS1-4
3-LS1-1 4-PS4-1 5-PS2-1
3-LS2-1 4-PS4-2 5-PS3-1
3-LS3-1 4-PS4-3 5-LS1-1
3-LS3-2 4-LS1-1 5-LS2-1
3-LS4-1 4-LS1-2 5-LS2-2
3-LS4-2 4-ESS1-1 5-ESS1-1
3-LS4-3 4-ESS2-1 5-ESS1-2
3-LS4-4 4-ESS2-2 5-ESS2-1
3-ESS2-2 4-ESS3-1 5-ESS2-2
3-ESS3-1 4-ESS3-2 5-ESS3-1
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 9 ■ KINDERGARTEN
K-PS2-1 Motion and Stability: Forces and Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2
Asking questions (for science) and Forces and Motion: K-PS2-1 defining problems (for engineering) • Pushes and pulls can have different Students who demonstrate Developing and using models strengths and directions. understanding can: Planning and carrying out • Pushing or pulling on an object can investigations to answer change the speed or direction of its Plan and conduct an questions or test solutions to motion and can start or stop it. problems in K–2 builds on prior investigation to compare the experiences and progresses to Types of Interactions: effects of different strengths simple investigations, based on fair • When objects touch or collide, they or different directions of tests, which provide data to support push on one another and can change pushes and pulls on the explanations or design solutions. motion. motion of an object. • With guidance, plan and conduct an investigation in collaboration Relationship Between Clarification Statement: with peers. Energy and Forces: Examples of pushes or pulls could Analyzing and interpreting data • A bigger push or pull makes things include a string attached to an object Using mathematics and speed up or slow down more quickly. being pulled, a person pushing an computational thinking object, a person stopping a rolling ball, Constructing explanations (for science) 3-5 and two objects colliding and pushing and designing solutions (for on each other (e.g. ramps such as engineering) blocks or wooden moldings with cars Engaging in argument from evidence and balls; paper towel threaded on Obtaining, evaluating, and rope or string across the classroom). communicating information 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.
Crosscutting Concepts: Cause and Effect • Simple tests can be designed to gather evidence to support or refute student ideas about causes.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
Vocabulary – 4.2. Use new vocabulary and language in own Number Sense – 2.1. Compare a group or set to another group, set, or numerical quantity and verbally explain which has more, less, or equivalent quantities. speech and writing. Measurement – 4.1. Linear Measurement Writing –1.3. Presents his or her own writing which may include a. Measure objects using nonstandard units of measurement (e.g., pencil, paper clip, pictures, attempts at letters, initial consonants, words, or phrases block). b. Compare objects according to observable attributes (e.g., long, longer, longest; to the group, teacher and/or parent. short, shorter, Modes/Forms of Writing – 2.2. Construct journal entries using shortest; big, bigger, biggest; small, smaller, smallest; small, medium, large). c. Compare and order objects in graduated order (e.g., shortest to tallest, thinnest illustrations and beginning writing skills. to thickest). Listening – 1.3. Follow one- and two-step directions. d. Identify the appropriate instrument used to measure length (ruler), weight (scale), Speaking – 2.1. Share information and ideas speaking in clear, time (clock: digital and analog; calendar: day, month, year, season), and temperature (thermometer). complete, coherent sentences. Data Analysis – 5.1. Data Analysis b. Develops abilities to collect, describe, and record information through a variety of means including discussion, drawings, maps, charts, and graphs. c. Describes similarities and differences between objects. d. Collects and analyze information about objects and events in the environment. Data Analysis – 5.2. Create and verbally explain a data display or graph (e.g., real object graph, pictorial graphs). 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
10 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ KINDERGARTEN
K-PS2-2 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Forces and Motion: K-PS2-2 defining problems (for engineering) • Pushes and pulls can have different Students who demonstrate Developing and using models strengths and directions. understanding can: Planning and carrying out • Pushing or pulling on an object can investigations change the speed or direction of its Analyze data to determine Analyzing and interpreting data motion and can start or stop it. Analyzing data in K–2 builds on if a design solution works prior experiences and progresses Defining Engineering Problems: as intended to change the to collecting, recording, and sharing (secondary to K-PS2-2) speed or direction of an observations. • A situation that people want to object with a push or a pull.* • Analyze data from tests of an change or create can be approached object or tool to determine if it as a problem to be solved through Clarification Statement: works as intended. engineering. Examples of problems requiring Using mathematics and computational • Such problems may have many a solution could include having a thinking acceptable solutions. marble or other object move a certain 3-5 Constructing explanations (for science) distance, follow a particular path, and and designing solutions (for knock down other objects. Examples engineering) of solutions could include tools such Engaging in argument from evidence as a ramp to increase the speed of Obtaining, evaluating, and the object and a structure that would communicating information cause an object such as a marble or ball to turn and using a rope or string to pull an object.
Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.
Crosscutting Concepts: Cause and Effect • Simple tests can be designed to gather evidence to support or refute student ideas about causes. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
Vocabulary – 4.2. Use new vocabulary and language in own Number Sense – 2.1. Compare a group or set to another group, set, or numerical quantity and verbally explain which has more, less, or equivalent quantities. speech and writing. Measurement – 4.1. Linear Measurement Speaking – 2.1. Share information and ideas speaking in clear, a. Measure objects using nonstandard units of measurement (e.g., pencil, paper clip, complete, coherent sentences. block). b. Compare objects according to observable attributes (e.g., long, longer, longest; short, shorter, shortest; big, bigger, biggest; small, smaller, smallest; small, medium, large). c. Compare and order objects in graduated order (e.g., shortest to tallest, thinnest to thickest). d. Identify the appropriate instrument used to measure length (ruler), weight (scale), time (clock: digital and analog; calendar: day, month, year, season), and temperature (thermometer). Data Analysis – 5.1. Data Analysis b. Develops abilities to collect, describe, and record information through a variety of means
including discussion, drawings, maps, charts, and graphs. 9-12 c. Describes similarities and differences between objects. d. Collects and analyze information about objects and events in the environment. Data Analysis – 5.2. Create and verbally explain a data display or graph (e.g., real object graph, pictorial graphs).
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 11 ■ KINDERGARTEN
K-PS3-1 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2
Asking questions (for science) and Conservation of Energy K-PS3-1 defining problems (for engineering) and Energy Transfer: Students who demonstrate Developing and using models • Sunlight warms Earth’s surface. understanding can: Planning and carrying out investigations to answer Make observations to questions or test solutions to problems in K–2 builds on prior determine the effect of experiences and progresses to sunlight on Earth’s surface. simple investigations, based on fair tests, which provide data to support Clarification Statement: explanations or design solutions. Examples of Earth’s surface could • Make observations (firsthand or include sand, soil, rocks, and water. from media) to collect data that Examples can extend beyond natural an be used to make comparisons. objects on Earth’s surface to include Analyzing and interpreting data man-made objects such as plastics, Using mathematics and computational asphalt, or concrete. thinking Constructing explanations (for science) Assessment Boundary: 3-5 and designing solutions (for Assessment of temperature is limited engineering) to relative measures such as warmer/ Engaging in argument from evidence cooler. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect • Events have causes that generate observable patterns.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
Vocabulary – 4.2. Use new vocabulary and language in own Number Sense – 2.1. Compare a group or set to another group, speech and writing. set, or numerical quantity and verbally explain which has more, Comprehension – 6.3. Make predictions and confirm after read- less, or equivalent quantities. ing or listening to text. Data Analysis – 5.1. Data Analysis Speaking – 2.1. Share information and ideas speaking in clear, b. Develops abilities to collect, describe, and record information complete, coherent sentences. through a variety of means including discussion, drawings, maps, charts, and graphs. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
12 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ KINDERGARTEN
K-PS3-2 Energy K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Conservation of Energy K-PS3-2 defining problems (for engineering) and Energy Transfer: Students who demonstrate Developing and using models • Sunlight warms Earth’s surface. understanding can: Planning and carrying out investigations Use tools and materials to Analyzing and interpreting data Using mathematics and computational design and build a structure thinking that will reduce the warming Constructing explanations (for effect of sunlight on an area.* science) and designing solutions (for engineering) Clarification Statement: Constructing explanations and Examples of structures could include designing solutions in K–2 builds umbrellas, canopies, and tents that on prior experiences and progresses minimize the warming effect of the sun. to the use of evidence and ideas in constructing evidence-based Assessment Boundary: 3-5 accounts of natural phenomena and N/A designing solutions. • Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect • Events have causes that generate observable patterns. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
Vocabulary – 4.2. Use new vocabulary and language in own Number Sense – 2.1. Compare a group or set to another group, speech and writing. set, or numerical quantity and verbally explain which has more, Speaking – 2.1. Share information and ideas speaking in clear, less, or equivalent quantities. complete, coherent sentences. Data Analysis – 5.1. Data Analysis d. Collects and analyze information about objects and events in the environment. Data Analysis – 5.2. Create and verbally explain a data display or graph (e.g., real object graph, pictorial graphs). 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 13 ■ KINDERGARTEN
K-LS1-1 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2
Asking questions (for science) and Organization for Matter and K-LS1-1 defining problems (for engineering) Energy Flow in Organisms: Students who demonstrate Developing and using models • All animals need food in order to live understanding can: Planning and carrying out and grow. investigations • Animals obtain their food from plants or Use observations to describe Analyzing and interpreting data from other animals. Analyzing data in K–2 builds on • Plants need water and light to live and patterns of what plants and prior experiences and progresses grow. animals (including humans) to collecting, recording, and sharing need to survive. observations. • Use observations (firsthand or Clarification Statement: from media) to describe patterns Examples of patterns could include in the natural world in order to that plants make their own food while answer scientific questions. animals do not; the different kinds of Using mathematics and computational food needed by different types of thinking animals; the requirement of plants to Constructing explanations (for science) have light; and, that all living things and designing solutions (for need water. 3-5 engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Students are not expected to communicating information understand the mechanisms of photosynthesis.
Crosscutting Concepts: Patterns • Patterns in the natural and human designed world can be observed and used as evidence.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
Vocabulary – 4.2. Use new vocabulary and language in own Number Sense – 2.1. Compare a group or set to another group, set, or speech and writing. numerical quantity and verbally explain which has more, less, or equivalent quantities. Speaking – 2.1. Share information and ideas speaking in clear, Measurement – 4.1. Linear Measurement complete, coherent sentences. b. Compare objects according to observable attributes (e.g., long, longer, longest; short, shorter, shortest; big, bigger, biggest; small, smaller, smallest; small, medium, large). c. Compare and order objects in graduated order (e.g., shortest to tallest, thinnest to thickest). Data Analysis – 5.1. Data Analysis b. Develops abilities to collect, describe, and record information through a variety of means including discussion, drawings, maps, charts, and graphs. c. Describes similarities and differences between objects. d. Collects and analyze information about objects and events in the environ- ment. Data Analysis – 5.2. Create and verbally explain a data display or graph (e.g., real object graph, pictorial graphs). 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
14 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ KINDERGARTEN
K-ESS2-1 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Weather and Climate: K-ESS2-1 defining problems (for engineering) • Weather is the combination of sunlight, Students who demonstrate Developing and using models wind, snow or rain, and temperature in a understanding can: Planning and carrying out particular region at a particular time. investigations • People measure these conditions to Use and share observations Analyzing and interpreting data describe and record the weather and to Analyzing data in K–2 builds on notice patterns over time. of local weather conditions to prior experiences and progresses describe patterns over time. to collecting, recording, and sharing observations. Clarification Statement: • Use observations (firsthand or Examples of qualitative observations from media) to describe patterns could include descriptions of the in the natural world in order to weather (such as sunny, cloudy, rainy, answer scientific questions. and warm); examples of quantitative Using mathematics and computational observations could include numbers of thinking sunny, windy, and rainy days in a month. 3-5 Constructing explanations (for science) Examples of patterns could include that and designing solutions (for it is usually cooler in the morning than in engineering) the afternoon and the number of sunny Engaging in argument from evidence days versus cloudy days in different Obtaining, evaluating, and months. communicating information Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.
Crosscutting Concepts: Patterns • Patterns in the natural and human designed world can be observed and used as evidence. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
Vocabulary – 4.2. Use new vocabulary and language in own Number Sense – 2.1. Compare a group or set to another group, set, or numeri- speech and writing. cal quantity and verbally explain which has more, less, or equivalent quantities. 2.3. Count forward to twenty and backward from ten. Speaking – 2.1. Share information and ideas speaking in clear, 2.4. Count objects in a set one-by-one from one through twenty. complete, coherent sentences. 2.5. Identify and create sets of objects zero through twenty. Measurement – 4.1. Linear Measurement b. Compare objects according to observable attributes (e.g., long, longer, longest; short, shorter, shortest; big, bigger, biggest; small, smaller, smallest; small, medium, large). c. Compare and order objects in graduated order (e.g., shortest to tallest, thinnest to thickest). Data Analysis – 5.1. Data Analysis b. Develops abilities to collect, describe, and record information through a variety of means including discussion, drawings, maps, charts, and graphs. c. Describes similarities and differences between objects. d. Collects and analyze information about objects and events in the environ- 9-12 ment. Data Analysis – 5.2. Create and verbally explain a data display or graph (e.g., real object graph, pictorial graphs).
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 15 ■ KINDERGARTEN
K-ESS2-2 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2
Asking questions (for science) and Biogeology: K-ESS2-2 defining problems (for engineering) • Plants and animals can change their Students who demonstrate Developing and using models environment. understanding can: Planning and carrying out investigations Human Impacts on Earth Systems: Construct an argument Analyzing and interpreting data • Things that people do to live Using mathematics and computational comfortably can affect the world supported by evidence thinking around them. for how plants and animals Constructing explanations (for science) (including humans) can change and designing solutions (for the environment to meet engineering) their needs. Engaging in argument from evidence in K–2 builds on prior Clarification Statement: experiences and progresses to Examples of plants and animals comparing ideas and representations changing their environment could about the natural and designed include a squirrel digs in the ground to world(s). hide its food and tree roots can break • Construct an argument with 3-5 concrete, or a dandelion spreading evidence to support a claim. seeds to generate more dandelions. Obtaining, evaluating, and communicating information Assessment Boundary: Arguments should be based on qualitative not quantitative evidence.
Crosscutting Concepts: Systems and System Models • Systems in the natural and designed world have parts that work together.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
Vocabulary – 4.2. Use new vocabulary and language in own N/A speech and writing. Speaking – 2.1. Share information and ideas speaking in clear, complete, coherent sentences. Group Interaction – 3.0. The student will use effective commu- nication strategies in pair and small group context. 1. Show respect and consideration for others in verbal communi- cations. 2. Show respect and consideration for others in physical com- munications. Research and Information – 8.1. Accessing Information - The student will select the best source for a given purpose. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
16 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ KINDERGARTEN
K-ESS3-1 Earth and Human Activity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Natural Resources: K-ESS3-1 defining problems (for engineering) • Living things need water, air, and Students who demonstrate Developing and using models resources from the land, and they live in understanding can: Modeling in K–2 builds on prior places that have the things they need. experiences and progresses to • Humans use natural resources for Use a model to represent include using and developing everything they do. models (i.e., diagram, drawing, the relationship between the physical replica, diorama, needs of different plants or dramatization, storyboard) that animals (including humans) represent concrete events or and the places they live. design solutions. • Use a model to represent Clarification Statement: relationships in the natural world. Examples of relationships could Planning and carrying out include that deer eat buds and leaves, investigations therefore, they usually live in forested Analyzing and interpreting data areas; and, grasses need sunlight so 3-5 Using mathematics and computational they often grow in meadows. Plants, thinking animals, and their surroundings make Constructing explanations (for science) up a system. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence N/A Obtaining, evaluating, and communicating information
Crosscutting Concepts: Systems and System Models • Systems in the natural and designed world have parts that work together. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
Visual Literacy – 1.1 Interpret Meaning - The student will inter- Data Analysis – 5.1. Data Analysis pret and evaluate various ways visual image-makers including b. Develops abilities to collect, describe, and record information graphic artists, illustrators, and news photographers represent through a variety of means including discussion, drawings, maps, meaning. charts, and graphs. c. Describes similarities and differences between objects. d. Collects and analyze information about objects and events in the environment. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 17 ■ KINDERGARTEN
K-ESS3-2 Earth and Human Activity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2
Asking questions (for science) and Natural Hazards: K-ESS3-2 defining problems (for engineering) • Some kinds of severe weather are more Students who demonstrate Asking questions and defining likely than others in a given region. understanding can: problems in grades K–2 builds on • Weather scientists forecast severe prior experiences and progresses to weather so that the communities can Ask questions to obtain simple descriptive questions that prepare for and respond to these can be tested. events. information about the • Ask questions based on purpose of weather fore- observations to find more Defining and Delimiting casting to prepare for, and information about the designed an Engineering Problem: respond to, severe weather.* world. • Asking questions, making observations, Developing and using models and gathering information are helpful in Clarification Statement: Planning and carrying out thinking about problems. Emphasis is on local forms of severe investigations ——————————————————————————— weather and safety precautions Analyzing and interpreting data * Connections to Engineering, associated with that severe weather. Using mathematics and computational Technology, and Application of Science thinking Assessment Boundary: Constructing explanations (for science) Interdependence of Science, N/A
3-5 and designing solutions (for Engineering, and Technology: engineering) • People encounter questions about the Engaging in argument from evidence natural world every day. Obtaining, evaluating, and communicating information Influence of Engineering, Technology, and Science on Society and the Natural World: • People depend on various technologies in their lives; human life would be very different without technology.
Crosscutting Concepts: Cause and Effect • Events have causes that generate observable patterns.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
Comprehension – 6.1. 1. Use prereading skills (e.g., connecting Number Sense – 2.1. Compare a group or set to another group, prior knowledge to text, making predictions about text and us- set, or numerical quantity and verbally explain which has more, ing picture clues). less, or equivalent quantities. 6.3. Make predictions and confirm after reading or listening to 2.3. Count forward to twenty and backward from ten. text. 2.4. Count objects in a set one-by-one from one through twenty. 2.5. Identify and create sets of objects zero through twenty. Data Analysis – 5.1. Data Analysis b. Develops abilities to collect, describe, and record information through a variety of means including discussion, drawings, maps, charts, and graphs. c. Describes similarities and differences between objects. d. Collects and analyze information about objects and events in the environment. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
18 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 1ST GRADE
1-PS4-1 Waves and Their Applications in Technologies for Information Transfer K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Wave Properties: 1-PS4-1 defining problems (for engineering) • Sound can make matter vibrate, and Students who demonstrate Developing and using models vibrating matter can make sound. understanding can: Planning and carrying out investigations to answer questions Plan and conduct or test solutions to problems in K–2 builds on prior experiences and investigations to provide progresses to simple investigations, evidence that vibrating based on fair tests, which provide materials can make sound data to support explanations or and that sound can make design solutions. materials vibrate. • Plan and conduct investigations collaboratively to produce data to Clarification Statement: serve as the basis for evidence to Examples of vibrating materials that answer a question. make sound could include tuning 3-5 Analyzing and interpreting data forks and plucking a stretched string. Using mathematics and computational Examples of how sound can make thinking matter vibrate could include holding a Constructing explanations (for science) piece of paper near a speaker making and designing solutions (for sound and holding an object near a engineering) vibrating tuning fork. Engaging in argument from evidence Obtaining, evaluating, and Assessment Boundary: communicating information N/A
Crosscutting Concepts: Cause and Effect • Simple tests can be designed to gather evidence to support or refute student ideas about causes. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.1.7 Participate in shared research and writing projects N/A (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8 With guidanceConnection and support from adults, recall to information PASS Coming Soon from experiences or gather information from provided sources to answer a question. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 19 ■ 1ST GRADE
1-PS4-2 Waves and Their Applications in Technologies for Information Transfer
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2
Asking questions (for science) and Electromagnetic Radiation: 1-PS4-2 defining problems (for engineering) • Objects can be seen if light is available Students who demonstrate Developing and using models to illuminate them or if they give off understanding can: Planning and carrying out their own light. investigations Make observations to Analyzing and interpreting data Using mathematics and computational construct an evidence-based thinking account that objects can be Constructing explanations (for seen only when illuminated. science) and designing solutions (for engineering) Clarification Statement: Constructing explanations and Examples of observations could designing solutions in K–2 builds include those made in a completely on prior experiences and progresses dark room, a pinhole box, and a video to the use of evidence and ideas of a cave explorer with a flashlight. in constructing evidence-based Illumination could be from an external accounts of natural phenomena light source or by an object giving off its own light. This can be explored with
3-5 and designing solutions. • Make observations (firsthand or light tables, 3-way mirrors, overhead from media) to construct an projectors and flashlights. evidence-based account for natural phenomena. Assessment Boundary: Engaging in argument from evidence N/A Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect • Simple tests can be designed to gather evidence to support or refute student ideas about causes.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.1.2 Write informative/explanatory texts in which they name N/A a topic, supply some facts about the topic, and provide some sense of closure. W.1.7 ParticipateConnection in shared research and writing projects to PASS Coming Soon (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
20 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 1ST GRADE
1-PS4-3 Waves and Their Applications in Technologies for Information Transfer K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Electromagnetic Radiation: 1-PS4-3 defining problems (for engineering) • Some materials allow light to pass Students who demonstrate Developing and using models through them, others allow only some understanding can: Planning and carrying out light through and others block all the investigations to answer questions light and create a dark shadow on any Plan and conduct an or test solutions to problems in surface beyond them, where the light K–2 builds on prior experiences and cannot reach. investigation to determine progresses to simple investigations, • Mirrors can be used to redirect a light the effect of placing objects based on fair tests, which provide beam. (Boundary: The idea that light made with different materials data to support explanations or travels from place to place is developed in the path of a beam of design solutions. through experiences with light sources, light. • Plan and conduct investigations mirrors, and shadows, but no attempt is collaboratively to produce data made to discuss the speed of light.) Clarification Statement: to serve as the basis for evidence Examples of materials could include to answer a question. those that are transparent (such as 3-5 Analyzing and interpreting data clear plastic), translucent (such as wax Using mathematics and computational paper), opaque (such as cardboard), thinking and reflective (such as a mirror). Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) Assessment does not include the Engaging in argument from evidence speed of light or assessment of Obtaining, evaluating, and descriptive words like transparent, communicating information translucent, opaque or reflective.
Crosscutting Concepts: Cause and Effect • Simple tests can be designed to gather evidence to support or refute student ideas about causes. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.1.7 Participate in shared research and writing projects N/A (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8 With guidanceConnection and support from adults, recall to information PASS Coming Soon from experiences or gather information from provided sources to answer a question. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 21 ■ 1ST GRADE
1-PS4-4 Waves and Their Applications in Technologies for Information Transfer
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2
Asking questions (for science) and Information Technologies 1-PS4-4 defining problems (for engineering) and Instrumentation: Students who demonstrate Developing and using models • People also use a variety of devices understanding can: Planning and carrying out to communicate (send and receive investigations information) over long distances. Use tools and materials to Analyzing and interpreting data ——————————————————————————— Using mathematics and computational * Connections to Engineering, design and build a device thinking Technology, and Application of Science that uses light or sound Constructing explanations (for to solve the problem of science) and designing solutions Influence of Engineering, communicating over a (for engineering) Technology, and Science, on distance.* Constructing explanations and Society and the Natural World: designing solutions in K–2 builds • People depend on various technologies Clarification Statement: on prior experiences and progresses in their lives; human life would be very Examples of devices could include a to the use of evidence and ideas different without technology. light source to send signals, paper cup in constructing evidence-based and string “telephones,” and a pattern accounts of natural phenomena of drumbeats. and designing solutions. 3-5 • Use tools and materials provided Assessment Boundary: to design a device that solves a Assessment does not include specific problem. technological details for how Engaging in argument from evidence communication devices work. Obtaining, evaluating, and communicating information
Crosscutting Concepts • N/A
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.1.7 Participate in shared research and writing projects MP.5 Use appropriate tools strategically. (e.g., explore a number of “how-to” books on a given topic 1.MD.A.1 Order three objects by length; compare the lengths and use them to write a sequence of instructions). of two objects indirectly by using a third object. Connection to PASS1.MD.A.2 Coming Express the length of an Soonobject as a whole number of length units, by layering multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
22 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 1ST GRADE
1-LS1-1 From Molecules to Organisms: Structure and Processes K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Function: 1-LS1-1 defining problems (for engineering) • All organisms have external parts. Students who demonstrate Developing and using models • Different animals use their body parts in understanding can: Planning and carrying out different ways to see, hear, grasp objects, protect themselves, move from investigations Use materials to design a Analyzing and interpreting data place to place, and seek, find, and take Using mathematics and computational in food, water and air. solution to a human problem thinking • Plants also have different parts (roots, by mimicking how plants and/ Constructing explanations (for stems, leaves, flowers, fruits) that help or animals use their external science) and designing solutions them survive and grow. parts to help them survive, (for engineering) Information Processing: grow, and meet their needs.* Constructing explanations and • Animals have body parts that capture designing solutions in K–2 builds and convey different kinds of Clarification Statement: on prior experiences and progresses information needed for growth and Examples of human problems that can to the use of evidence and ideas be solved by mimicking plant or animal survival. 3-5 in constructing evidence-based • Animals respond to these inputs with solutions could include designing accounts of natural phenomena behaviors that help them survive. clothing or equipment to protect and designing solutions. • Plants also respond to some external bicyclists by mimicking turtle shells, • Use tools and materials provided inputs. acorn shells, and animal scales; to design a device that solves a ——————————————————————————— stabilizing structures by mimicking specific problem. * Connections to Engineering, animal tails and roots on plants; Engaging in argument from evidence Technology, and Application of Science keeping out intruders by mimicking Obtaining, evaluating, and thorns on branches and animal quills; communicating information Influence of Engineering, and, detecting intruders by mimicking Technology, and Science, on eyes and ears. Society and the Natural World: • Every human-made product is designed Assessment Boundary: by applying some knowledge of the N/A natural world and is built using materials derived from the natural world.
Crosscutting Concepts: Structure and Function • The shape and stability of structures of natural and designed objects are related to their function(s). 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.1.7 Participate in shared research and writing projects N/A (e.g., explore a number of “how-to” books on a given topic and use them Connectionto write a sequence of instructions). to PASS Coming Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 23 ■ 1ST GRADE
1-LS1-2 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Growth and Development 1-LS1-2 defining problems (for engineering) of Organisms: Students who demonstrate Developing and using models • Adult plants and animals can have understanding can: Planning and carrying out young. investigations • In many kinds of animals, parents and Read text and use media Analyzing and interpreting data the offspring themselves engage in Using mathematics and computational behaviors that help the offspring to to determine patterns thinking survive. in behavior of parents Constructing explanations (for science) and offspring that help and designing solutions (for offspring survive. engineering) Engaging in argument from evidence Clarification Statement: Obtaining, evaluating, and Examples of patterns of behaviors communicating information could include the signals that offspring Obtaining, evaluating, and make (such as crying, cheeping, and communicating information in K–2 other vocalizations) and the responses builds on prior experiences and of the parents (such as feeding, uses observations and texts to comforting, and protecting the offspring). 3-5 communicate new information. Information may be obtained through • Read grade-appropriate texts and observations, media, or text. use media to obtain scientific information to determine patterns Assessment Boundary: in the natural world. N/A
Crosscutting Concepts: Patterns • Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.1.1 Ask and answer questions about key details in a text. 1.NBT.B.3 Compare two two-digit numbers based on the
6-8 RI.1.2 Identify the main topic and retell key details of a text. meanings of the tens and one digits, recording the results of comparisons with the symbols >, =, and <. RI.1.10 With prompting and support read informational texts 1.NBT.C.4 Add within 100, including adding a two-digit number appropriately Connectioncomplex for grade. to PASS Coming Soon and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
24 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 1ST GRADE
1-LS3-1 Heredity: Inheritance and Variation of Traits K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Inheritance of Traits: 1-LS3-1 defining problems (for engineering) • Young animals are very much, but not Students who demonstrate Developing and using models exactly like, their parents. understanding can: Planning and carrying out • Plants also are very much, but not investigations exactly, like their parents. Make observations to Analyzing and interpreting data Using mathematics and computational Variation of Traits: construct an evidence-based thinking • Individuals of the same kind of plant or account that young plants Constructing explanations (for animal are recognizable as similar but and animals are like, but not science) and designing solutions can also vary in many ways. exactly like, their parents. (for engineering) Constructing explanations and Clarification Statement: designing solutions in K–2 builds Examples of patterns could include on prior experiences and progresses features plants or animals share. to the use of evidence and ideas Examples of observations could include in constructing evidence-based leaves from the same kind of plant are 3-5 accounts of natural phenomena the same shape but can differ in size; and designing solutions. and, a particular breed of dog looks like • Make observations (firsthand or its parents but is not exactly the same. from media) to construct an evidence-based account for Assessment Boundary: natural phenomena. Assessment does not include Engaging in argument from evidence inheritance or animals that undergo Obtaining, evaluating, and metamorphosis or hybrids. communicating information
Crosscutting Concepts: Patterns • Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.1.1 Ask and answer questions about key details in a text. MP.2 Reason abstractly and quantitatively. W.1.7 Participate in shared research and writing projects MP. 5 Use appropriate tools strategically. (e.g., explore a number of “how-to” books on a given topic 1.MD.A.1 Order three objects by length; compare the lengths and use them Connectionto write a sequence of instructions). to PASSof two objects Coming indirectly by using a thirdSoon object. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 25 ■ 1ST GRADE
1-ESS1-1 Earth’s Place in the Universe
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and The Universe and its Stars: 1-ESS1-1 defining problems (for engineering) • Patterns of the motion of the sun, Students who demonstrate Developing and using models moon, and stars in the sky can be understanding can: Planning and carrying out observed, described, and predicted. investigations Use observations of the Analyzing and interpreting data sun, moon, and stars to Analyzing data in K–2 builds on prior experiences and progresses describe patterns that can to collecting, recording, and sharing be predicted. observations. • Use observations (firsthand or Clarification Statement: from media) to describe patterns Examples of patterns could include in the natural world in order to that the sun and moon appear to rise answer scientific questions. in one part of the sky, move across the Using mathematics and computational sky, and set; and stars other than our thinking sun are visible at night but not during Constructing explanations (for science) the day. and designing solutions (for 3-5 engineering) Assessment Boundary: Engaging in argument from evidence Assessment of star patterns is limited Obtaining, evaluating, and to stars being seen at night and not communicating information during the day.
Crosscutting Concepts: Patterns • Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.1.8 With guidance and support from adults, recall information N/A from experiences or gather information from provided sources to answer a question.Connection to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
26 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 1ST GRADE
1-ESS1-2 Earth’s Place in the Universe K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth and the Solar System: 1-ESS1-2 defining problems (for engineering) • Seasonal patterns of sunrise and sunset Students who demonstrate Developing and using models can be observed, described, and understanding can: Planning and carrying out predicted. investigations to answer questions Make observations at or test solutions to problems in K–2 different times of year to builds on prior experiences and progresses to simple investigations, relate the amount of daylight which provide data to support and relative temperature to explanations or design solutions. the time of year. • Make observations (firsthand or from media) to collect data that Clarification Statement: can be used to make comparisons. Emphasis is on relative comparisons Analyzing and interpreting data of the amount of daylight and Using mathematics and computational temperature in the winter to the thinking amount in the spring, fall or summer. 3-5 Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) Assessment is limited to relative Engaging in argument from evidence amounts of daylight, not quantifying Obtaining, evaluating, and the hours or time of daylight. communicating information
Crosscutting Concepts: Patterns • Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.1.7 Participate in shared research and writing projects MP.2 Reason abstractly and quantitatively. (e.g., explore a number of “how-to” books on a given topic MP. 4 Model with mathematics. and use them to write a sequence of instructions). MP.5 Use appropriate tools strategically. W.1.8 With guidanceConnection and support from adults, recall to information PASS Coming Soon from experiences or gather information from provided sources to 1.OA.A.1 Use addition and subtraction within 20 to solve answer a question. word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. 1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total
number of data points, how many in each category, and how 9-12 many more or less are in one category than in another.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 27 ■ 1ST GRADE
1-ESS3-1 Earth and Human Activity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Human Impacts on Earth Systems: 1-ESS3-1 defining problems (for engineering) • Things that people do to live Students who demonstrate Developing and using models comfortably can affect the world around understanding can: Planning and carrying out them. But, they can make choices that investigations reduce their impacts on the land, water, Communicate solutions Analyzing and interpreting data air, and other living things. Using mathematics and computational that will reduce the impact thinking Developing Possible Solutions: of humans on the land, water, Constructing explanations (for science) • Designs can be conveyed through air, and/or other living things and designing solutions (for sketches, drawings, or physical models. in the local environment.* engineering) These representations are useful in Engaging in argument from evidence communicating ideas for a problem’s Clarification Statement: Obtaining, evaluating, and solutions to other people. Examples of human impact on the communicating information land could include cutting trees to Obtaining, evaluating, and produce paper and using resources communicating information in K–2 to produce bottles. Examples of builds on prior experiences and solutions could include reusing uses observations and texts to paper and recycling cans and bottles. 3-5 communicate new information. • Communicate solutions with Assessment Boundary: others in oral and/or written N/A forms using models and/or drawings that provide detail about scientific ideas.
Crosscutting Concepts: Cause and Effect • Events have causes that generate observable patterns.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.K.2 Use a combination of drawing, dictating, and writing N/A to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.Connection to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
28 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 2ND GRADE
2-PS1-1 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Properties of Matter: 2-PS1-1 defining problems (for engineering) • Different kinds of matter exist and many Students who demonstrate Developing and using models of them can be either solid or liquid, understanding can: Planning and carrying out depending on temperature. investigations to answer questions • Matter can be described and classified Plan and conduct an by its observable properties. or test solutions to problems in K–2 investigation to describe builds on prior experiences and • Different properties are suited to progresses to simple investigations, different puposes. and classify different kinds which provide data to support of materials by their explanations or design solutions. observable properties. • Plan and conduct an investigation collaboratively to produce data Clarification Statement: to serve as the basis for evidence Observations could include color, to answer a question. texture, hardness, and flexibility. Analyzing and interpreting data Patterns could include the similar Using mathematics and computational properties that different materials 3-5 thinking share. Investigations could include Constructing explanations (for science) ice and snow melting or frozen and designing solutions (for objects thawing. engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and N/A communicating information
Crosscutting Concepts: Patterns • Patterns in the natural and human designed world can be observed. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.2.7 Participate in shared research and writing projects MP.4 Model with mathematics. (e.g., read a number of books on a single topic to produce 2.MD.D.10 Draw a picture graph and a bar graph (with single a report; record science observations). unit scale) to represent a data set with up to four categories. W.2.8 Recall informationConnection from experiences or gather to PASSSolve simple Coming put-together, take-apart, Soon and compare problems information from provided sources to answer a question. using information presented in a bar graph. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 29 ■ 2ND GRADE
2-PS1-2 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Properties of Matter: 2-PS1-2 defining problems (for engineering) • Different properties are suited to Students who demonstrate Developing and using models different purposes. understanding can: Planning and carrying out ——————————————————————————— investigations * Connections to Engineering, Analyze data obtained from Analyzing and interpreting data Technology, and Application of Science testing different materials to Analyzing data in K–2 builds on prior experiences and progresses Influence of Engineering, determine which materials to collecting, recording, and sharing Technology, and Science, on have the properties that are observations. Society and the Natural World: best suited for an intended • Analyze data from tests of an • Every human-made product is designed purpose.* object or tool to determine if it by applying some knowledge of the works as intended. natural world and is built using materials Clarification Statement: Using mathematics and computational derived from the natural world. Examples of properties could include, thinking strength, flexibility, hardness, texture, Constructing explanations (for science) and absorbency (e.g. paper towels and designing solutions (for could be utilized to measure engineering) 3-5 absorbency and strength). Engaging in argument from evidence Obtaining, evaluating, and Assessment Boundary: communicating information Assessment of quantitative measurements is limited to length.
Crosscutting Concepts: Cause and Effect • Simple tests can be designed to gather evidence to support or refute student ideas about causes.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.2.8 Describe how reasons support specific points the author MP.2 Reason abstractly and quantitatively. makes in a text. MP. 4 Model with mathematics. W.2.7 Participate in shared research and writing projects MP. 5 Use appropriate tools strategically. (e.g., read a numberConnection of books on a single topic to produceto PASS Coming Soon a report; record science observations). 2.MD.D.10 Draw a picture graph and a bar graph (with single- unit scale) to represent a data set with up to four categories. W.2.8 Recall information from experiences or gather Solve simple put-together, take-apart, and compare problems information from provided sources to answer a question. using information presented in a bar graph. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
30 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 2ND GRADE
2-PS1-3 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Properties of Matter: 2-PS1-3 defining problems (for engineering) • Different properties are suited to Students who demonstrate Developing and using models different purposes. understanding can: Planning and carrying out • A great variety of objects can be built investigations up from a small set of pieces. Make observations to Analyzing and interpreting data Using mathematics and computational construct an evidence-based thinking account of how an object Constructing explanations (for made of a small set of pieces science) and designing solutions can be disassembled and (for engineering) made into a new object. Constructing explanations and designing solutions in K–2 builds Clarification Statement: on prior experiences and progresses Examples of pieces could include to the use of evidence and ideas blocks, building bricks, or other 3-5 in constructing evidence-based assorted small objects. Provide accounts of natural phenomena students with the same number of and designing solutions. objects to create a different object. • Make observations (firsthand or from media) to construct an Assessment Boundary: evidence-based account for Do not introduce terminology natural phenomena. associated with the Law of Engaging in argument from evidence Conservation of Matter just Obtaining, evaluating, and concepts. Chemical change is communicating information outside of this performance expectation.
Crosscutting Concepts: Energy and Matter • Objects may break into smaller pieces and be put together into larger pieces, or change shapes. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.2.7 Participate in shared research and writing projects N/A (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8 Recall informationConnection from experiences or gather to PASS Coming Soon information from provided sources to answer a question. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 31 ■ 2ND GRADE
2-PS1-4 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Chemical Reactions: 2-PS1-4 defining problems (for engineering) • Heating or cooling a substance may Students who demonstrate Developing and using models cause changes that can be observed. understanding can: Planning and carrying out • Sometimes these changes are investigations reversible, and sometimes they are not. Construct an argument with Analyzing and interpreting data Using mathematics and computational evidence that some changes thinking caused by heating or cooling Constructing explanations (for science) can be reversed and some and designing solutions (for cannot. engineering) Engaging in argument from Clarification Statement: evidence in K–2 builds on prior Demonstrations of reversible experiences and progresses to changes could include materials such comparing ideas and representations as water, butter or crayons at different about the natural and designed temperatures. Demonstrations of world(s). irreversible changes could include • Construct an argument with cooking an egg, freezing a plant leaf, 3-5 evidence to support a claim. and heating paper. Obtaining, evaluating, and communicating information Assessment Boundary: N/A
Crosscutting Concepts: Cause and Effect • Events have causes that generate observable patterns.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.2.1 Ask and answer such questions as who, what, where, N/A when, why, and how to demonstrate understanding of key details in a text. RI.2.3 DescribeConnection the connection between a series of tohistorical PASS Coming Soon events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.8 Describe how reasons support specific points the author makes in a text. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
32 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 2ND GRADE
2-LS2-1 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Interdependent Relationships 2-LS2-1 defining problems (for engineering) in Ecosystems: Students who demonstrate Developing and using models • Plants depend on water and light understanding can: Planning and carrying out to grow. investigations to answer questions Plan and conduct an or test solutions to problems in K–2 investigation to determine builds on prior experiences and progresses to simple investigations, if plants need sunlight and which provide data to support water to grow. explanations or design solutions. • Plan and conduct an investigation Clarification Statement: collaboratively to produce data Investigations should be limited to to serve as the basis for evidence testing one variable at a time. to answer a question. Analyzing and interpreting data Assessment Boundary: Using mathematics and computational Assessment is limited to testing 3-5 thinking one variable at a time. Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect • Events have causes that generate observable patterns. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.2.7 Participate in shared research and writing projects MP.2 Reason abstractly and quantitatively. (e.g., read a number of books on a single topic to produce MP.4 Model with mathematics. a report; record science observations). MP.5 Use appropriate tools strategically. W.2.8 Recall informationConnection from experiences or gather to PASS Coming Soon information from provided sources to answer a question. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 33 ■ 2ND GRADE
2-LS2-2 Ecosystems: Interactions, Energy, and Dynamics
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Interdependent Relationships 2-LS2-2 defining problems (for engineering) in Ecosystems: Students who demonstrate Developing and using models • Plants depend on animals for understanding can: Modeling in K–2 builds on prior pollination or to move their seeds experiences and progresses to around. Develop a simple model include using and developing Developing Possible Solutions: models (i.e., diagram, drawing, (secondary to 2-LS2-2) that mimics the function of physical replica, diorama, • Designs can be conveyed through an animal in dispersing seeds dramatization, storyboard) that sketches, drawings, or physical models. or pollinating plants.* represent concrete events or • These representations are useful in design solutions. communicating ideas for a problem’s Clarification Statement: • Develop a simple model based solutions to other people. Examples include: placing socks on on evidence to represent a the outside of students’ shoes and proposed object or tool. walking outside allows socks to gather Planning and carrying out seeds; plant sock(s) to see what grows; investigations using an eyedropper to move liquids Analyzing and interpreting data from one container to another Using mathematics and computational emulating hummingbirds or bees
3-5 thinking pollinating plants. Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) N/A Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Structure and Function • The shape and stability of structures of natural and designed objects are related to their function(s).
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.2.5 Create audio recordings of stories or poems; add MP.4 Model with mathematics. drawings or other visual displays to stories or recounts of 2.MD.D.10 Draw a picture graph and a bar graph (with single- experiences when appropriate to clarify ideas, thoughts, unit scale) to represent a data set with up to four categories. and feelings. Connection to PASSSolve simple Coming put-together, take-apart, Soon and compare problems. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
34 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 2ND GRADE
2-LS4-1 Biological Unity and Diversity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Biodiversity and Humans: 2-LS4-1 defining problems (for engineering) • There are many different kinds of living Students who demonstrate Developing and using models things in any area, and they exist in understanding can: Planning and carrying out different places on land and in water. investigations to answer questions Make observations of plants or test solutions to problems in K–2 and animals to compare the builds on prior experiences and progresses to simple investigations, diversity of life in different which provide data to support habitats. explanations or design solutions. • Make observations (firsthand or Clarification Statement: from media) to collect data which Emphasis is on the diversity of can be used to make comparisons. living things in each of a variety of Analyzing and interpreting data different habitats. Students could Using mathematics and computational explore different habitats around their thinking school, aquariums, neighborhoods. 3-5 Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) Assessment does not include specific Engaging in argument from evidence animal and plant names in specific Obtaining, evaluating, and habitats. communicating information
Crosscutting Concepts: N/A • N/A 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.2.7 Participate in shared research and writing projects (e.g., MP.2 Reason abstractly and quantitatively. read a number of books on a single topic to produce a report; MP. 4 Model with mathematics. record science observations). 2.MD.D.10 Draw a picture graph and a bar graph (with single- W.2.8 Recall informationConnection from experiences or gather to information PASS unit scale) Coming to represent a data set withSoon up to four categories. from provided sources to answer a question. Solve simple put-together, take-apart, and compare problems. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 35 ■ 2ND GRADE
2-ESS1-1 Earth’s Place in the Universe
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and The History of Planet Earth: 2-ESS1-1 defining problems (for engineering) • Some events happen very quickly; Students who demonstrate Developing and using models others occur very slowly, over a time understanding can: Planning and carrying out period much longer than one can investigations observe. Analyzing and interpreting data Use information from several Using mathematics and computational sources to provide evidence thinking that Earth events can occur Constructing explanations (for quickly or slowly. science) and designing solutions (for engineering) Clarification Statement: Constructing explanations and Examples of events and timescales designing solutions in K–2 builds could include volcanic explosions on prior experiences and progresses and earthquakes, which happen to the use of evidence and ideas quickly and erosion of rocks, which in constructing evidence-based occurs slowly. accounts of natural phenomena and designing solutions. Assessment Boundary: 3-5 • Make observations from several Assessment does not include sources to construct an evidence- quantitative measurements of based account for natural timescales. phenomena. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Stability and Change • Things may change slowly or rapidly.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.2.1 Ask and answer such questions as who, what, where, MP.2 Reason abstractly and quantitatively.
6-8 when, why, and how to demonstrate understanding of key details MP. 4 Model with mathematics. in a text. 2.NBT.A Understand place value. RI.2.3 DescribeConnection the connection between a series of tohistorical PASS Coming Soon events, scientific ideas or concepts, or steps in technical procedures in a text. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8 Recall information from experiences or gather information from provided sources to answer a question. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
36 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 2ND GRADE
2-ESS2-1 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth Materials and Systems: 2-ESS2-1 defining problems (for engineering) • Wind and water can change the shape Students who demonstrate Developing and using models of the land. understanding can: Planning and carrying out investigations Optimizing the Design Solution: Compare multiple solutions Analyzing and interpreting data (secondary to 2-ESS2-1) Using mathematics and computational • Because there is always more than one designed to slow or prevent thinking possible solution to a problem, it is wind or water from changing Constructing explanations (for useful to compare and test designs. the shape of the land.* science) and designing solutions ——————————————————————————— (for engineering) * Connections to Engineering, Clarification Statement: Constructing explanations and Technology, and Application of Science Examples of solutions could include designing solutions in K–2 builds different designs of dikes and wind- on prior experiences and progresses Influence of Engineering, breaks to hold back wind and water, to the use of evidence and ideas Technology, and Science on and different designs for using shrubs, in constructing evidence-based Society and the Natural World: grass, and trees to hold back the land. 3-5 accounts of natural phenomena • Developing and using technology has Students could explore these ideas and designing solutions. impacts on the natural world. with sand tables or soil and water in • Compare multiple solutions to a large containers. problem. Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and N/A communicating information
Crosscutting Concepts: Stability and Change • Things may change slowly or rapidly. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.2.3 Describe the connection between a series of historical MP.2 Reason abstractly and quantitatively. events, scientific ideas or concepts, or steps in technical MP. 4 Model with mathematics. procedures in a text. MP.5 Use appropriate tools strategically. RI.2.9 CompareConnection and contrast the most important pointsto PASS Coming Soon presented by two texts on the same topic. 2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 37 ■ 2ND GRADE
2-ESS2-2 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Plate Tectonics and Large-Scale System 2-ESS2-2 defining problems (for engineering) Interactions: Students who demonstrate Developing and using models • Maps show where things are located. understanding can: Modeling in K–2 builds on prior • One can map the shapes and kinds of experiences and progresses to land and water in any area. Develop a model to include using and developing models (i.e., diagram, drawing, represent the shapes and physical replica, diorama, kind of land and bodies dramatization, storyboard) that of water in an area. represent concrete events or design solutions. Clarification Statement: • Develop a model to represent See Disciplinary Core Ideas. patterns in the natural world. Planning and carrying out Assessment Boundary: investigations Assessment does not include Analyzing and interpreting data quantitative scaling in models. Using mathematics and computational thinking 3-5 Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Patterns • Patterns in the natural world can be observed.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.2.5 Create audio recordings of stories or poems; add MP.2 Reason abstractly and quantitatively. drawings or other visual displays to stories or recounts of MP. 4 Model with mathematics. experiences when appropriate to clarify ideas, thoughts, and feelings. 2.NBT.A.3 Read and write numbers to 1000 using base-ten Connection to PASSnumerals, Coming number names, and expanded Soon form. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
38 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 2ND GRADE
2-ESS2-3 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and The Roles of Water in Earth’s Surface 2-ESS2-3 defining problems (for engineering) Processes: Students who demonstrate Developing and using models • Water is found in the ocean, rivers, understanding can: Planning and carrying out lakes, and ponds. investigations • Water exists as solid ice and liquid form. Obtain information to Analyzing and interpreting data Using mathematics and computational identify where water is thinking found on Earth and that Constructing explanations (for science) it can be solid or liquid. and designing solutions (for engineering) Clarification Statement: Engaging in argument from evidence See Disciplinary Core Ideas. Obtaining, evaluating, and communicating information Assessment Boundary: Obtaining, evaluating, and N/A communicating information in K–2 3-5 builds on prior experiences and uses observations and texts to communicate new information. • Obtain information using various texts, text features (e.g., headings, tables, contents, glossaries, electronic menus, icons, and other media that will be useful in answering scientific questions.
Crosscutting Concepts: Patterns • Patterns in the natural world can be observed. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.2.8 Recall information from experiences or gather N/A information from provided sources to answer questions. Connection to PASS Coming Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 39 ■ 3RD GRADE
3-PS2-1 Motion and Stability: Forces and Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Forces and Motion: 3-PS2-1 defining problems (for engineering) • Each force acts on one particular object Students who demonstrate Developing and using models and has both strength and a direction. understanding can: Planning and carrying out An object at rest typically has multiple investigations to answer questions forces acting on it, but they add to give Plan and conduct or test solutions to problems in 3–5 zero net force on the object. Forces that builds on K–2 experiences and do not sum to zero can cause changes investigations on the progresses to include investigations in the object’s speed or direction of effects of balanced and that control variables and provide motion. (Boundary: Qualitative and unbalanced forces on the evidence to support explanations or conceptual, but not quantitative addition motion of an object. design solutions. of forces are used at this level.) (Connected to 3-PS2-2) • Plan and conduct an investigation collaboratively to produce data Types of Interactions: Clarification Statement: to serve as the basis for evidence, • Objects in contact exert forces on each Examples could include an unbalanced using fair tests in which variables other. force on one side of a ball can make it are controlled and the number of start moving; and, balanced forces trials considered. pushing on a box from opposite sides Analyzing and interpreting data will not produce any motion at all.
3-5 Using mathematics and computational thinking Assessment Boundary: Constructing explanations (for science) Assessment is limited to one variable and designing solutions (for at a time: number, size, or direction of engineering) forces. Assessment does not include Engaging in argument from evidence quantitative force size, only qualitative Obtaining, evaluating, and and relative. Assessment is limited to communicating information gravity being addressed as a force that pulls objects down.
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.3.1 Ask and answer questions to demonstrate understand- MP. 2 Reason abstractly and quantitatively. ing of a text, referring explicitly to the text as the basis for the MP.5 Use appropriate tools strategically. answers. 3.MD.A.2 Measure and estimate liquid volumes and masses W.3.7 ConductConnection short research projects that build knowledgeto PASS of objects Coming using standard units of gramsSoon (g), kilograms (kg), and about a topic. liters (l). Add, subtract, multiply, or divide to solve one-step word W.3.8 Recall information from experiences or gather informa- problems involving masses or volumes that are given in the same tion from print and digital sources; take brief notes on sources units, e.g., by using drawings (such as a beaker with a measure- and sort evidence into provided categories. ment scale) to represent the problem. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
40 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 3RD GRADE
3-PS2-2 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Forces and Motion: 3-PS2-2 defining problems (for engineering) • The patterns of an object’s motion in Students who demonstrate Developing and using models various situations can be observed and understanding can: Planning and carrying out measured; when that past motion investigations to answer questions exhibits a regular pattern, future motion Make observations and/or or test solutions to problems in 3–5 can be predicted from it. (Boundary: builds on K–2 experiences and Technical terms, such as magnitude, measurements of the object’s progresses to include investigations velocity, momentum, and vector motion to provide evidence that control variables and provide quantity, are not introduced at this that a pattern can be used evidence to support explanations or level, but the concept that some to predict future motion. design solutions. quantities need both size and direction (Connected to 3-PS2-1) • Make observations and/or to be described is developed.) measurements to produce data to Clarification Statement: serve as the basis for evidence for Examples of motion with a predictable an explanation of a phenomenon pattern could include a child swinging or test a design solution. in a swing, a ball rolling back and forth 3-5 Analyzing and interpreting data in a bowl, and two children on a Using mathematics and see-saw. computational thinking Constructing explanations (for science) Assessment Boundary: and designing solutions (for Assessment does not include technical engineering) terms such as period and frequency. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Patterns • Patterns of change can be used to make predictions. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.3.7 Conduct short research projects that build knowledge MP. 2 Reason abstractly and quantitatively. about a topic. MP. 3 Construct viable arguments and critique the reasoning of W.3.8 Recall information from experiences or gather informa- others. tion from printConnection and digital sources; take brief notes onto sources PASS MP. 4 Model Coming with mathematics. Soon and sort evidence into provided categories. MP. 5 Use appropriate tools strategically. 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. 3.N.F.A Develop understanding of fractions as numbers. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 41 ■ 3RD GRADE
3-PS2-3 Motion and Stability: Forces and Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Types of Interactions: 3-PS2-3 defining problems (for engineering) • Electric, and magnetic forces between Students who demonstrate Asking questions and defining a pair of objects do not require that understanding can: problems in grades 3–5 builds on the objects be in contact. The sizes of grades K–2 experiences and the forces in each situation depend on Ask questions to determine progresses to specifying qualitative the properties of the objects and their cause and effect relationships relationships. distances apart and, for forces between of electric or magnetic interac- • Ask questions that can be two magnets, on their orientation tions between two objects not investigated based on patterns relative to each other. in contact with each other. such as cause and effect relationships. Clarification Statement: Developing and using models Examples of an electric force could Planning and carrying out include the force on hair from an electrically investigations charged balloon and the electrical forces Analyzing and interpreting data between a charged rod and pieces of Using mathematics and computational paper; examples of a magnetic force thinking could include the force between two Constructing explanations (for science) 3-5 permanent magnets, the force between and designing solutions (for an electromagnet and steel paperclips, engineering) and the force exerted by one magnet Engaging in argument from evidence versus the force exerted by two magnets. Obtaining, evaluating, and Examples of cause and effect relationships communicating information could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force. Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified, tested, and used to explain change. 6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.3.1 Ask and answer questions to demonstrate understand- MP.1 Make sense of problems and persevere in solving them. ing of a text, referring explicitly to the text as the basis for the 3.MD.B.4 Generate measurement data by measuring lengths answers. using rulers marked with halves and fourths of an inch. Show the RI.3.3 DescribeConnection the relationship between a series ofto historical PASS data by makingComing a line plot, where theSoon horizontal scale is marked events, scientific ideas or concepts, or steps in technical proce- off in appropriate units— whole numbers, halves, or quarters. dures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.8 Describe the logical connection between particular sen- tences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
42 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 3RD GRADE
3-PS2-4 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Types of Interactions: 3-PS2-4 defining problems (for engineering) • Electric, and magnetic forces between Students who demonstrate Asking questions and defining a pair of objects do not require that understanding can: problems in grades 3–5 builds on the objects be in contact. The sizes of grades K–2 experiences and the forces in each situation depend on Define a simple design progresses to specifying qualitative the properties of the objects and their relationships. distances apart and, for forces between problem that can be solved • Define a simple problem that can two magnets, on their orientation by applying scientific ideas be solved through the development relative to each other. about magnets.* of a new or improved object or ——————————————————————————— tool. * Connections to Engineering, Clarification Statement: Developing and using models Technology, and Application of Science Examples of problems could include Planning and carrying out constructing a latch to keep a door investigations Interdependence of Science, shut and creating a device to keep Analyzing and interpreting data Engineering, and Technology: two moving objects from touching Using mathematics and • Scientific discoveries about the natural each other. 3-5 computational thinking world can often lead to new and Constructing explanations (for science) improved technologies, which are Assessment Boundary: and designing solutions (for developed through the engineering N/A engineering) design process. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: N/A 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.1 Make sense of problems and persevere in solving them. MP. 4 Model with mathematics. 3.MD.B.4 Generate measurement data by measuring lengths Connection to PASSusing rulers Coming marked with halves and Soon fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. 3.N.F.A Develop understanding of fractions as numbers. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 43 ■ 3RD GRADE
3-LS1-1 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Growth and Development 3-LS1-1 defining problems (for engineering) of Organisms: Students who demonstrate Developing and using models • Reproduction is essential to the understanding can: Modeling in 3–5 builds on K–2 continued existence of every kind of experiences and progresses to organism. Develop models to building and revising simple models • Plants and animals have unique and and using models to represent diverse life cycles. describe that organisms events and design solutions. have unique and diverse • Develop models to describe life cycles but all have in phenomena. common birth, growth, Planning and carrying out reproduction, and death. investigations Analyzing and interpreting data Clarification Statement: Using mathematics and Changes different organisms go computational thinking through during their life form a pattern. Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) 3-5 Assessment of plant life cycles is Engaging in argument from evidence limited to those of flowering plants. Obtaining, evaluating, and Assessment does not include details communicating information of human reproduction or microscopic organisms.
Crosscutting Concepts: Patterns • Patterns of change can be used to make predictions.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.3.7 Use information gained from illustrations (e.g., maps, MP.4 Model with mathematics. photographs) and the words in a text to demonstrate under- 3.NBT Number and Operations in Base Ten standing of the text (e.g., where, when, why, and how key events 3.NF Number and Operations—Fractions occur). Connection to PASS Coming Soon SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
44 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 3RD GRADE
3-LS2-1 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Social Interactions and 3-LS2-1 defining problems (for engineering) Group Behavior: Students who demonstrate Developing and using models • Being part of a group helps animals understanding can: Planning and carrying out obtain food, defend themselves, and investigations cope with changes. Construct an argument Analyzing and interpreting data • Groups may serve different functions Using mathematics and and vary dramatically in size. that some animals form computational thinking groups that help members Constructing explanations (for science) survive. and designing solutions (for engineering) Clarification Statement: Engaging in argument from Arguments could include examples evidence of group behavior such as division of Engaging in argument from labor in a bee colony, flocks of birds evidence in 3–5 builds on K–2 staying together to confuse or experiences and progresses to intimidate predators, or wolves 3-5 critiquing the scientific explanations hunting in packs to more efficiently or solutions proposed by peers by catch and kill prey. citing relevant evidence about the natural and designed world(s). Assessment Boundary: • Construct an argument with N/A evidence, data, and/or a model. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified and used to explain change. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.3.1 Ask and answer questions to demonstrate understand- MP.4 Model with mathematics. ing of a text, referring explicitly to the text as the basis for the 3.NBT Number and Operations in Base Ten answers. RI.3.3 DescribeConnection the relationship between a series ofto historical PASS Coming Soon events, scientific ideas or concepts, or steps in technical proce- dures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 45 ■ 3RD GRADE
3-LS3-1 Heredity: Inheritance and Variation of Traits
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Inheritance of Traits: 3-LS3-1 defining problems (for engineering) • Many characteristics of organisms are Students who demonstrate Developing and using models inherited from their parents. understanding can: Planning and carrying out investigations Variation of Traits: Analyze and interpret data Analyzing and interpreting data • Different organisms vary in how they Analyzing data in 3–5 builds on look and function because they have to provide evidence that K–2 experiences and progresses to different inherited information. plants and animals have traits introducing quantitative approaches inherited from parents and to collecting data and conducting that variation of these traits multiple trials of qualitative exists in a group of similar observations. When possible and organisms. feasible, digital tools should be used. Clarification Statement: • Analyze and interpret data to Patterns are the similarities and make sense of phenomena using differences in traits shared between logical reasoning. offspring and their parents, or among Using mathematics and 3-5 siblings. Emphasis is on organisms computational thinking other than humans. Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) Assessment does not include Engaging in argument from evidence genetic mechanisms of inheritance Obtaining, evaluating, and and prediction of traits. Assessment communicating information is limited to non-human examples.
Crosscutting Concepts: Patterns • Similarities and differences in patterns can be used to sort and classify natural phenomena.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.3.1 Ask and answer questions to demonstrate understand- MP.2 Reason abstractly and quantitatively. ing of a text, referring explicitly to the text as the basis for the MP.4 Model with mathematics. answers. 3.MD.B.4 Generate measurement data by measuring lengths RI.3.2 DetermineConnection the main idea of a text; recount theto key detailsPASS using rulers Coming marked with halves and Soon fourths of an inch. Show the and explain how they support the main idea. data by making a line plot, where the horizontal scale is marked RI.3.3 Describe the relationship between a series of historical off in appropriate units—whole numbers, halves, or quarters. events, scientific ideas or concepts, or steps in technical proce- dures in a text, using language that pertains to time, sequence, and cause/effect. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
46 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 3RD GRADE
3-LS3-2 Heredity: Inheritance and Variation of Traits K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Inheritance of Traits: 3-LS3-2 defining problems (for engineering) • Other characteristics result from Students who demonstrate Developing and using models individuals’ interactions with the understanding can: Planning and carrying out environment, which can range from investigations diet to learning. Many characteristics Use evidence to support Analyzing and interpreting data involve both inheritance and Using mathematics and environment. the explanation that traits computational thinking can be influenced by the Constructing explanations Variation of Traits: environment. (for science) and designing solutions • The environment also affects the traits (for engineering) that an organism develops. Clarification Statement: Constructing explanations and Examples of the environment designing solutions in 3–5 builds affecting a trait could include normally on K–2 experiences and progresses tall plants grown with insufficient water to the use of evidence in constructing are stunted; a pet dog that is given explanations that specify variables too much food and little exercise may 3-5 that describe and predict phenomena become overweight; and animals who and in designing multiple solutions teach their offspring skills like hunting. to design problems. • Use evidence (e.g., observations, Assessment Boundary: patterns) to support an explanation. N/A Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified and used to explain change. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.3.1 Ask and answer questions to demonstrate understand- MP.2 Reason abstractly and quantitatively. ing of a text, referring explicitly to the text as the basis for the MP.4 Model with mathematics. answers. 3.MD.B.4 Generate measurement data by measuring lengths RI.3.2 DetermineConnection the main idea of a text; recount theto key detailsPASS using rulers Coming marked with halves and Soon fourths of an inch. Show the and explain how they support the main idea. data by making a line plot, where the horizontal scale is marked RI.3.3 Describe the relationship between a series of historical off in appropriate units—whole numbers, halves, or quarters. events, scientific ideas or concepts, or steps in technical proce- dures in a text, using language that pertains to time, sequence, and cause/effect. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4 Report on a topic or text, tell a story, or recount an 9-12 experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 47 ■ 3RD GRADE
3-LS4-1 Biological Unity and Diversity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Evidence of Common Ancestry 3-LS4-1 defining problems (for engineering) and Diversity: Students who demonstrate Developing and using models • Some kinds of plants and animals that understanding can: Planning and carrying out once lived on Earth are no longer found investigations anywhere. Analyze and interpret data Analyzing and interpreting data • Fossils provide evidence about the Analyzing data in 3–5 builds on types of organisms that lived long ago from fossils to provide K–2 experiences and progresses to and also about the nature of their evidence of the organisms introducing quantitative approaches environments. and the environments in to collecting data and conducting which they lived long ago. multiple trials of qualitative observations. When possible and Clarification Statement: feasible, digital tools should be used. Examples of data could include • Analyze and interpret data to type, size, and distributions of fossil make sense of phenomena using organisms. Examples of fossils and logical reasoning. environments could include marine Using mathematics and fossils found on dry land, tropical plant computational thinking fossils found in Arctic areas, and fossils 3-5 Constructing explanations (for science) of extinct organisms. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence Assessment does not include Obtaining, evaluating, and identification of specific fossils or communicating information present plants and animals. Assessment is limited to major fossil types and relative ages.
Crosscutting Concepts: Scale, Proportion, and Quantity • Observable phenomena exist from very short to very long time periods.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
RI.3.1 Ask and answer questions to demonstrate understand- MP.2 Reason abstractly and quantitatively. ing of a text, referring explicitly to the text as the basis for the MP.4 Model with mathematics. answers. MP.5 Use appropriate tools strategically. RI.3.2 Determine the main idea of a text; recount the key details Connection to PASS3.MD.B.4 Coming Generate measurement dataSoon by measuring lengths and explain how they support the main idea. using rulers marked with halves and fourths of an inch. Show the RI.3.3 Describe the relationship between a series of historical data by making a line plot, where the horizontal scale is marked events, scientific ideas or concepts, or steps in technical proce- off in appropriate units—whole numbers, halves, or quarters. dures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.9 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
48 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 3RD GRADE
3-LS4-2 Biological Unity and Diversity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Natural Selection: 3-LS4-2 defining problems (for engineering) • Sometimes the differences in Students who demonstrate Developing and using models characteristics between individuals understanding can: Planning and carrying out of the same species provide advantages investigations in surviving, finding mates, and Use evidence to construct Analyzing and interpreting data reproducing. Using mathematics and an explanation for how the computational thinking variations in characteristics Constructing explanations among individuals of the (for science) and designing solutions same species may provide (for engineering) advantages in surviving Constructing explanations and and reproducing. designing solutions in 3–5 builds on K–2 experiences and progresses Clarification Statement: to the use of evidence in constructing
Examples of cause and effect 3-5 explanations that specify variables relationships could be plants that that describe and predict phenomena have larger thorns than other plants and in designing multiple solutions may be less likely to be eaten by to design problems. predators; and, animals that have • Use evidence (e.g., observations, better camouflage coloration than patterns) to construct an explanation. other animals may be more likely to Engaging in argument from evidence survive and therefore more likely to Obtaining, evaluating, and leave offspring. communicating information Assessment Boundary: N/A
Crosscutting Concepts: Scale, Proportion, and Quantity • Observable phenomena exist from very short to very long time periods.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RI.3.1 Ask and answer questions to demonstrate understand- MP.2 Reason abstractly and quantitatively. ing of a text, referring explicitly to the text as the basis for the MP.4 Model with mathematics. answers. 3.MD.B.4 Generate measurement data by measuring lengths RI.3.2 DetermineConnection the main idea of a text; recount theto key detailsPASS using rulers Coming marked with halves and Soon fourths of an inch. Show the and explain how they support the main idea. data by making a line plot, where the horizontal scale is marked RI.3.3 Describe the relationship between a series of historical off in appropriate units—whole numbers, halves, or quarters. events, scientific ideas or concepts, or steps in technical proce- dures in a text, using language that pertains to time, sequence, and cause/effect. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 49 ■ 3RD GRADE
3-LS4-3 Biological Unity and Diversity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Adaptation: 3-LS4-3 defining problems (for engineering) • For any particular environment, some Students who demonstrate Developing and using models kinds of organisms survive well, some understanding can: Planning and carrying out survive less well, and some cannot investigations survive at all. Construct an argument with Analyzing and interpreting data Using mathematics and evidence that in a particular computational thinking habitat some organisms can Constructing explanations (for science) survive well, some survive and designing solutions (for less well, and some cannot engineering) survive at all. Engaging in argument from evidence Engaging in argument from Clarification Statement: evidence in 3–5 builds on K–2 Examples of evidence could include experiences and progresses to needs and characteristics of the critiquing the scientific explanations organisms and habitats involved. or solutions proposed by peers by 3-5 The organisms and their habitat make citing relevant evidence about the up a system in which the parts depend natural and designed world(s). on each other. • Construct an argument with evidence. Assessment Boundary: Obtaining, evaluating, and N/A communicating information
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified and used to explain change.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
RI.3.1 Ask and answer questions to demonstrate understand- MP.2 Reason abstractly and quantitatively. ing of a text, referring explicitly to the text as the basis for the MP.4 Model with mathematics. answers. 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to RI.3.2 DetermineConnection the main idea of a text; recount theto key detailsPASS represent Coming a data set with several categories. Soon Solve one- and two- and explain how they support the main idea. step “how many more” and “how many less” problems using RI.3.3 Describe the relationship between a series of historical information presented in scaled bar graphs. events, scientific ideas or concepts, or steps in technical proce- dures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
50 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 3RD GRADE
3-LS4-4 Biological Unity and Diversity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Ecosystem Dynamics, 3-LS4-4 defining problems (for engineering) Functioning, and Resilience: Students who demonstrate Developing and using models • When the environment changes in understanding can: Planning and carrying out ways that affect a place’s physical investigations characteristics, temperature, or Make a claim about the Analyzing and interpreting data availability of resources, some organisms Using mathematics and survive and reproduce, others move to merit of a solution to a computational thinking new locations, yet others move into the problem caused when the Constructing explanations (for science) transformed environment, and some environment changes and and designing solutions (for die. (secondary to 3-LS4-4) the types of plants and engineering) animals that live there Engaging in argument from Biodiversity and Humans: may change.* evidence • Populations live in a variety of habitats, Engaging in argument from and change in those habitats affects Clarification Statement: evidence in 3–5 builds on K–2 the organisms living there.
Examples of environmental changes 3-5 experiences and progresses to could include changes in land critiquing the scientific explanations characteristics, water distribution, or solutions proposed by peers by temperature, food, and other citing relevant evidence about the organisms. natural and designed world(s). • Make a claim about the merit of Assessment Boundary: a solution to a problem by citing Assessment is limited to a single relevant evidence about how it environmental change. Assessment meets the criteria and constraints does not include the greenhouse of the problem. effect or climate change. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Systems and System Models • A system can be described in terms of its components and their interactions.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RI.3.1 Ask and answer questions to demonstrate understand- MP.2 Reason abstractly and quantitatively. ing of a text, referring explicitly to the text as the basis for the MP.4 Model with mathematics. answers. RI.3.2 DetermineConnection the main idea of a text; recount theto key detailsPASS Coming Soon and explain how they support the main idea. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical proce- dures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 9-12 SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 51 ■ 3RD GRADE
3-ESS2-1 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Weather and Climate: 3-ESS2-1 defining problems (for engineering) • Scientists record patterns of the Students who demonstrate Developing and using models weather across different times and understanding can: Planning and carrying out areas so that they can make predictions investigations about what kind of weather might Represent data in tables Analyzing and interpreting data happen next. Analyzing data in 3–5 builds on and graphical displays to K–2 experiences and progresses to describe typical weather introducing quantitative approaches conditions expected during to collecting data and conducting a particular season. multiple trials of qualitative observations. When possible and Clarification Statement: feasible, digital tools should be used. Examples of data at this grade level • Represent data in tables and could include average temperature, various graphical displays (bar precipitation, and wind direction. graphs and pictographs) to reveal patterns that indicate relationships. Assessment Boundary: Using mathematics and Assessment of graphical displays is
3-5 computational thinking limited to pictographs and bar graphs. Constructing explanations (for science) Assessment does not include climate and designing solutions (for change. engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Patterns • Patterns of change can be used to make predictions.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. Connection to PASS3.MD.A.2 Coming Measure and estimate liquidSoon volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
52 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 3RD GRADE
3-ESS2-2 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Weather and Climate: 3-ESS2-2 defining problems (for engineering) • Climate describes a range of an area’s Students who demonstrate Developing and using models typical weather conditions and the understanding can: Planning and carrying out extent to which those conditions vary investigations over years. Obtain and combine Analyzing and interpreting data Using mathematics and information to describe computational thinking climates in different regions Constructing explanations (for science) of the world. and designing solutions (for engineering) Clarification Statement: Engaging in argument from evidence N/A Obtaining, evaluating, and communicating information Assessment Boundary: Obtaining, evaluating, and N/A communicating information in 3–5 3-5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. • Obtain and combine information from books and other reliable media to explain phenomena.
Crosscutting Concepts: Patterns • Patterns of change can be used to make predictions.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RI.3.1 Ask and answer questions to demonstrate understand- MP.2 Reason abstractly and quantitatively. ing of a text, referring explicitly to the text as the basis for the MP.4 Model with mathematics. answers. RI.3.9 CompareConnection and contrast the most important pointsto and PASS key Coming Soon details presented in two texts on the same topic. W.3.9 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 53 ■ 3RD GRADE
3-ESS3-1 Earth and Human Activity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Natural Hazards: 3-ESS3-1 defining problems (for engineering) • A variety of natural hazards result from Students who demonstrate Developing and using models natural processes. understanding can: Planning and carrying out • Humans cannot eliminate natural investigations hazards but can take steps to reduce Make a claim about the Analyzing and interpreting data their impacts. Using mathematics and (Note: This Disciplinary Core Idea merit of a design solution computational thinking is also addressed by 4-ESS3-2.) that reduces the impacts of Constructing explanations (for science) ——————————————————————————— a weather-related hazard.* and designing solutions (for * Connections to Engineering, engineering) Technology, and Application of Science Clarification Statement: Engaging in argument from Examples of design solutions to evidence Influence of Engineering, weather-related hazards could include Engaging in argument from Technology, and Science on barriers to prevent flooding, wind evidence in 3–5 builds on K–2 Society and the Natural World: resistant roofs, tornado shelters and experiences and progresses to • Engineers improve existing lighting rods. critiquing the scientific explanations technologies or develop new ones or solutions proposed by peers by to increase their benefits (e.g., better Assessment Boundary: 3-5 citing relevant evidence about the artificial limbs), decrease known risks N/A natural and designed world(s). (e.g., seatbelts in cars), and meet • Make a claim about the merit of societal demands (e.g., cell phones). a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified, tested, and used to explain change.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
W.3.1 Write opinion pieces on topics or texts, supporting a point MP.2 Reason abstractly and quantitatively. of view with reasons. MP.4 Model with mathematics. W.3.7 Conduct short research projects that build knowledge about a topic.Connection to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
54 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 4TH GRADE
4-PS3-1 Energy K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Definitions of Energy: 4-PS3-1 defining problems (for engineering) • The faster a given object is moving, Students who demonstrate Developing and using models the more energy it possesses. understanding can: Planning and carrying out investigations Use evidence to construct Analyzing and interpreting data Using mathematics and an explanation relating the computational thinking speed of an object to the Constructing explanations energy of that object. (for science) and designing solutions (for engineering) Clarification Statement: Constructing explanations and Energy can be moved from place to designing solutions in 3–5 builds place by moving objects or through on K–2 experiences and progresses sound, light, or electric currents. to the use of evidence in constructing At this grade level, no attempt is explanations that specify variables made to give a precise or complete 3-5 that describe and predict phenomena definition of energy. and in designing multiple solutions to design problems. Assessment Boundary: • Use evidence (e.g., measurements, Assessment does not include observations, patterns) to construct quantitative measures of changes an explanation. in the speed of an object or on any Engaging in argument from evidence precise or quantitative definition of Obtaining, evaluating, and energy. communicating information
Crosscutting Concepts: Energy and Matter • Energy can be transferred in various ways and between objects.
Oklahoma Academic Standards Connections 6-8 ELA/Literacy Mathematics
RI.4.1 Refer to details and examples in a text when explaining MP. 2 Reason abstractly and quantitatively. what the text says explicitly and when drawing inferences from 4.MD.A.1 Know relative sizes of measurement units within one the text. system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, RI.4.3 ExplainConnection events, procedures, ideas, or concepts to in a PASSsec. Within Coming a single system of measurement, Soon express measure- historical, scientific, or technical text, including what happened ments in a larger unit in terms of a smaller unit. Record measure- and why, based on specific information in the text. ment equivalents in a two-column table. RI.4.9 Integrate information from two texts on the same topic 4.MD.A.2 Use the four operations to solve word problems in order to write or speak about the subject knowledgeably. involving distances, intervals of time, liquid volumes, masses W.4.2 Write informative/explanatory texts to examine a topic of objects, and money, including problems involving simple and convey ideas and information clearly. fractions or decimals, and problems that require expressing W.4.8 Recall relevant information from experiences or gather measurements given in a larger unit in terms of a smaller unit. relevant information from print and digital sources; take notes Represent measurement quantities using diagrams such as and categorize information, and provide a list of sources. number line diagrams that feature a measurement sc. W.4.9 Draw evidence from literary or informational texts to 4.NBT.B.5 Multiply a whole number of up to four digits by a support analysis, reflection, and research. one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of 9-12 operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 55 ■ 4TH GRADE
4-PS3-2 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Definitions of Energy: 4-PS3-2 defining problems (for engineering) • Energy can be moved from place to Students who demonstrate Developing and using models place by moving objects or through understanding can: Planning and carrying out sound, light, or electric currents. investigations to answer questions Make observations to or test solutions to problems in 3–5 Conservation of Energy builds on K– 2 experiences and and Energy Transfer: provide evidence that progresses to include investigations • Energy is present whenever there are energy can be transferred that control variables and provide moving objects, sound, light, or heat. from place to place by sound, evidence to support explanations or • When objects collide, energy can be light, heat, and electric design solutions. transferred from one object to another, currents. • Make observations to produce thereby changing their motion. data to serve as the basis for • In such collisions, some energy is Clarification Statement: evidence for an explanation of a typically also transferred to the When energy is transferred it can stay phenomenon or test a design surrounding air; as a result, the air gets in the same form, change forms, or solution. heated and sound is produced. both. Examples of this can include a Analyzing and interpreting data • Light also transfers energy from place moving arm throwing a baseball, the Using mathematics and to place. 3-5 light from the sun warming a window- computational thinking • Energy can also be transferred from pane, and two moving objects Constructing explanations (for science) place to place by electric currents, colliding and changing their motion. and designing solutions (for which can then be used locally to engineering) produce motion, sound, heat, or light. Assessment Boundary: Engaging in argument from evidence • The currents may have been produced Assessment does not include Obtaining, evaluating, and to begin with by transforming the quantitative measurements of energy. communicating information energy of motion into electrical energy.
Crosscutting Concepts: Energy and Matter • Energy can be transferred in various ways and between objects.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
W.4.7 Conduct short research projects that build knowledge MP.1 Make sense of problems and persevere in solving them. through investigation of different aspects of a topic. 4.MD.C.6 Measure angles in whole-number degrees using a W.4.8 Recall relevant information from experiences or gather protractor. Sketch angles of specified measure. relevant informationConnection from print and digital sources; taketo notes PASS Coming Soon and categorize information, and provide a list of sources. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
56 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 4TH GRADE
4-PS3-3 Energy K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Definitions of Energy: 4-PS3-3 defining problems (for engineering) • Energy can be moved from place to Students who demonstrate Asking questions and defining place by moving objects or through understanding can: problems in grades 3–5 builds on sound, light, or electric currents. grades K–2 experiences and Ask questions and predict progresses to specifying qualitative Conservation of Energy relationships. and Energy Transfer: outcomes about the changes • Ask questions that can be • Energy is present whenever there are in energy that occur when investigated and predict moving objects, sound, light, or heat. objects collide. reasonable outcomes based on • When objects collide, energy can be patterns such as cause and effect transferred from one object to another, Clarification Statement: relationships. thereby changing their motion. Emphasis is on the change in the Developing and using models • In such collisions, some energy is energy due to the change in speed, Planning and carrying out typically also transferred to the not on the forces, as objects interact. investigations surrounding air; as a result, the air Analyzing and interpreting data gets heated and sound is produced. Assessment Boundary: 3-5 Using mathematics and Assessment does not include computational thinking Relationship Between quantitative measurements of energy. Constructing explanations (for science) Energy and Forces: and designing solutions (for • When objects collide, the contact engineering) forces transfer energy so as to change Engaging in argument from evidence the objects’ motions. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Energy and Matter • Energy can be transferred in various ways and between objects.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
W.4.7 Conduct short research projects that build knowledge MP. 2 Reason abstractly and quantitatively. through investigation of different aspects of a topic. MP. 5 Use appropriate tools strategically. W.4.8 Recall relevant information from experiences or gather relevant informationConnection from print and digital sources; taketo notes PASS Coming Soon and categorize information, and provide a list of sources. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 57 ■ 4TH GRADE
4-PS3-4 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Conservation of Energy 4-PS3-4 defining problems (for engineering) and Energy Transfer: Students who demonstrate Developing and using models • Energy can also be transferred from understanding can: Planning and carrying out place to place by electric currents, which can then be used locally to investigations Apply scientific ideas to Analyzing and interpreting data produce motion, sound, heat, or light. Using mathematics and The currents may have been produced design, test, and refine a computational thinking to begin with by transforming the device that converts energy Constructing explanations energy of motion into electrical energy. from one form to another.* (for science) and designing solutions Energy in Chemical (for engineering) Clarification Statement: Processes and Everyday Life: Constructing explanations and Examples of devices could include • The expression “produce energy” designing solutions in 3–5 builds electric circuits that convert electrical typically refers to the conversion of on K–2 experiences and progresses energy into motion energy of a vehicle, stored energy into a desired form for light, or sound; and, a passive solar to the use of evidence in constructing practical use. explanations that specify variables heater that converts light into heat, that describe and predict phenomena Defining Engineering Problems mousetrap cars, rubber band-powered and in designing multiple solutions vehicles. Examples of constraints could 3-5 (secondary to 4-PS3-4) to design problems. • Possible solutions to a problem are include the materials, cost, or time to • Apply scientific ideas to solve limited by available materials and design the device. design problems. resources (constraints). Engaging in argument from evidence • The success of a designed solution is Assessment Boundary: Obtaining, evaluating, and determined by considering the desired N/A communicating information features of a solution (criteria). • Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. ——————————————————————————— * Connections to Engineering, Technology, and Application of Science
Influence of Engineering, Technology, and Science on Society and the Natural World: • Engineers improve existing 6-8 technologies or develop new ones.
Crosscutting Concepts: Energy and Matter • Energy can be transferred in various ways and between objects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
W.4.7 Conduct short research projects that build knowledge 4.OA.A.3 Solve multistep word problems posed with whole through investigation of different aspects of a topic. numbers and having whole-number answers using the four W.4.8 Recall relevant information from experiences or gather operations, including problems in which remainders must be relevant informationConnection from print and digital sources; taketo notes PASS interpreted. Coming Represent these problems Soon using equations with a and categorize information, and provide a list of sources. letter standing for the unknown quantity. Assess the reasonable- ness of answers using mental computation and estimation strategies including rounding. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
58 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 4TH GRADE
4-PS4-1 Waves and Their Applications in Technologies for Information Transfer K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Wave Properties: 4-PS4-1 defining problems (for engineering) • Waves, which are regular patterns of Students who demonstrate Developing and using models motion, can be made in water by understanding can: Modeling in 3–5 builds on K–2 disturbing the surface. experiences and progresses to • When waves move across the surface Develop a model of waves building and revising simple models of deep water, the water goes up and and using models to represent down in place; there is no net motion in to describe patterns in terms events and design solutions. the direction of the wave except when of amplitude and wavelength • Develop a model using an analogy, the water meets a beach. and to show that waves can example, or abstract representation • Waves of the same type can differ in cause objects to move. to describe a scientific principle. amplitude (height of the wave) and Planning and carrying out wavelength (spacing between wave Clarification Statement: investigations peaks). Examples of models could include Analyzing and interpreting data diagrams, analogies, and physical Using mathematics and models using wire to illustrate wave- computational thinking length and amplitude of waves. 3-5 Constructing explanations (for science) Examples of wave patterns could and designing solutions (for include the vibrating patterns engineering) associated with sound; the vibrating Engaging in argument from evidence patterns of seismic waves produced Obtaining, evaluating, and by earthquakes. communicating information Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.
Crosscutting Concepts: Patterns • Similarities and differences in patterns can be used to sort and classify natural phenomena.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
SL.4.5 Add audio recordings and visual displays to presentations MP.4 Model with mathematics. when appropriate to enhance the development of main ideas or 4.G.A.1 Draw points, lines, line segments, rays, angles (right, themes. acute, obtuse), and perpendicular and parallel lines. Identify Connection to PASSthese in two-dimensionalComing figures. Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 59 ■ 4TH GRADE
4-PS4-2 Waves and Their Applications in Technologies for Information Transfer
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Electromagnetic Radiation: 4-PS4-2 defining problems (for engineering) • An object can be seen when light Students who demonstrate Developing and using models reflected from its surface enters understanding can: Modeling in 3–5 builds on K–2 the eyes. experiences and progresses to Develop a model to describe building and revising simple models and using models to represent that light reflecting from events and design solutions. objects and entering the eye • Develop a model to describe allows objects to be seen. phenomena. Planning and carrying out Clarification Statement: investigations N/A Analyzing and interpreting data Using mathematics and Assessment Boundary: computational thinking Assessment does not include Constructing explanations (for science) knowledge of specific colors reflected and designing solutions (for and seen, the cellular mechanisms of engineering) vision, or how the retina works. 3-5 Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
SL.4.5 Add audio recordings and visual displays to presentations MP.4 Model with mathematics. when appropriate to enhance the development of main ideas or 4.G.A.1 Draw points, lines, line segments, rays, angles (right, themes. acute, obtuse), and perpendicular and parallel lines. Identify Connection to PASSthese in two-dimensionalComing figures. Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
60 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 4TH GRADE
4-PS4-3 Waves and Their Applications in Technologies for Information Transfer K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Information Technologies 4-PS4-3 defining problems (for engineering) and Instrumentation: Students who demonstrate Developing and using models • Digitized information can be understanding can: Planning and carrying out transmitted over long distances without investigations significant degradation. Generate and compare Analyzing and interpreting data • High-tech devices, such as computers Using mathematics and or cell phones, can receive and decode multiple solutions that use computational thinking information—convert it from digitized patterns to transfer Constructing explanations form to voice—and vice versa. information.* (for science) and designing solutions (for engineering) Optimizing The Design Solution Clarification Statement: Constructing explanations and (secondary to 4-PS4-3) Examples of solutions could include designing solutions in 3–5 builds • Different solutions need to be tested in drums sending coded information on K–2 experiences and progresses order to determine which of them best through sound waves, using a grid to the use of evidence in constructing solves the problem, given the criteria of 1’s and 0’s representing black and explanations that specify variables and the constraints. white to send information about a 3-5 that describe and predict phenomena picture, QR codes, barcodes, and and in designing multiple solutions using Morse code to send text. to design problems. • Generate and compare multiple Assessment Boundary: solutions to a problem based on N/A how well they meet the criteria and constraints of the design solution. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Patterns • Similarities and differences in patterns can be used to sort and classify designed products.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RI.4.1 Refer to details and examples in a text when explaining MP. 2 Reason abstractly and quantitatively. what the text says explicitly and when drawing inferences from the text. RI.4.9 IntegrateConnection information from two texts on the sameto topic PASS Coming Soon in order to write or speak about the subject knowledgeably. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 61 ■ 4TH GRADE
4-LS1-1 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Function: 4-LS1-1 defining problems (for engineering) • Plants and animals have both internal Students who demonstrate Developing and using models and external structures that serve understanding can: Planning and carrying out various functions in growth, survival, investigations behavior, and reproduction. Construct an argument Analyzing and interpreting data Using mathematics and that plants and animals computational thinking have internal and external Constructing explanations (for science) structures that function to and designing solutions (for support survival, growth, engineering) behavior, and reproduction. Engaging in argument from evidence Clarification Statement: Engaging in argument from Examples of structures could include evidence in 3–5 builds on K–2 thorns, stems, roots, colored petals, experiences and progresses to heart, stomach, lung, brain, and skin. critiquing the scientific explanations or solutions proposed by peers by 3-5 Assessment Boundary: citing relevant evidence about the Assessment is limited to macroscopic natural and designed world(s). structures within plant and animal • Construct an argument with systems. evidence, data, and/or a model. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Systems and System Models • A system can be described in terms of its components and their interactions.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
W.4.1 Write opinion pieces on topics or texts, supporting a point 4.G.A.3 Recognize a line of symmetry for a two-dimensional of view with reasons and information. figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line- Connection to PASSsymmetric Coming figures and draw lines ofSoon symmetry. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
62 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 4TH GRADE
4-LS1-2 From Molecules to Organisms: Structure and Processes K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Information Processing: 4-LS1-2 defining problems (for engineering) • Different sense receptors are Students who demonstrate Developing and using models specialized for particular kinds of understanding can: Modeling in 3–5 builds on K–2 information, which may be then experiences and progresses to processed by the animal’s brain. Use a model to describe building and revising simple models • Animals are able to use their and using models to represent perceptions and memories to guide that animals’ receive different events and design solutions. their actions. types of information through • Use a model to test interactions their senses, process the concerning the functioning of a information in their brain, and natural system. respond to the information in Planning and carrying out different ways. investigations Analyzing and interpreting data Clarification Statement: Using mathematics and
Emphasis is on systems of information 3-5 computational thinking transfer. Examples of response to Constructing explanations (for science) stimuli include animals running from and designing solutions (for predators and plant leaves turning engineering) toward the sun. Engaging in argument from evidence Obtaining, evaluating, and Assessment Boundary: communicating information Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.
Crosscutting Concepts: Systems and System Models • A system can be described in terms of its components and their interactions.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
SL.4.5 Add audio recordings and visual displays to presentations N/A when appropriate to enhance the development of main ideas or themes. Connection to PASS Coming Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 63 ■ 4TH GRADE
4-ESS1-1 Earth’s Place in the Universe
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and The History of Planet Earth: 4-ESS1-1 defining problems (for engineering) • Local, regional, and global patterns of Students who demonstrate Developing and using models rock formations reveal changes over understanding can: Planning and carrying out time due to earth forces, such as investigations earthquakes. Identify evidence from Analyzing and interpreting data • The presence and location of certain patterns in rock formations Using mathematics and fossil types indicate the order in which and fossils in rock layers computational thinking rock layers were formed. to support an explanation Constructing explanations for changes in a landscape (for science) and designing solutions (for engineering) over time. Constructing explanations and Clarification Statement: designing solutions in 3-5 builds Examples of evidence from patterns on K-2 experiences and progresses could include rock layers with marine to the use of evidence in constructing shell fossils above rock layers with explanations that specify variables plant fossils and no shells, indicating that describe and predict phenomena a change from land to water over time; and in designing multiple solutions
3-5 and, a canyon with different rock layers to design problems. in the walls and a river in the bottom, • Identify the evidence that indicating that over time a river cut supports particular points in through the rock. an explanation. Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Assessment does not include specific communicating information knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.
Crosscutting Concepts: Patterns • Patterns can be used as evidence to support an explanation.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
W.4.7 Conduct short research projects that build knowledge MP.2 Reason abstractly and quantitatively. through investigation of different aspects of a topic. MP.4 Model with mathematics. W.4.8 Recall relevant information from experiences or gather 4.MD.A.1 Know relative sizes of measurement units within relevant informationConnection from print and digital sources; taketo notes PASS one system Coming of units including km, m,Soon cm; kg, g; lb, oz.; l, ml; and categorize information, and provide a list of sources. hr, min, sec. Within a single system of measurement, express W.4.9 Draw evidence from literary or informational texts to sup- measurements in a larger unit in terms of a smaller unit. port analysis, reflection, and research. Record measurement equivalents in a two-column table. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
64 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 4TH GRADE
4-ESS2-1 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth Materials and Systems: 4-ESS2-1 defining problems (for engineering) • Rainfall helps to shape the land and Students who demonstrate Developing and using models affects the types of living things found understanding can: Planning and carrying out in a region. Water, ice, wind, living investigations organisms, and gravity break rocks, Plan and conduct Planning and carrying out soils, and sediments into smaller investigations to answer questions particles and move them around. investigations on the or test solutions to problems in 3–5 effects of water, ice, wind, builds on K–2 experiences and and vegetation on the progresses to include investigations relative rate of weathering that control variables and provide and erosion. evidence to support explanations or design solutions. Clarification Statement: • With guidance, plan and conduct Examples of variables to test could an investigation with peers. include angle of slope in the downhill 3-5 Analyzing and interpreting data movement of water, amount of Using mathematics and vegetation, speed of wind, relative computational thinking rate of deposition, cycles of freezing Constructing explanations (for science) and thawing of water, cycles of heating and designing solutions (for and cooling, and volume of water flow. engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Assessment is limited to a single form communicating information of weathering or erosion.
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified, tested, and used to explain change.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
W.4.7 Conduct short research projects that build knowledge MP.2 Reason abstractly and quantitatively. through investigation of different aspects of a topic. MP.4 Model with mathematics. W.4.8 Recall relevant information from experiences or gather MP.5 Use appropriate tools strategically. relevant information from print and digital sources; take notes Connection to PASS4.MD.A.1 Coming Know relative sizes of measurement Soon units within one and categorize information, and provide a list of sources. system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. 4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing
measurements given in a larger unit in terms of a smaller unit. 9-12 Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 65 ■ 4TH GRADE
4-ESS2-2 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Plate Tectonics and Large-Scale 4-ESS2-2 defining problems (for engineering) System Interactions: Students who demonstrate Developing and using models • The locations of mountain ranges, deep understanding can: Planning and carrying out ocean trenches, ocean floor structures, investigations earthquakes, and volcanoes occur in Analyze and interpret data Analyzing and interpreting data patterns. Analyzing data in 3–5 builds on • Most earthquakes and volcanoes occur from maps to describe K–2 experiences and progresses to in bands that are often along the patterns of Earth’s features. introducing quantitative approaches boundaries between continents and to collecting data and conducting oceans. Clarification Statement: multiple trials of qualitative • Major mountain chains form inside Maps can include topographic maps observations. When possible and continents or near their edges. of Earth’s land and ocean floor, as well feasible, digital tools should be • Maps can help locate the different land as maps of the locations of mountains, used. and water features areas of Earth. continental boundaries, volcanoes, • Analyze and interpret data to and earthquakes. make sense of phenomena using logical reasoning. Assessment Boundary: Using mathematics and N/A
3-5 computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Patterns • Patterns can be used as evidence to support an explanation.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
RI.4.7 Interpret information presented visually, orally, or 4.MD.A.2 Use the four operations to solve word problems quantitatively (e.g., in charts, graphs, diagrams, time lines, involving distances, intervals of time, liquid volumes, masses animations, or interactive elements on Web pages) and of objects, and money, including problems involving simple explain how theConnection information contributes to an understanding to PASS fractions orComing decimals, and problems Soon that require expressing of the text in which it appears. measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
66 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 4TH GRADE
4-ESS3-1 Earth and Human Activity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Natural Resources: 4-ESS3-1 defining problems (for engineering) • Energy and fuels that humans use are Students who demonstrate Developing and using models derived from natural sources, and their understanding can: Planning and carrying out use affects the environment in multiple investigations ways. Obtain and combine Analyzing and interpreting data • Some resources are renewable over Using mathematics and time, and others are not. information to describe computational thinking that energy and fuels are Constructing explanations (for science) derived from renewable and designing solutions (for and non-renewable resources engineering) and how their uses affect Engaging in argument from evidence the environment. Obtaining, evaluating, and communicating information Clarification Statement: Obtaining, evaluating, and
Examples of renewable energy 3-5 communicating information in resources could include wind energy, 3–5 builds on K–2 experiences and water behind dams, and sunlight; progresses to evaluate the merit non-renewable energy resources are and accuracy of ideas and methods. fossil fuels and fissile materials. • Obtain and combine information Examples of environmental effects from books and other reliable could include loss of habitat due to media to explain phenomena. dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.
Assessment Boundary: N/A
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified and used to explain change.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
W.4.7 Conduct short research projects that build knowledge MP.2 Reason abstractly and quantitatively. through investigation of different aspects of a topic. MP.4 Model with mathematics. W.4.8 Recall relevant information from experiences or gather 4.OA.A.1 Interpret a multiplication equation as a comparison, relevant informationConnection from print and digital sources; taketo notes PASS e.g., interpret Coming 35 = 5 × 7 as a statement Soon that 35 is 5 times as and categorize information, and provide a list of sources. many as 7 and 7 times as many as 5. Represent verbal statements W.4.9 Draw evidence from literary or informational texts to of multiplicative comparisons as multiplication equations. support analysis, reflection, and research. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 67 ■ 4TH GRADE
4-ESS3-2 Earth and Human Activity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Natural Hazards: 4-ESS3-2 defining problems (for engineering) • A variety of hazards result from natural Students who demonstrate Developing and using models processes (e.g., earthquakes, tsunamis, understanding can: Planning and carrying out volcanic eruptions). investigations • Humans cannot eliminate the hazards Generate and compare Analyzing and interpreting data but can take steps to reduce their Using mathematics and impacts. multiple solutions to reduce computational thinking the impacts of natural Earth Constructing explanations Designing Solutions to processes on humans.* (for science) and designing solutions Engineering Problems: (for engineering) • Testing a solution involves investigating Clarification Statement: Constructing explanations and how well it performs under a range of Examples of solutions could include designing solutions in 3–5 builds likely conditions. designing an earthquake resistant on K–2 experiences and progresses (secondary to 4-ESS3-2) building and improving monitoring to the use of evidence in constructing ——————————————————————————— of volcanic activity. explanations that specify variables * Connections to Engineering, that describe and predict phenomena Technology, and Application of Science Assessment Boundary: and in designing multiple solutions Assessment is limited to earthquakes, 3-5 to design problems. Influence of Engineering, floods, tsunamis, and volcanic • Generate and compare multiple Technology, and Science on eruptions. solutions to a problem based on Society and the Natural World: how well they meet the criteria • Engineers improve existing technologies and constraints of the design or develop new ones to increase their solution. benefits, to decrease known risks, and Engaging in argument from evidence to meet societal demands. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified and used to explain change.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
RI.4.1 Refer to details and examples in a text when explaining MP.2 Reason abstractly and quantitatively. what the text says explicitly and when drawing inferences from MP.4 Model with mathematics. the text. 4.OA.A.1 Interpret a multiplication equation as a comparison, RI.4.9 IntegrateConnection information from two texts on the sameto topic PASS in e.g., interpret Coming 35 = 5 × 7 as a statement Soon that 35 is 5 times as order to write or speak about the subject knowledgeably. many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
68 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 5TH GRADE
5-PS1-1 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Properties of Matter: 5-PS1-1 defining problems (for engineering) • Matter of any type can be subdivided Students who demonstrate Developing and using models into particles that are too small to see, understanding can: Modeling in 3–5 builds on K–2 but even then the matter still exists and experiences and progresses to can be detected by other means. Develop a model to building and revising simple models • A model showing that gases are made and using models to represent from matter particles that are too small describe that matter is events and design solutions. to see and are moving freely around made of particles too Develop a model to describe in space can explain many observations, small to be seen. phenomena. including the inflation and shape of a Planning and carrying out balloon; the effects of air on larger Clarification Statement: investigations particles or objects. Examples of evidence that could Analyzing and interpreting data be utilized in building models include Using mathematics and adding air to expand a basketball, computational thinking compressing air in a syringe, dissolving Constructing explanations (for science) sugar in water, and evaporating salt 3-5 and designing solutions (for water. engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Assessment does not include atomic- communicating information scale mechanism of evaporation and condensation or defining the unseen particles.
Crosscutting Concepts: Scale, Proportion, and Quantity • Natural objects exist from the very small to the immensely large.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RI.5.7 Draw on information from multiple print or digital sources, MP.2 Reason abstractly and quantitatively. demonstrating the ability to locate an answer to a question MP.4 Model with mathematics. quickly or to solve a problem efficiently. 5.NBT.A.1 Explain patterns in the number of zeros of the Connection to PASSproduct whenComing multiplying a number Soon by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
5.MD.C.4 Measure volumes by counting unit cubes, using cubic 9-12 cm, cubic in, cubic ft, and improvised units.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 69 ■ 5TH GRADE
5-PS1-2 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Properties of Matter: 5-PS1-2 defining problems (for engineering) • The amount (weight) of matter is Students who demonstrate Developing and using models conserved when it changes form, even understanding can: Planning and carrying out in transitions in which it seems to vanish. investigations Measure and graph Analyzing and interpreting data Chemical Reactions: Using mathematics and • No matter what reaction or change in quantities to provide computational thinking properties occurs, the total weight of evidence that regardless Mathematical and computational the substances does not change. of the type of change that thinking in 3–5 builds on K–2 (Boundary: Mass and weight are not occurs when heating, cooling, experiences and progresses to distinguished at this grade level.) or mixing substances, the extending quantitative measurements total weight of matter is to a variety of physical properties and conserved. using computation and mathematics to analyze data and compare Clarification Statement: alternative design solutions. Examples of reactions or changes • Measure and graph quantities could include phase changes, such as weight to address scientific 3-5 dissolving, and mixing that forms and engineering questions and new substances. problems. Constructing explanations (for science) Assessment Boundary: and designing solutions (for Assessment does not include engineering) distinguishing mass and weight. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Scale, Proportion, and Quantity • Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
W.5.7 Conduct short research projects that use several sources MP.2 Reason abstractly and quantitatively. to build knowledge through investigation of different aspects MP.4 Model with mathematics. of a topic. MP.5 Use appropriate tools strategically. W.5.8 Recall relevantConnection information from experiences toor gather PASS Coming Soon 5.MD.A.1 Convert among different-sized standard measurement relevant information from print and digital sources; summarize units within a given measurement system (e.g., convert 5 cm or paraphrase information in notes and finished work, and to 0.05 m), and use these conversions in solving multi-step, provide a list of sources. real-world problems. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
70 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 5TH GRADE
5-PS1-3 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Properties of Matter: 5-PS1-3 defining problems (for engineering) • Measurements of a variety of properties Students who demonstrate Developing and using models can be used to identify materials. understanding can: Planning and carrying out (Boundary: At this grade level, mass investigations and weight are not distinguished, and Make observations and Planning and carrying out no attempt is made to define the investigations to answer questions unseen particles or explain the measurements to identify or test solutions to problems in 3–5 atomic-scale mechanism of evaporation materials based on their builds on K–2 experiences and and condensation.) properties. progresses to include investigations that control variables and provide Clarification Statement: evidence to support explanations or Examples of materials to be identified design solutions. could include baking soda and other • Make observations and powders, metals, minerals, and liquids. measurements to produce data to Examples of properties could include serve as the basis for evidence for color, hardness, reflectivity, electrical 3-5 an explanation of a phenomenon. conductivity, thermal conductivity, Analyzing and interpreting data response to magnetic forces, and Using mathematics and computational solubility; density is not intended as thinking an identifiable property. Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) Assessment does not include density Engaging in argument from evidence or distinguishing mass and weight. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Scale, Proportion, and Quantity • Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
W.5.7 Conduct short research projects that use several sources MP.2 Reason abstractly and quantitatively. to build knowledge through investigation of different aspects MP.4 Model with mathematics. of a topic. MP.5 Use appropriate tools strategically. W.5.8 Recall relevantConnection information from experiences toor gather PASS Coming Soon relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 71 ■ 5TH GRADE
5-PS1-4 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Chemical Reactions: 5-PS1-4 defining problems (for engineering) • When two or more different substances Students who demonstrate Developing and using models are mixed, a new substance with understanding can: Planning and carrying out different properties may be formed. investigations Conduct an investigation Planning and carrying out investigations to answer questions to determine whether the or test solutions to problems in 3–5 mixing of two or more builds on K–2 experiences and substances results in new progresses to include investigations substances. that control variables and provide evidence to support explanations or Clarification Statement: design solutions. Examples of interactions forming • Conduct an investigation new substances can include mixing collaboratively to produce data baking soda and vinegar. Examples to serve as the basis for evidence, of interactions not forming new using fair tests in which variables substances can include mixing are controlled and the number of baking soda and water. 3-5 trials considered. Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified, tested, and used to explain change.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
W.5.7 Conduct short research projects that use several sources N/A to build knowledge through investigation of different aspects of a topic. W.5.8 Recall relevantConnection information from experiences toor gather PASS Coming Soon relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
72 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 5TH GRADE
5-PS2-1 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Types of Interactions: 5-PS2-1 defining problems (for engineering) • The gravitational force of Earth acting Students who demonstrate Developing and using models on an object near Earth’s surface pulls understanding can: Planning and carrying out that object toward the planet’s center. investigations Support an argument Analyzing and interpreting data Using mathematics and computational that the gravitational force thinking exerted by the Earth is Constructing explanations (for science) directed down. and designing solutions (for engineering) Clarification Statement: Engaging in argument from “Down” is a local description of the evidence direction that points toward the center Engaging in argument from of the spherical earth. Earth causes evidence in 3-5 builds on K-2 objects to have a force on them that experiences and progresses to point toward the center of the Earth, 3-5 critiquing the scientific explanations “down”. Support for arguments can or solutions proposed by peers by be drawn from diagrams, evidence, citing relevant evidence about the and data that are provided. natural and designed world(s). Obtaining, evaluating, and Assessment Boundary: communicating information Mathematical representation of gravitational force is not assessed.
Crosscutting Concepts: Cause and Effect • Cause and effect relationships are routinely identified, tested, and used to explain change.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RI.5.1 Quote accurately from a text when explaining what the N/A text says explicitly and when drawing inferences from the text. RI.5.9 Integrate information from several texts on the same topic in order to writeConnection or speak about the subject knowledgeably. to PASS Coming Soon W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 73 ■ 5TH GRADE
5-PS3-1 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Energy in Chemical Processes 5-PS3-1 defining problems (for engineering) and Everyday Life: Students who demonstrate Developing and using models • The energy released [from] food was understanding can: Modeling in 3-5 builds on K-2 once energy from the sun that was experiences and progresses to captured by plants in the chemical Use models to describe building and revising simple models process that forms plant matter (from and using models to represent air and water). that energy in animals’ food events and design solutions. (used for body repair, growth, • Use models to describe Organization of Matter and motion, and to maintain body phenomena. Energy Flow in Organisms: warmth) was once energy Planning and carrying out • Food provides animals with the from the sun. investigations materials they need for body repair Analyzing and interpreting data and growth and the energy they need Clarification Statement: Using mathematics and computational to maintain body warmth and for Examples of models could include thinking motion. diagrams, and flow charts. Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) 3-5 Assessment does not include cellular Engaging in argument from evidence mechanisms of digestive absorption. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Energy and Matter • Energy can be transferred in various ways and between objects.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
RI.5.7 Draw on information from multiple print or digital sources, N/A demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5 IncludeConnection multimedia components (e.g., graphics, to sound) PASS Coming Soon and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
74 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 5TH GRADE
5-LS1-1 From Molecules to Organisms: Structure and Processes K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Organization for Matter and 5-LS1-1 defining problems (for engineering) Energy Flow in Organisms: Students who demonstrate Developing and using models • Plants acquire their material for growth understanding can: Planning and carrying out chiefly from air and water. investigations Support an argument that Analyzing and interpreting data Using mathematics and computational plants get the materials they thinking need for growth chiefly from Constructing explanations (for science) air and water. and designing solutions (for engineering) Clarification Statement: Engaging in argument Emphasis is on the idea that plant from evidence matter comes mostly from air and Engaging in argument from water, not from the soil. evidence in 3-5 builds on K-2 experiences and progresses to 3-5 critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world. • Support an argument with evidence, data, or a model. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Energy and Matter • Matter is transported into, out of, and within systems.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RI.5.1 Quote accurately from a text when explaining what the MP.2 Reason abstractly and quantitatively. text says explicitly and when drawing inferences from the text. MP.4 Model with mathematics. RI.5.9 Integrate information from several texts on the same topic MP.5 Use appropriate tools strategically. in order to writeConnection or speak about the subject knowledgeably. to PASS Coming Soon 5.MD.A.1 Convert among different-sized standard measurement W.5.1 Write opinion pieces on topics or texts, supporting a point units within a given measurement system (e.g., convert 5 cm to of view with reasons and information. 0.05 m), and use these conversions in solving multi-step, real world problems. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 75 ■ 5TH GRADE
5-LS2-1 Ecosystems: Interactions, Energy, and Dynamics
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Interdependent Relationships 5-LS2-1 defining problems (for engineering) in Ecosystems: Students who demonstrate Developing and using models • The food of almost any kind of animal understanding can: Modeling in 3-5 builds on K-2 can be traced back to plants. experiences and progresses to • Organisms are related in food webs in Develop a model to building and revising simple models which some animals eat plants for food and using models to represent and other animals eat the animals that describe the movement events and design solutions. eat plants. of matter among plants, • Develop a model to describe • Some organisms, such as fungi and animals, decomposers, phenomena. bacteria, break down dead organisms and the environment. Planning and carrying out (both plants or plants parts and animals) investigations and therefore operate as “decomposers.” Clarification Statement: Analyzing and interpreting data • Decomposition eventually restores Emphasis is on the idea that matter Using mathematics and computational (recycles) some materials back to the soil. that is not food (air, water, decomposed thinking • Organisms can survive only in materials in soil) is changed by plants Constructing explanations (for science) environments in which their particular into matter that is food. Examples of and designing solutions (for needs are met. systems could include organisms, engineering) • A healthy ecosystem is one in which ecosystems, and the Earth. 3-5 Engaging in argument from evidence multiple species of different types are Obtaining, evaluating, and each able to meet their needs in a Assessment Boundaries: communicating information relatively stable web of life. Assessment does not include • Newly introduced species can damage molecular explanations. the balance of an ecosystem.
Cycles of Matter and Energy Transfer in Ecosystems: • Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. • Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment.
Crosscutting Concepts: Systems and System Models
6-8 • A system can be described in terms of its components and their interactions.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RI.5.7 Draw on information from multiple print or digital sources, MP.2 Reason abstractly and quantitatively. demonstrating the ability to locate an answer to a question MP.4 Model with mathematics. quickly or to solve a problem efficiently. SL.5.5 IncludeConnection multimedia components (e.g., graphics, to sound) PASS Coming Soon and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
76 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 5TH GRADE
5-LS2-2 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Interdependent Relationships 5-LS2-2 defining problems (for engineering) in Ecosystems: Students who demonstrate Developing and using models • Organisms can survive only in understanding can: Modeling in 3-5 builds on K-2 environments in which their particular experiences and progresses to needs are met. Use models to explain building and revising simple models • A healthy ecosystem is one in which and using models to represent multiple species of different types are factors that upset the events and design solutions. each able to meet their needs in a stability of local ecosystems. • Use models to describe relatively stable web of life. phenomena. • Newly introduced species can damage Clarification Statement: Planning and carrying out the balance of an ecosystem. Factors that upset an ecosystem’s investigations stability includes: invasive species, Analyzing and interpreting data drought, human development, and Using mathematics and computational removal of predators. Models could thinking include simulations, and Constructing explanations (for science) representations, etc. 3-5 and designing solutions (for engineering) Assessment Boundaries: Engaging in argument from evidence Assessment does not include Obtaining, evaluating, and molecular explanations. communicating information
Crosscutting Concepts: Systems and System Models • A system can be described in terms of its components and their interactions.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RI.5.7 Draw on information from multiple print or digital sources, MP.2 Reason abstractly and quantitatively. demonstrating the ability to locate an answer to a question MP.4 Model with mathematics. quickly or to solve a problem efficiently. SL.5.5 IncludeConnection multimedia components (e.g., graphics, to sound) PASS Coming Soon and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 77 ■ 5TH GRADE
5-ESS1-1 Earth’s Place in the Universe
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and The Universe and Its Stars: 5-ESS1-1 defining problems (for engineering) • The sun is a star that appears larger Students who demonstrate Developing and using models and brighter than other stars because understanding can: Planning and carrying out it is closer. Stars range greatly in their investigations distance from Earth. Support an argument Analyzing and interpreting data Using mathematics and computational that differences in the thinking apparent brightness of Constructing explanations (for science) the sun compared to other and designing solutions (for stars is due to their relative engineering) distances from Earth. Engaging in argument from evidence Assessment Boundary: Engaging in argument from Assessment is limited to relative evidence in 3–5 builds on K–2 distances, not sizes, of stars. experiences and progresses to Assessment does not include other critiquing the scientific explanations factors that affect apparent brightness or solutions proposed by peers by 3-5 (such as stellar masses, age, stage). citing relevant evidence about the natural and designed world(s). • Support an argument with evidence, data, or a model. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Scale, Proportion and Quantity • Natural objects exist from the very small to the immensely large.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
RI.5.1 Quote accurately from a text when explaining what the MP.2 Reason abstractly and quantitatively. text says explicitly and when drawing inferences from the text. MP.4 Model with mathematics. RI.5.7 Draw on information from multiple print or digital sources, 5.NBT.A.2 Explain patterns in the number of zeros of the demonstratingConnection the ability to locate an answer to a questionto PASSproduct whenComing multiplying a number Soon by powers of 10, and quickly or to solve a problem efficiently. explain patterns in the placement of the decimal point when RI.5.8 Explain how an author uses reasons and evidence to a decimal is multiplied or divided by a power of 10. Use support particular points in a text, identifying which reasons and whole-number exponents to denote powers of 10. evidence support which point(s). RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
78 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 5TH GRADE
5-ESS1-2 Earth’s Place in the Universe K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth and the Solar System: 5-ESS1-2 defining problems (for engineering) • The orbits of Earth around the sun Students who demonstrate Developing and using models and of the moon around Earth, together understanding can: Planning and carrying out with the rotation of Earth about an axis investigations between its North and South poles, Represent data in graphical Analyzing and interpreting data cause observable patterns. These Analyzing data in 3–5 builds on include day and night; daily changes in displays to reveal patterns K–2 experiences and progresses to the length and direction of shadows; of daily changes in length introducing quantitative approaches and different positions of the sun, and direction of shadows, to collecting data and conducting moon, and stars at different times of day and night, and the multiple trials of qualitative the day, month, and year. seasonal appearance of observations. When possible and some stars in the night sky. feasible, digital tools should be used. Clarification Statement: • Represent data in graphical
Examples of patterns could include 3-5 displays (bar graphs, pictographs the position and motion of Earth with and/or pie charts) to reveal respect to the sun and selected stars patterns that indicate relationships. that are visible only in particular Using mathematics and computational months. thinking Constructing explanations (for science) Assessment Boundary: and designing solutions (for Assessment does not include causes engineering) of seasons. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Patterns • Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
SL.5.5 Include multimedia components (e.g., graphics, sound) MP.2 Reason abstractly and quantitatively. and visual displays in presentations when appropriate to MP.4 Model with mathematics. enhance the development of main ideas or themes. 5.G.A.2 Represent real world and mathematical problems Connection to PASSby graphing Coming points in the first quadrant Soon of the coordinate plane, and interpret coordinate values of points in the context of the situation. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 79 ■ 5TH GRADE
5-ESS2-1 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Earth Materials and System: 5-ESS2-1 defining problems (for engineering) • Earth’s major systems are the geosphere Students who demonstrate Developing and using models (solid and molten rock, soil, and understanding can: Modeling in 3-5 builds on K-2 sediments), the hydrosphere (water experiences and progresses to and ice), the atmosphere (air), and the Develop a model using an building and revising simple models biosphere (living things, including and using models to represent humans). These systems interact in example to describe ways events and design solutions. multiple ways to affect Earth’s surface the geosphere, biosphere, • Develop a model using an example materials and processes. hydrosphere, and/or to describe phenomena. • The ocean supports a variety of atmosphere interact. Planning and carrying out ecosystems and organisms, shapes investigations landforms, and influences climate. Clarification Statement: Analyzing and interpreting data • Winds and clouds in the atmosphere Examples could include the influence Using mathematics and computational interact with the landforms to of the ocean on ecosystems, landform thinking determine patterns of weather. shape, and climate; the influence of Constructing explanations (for science) the atmosphere on landforms and and designing solutions (for ecosystems through weather and engineering) climate; and the influence of mountain 3-5 Engaging in argument from evidence ranges on winds and clouds in the Obtaining, evaluating, and atmosphere. The geosphere, hydro- communicating information sphere, atmosphere, and biosphere are each a system.
Assessment Boundary: Assessment is limited to the interactions of two systems at a time.
Crosscutting Concepts: System and System Models • A system can be described in terms of its components and their interactions.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
RI.5.7 Draw on information from multiple print or digital sources, MP.2 Reason abstractly and quantitatively. demonstrating the ability to locate an answer to a question MP.4 Model with mathematics. quickly or to solve a problem efficiently. 5.G.A.2 Represent real world and mathematical problems SL.5.5 IncludeConnection multimedia components (e.g., graphics, to sound) PASS by graphing Coming points in the first quadrant Soon of the coordinate and visual displays in presentations when appropriate to plane, and interpret coordinate values of points in the context enhance the development of main ideas or themes. of the situation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
80 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 5TH GRADE
5-ESS2-2 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and The Roles of Water in 5-ESS2-2 defining problems (for engineering) Earth’s Surface Processes: Students who demonstrate Developing and using models • Nearly all of Earth’s available water is understanding can: Planning and carrying out in the ocean. investigations • Most fresh water is in glaciers or Describe and graph the Analyzing and interpreting data underground; only a tiny fraction is Using mathematics and in streams, lakes, wetlands, and the amounts and percentages computational thinking atmosphere. of water and fresh water Mathematical and computational in various reservoirs to thinking in 3–5 builds on K–2 provide evidence about experiences and progresses to the distribution of water extending quantitative measurements on Earth. to a variety of physical properties and using computation and math- Assessment Boundary: ematics to analyze data and
Assessment is limited to oceans, 3-5 compare alternative design lakes, rivers, glaciers, ground water, solutions. and polar ice caps, and does not • Describe and graph quantities include the atmosphere. Only a tiny such as area and volume to fraction is in streams, lakes, wetlands, address scientific questions. and the atmosphere. Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Scale, Proportion, and Quantity • Standard units are used to measure and describe physical quantities such as weight and volume.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RI.5.7 Draw on information from multiple print or digital sources, MP.2 Reason abstractly and quantitatively. demonstrating the ability to locate an answer to a question MP.4 Model with mathematics. quickly or to solve a problem efficiently. W.5.8 Recall relevantConnection information from experiences toor gather PASS Coming Soon relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 81 ■ 5TH GRADE
5-ESS3-1 Earth and Human Activity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Human Impacts on Earth Systems: 5-ESS3-1 defining problems (for engineering) • Human activities in agriculture, industry, Students who demonstrate Developing and using models and everyday life have had major effects understanding can: Planning and carrying out on the land, vegetation, streams, ocean, investigations air, and even outer space. But individuals Obtain and combine Analyzing and interpreting data and communities are doing things to Using mathematics and computational help protect Earth’s resources and information about ways thinking environments. individual communities use Constructing explanations (for science) science ideas to protect and designing solutions (for the Earth’s resources and engineering) environment. Engaging in argument from evidence Obtaining, evaluating, and Clarification Statement: communicating information Examples of information might Obtaining, evaluating, and include the use of natural fertilizers communicating information in or biological pest control by farmers, 3– 5 builds on K–2 experiences and replanting trees after cutting them by progresses to evaluating the merit 3-5 the logging industry, and the institution and accuracy of ideas and methods. of recycling programs in cities. • Obtain and combine information from books and/or other reliable Assessment Boundary: media to explain phenomena or N/A solutions to a design problem.
Crosscutting Concepts: System and System Models • A system can be described in terms of its components and their interactions.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
RI.5.1 Quote accurately from a text when explaining what the MP.2 Reason abstractly and quantitatively. text says explicitly and when drawing inferences from the text. MP.4 Model with mathematics. RI.5.7 Draw on information from multiple print or digital sources, demonstratingConnection the ability to locate an answer to a questionto PASS Coming Soon quickly or to solve a problem efficiently. RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
82 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 6-12 Overview
The 6th – 12th Grade Oklahoma Academic Standards Earth & Space Science (ESS) for Science include the following Domains: • Earth’s Place in the Universe (ESS1) Physical Science (PS) • Earth’s Systems (ESS2) Life Science (LS) • Earth and Human Activity (ESS4) Earth & Space Science (ESS) The abbreviations for the Domains and Topics are utilized Each Domain has a set of Topics in science in the naming system of each Performance Expectation that fit within that Domain: found in the Oklahoma Academic Standards for Science. Physical Science (PS) For example, the Performance Expectation MS-PS1-4 • Matter and Its Interactions (PS1) represents the following: • Motion and Stability: Forces and Interactions (PS2) • Energy (PS3) GRADE: Middle School • Waves and Their Applications in Technologies for Information DOMAIN: Physical Science Life Science (LS) TOPIC: Matter and its Interactions • From Molecules to Organisms: Structure and Processes (LS1) STANDARD: 4 • Ecosystems: Interactions, Energy, and Dynamics (LS2) • Heredity: Inheritance and Variation of Traits (LS3) • Biological Unity and Diversity (LS4)
Each grade level contains Performance Expectations from each In 9th-12th grade, each course contains Performance Expectations Domain. The progressions are unique from other grade spans that may appear in other courses and does not necessarily integrate in that Performance Expectations for a particular Topic are Performance Expectations from each Domain. The Performance distributed across the 6th-8th grade. Performance Expectations Expectations for Physical Science Topic 1, “Matter and its Interactions,” for Physical Science Topic 1, “Matter and its Interactions,” are for high school are found in Physical Science, Chemistry, and Physics, highlighted in green. The standards are unique to each grade and are highlighted in green in the table below. The Performance and their distribution ensures students will have obtained a Expectations may be duplicated considering not every student will take collection of experiences that assists them in fully understand- all three courses. In some cases, the Performance Expectations appear in ing Topic 1 before they enter High School. multiple courses with minor differences (see HS-PS4-1 in Physical Science, Chemistry, and Physics highlighted in blue) and sometimes the Perfor- Grade 6 Grade 7 Grade 8 mance Expectation is duplicated exactly (see HS-PS2-2 in Physical Science and Physics, highlighted in red). In some cases, Performance Expecta- MS-PS1-4 MS-PS1-1 MS-PS1-3 tions may only appear in one course (see HS-PS2-6 in Chemistry). MS-PS2-3 MS-PS1-2 MS-PS1-5 Physical Science Chemistry Physics MS-PS2-5 MS-PS2-4 MS-PS1-6 HS-PS1-1 HS-PS1-1 HS-PS1-8 MS-PS3-1 MS-PS3-6 MS-PS2-1 HS-PS1-2 HS-PS1-2 HS-PS2-1 MS-PS3-2 MS-LS1-4 MS-PS2-2 HS-PS1-5 HS-PS1-3 HS-PS2-2 MS-PS3-3 MS-LS1-5 MS-PS4-1 HS-PS1-7 HS-PS1-4 HS-PS2-3 MS-PS3-4 MS-LS1-8 MS-PS4-2 HS-PS2-1 HS-PS1-5 HS-PS2-4 MS-LS1-1 MS-LS3-1 MS-PS4-3 HS-PS2-2 HS-PS1-6 HS-PS2-5 MS-LS1-2 MS-LS3-2 MS-LS1-7 HS-PS2-3 HS-PS1-7 HS-PS3-1 MS-LS1-3 MS-LS4-3 MS-LS4-1 HS-PS2-5 HS-PS1-8 HS-PS3-2 MS-LS1-6 MS-LS4-4 MS-LS4-2 HS-PS3-1 HS-PS2-6 HS-PS3-3 MS-LS2-1 MS-LS4-5 MS-ESS1-4 HS-PS3-2 HS-PS3-3 HS-PS3-4 MS-LS2-2 MS-LS4-6 MS-ESS2-1 HS-PS3-3 HS-PS3-4 HS-PS3-5 MS-LS2-3 MS-ESS1-1 MS-ESS2-2 HS-PS3-4 HS-PS4-1 HS-PS4-1 MS-LS2-4 MS-ESS1-2 MS-ESS2-3 HS-PS4-1 HS-PS4-3 HS-PS4-2 MS-LS2-5 MS-ESS1-3 MS-ESS3-1 HS-PS4-2 HS-PS4-3 MS-ESS2-4 MS-ESS2-5 MS-ESS3-2 HS-PS4-4 HS-PS4-4 MS-ESS3-3 MS-ESS2-6 MS-ESS3-4 HS-PS4-5
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 83 ■ 6TH GRADE
MS-PS1-4 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Properties of Matter: MS-PS1-4 defining problems (for engineering) • Gases and liquids are made of Students who demonstrate molecules or inert atoms that are Developing and using models understanding can: Modeling in 6–8 builds on K–5 and moving about relative to each other. In a liquid, the molecules are constantly progresses to developing, using and in contact with others; in a gas, they are Develop a model that revising models to describe, test, widely spaced except when they predicts and describes and predict more abstract happen to collide. In a solid, atoms are phenomena and design systems. closely spaced and may vibrate in posi- changes in particle motion, • Develop a model to predict tion but do not change relative locations. temperature, and state of a and/or describe phenomena. • The changes of state that occur with pure substance when thermal Planning and carrying out variations in temperature or pressure energy is added or removed. investigations can be described and predicted using these models of matter. Analyzing and interpreting data Clarification Statement: Using mathematics and computational Definitions of Energy: Emphasis is on qualitative molecular- thinking (secondary to MS-PS1-4) level models of solids, liquids, and Constructing explanations (for science) • The term “heat” as used in everyday gases to show that adding or removing and designing solutions (for language refers both to thermal energy thermal energy increases or decreases engineering) (the motion of atoms or molecules 3-5 kinetic energy of the particles until a Engaging in argument from evidence within a substance) and the transfer of change of state occurs. Examples of that thermal energy from one object to Obtaining, evaluating, and models could include drawings and communicating information another. In science, heat is used only for this second meaning; it refers to the diagrams. Examples of particles could energy transferred due to the temperature include molecules or inert atoms. difference between two objects. Examples of pure substances could • The temperature of a system is include water, carbon dioxide, and proportional to the average internal helium. kinetic energy and potential energy per atom or molecule (whichever is the Assessment Boundary: appropriate building block for the The use of mathematical formulas is system’s material). The details of that relationship depend on the type of not intended. atom or molecule and the interactions among the atoms in the material. • 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, 6-8 and the state of the material.
Crosscutting Concepts: Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.6-8.7 Integrate quantitative or technical information 6.NS.C.5 Understand that positive and negative numbers expressed in words in a text with a version of that information are used together to describe quantities having opposite expressed visually (e.g., in a flowchart, diagram, model, graph, directions or values (e.g., temperature above/below zero, or table). Connection to PASSelevation Comingabove/below sea level, credits/debits, Soon positive/ negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
84 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 6TH GRADE
MS-PS2-3 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Types of Interactions: MS-PS2-3 defining problems (for engineering) • Electric and magnetic (electromagnetic) Students who demonstrate Asking questions and defining forces can be attractive or repulsive, understanding can: problems in grades 6–8 builds from and their sizes depend on the grades K–5 experiences and magnitudes of the charges, currents, Ask questions about data progresses to specifying relationships or magnetic strengths involved and between variables, and clarifying on the distances between the to determine the factors that arguments and models. interacting objects. affect the strength of electric • Ask questions that can be and magnetic forces. investigated within the scope of the classroom, outdoor environment, Clarification Statement: and museums and other public Examples of devices that use electric facilities with available resources and magnetic forces could include and, when appropriate, frame a electromagnets, electric motors, or hypothesis based on observations generators. Examples of data could and scientific principles. include the effect of the number of 3-5 Developing and using models turns of wire on the strength of an Planning and carrying out electromagnet, or the effect of investigations increasing the number or strength of Analyzing and interpreting data magnets on the speed of an electric Using mathematics and computational motor. thinking Constructing explanations (for science) Assessment Boundary: and designing solutions (for Assessment about questions that engineering) require quantitative answers is limited Engaging in argument from evidence to proportional reasoning and Obtaining, evaluating, and algebraic thinking. Assessment of communicating information Coulomb’s Law is not intended.
Crosscutting Concepts: Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to the precise details of explanations orConnection descriptions. to PASS Coming Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 85 ■ 6TH GRADE
MS-PS2-5 Motion and Stability: Forces and Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Types of Interactions: MS-PS2-5 defining problems (for engineering) • Forces that act at a distance (electric, Students who demonstrate Developing and using models magnetic, and gravitational) can be understanding can: Planning and carrying explained by fields that extend through out investigations space and can be mapped by their Conduct an investigation and Planning and carrying out effect on a test object (a charged investigations to answer questions object, or a ball, respectively). evaluate the experimental or test solutions to problems in design to provide evidence 6–8 builds on K–5 experiences and that fields exist between progresses to include investigations objects exerting forces on that use multiple variables and each other even though the provide evidence to support objects are not in contact. explanations or design solutions. • Conduct an investigation and Clarification Statement: evaluate the experimental design Examples of this phenomenon could to produce data to serve as the include the interactions of magnets, basis for evidence that can meet electrically-charged strips of tape, the goals of the investigation. 3-5 and electrically-charged pith balls. Analyzing and interpreting data Examples of investigations could Using mathematics and computational include first-hand experiences or thinking simulations. Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) Assessment is limited to electric Engaging in argument from evidence and magnetic fields, and limited to Obtaining, evaluating, and qualitative evidence for the existence communicating information of fields.
Crosscutting Concepts: Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
RST.6-8.3 Follow precisely a multistep procedure when carrying MP. 2 Reason abstractly and quantitatively. out experiments, taking measurements, or performing technical MP. 4 Model with mathematics. tasks. MP. 5 Use appropriate tools strategically. WHST.6-8.7 ConductConnection short research projects to answer to a ques PASS- Coming Soon 6.EE.A.2 Write, read, and evaluate expressions in which letters tion (including a self-generated question), drawing on several stand for numbers. sources and generating additional related, focused questions that allow for multiple avenues of exploration. 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
86 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 6TH GRADE
MS-PS3-1 Energy K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Definitions of Energy: MS-PS3-1 defining problems (for engineering) • Motion energy is properly called kinetic Students who demonstrate Developing and using models energy; it is proportional to the mass understanding can: Planning and carrying out of the moving object and grows with investigations the square of its speed. Construct and interpret Analyzing and interpreting data Analyzing data in 6–8 builds on K–5 graphical displays of data and progresses to extending to describe the relationships quantitative analysis to investigations, of kinetic energy to the mass distinguishing between correlation of an object and to the speed and causation, and basic statistical of an object. techniques of data and error analysis. • Construct and interpret graphical Clarification Statement: displays of data to identify linear Emphasis is on descriptive relationships and nonlinear relationships. between kinetic energy and mass 3-5 Using mathematics and computational separately from kinetic energy and thinking speed. Examples could include riding Constructing explanations (for science) a bicycle at different speeds, rolling and designing solutions (for different sizes of rocks downhill, and engineering) getting hit by a wiffle ball versus a Engaging in argument from evidence tennis ball. Obtaining, evaluating, and communicating information Assessment Boundary: Does not include mathematical calculations of kinetic energy.
Crosscutting Concepts: Scale, Proportion, and Quantity • Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.
Oklahoma Academic Standards Connections 6-8 ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to the precise details of 6.RP.A.1 Understand the concept of ratio and use ratio language explanations or descriptions. to describe a ratio relationship between two quantities. RST.6-8.7 IntegrateConnection quantitative or technical information to PASS6.RP.A.2 ComingUnderstand the concept ofSoon a unit rate a/b associated expressed in words in a text with a version of that information with a ratio a:b with b≠0, and use rate language in the context of expressed visually (e.g., in a flowchart, diagram, model, graph, a ratio relationship. or table). 7.RP.A.2 Recognize and represent proportional relationships between quantities. 8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.A.2 Use square root and cube root symbols to represent solutions to equations of the form x2=p and x3=p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 9-12 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 87 ■ 6TH GRADE
MS-PS3-2 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Definitions of Energy: MS-PS3-2 defining problems (for engineering) • A system of objects may also contain Students who demonstrate Developing and using models stored (potential) energy, depending on understanding can: Modeling in 6–8 builds on K–5 and their relative positions. progresses to developing, using and Develop a model to describe revising models to describe, test, Relationship Between and predict more abstract Energy and Forces: that when the arrangement phenomena and design systems. • When two objects interact, each one of objects interacting at a • Develop a model to predict exerts a force on the other that can distance changes, different and/or describe phenomena. cause energy to be transferred to or amounts of potential energy Planning and carrying out from the object. are stored in the system. investigations Analyzing and interpreting data Clarification Statement: Using mathematics and computational Emphasis is on relative amounts of thinking potential energy, not on calculations of Constructing explanations (for science) potential energy. Examples of objects and designing solutions (for within systems interacting at varying engineering) 3-5 distances could include: the Earth and Engaging in argument from evidence either a roller coaster cart at varying Obtaining, evaluating, and positions on a hill or objects at vary- communicating information ing heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.
Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.
Crosscutting Concepts: Systems and System Models • Models can be used to represent systems and their interactions – such as inputs, processes, and outputs – and energy and 6-8 matter flows within systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.8.5 Integrate multimedia and visual displays into 6.NS.C.7a Interpret statements of inequality as statements presentations to clarify information, strengthen claims and about the relative position of two numbers on a number line evidence, and add interest. diagram. Connection to PASS6.NS.C7b Coming Write, interpret, and explain Soon statements of order for rational numbers in real-world contexts. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
88 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 6TH GRADE
MS-PS3-3 Energy K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Definitions of Energy: MS-PS3-3 defining problems (for engineering) • Temperature is a measure of the Students who demonstrate Developing and using models average kinetic energy of particles understanding can: Planning and carrying out of matter. investigations • The relationship between the Apply scientific principles Analyzing and interpreting data temperature and the total energy Using mathematics and computational of a system depends on the types, to design, construct, and test thinking states, and amounts of matter present. a device that either minimizes Constructing explanations (for or maximizes thermal energy science) and designing solutions Conservation of Energy transfer.* (for engineering) and Energy Transfer: Constructing explanations and • Energy is spontaneously transferred Clarification Statement: designing solutions in 6–8 builds out of hotter regions or objects and Examples of devices could include on K–5 experiences and progresses into colder ones. an insulated box, a solar cooker, and to include constructing explanations a Styrofoam cup. Care should be and designing solutions supported Defining and Delimiting taken with devices that concentrate 3-5 by multiple sources of evidence an Engineering Problem: significant amounts of energy, e.g. consistent with scientific ideas, (secondary to MS-PS3-3) conduction, convection, and/or principles, and theories. • The more precisely a design task’s radiation. • Apply scientific ideas or principles criteria and constraints can be defined, to design, construct, and test a the more likely it is that the designed Assessment Boundary: design of an object, tool, process solution will be successful. Specification Assessment does not include or system. of constraints includes consideration calculating the total amount of Engaging in argument from evidence of scientific principles and other thermal energy transferred. Obtaining, evaluating, and relevant knowledge that is likely to limit communicating information possible solutions.
Developing Possible Solutions: (secondary to MS-PS3-3) • A solution needs to be tested, and then modified on the basis of the test results in order to improve it. • There are systematic processes for evaluating solutions with respect to how 6-8 well they meet criteria and constraints of a problem.
Crosscutting Concepts: Energy and Matter • The transfer of energy can be tracked as energy flows through a designed or natural system.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.3 Follow precisely a multistep procedure when 6.EE.C.9 Use variables to represent two quantities in a real-world carrying out experiments, taking measurements, or performing problem that change in relationship to one another; write an technical tasks. equation to express one quantity, thought of as the dependent WHST.6-8.7 ConductConnection short research projects to answer to a PASSvariable, inComing terms of the other quantity, Soon thought of as the inde- question (including a self-generated question), drawing on pendent variable. Analyze the relationship between the depen- several sources and generating additional related, focused dent and independent variables using graphs and tables, and 9-12 questions that allow for multiple avenues of exploration. relate these to the equation. 6.G.G Understand congruence and similarity using physical models, transparencies, or geometry software.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 89 ■ 6TH GRADE
MS-PS3-4 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Definitions of Energy: MS-PS3-4 defining problems (for engineering) • Temperature is a measure of the Students who demonstrate Developing and using models average kinetic energy of particles understanding can: Planning and carrying out of matter. investigations • The relationship between the Plan an investigation to Planning and carrying out investi- temperature and the total energy gations to answer questions or test of a system depends on the types, determine the relationships solutions to problems in 6–8 builds states, and amounts of matter present. among the energy transferred, on K–5 experiences and progresses the type of matter, the mass, to include investigations that Conservation of Energy and the change in the average use multiple variables and provide and Energy Transfer: kinetic energy of the particles evidence to support explanations or • The amount of energy transfer needed as measured by the tempera- design solutions. to change the temperature of a matter ture of the sample. • Plan an investigation individually sample by a given amount depends and collaboratively, and in the on the nature of the matter, the size of Clarification Statement: design: identify independent and the sample, and the environment. Examples of experiments could include dependent variables and controls, comparing final water temperatures what tools are needed to do the 3-5 after different masses of ice melted in gathering, how measurements will the same volume of water with the be recorded, and how many data same initial temperature, the tempera- are needed to support a claim. ture change of samples of different Analyzing and interpreting data materials with the same mass as they Using mathematics and computational cool or heat in the environment, or the thinking same material with different masses Constructing explanations (for science) when a specific amount of energy is and designing solutions (for added. engineering) Engaging in argument from evidence Assessment Boundary: Assessment Obtaining, evaluating, and does not include calculating the total communicating information amount of thermal energy transferred.
Crosscutting Concepts: Scale, Proportion, and Quantity
6-8 • Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.3 Follow precisely a multistep procedure when MP.2 Reason abstractly and quantitatively. carrying out experiments, taking measurements, or performing 6.SP.B.5 Summarize numerical data sets in relation to their technical tasks. context. WHST.6-8.7 ConductConnection short research projects to answer to a PASS Coming Soon question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
90 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 6TH GRADE
MS-LS1-1 From Molecules to Organisms: Structure and Processes K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Function: MS-LS1-1 defining problems (for engineering) • All living things are made up of cells, Students who demonstrate Developing and using models which is the smallest unit that can be understanding can: Planning and carrying out said to be alive. investigations • An organism may consist of one single Conduct an investigation Planning and carrying out cell (unicellular) or many different investigations in 6-8 builds on numbers and types of cells to provide evidence that K- 5 experiences and progresses (multicellular). living things are made of to include investigations that use cells; either one cell or many multiple variables and provide different numbers and types evidence to support explanations of cells. or solutions. • Conduct an investigation to Clarification Statement: produce data to serve as the basis Emphasis is on developing evidence for evidence that meet the goals that living things are made of cells, 3-5 of an investigation. distinguishing between living and Analyzing and interpreting data non-living cells, and understanding Using mathematics and computational that living things may be made of one thinking cell or many and varied cells. Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) Assessments should provide Engaging in argument from evidence evidence of students’ abilities to Obtaining, evaluating, and identify evidence that living things communicating information are made of cells and distinguish between living and nonliving cells.
Crosscutting Concepts: Scale, Proportion, and Quantity • Phenomena that can be observed at one scale may not be observable at another scale.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
WHST.6-8.7 Conduct short research projects to answer a 6.EE.C.9 Use variables to represent two quantities in a question (including a self-generated question), drawing on sev- real-world problem that change in relationship to one another; eral sources and generating additional related, focused write an equation to express one quantity, thought of as the questions thatConnection allow for multiple avenues of exploration. to PASSdependent Coming variable, in terms of the Soonother quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 91 ■ 6TH GRADE
MS-LS1-2 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Function: MS-LS1-2 defining problems (for engineering) • Within cells, special structures are Students who demonstrate Developing and using models responsible for particular functions, understanding can: Modeling in 6–8 builds on K–5 and the cell membrane forms the experiences and progresses to boundary that controls what enters Develop and use a model developing, using, and revising and leaves the cell. to describe the function of models to describe, test, and a cell as a whole and ways predict more abstract phenomena parts of cells contribute to and design systems. the function. • Develop and use a model to describe phenomena. Clarification Statement: Planning and carrying out Emphasis is on the cell functioning as investigations a whole system and the primary role of Analyzing and interpreting data identified parts of the cell, specifically Using mathematics and computational the nucleus, chloroplasts, mitochondria, thinking cell membrane, and cell wall. Other Constructing explanations (for science) organelles should be introduced while and designing solutions (for
3-5 covering this concept. engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Assessment of organelle structure/ communicating information function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assess- ment does not include the biochemical function of cells or cell parts.
Crosscutting Concepts: Structure and Function • Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.
Oklahoma Academic Standards Connections 6-8 ELA/Literacy Mathematics
SL.8.5 Integrate multimedia and visual displays into presenta- 6.EE.C.9 Use variables to represent two quantities in a tions to clarify information, strengthen claims and evidence, real-world problem that change in relationship to one another; and add interest. write an equation to express one quantity, thought of as the Connection to PASSdependent Coming variable, in terms of the Soonother quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
92 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 6TH GRADE
MS-LS1-3 From Molecules to Organisms: Structure and Processes K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Function: MS-LS1-3 defining problems (for engineering) • In multicellular organisms, the body Students who demonstrate Developing and using models is a system of multiple interacting understanding can: Planning and carrying out subsystems. These subsystems are investigations groups of cells that work together Use argument supported by Analyzing and interpreting data to form tissues and organs that are Using mathematics and computational specialized for particular body evidence for how the body thinking functions. is a system of interacting Constructing explanations (for science) subsystems composed of and designing solutions (for groups of cells. engineering) Engaging in argument from Clarification Statement: evidence Emphasis is on the conceptual under- Engaging in argument from standing that cells form tissues and evidence in 6–8 builds on K–5 tissues form organs specialized for experiences and progresses to particular body functions. Examples 3-5 constructing a convincing argument could include the interaction of that supports or refutes claims for subsystems within a system and the either explanations or solutions normal functioning of those systems. about the natural and designed world(s). Assessment Boundary: • Use an oral and written argument Assessment does not include the supported by evidence to support mechanism of one body system or refute an explanation or a independent of others. Assessment model for a phenomenon. is limited to the circulatory, excretory, Obtaining, evaluating, and digestive, respiratory, muscular, and communicating information nervous systems.
Crosscutting Concepts: Systems and System Models • Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of 6.EE.C.9 Use variables to represent two quantities in a science and technical texts. real-world problem that change in relationship to one another; RI.6.8 Trace and evaluate the argument and specific claims in write an equation to express one quantity, thought of as the a text, distinguishingConnection claims that are supported by reasonsto andPASS dependent Coming variable, in terms of the Soonother quantity, thought of evidence from claims that are not. as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and WHST.6-8.1 Write arguments focused on discipline content. tables, and relate these to the equation. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 93 ■ 6TH GRADE
MS-LS1-6 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Organization for Matter and MS-LS1-6 defining problems (for engineering) Energy Flow in Organisms: Students who demonstrate Developing and using models • Plants, algae (including phytoplankton), understanding can: Planning and carrying out and many microorganisms use the investigations energy from light to make sugars (food) Construct a scientific Analyzing and interpreting data from carbon dioxide from the atmosphere Using mathematics and computational and water through the process of pho- explanation based on thinking tosynthesis, which also releases oxygen. evidence for the role of Constructing explanations (for These sugars can be used immediately photosynthesis in the cycling science) and designing solutions or stored for growth or later use. of matter and flow of energy (for engineering) into and out of organisms. Constructing explanations and Energy in Chemical designing solutions in 6–8 builds Processes and Everyday Life: Clarification Statement: on K–5 experiences and progresses (secondary to MS-LS1-6): Emphasis is on tracing movement of to include constructing explanations • The chemical reaction by which plants matter and flow of energy. and designing solutions supported produce complex food molecules by multiple sources of evidence (sugars) requires an energy input Assessment Boundary: consistent with scientific knowledge, (i.e., from sunlight) to occur. 3-5 Assessment does not include the principles, and theories. • In this reaction, carbon dioxide and biochemical mechanisms of photo- • Construct a scientific explanation water combine to form carbon-based synthesis. based on valid and reliable evidence organic molecules and release oxygen. obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Energy and Matter • Within a natural system, the transfer of energy drives the motion and/or cycling of matter. 6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of 6.EE.C.9 Use variables to represent two quantities in a science and technical texts. real-world problem that change in relationship to one another; RST.6-8.2 Determine the central ideas or conclusions of a text; write an equation to express one quantity, thought of as the provide an accurateConnection summary of the text distinct from to prior PASSdependent Coming variable, in terms of the Soonother quantity, thought of knowledge or opinions. as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and WHST.6-8.2 Write informative/explanatory texts to examine a tables, and relate these to the equation. topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
94 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 6TH GRADE
MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Interdependent Relationships MS-LS2-1 defining problems (for engineering) in Ecosystems: Students who demonstrate Developing and using models • Organisms, and populations of understanding can: Planning and carrying out organisms, are dependent on their investigations environmental interactions both with Analyze and interpret data Analyzing and interpreting data other living things and with nonliving Analyzing data in 6–8 builds on K–5 factors. to provide evidence for the experiences and progresses to • In any ecosystem, organisms and effects of resource availability extending quantitative analysis to populations with similar requirements on organisms and populations investigations, distinguishing for food, water, oxygen, or other of organisms in an ecosystem. between correlation and causation, resources may compete with each other and basic statistical techniques of for limited resources, access to which Clarification Statement: data and error analysis. consequently constrains their growth Emphasis is on cause and effect • Analyze and interpret data to and reproduction. relationships between resources and provide evidence for phenomena. • Growth of organisms and population growth of individual organisms and the Using mathematics and computational increases are limited by access to numbers of organisms in ecosystems 3-5 thinking resources. during periods of abundant and scarce Constructing explanations (for science) resources. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence The model should focus on Obtaining, evaluating, and organisms’ needs and how resources communicating information in the ecosystem meet those needs. Determining the carrying capacity of ecosystems is beyond the intent.
Crosscutting Concepts: Cause and Effect 6-8 • Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP. 2 Reason abstractly and quantitatively. science and technical texts. MP. 4 Model with mathematics. RST.6-8.7 Integrate quantitative or technical information 6.SP Develop understanding of statistical variability. expressed in wordsConnection in a text with a version of that informationto PASS Coming Soon expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 95 ■ 6TH GRADE
MS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Interdependent Relationships MS-LS2-2 defining problems (for engineering) in Ecosystems: Students who demonstrate Developing and using models • Predatory interactions may reduce the understanding can: Planning and carrying out number of organisms or eliminate investigations whole populations of organisms. Construct an explanation Analyzing and interpreting data Mutually beneficial interactions, in Using mathematics and computational contrast, may become so interdependent that predicts patterns of thinking that each organism requires the other interactions among organisms Constructing explanations (for for survival. Although the species across multiple ecosystems. science) and designing solutions involved in these competitive, predatory, (for engineering) and mutually beneficial interactions Clarification Statement: Constructing explanations and vary across ecosystems, the patterns Emphasis is on predicting consistent designing solutions in 6–8 builds of interactions of organisms with their patterns of interactions in different on K–5 experiences and progresses environments, both living and nonliving, ecosystems in terms of the relation- to include constructing explanations are shared. ships among and between organisms and designing solutions supported and abiotic components of ecosystems. by multiple sources of evidence Examples of types of interactions could consistent with scientific ideas, include competitive, predatory, and 3-5 principles, and theories. mutually beneficial (e.g., competition, • Construct an explanation that predation, parasitism, commensalism, includes qualitative or quantitative mutualism). relationships between variables that predict phenomena. Assessment Boundary: Engaging in argument from evidence Assessment should provide evidence Obtaining, evaluating, and that students can explain the consistency communicating information for the interactions of organisms with other organisms and/or the environment across different ecosystems (e.g., ocean, forests, wetlands, deserts, terrariums, cities).
Crosscutting Concepts: Patterns • Patterns can be used to identify cause and effect relationships.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of 6.SP.B.5 Summarize numerical data sets in relation to their science and technical texts. context. WHST.6-8.2 Write informative/explanatory texts to examine a topic and conveyConnection ideas, concepts, and information throughto thePASS Coming Soon selection, organization, and analysis of relevant content. WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
96 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 6TH GRADE
MS-LS2-3 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Cycle of Matter and Energy MS-LS2-3 defining problems (for engineering) Transfer in Ecosystems: Students who demonstrate Developing and using models • Food webs are models that demonstrate understanding can: Modeling in 6–8 builds on K–5 how matter and energy is transferred experiences and progresses to between producers, consumers, and Develop a model to describe developing, using, and revising decomposers as the three groups models to describe, test, and interact within an ecosystem. the cycling of matter and predict more abstract phenomena • Transfers of matter into and out of the flow of energy among living and design systems. physical environment occur at every and nonliving parts of an • Develop a model to describe level. ecosystem. phenomena. • Decomposers recycle nutrients from Planning and carrying out dead plant or animal matter back to Clarification Statement: investigations the soil in terrestrial environments or Emphasis is on describing the Analyzing and interpreting data to the water in aquatic environments. conservation of matter and flow Using mathematics and computational • The atoms that make up the organisms of energy into and out of various thinking in an ecosystem are cycled repeatedly ecosystems, and on defining the 3-5 Constructing explanations (for science) between the living and nonliving parts boundaries of the system. and designing solutions (for of the ecosystem. engineering) Assessment Boundary: Engaging in argument from evidence Assessment does not include the use Obtaining, evaluating, and of chemical reactions to describe the communicating information processes.
Crosscutting Concepts: Energy and Matter • The transfer of energy can be tracked as energy flows through a natural system.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
SL.8.5 Include multimedia components and visual displays 6.EE.C.9 Use variables to represent two quantities in a in presentations to clarify claims and findings and emphasize real-world problem that change in relationship to one another; salient points. write an equation to express one quantity, thought of as the Connection to PASSdependent Coming variable, in terms of the Soonother quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 97 ■ 6TH GRADE
MS-LS2-4 Ecosystems: Interactions, Energy, and Dynamics
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Ecosystem Dynamics, MS-LS2-4 defining problems (for engineering) Functioning, and Resilience: Students who demonstrate Developing and using models • Ecosystems are dynamic in nature; understanding can: Planning and carrying out their characteristics can vary over time. investigations • Disruptions to any physical or biological Construct an argument Analyzing and interpreting data component of an ecosystem can lead Using mathematics and computational to shifts in all its populations. supported by empirical thinking evidence that changes to Constructing explanations (for science) physical or biological com- and designing solutions (for ponents of an ecosystem engineering) affect populations. Engaging in argument from evidence Clarification Statement: Engaging in argument from Emphasis is on recognizing patterns evidence in 6–8 builds on K– 5 in data and making warranted experiences and progresses to inferences about changes in populations, constructing a convincing argument and on evaluating empirical evidence that supports or refutes claims for 3-5 supporting arguments about changes either explanations or solutions about to ecosystems. the natural and designed world(s). • Construct an oral and written Assessment Boundary: argument supported by empirical N/A evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Stability and Change • Small changes in one part of a system might cause large changes in another part.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP. 2 Reason abstractly and quantitatively. science and technical texts. MP. 3 Construct viable arguments and critique the reasoning of RI.8.8 Trace and evaluate the argument and specific claims in a others. text, assessingConnection whether the reasoning is sound and theto evidence PASS 6.SP Develop Coming understanding of statistical Soon variability. is relevant and sufficient to support the claims. WHST.6-8.1 Write arguments to support claims with clear rea- sons and relevant evidence. WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
98 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 6TH GRADE
MS-LS2-5 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Ecosystem Dynamics, MS-LS2-5 defining problems (for engineering) Functioning, and Resilience: Students who demonstrate Developing and using models • Biodiversity describes the variety of understanding can: Planning and carrying out species found in Earth’s terrestrial and investigations oceanic ecosystems. Evaluate competing design Analyzing and interpreting data • The completeness or integrity of an Using mathematics and computational ecosystem’s biodiversity is often used solutions for maintaining thinking as a measure of its health. biodiversity and ecosystem Constructing explanations (for science) services.* and designing solutions (for Biodiversity and Humans: engineering) (secondary to MS-LS2-5) Clarification Statement: Engaging in argument from • Changes in biodiversity can influence Examples of ecosystem services evidence humans’ resources, such as food, energy, could include water purification, Engaging in argument from and medicines, as well as ecosystem nutrient recycling, and prevention evidence in 6–8 builds on K– 5 services that humans rely on—for example, of soil erosion. Examples of design experiences and progresses to water purification and recycling. solution constraints could include 3-5 constructing a convincing argument scientific, economic, and social that supports or refutes claims for Developing Possible Solutions: considerations. either explanations or solutions (secondary to MS-LS2-5) about the natural and designed • There are systematic processes for Assessment Boundary: world(s). evaluating solutions with respect to N/A • Evaluate competing design how well they meet the criteria and solutions based on jointly constraints of a problem. developed and agreed-upon ——————————————————————————— design criteria. * Connections to Engineering, Obtaining, evaluating, and Technology, and Application of Science communicating information Influence of Engineering, Technology, and Science on Society and the Natural World: • The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such 6-8 factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time.
Crosscutting Concepts: Stability and Change • Small changes in one part of a system might cause large changes in another part.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.8 Distinguish among facts, reasoned judgment based MP.4 Model with Mathematics. on research findings, and speculation in a text. 6.RP.A.3 Use ratio and rate reasoning to solve real-world and RI.8.8 Trace and evaluate the argument and specific claims in a mathematical problems.
text, assessingConnection whether the reasoning is sound and theto evidence PASS Coming Soon 9-12 is relevant and sufficient to support the claims.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 99 ■ 6TH GRADE
MS-ESS2-4 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and The Roles of Water in MS-ESS2-4 defining problems (for engineering) Earth’s Surface Processes: Students who demonstrate Developing and using models • Water continually cycles among land, understanding can: Modeling in 6–8 builds on K–5 ocean, and atmosphere via transpiration, experiences and progresses to evaporation, condensation and crystal- Develop a model to describe developing, using, and revising lization, and precipitation, as well as models to describe, test, and downhill flows on land. the cycling of water through predict more abstract phenomena • Global movements of water and its Earth’s systems driven by and design systems. changes in form are propelled by energy from the sun and the • Develop a model to describe sunlight and gravity. force of gravity. unobservable mechanisms. Planning and carrying out Clarification Statement: investigations Emphasis is on the ways water Analyzing and interpreting data changes its state as it moves through Using mathematics and computational the multiple pathways of the hydrologic thinking cycle. Examples of models can be Constructing explanations (for science) conceptual or physical. and designing solutions (for 3-5 engineering) Assessment Boundary: Engaging in argument from evidence A quantitative understanding of the Obtaining, evaluating, and latent heats of vaporization and fusion communicating information is not assessed.
Crosscutting Concepts: Energy and Matter • Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
N/A N/A Connection to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
100 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 6TH GRADE
MS-ESS3-3 Earth and Human Activity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Human Impacts on Earth Systems: MS-ESS3-3 defining problems (for engineering) • Human activities have significantly Students who demonstrate Developing and using models altered the biosphere, sometimes understanding can: Planning and carrying out damaging or destroying natural habitats investigations and causing the extinction of other species. Apply scientific principles Analyzing and interpreting data But changes to Earth’s environments Using mathematics and computational can have different impacts (negative to design a method for thinking and positive) for different living things. monitoring and minimizing Constructing explanations (for • Typically as human populations and human impact on the science) and designing solutions per-capita consumption of natural environment.* (for engineering) resources increase, so do the negative Constructing explanations and impacts on Earth unless the activities Clarification Statement: designing solutions in 6–8 builds and technologies involved are Examples of the design process on K–5 experiences and progresses engineered otherwise. include examining human environ- to include constructing explanations ——————————————————————————— mental impacts, assessing the kinds and designing solutions supported * Connections to Engineering, of solutions that are feasible, and 3-5 by multiple sources of evidence Technology, and Application of Science designing and evaluating solutions consistent with scientific ideas, that could reduce that impact. principles, and theories. Influence of Engineering, Technology, Examples of human impacts can • Apply scientific principles to and Science on Society and the Natural include water usage (such as the design an object, tool, process World: withdrawal of water from streams and or system. • The use of technologies and any aquifers or the construction of dams Engaging in argument from evidence limitations on their use are driven by and levees), land usage (such as urban Obtaining, evaluating, and individual or societal needs, desires, and development, agriculture, or the communicating information differences in such factors as climate, removal of wetlands), and pollution natural resources, and economic conditions. (such as of the air, water, or land). Thus technology use varies from region to region and over time.
Crosscutting Concepts: Cause and Effect • Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
WHST. 6-8.8 Conduct short research projects to answer a 6.RP.A.1 Understand the concept of a ratio and use ratio question (including a self-generated question), drawing on language to describe a ratio relationship between two several sources and generating additional related, focused quantities. questions thatConnection allow for multiple avenues of exploration. to PASS7.RP.A.2 ComingRecognize and represent proportionalSoon relationships WHST. 6-8.8 Gather relevant information from multiple print between quantities. and digital sources; assess the credibility of each source; and 6.EE.B.6 Use variables to represent numbers and write quote or paraphrase the data and conclusions of others while expressions when solving a real-world or mathematical avoiding plagiarism and providing basic bibliographic problem; understand that a variable can represent an unknown information for sources. number, or, depending on the purpose at hand, any number WHST. 6-8.9 Draw evidence from informational texts to support in a specified set. analysis, reflection, and research. (MS-ESS3-1),(MS-ESS3-4) 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 101 ■ 7TH GRADE
MS-PS1-1 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Properties of Matter: MS-PS1-1 defining problems (for engineering) • Substances are made from different Students who demonstrate Developing and using models types of atoms, which combine with understanding can: Modeling in 6–8 builds on K–5 and one another in various ways. progresses to developing, using and • Atoms form molecules that range in Develop models to describe revising models to describe, test, size from two to thousands of atoms. and predict more abstract phenomena • Solids may be formed from molecules, the atomic composition of and design systems. or they may be extended structures simple molecules and • Develop a model to predict and/or with repeating subunits (e.g., crystals). extended structures. describe phenomena. Planning and carrying out Clarification Statement: investigations Emphasis is on developing models Analyzing and interpreting data of molecules that vary in complexity. Using mathematics and computational Examples of simple molecules could thinking include ammonia and methanol. Constructing explanations (for science) Examples of extended structures could and designing solutions (for include sodium chloride or diamonds. engineering) Examples of molecular-level models 3-5 Engaging in argument from evidence could include drawings, 3D ball and stick Obtaining, evaluating, and structures, or computer representations communicating information showing different molecules with different types of atoms.
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.
Crosscutting Concepts: Scale, Proportion, and Quantity 6-8 • Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.7 Integrate quantitative or technical information MP.2 Reason abstractly and quantitatively. expressed in words in a text with a version of that information MP.4 Model with mathematics. expressed visually (e.g., in a flowchart, diagram, model, graph, 6.RP.A.3 Use ratio and rate reasoning to solve real-world and or table). Connection to PASSmathematical Coming problems. Soon 8.EE.A.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
102 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 7TH GRADE
MS-PS1-2 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Properties of Matter: MS-PS1-2 defining problems (for engineering) • Each pure substance has characteristic Students who demonstrate Developing and using models physical and chemical properties understanding can: Planning and carrying out (for any bulk quantity under given investigations conditions) that can be used to Analyze and interpret Analyzing and interpreting data identify it. Analyzing data in 6–8 builds on K–5 data on the properties of and progresses to extending Chemical Reactions: substances before and after quantitative analysis to investigations, • Substances react chemically in the substances interact to distinguishing between correlation characteristic ways. determine if a chemical and causation, and basic statistical • In a chemical process, the atoms that reaction has occurred. techniques of data and error analysis. make up the original substances are • Analyze and interpret data to regrouped into different molecules, Clarification Statement: determine similarities and and these new substances have Analyze characteristic chemical and differences in findings. different properties from those of physical properties of pure substances. 3-5 Using mathematics and the reactants. Examples of reactions could include computational thinking burning sugar or steel wool, fat reacting Constructing explanations (for science) with sodium hydroxide, and mixing zinc and designing solutions (for with HCl. engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Assessment is limited to analysis of communicating information the following properties: color change, formation of a gas, temperature change, density, melting point, boiling point, solubility, flammability, and odor.
Crosscutting Concepts: Patterns • Macroscopic patterns are related to the nature of microscopic and atomic-level structure.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to the precise details of 6.RP.A.3 Use ratio and rate reasoning to solve real-world and explanations or descriptions. mathematical problems. RST.6-8.7 IntegrateConnection quantitative or technical information to PASS8.SP.B.4 DisplayComing numerical data in plotsSoon on a number line, expressed in words in a text with a version of that information including dot plots, histograms, and box plots. expressed visually (e.g., in a flowchart, diagram, model, graph, 8.SP.B.5 Summarize numerical data sets in relation to their or table). context. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 103 ■ 7TH GRADE
MS-PS2-4 Motion and Stability: Forces and Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Types of Interactions: MS-PS2-4 defining problems (for engineering) • Gravitational forces are always Students who demonstrate Developing and using models attractive. understanding can: Planning and carrying out • There is a gravitational force between investigations any two masses, but it is very small Construct and present Analyzing and interpreting data except when one or both of the objects Using mathematics and have large mass—e.g., Earth and arguments using evidence computational thinking the sun. to support the claim that Constructing explanations (for science) gravitational interactions and designing solutions (for are attractive and depend engineering) on the masses of interacting Engaging in argument from evidence objects. Engaging in argument from evidence in 6–8 builds from K–5 Clarification Statement: experiences and progresses to Examples of evidence for arguments constructing a convincing argument could include data generated from that supports or refutes claims for simulations or digital tools; and charts either explanations or solutions 3-5 displaying mass, strength of interaction, about the natural and designed world. distance from the Sun, and orbital • Construct and present oral and periods of objects within the solar written arguments supported by system. empirical evidence and scientific reasoning to support or refute an Assessment Boundary: explanation or a model for a Assessment does not include Newton’s phenomenon or a solution to a Law of Gravitation or Kepler’s Laws. problem. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Systems and System Models • Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
WHST.6-8.1 Write arguments focused on discipline-specific MP. 2 Reason abstractly and quantitatively. content. Connection to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
104 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 7TH GRADE
MS-PS3-6 Energy K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Conservation of Energy MS-PS3-6 defining problems (for engineering) and Energy Transfer: Students who demonstrate Developing and using models • When the motion energy of an object understanding can: Planning and carrying out changes, there is inevitably some other investigations change in energy at the same time. Construct, use, and present Analyzing and interpreting data Using mathematics and arguments to support the computational thinking claim that when the kinetic Constructing explanations (for science) energy of an object changes, and designing solutions (for energy is transferred to or engineering) from the object. Engaging in argument from evidence Engaging in argument from Clarification Statement: evidence in 6–8 builds on K–5 Examples of empirical evidence used experiences and progresses to in arguments could include an inventory 3-5 constructing a convincing argument or other representation of the energy that supports or refutes claims for before and after the transfer in the either explanations or solutions form of temperature changes or about the natural and designed worlds. motion of object. • Construct, use, and present oral and written arguments supported Assessment Boundary: by empirical evidence and scientific Assessment does not include reasoning to support or refute an calculations of energy. explanation or a model for a phenomenon. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Energy and Matter • Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to the precise details of 6.RP.A.1 Understand the concept of ratio and use ratio language explanations or descriptions. (5) to describe a ratio relationship between two quantities. WHST.6-8.1 WriteConnection arguments focused on discipline-specific to PASS7.RP.A.2 ComingRecognize and represent proportionalSoon relationships content. between quantities. 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 105 ■ 7TH GRADE
MS-LS1-4 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Growth and Development MS-LS1-4 defining problems (for engineering) of Organisms: Students who demonstrate Developing and using models • Animals engage in characteristic understanding can: Planning and carrying out behaviors that increase the odds of investigations reproduction. Use arguments based on Analyzing and interpreting data • Plants reproduce in a variety of ways, Using mathematics and computational sometimes depending on animal empirical evidence and thinking behavior and specialized features for scientific reasoning to Constructing explanations (for science) reproduction. support an explanation and designing solutions (for for how characteristic animal engineering) behaviors and specialized Engaging in argument from evidence plant structures affect the Engaging in argument from evidence probability of successful in 6–8 builds on K–5 experiences and progresses to constructing a reproduction of animals convincing argument that supports and plants respectively. or refutes claims for either explanations or solutions about the natural and Clarification Statement: 3-5 designed world(s). Examples of behaviors that affect the • Use an oral and written argument probability of animal reproduction could supported by empirical evidence include nest building to protect young and scientific reasoning to support from cold, herding of animals to protect or refute an explanation or a young from predators, and vocalization model for a phenomenon or a of animals and colorful plumage to solution to a problem. attract mates for breeding. Examples Obtaining, evaluating, and of animal behaviors that affect the communicating information probability of plant reproduction could include transferring pollen or seeds and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury. 6-8 Assessment Boundary: N/A
Crosscutting Concepts: Cause and Effect • Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of 6.SP.A.2 Understand that a set of data collected to answer a science and technical texts. statistical question has a distribution, which can be described RI.6.8 Trace and evaluate the argument and specific claims in by its center, spread, and overall shape. a text, distinguishingConnection claims that are supported by reasonsto andPASS 6.SP.B.4 SummarizeComing numerical data Soon sets in relation to their evidence from claims that are not. context. WHST.6-8.1 Write arguments focused on discipline content. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
106 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 7TH GRADE
MS-LS1-5 From Molecules to Organisms: Structure and Processes K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Growth and Development MS-LS1-5 defining problems (for engineering) of Organisms: Students who demonstrate Developing and using models • Genetic factors as well as local understanding can: Planning and carrying out conditions affect the growth of the investigations adult plant. Construct a scientific Analyzing and interpreting data Using mathematics and computational explanation based on thinking evidence for how environ- Constructing explanations mental and genetic factors (for science) and designing solutions influence the growth of (for engineering) organisms. Constructing explanations and designing solutions in 6–8 builds Clarification Statement: on K–5 experiences and progresses Examples of local environmental to include constructing explanations conditions could include availability of 3-5 and designing solutions supported food, light, space, and water. Examples by multiple sources of evidence of genetic factors could include large consistent with scientific knowledge, breed cattle and species of grass principles, and theories. affecting growth of organisms. • Construct a scientific explanation Examples of evidence could include based on valid and reliable evidence drought decreasing plant growth, obtained from sources (including fertilizer increasing plant growth, the students’ own experiments) different varieties of plant seeds and the assumption that theories growing at different rates in different and laws that describe the natural conditions, and fish growing larger world operate today as they did in large ponds than they do in small in the past and will continue to ponds. do so in the future. Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Assessment does not include communicating information genetic mechanisms, gene regulation, or biochemical processes. 6-8
Crosscutting Concepts: Cause and Effect • Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of 6.SP.A.2 Understand that a set of data collected to answer a science and technical texts. statistical question has a distribution which can be described RST.6-8.2 Determine the central ideas or conclusions of a text; by its center, spread, and overall shape. provide an accurateConnection summary of the text distinct from to prior PASS6.SP.B.4 SummarizeComing numerical data Soon sets in relation to their knowledge or opinions. context. WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 9-12 WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 107 ■ 7TH GRADE
MS-LS1-8 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Information Processing: MS-LS1-8 defining problems (for engineering) • Each sense receptor responds to Students who demonstrate Developing and using models different inputs (electromagnetic, understanding can: Planning and carrying out mechanical, chemical), transmitting investigations them as signals that travel along nerve Gather and synthesize Analyzing and interpreting data cells to the brain. The signals are then Using mathematics and computational processed in the brain, resulting in information that sensory thinking immediate behaviors or memories. receptors respond to stimuli Constructing explanations (for science) by sending messages to the and designing solutions (for brain for immediate behavior engineering) or storage as memories. Engaging in argument from evidence Obtaining, evaluating, and Clarification Statement: communicating information N/A Obtaining, evaluating, and communicating information in 6-8 Assessment Boundary: builds on K-5 experiences and The assessment should provide progresses to evaluating the merit 3-5 evidence of students’ abilities to and validity of ideas and methods. provide a basic and conceptual • Gather, read, and synthesize explanation that sensory cells respond information from multiple to stimuli in the environment and send appropriate sources and assess electrical impulses to the brain where the credibility, accuracy, and they are processed as either response possible bias of each publication or memory. Assessment does not and methods used, and describe include mechanisms for the how they are supported or not transmission of this information. supported by evidence.
Crosscutting Concepts: Cause and Effect 6-8 • Cause and effect relationships may be used to predict phenomena in natural systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.6-8.8 Gather relevant information from multiple print N/A and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarismConnection and providing basic bibliographic to PASS Coming Soon information for sources. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
108 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 7TH GRADE
MS-LS3-1 Heredity: Inheritance and Variation of Traits K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Inheritance of Traits: MS-LS3-1 defining problems (for engineering) • Genes are located in the chromosomes Students who demonstrate Developing and using models of cells, with each chromosome pair understanding can: Modeling in 6–8 builds on K–5 containing two variants of each of experiences and progresses to many distinct genes. Each distinct gene Develop and use a model developing, using, and revising chiefly controls the production of to describe why structural models to describe, test, and specific proteins, which in turn affects changes to genes (mutations) the traits of the individual. predict more abstract phenomena located on chromosomes may and design systems. • Changes (mutations) to genes can result • Develop and use a model to in changes to proteins, which can affect affect proteins and may result describe phenomena. the structures and functions of the in harmful, beneficial, or Planning and carrying out organism and thereby change traits. neutral effects to the structure investigations and function of the organism. Analyzing and interpreting data Variation of Traits: Using mathematics and • In addition to variations that arise from Clarification Statement: computational thinking sexual reproduction, genetic information Emphasis is on conceptual understanding 3-5 Constructing explanations (for science) can be altered because of mutations. that changes in genetic material may and designing solutions (for • Though rare, mutations may result in result in making different proteins. engineering) changes to the structure and function Examples: Radiation treated plants, Engaging in argument from evidence of proteins. genetically modified organisms (e.g. Obtaining, evaluating, and • Some changes are beneficial, others roundup resistant crops, bioluminescence), communicating information harmful, and some neutral to the mutations both harmful and beneficial. organism. Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.
Crosscutting Concepts: Structure and Function • Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to
determine how they function. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of N/A science and technical texts. RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specificConnection words and phrases as they areto used inPASS a Coming Soon specific scientific or technical context relevant to grades 6-8 texts and topics. RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
SL.8.5 Include multimedia components and visual displays 9-12 in presentations to clarify claims and findings and emphasize salient points.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 109 ■ 7TH GRADE
MS-LS3-2 Heredity: Inheritance and Variation of Traits
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Growth and Development MS-LS3-2 defining problems (for engineering) of Organisms: Students who demonstrate Developing and using models (secondary to MS-LS3-2) understanding can: Modeling in 6–8 builds on K–5 and • Organisms reproduce, either sexually progresses to developing, using and or asexually, and transfer their genetic Develop and use a model revising models to describe, test, information to their offspring and predict more abstract phenomena to describe why asexual and design systems. Inheritance of Traits: reproduction results in • Develop and use a model to • Variations of inherited traits between offspring with identical describe phenomena. parent and offspring arise from genetic genetic information and Planning and carrying out differences that result from the subset sexual reproduction results investigations of chromosomes (and therefore genes) in offspring with genetic Analyzing and interpreting data inherited. variation. Using mathematics and computational thinking Variation of Traits: Clarification Statement: Constructing explanations (for science) • In sexually reproducing organisms, Emphasis is on using models such and designing solutions (for each parent contributes half of the as Punnett squares, diagrams, and engineering) genes acquired (at random) by the 3-5 simulations to describe the cause and Engaging in argument from evidence offspring. Individuals have two of each effect relationship of gene transmission Obtaining, evaluating, and chromosome and hence two alleles of from parent(s) to offspring and communicating information each gene, one acquired from each resulting genetic variation. parent. These versions may be identical or may differ from each other. Assessment Boundary: The assessment should measure the students’ abilities to explain the general outcomes of sexual versus asexual reproduction in terms of variation seen in the offspring.
Crosscutting Concepts: Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural systems. 6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP.4 Model with mathematics. science and technical texts. 6.SP.B.5 Summarize numerical data sets in relation to their RST.6-8.4 Determine the meaning of symbols, key terms, and context. other domain-specificConnection words and phrases as they areto used inPASS a Coming Soon specific scientific or technical context relevant to grades 6-8 texts and topics. RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
110 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 7TH GRADE
MS-LS4-3 Biological Unity and Diversity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Evidence of Common MS-LS4-3 defining problems (for engineering) Ancestry and Diversity: Students who demonstrate Developing and using models • Comparison of the embryological understanding can: Planning and carrying out development of different species investigations also reveals similarities that show Analyze displays of pictorial Analyzing and interpreting data relationships not evident in the Analyzing data in 6–8 builds on K–5 fully-formed anatomy. data to compare patterns experiences and progresses to of similarities in the embryo- extending quantitative analysis to logical development across investigations, distinguishing between multiple species to identify correlation and causation, and basic relationships not evident in statistical techniques of data and the fully formed anatomy. error analysis. • Analyze displays of data to identify Clarification Statement: linear and nonlinear relationships.
Emphasis is on inferring general 3-5 Using mathematics and patterns of relatedness among computational thinking embryos of different organisms by Constructing explanations (for science) comparing the macroscopic and designing solutions (for appearance of diagrams or pictures. engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Assessment of comparisons is limited communicating information to gross appearance of anatomical structures in embryological development.
Crosscutting Concepts: Patterns • Graphs, charts, and images can be used to identify patterns in data.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of N/A science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.7 IntegrateConnection quantitative or technical information to PASS Coming Soon expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 111 ■ 7TH GRADE
MS-LS4-4 Biological Unity and Diversity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Natural Selection: MS-LS4-4 defining problems (for engineering) • Natural selection leads to the Students who demonstrate Developing and using models predominance of certain traits in a understanding can: Planning and carrying out population, and the suppression of investigations others. Construct an explanation Analyzing and interpreting data Using mathematics and based on evidence that computational thinking describes how genetic Constructing explanations variations of traits in a (for science) and designing population increase some solutions (for engineering) individuals’ probability of Constructing explanations and surviving and reproducing designing solutions in 6–8 builds in a specific environment. on K–5 experiences and progresses to include constructing explanations Clarification Statement: and designing solutions supported Emphasis is on using simple probability by multiple sources of evidence statements and proportional reasoning consistent with scientific ideas, 3-5 to construct explanations. principles, and theories. • Construct an explanation that Assessment Boundary: includes qualitative or quantitative The assessment should provide relationships between variables evidence of students’ abilities to explain that describe phenomena. why some traits are suppressed and Engaging in argument from evidence other traits become more prevalent for Obtaining, evaluating, and those individuals better at finding food, communicating information shelter, or avoiding predators.
Crosscutting Concepts: Cause and Effect • Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics 6-8 RST.6-8.1 Cite specific textual evidence to support analysis of 6.RP.A.1 Understand the concept of a ratio and use ratio lan- science and technical texts, attending to the precise details of guage to describe a ratio relationship between two quantities. explanations or descriptions. 6.SP.B.5 Summarize numerical data sets in relation to their RST.6-8.9 CompareConnection and contrast the information gained to from PASS context. Coming Soon experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 7.RP.A.2 Recognize and represent proportional relationships WHST.6-8.2 Write informative/explanatory texts to examine a between quantities. topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
112 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 7TH GRADE
MS-LS4-5 Biological Unity and Diversity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Natural Selection: MS-LS4-5 defining problems (for engineering) • In artificial selection, humans have Students who demonstrate Developing and using models the capacity to influence certain understanding can: Planning and carrying out characteristics of organisms by selective investigations breeding. One can choose desired Gather and synthesize Analyzing and interpreting data parental traits determined by genes, Using mathematics and which are then passed on to offspring. information about the computational thinking ——————————————————————————— technologies that have Constructing explanations (for science) * Connections to Engineering, changed the way humans and designing solutions (for Technology, and Application of Science influence the inheritance of engineering) desired traits in organisms.* Engaging in argument from evidence Interdependence of Science, Obtaining, evaluating, and Engineering, and Technology: Clarification Statement: communicating information • Engineering advances have led to Emphasis is on synthesizing information Obtaining, evaluating, and important discoveries in virtually from reliable sources about the influence 3-5 communicating information in 6–8 every field of science, and scientific of humans on genetic outcomes in artifi- builds on K–5 experiences and discoveries have led to the cial selection (such as genetic modifica- progresses to evaluating the merit development of entire industries tion, animal husbandry, gene therapy); and validity of ideas and methods. and engineered systems. and, on the impacts these technologies • Gather, read, and synthesize have on society as well as the technolo- information from multiple gies leading to these scientific discoveries. appropriate sources and assess the credibility, accuracy, and Assessment Boundary: possible bias of each publication The assessment should provide evidence and methods used, and describe of students’ abilities to understand and how they are supported or not communicate how technology affects supported by evidence. both individuals and society.
Crosscutting Concepts: Cause and Effect • Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of N/A science and technical texts, attending to the precise details of explanations or descriptions. (5) WHST.6-8.8 GatherConnection relevant information from multiple to print PASS Coming Soon and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 113 ■ 7TH GRADE
MS-LS4-6 Biological Unity and Diversity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Adaptation: MS-LS4-6 defining problems (for engineering) • Adaptation by natural selection acting Students who demonstrate Developing and using models over generations is one important understanding can: Planning and carrying out process by which species change investigations over time in response to changes in Use mathematical Analyzing and interpreting data environmental conditions. Using mathematics and • Traits that support successful survival representations to computational thinking and reproduction in the new support explanations of Mathematical and computational environment become more common; how natural selection may thinking in 6–8 builds on K–5 those that do not, become less common. lead to increases and experiences and progresses to Thus, the distribution of traits in a decreases of specific traits identifying patterns in large data population changes. in populations over time. sets and using mathematical concepts to support explanations Clarification Statement: and arguments. Emphasis is on using mathematical • Use mathematical representations models, probability statements, and to support scientific conclusions and proportional reasoning to support design solutions. 3-5 explanations of trends in changes Constructing explanations (for science) to populations over time. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence The assessment should provide Obtaining, evaluating, and evidence of students’ abilities to communicating information explain trends in data for the number of individuals with specific traits changing over time. Assessment does not include Hardy Weinberg calculations.
Crosscutting Concepts: Cause and Effect 6-8 • Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.4 Model with mathematics. 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two Connection to PASSquantities. Coming Soon 6.SP.B.5 Summarize numerical data sets in relation to their context. 7.RP.A.2 Recognize and represent proportional relationships between quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
114 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 7TH GRADE
MS-ESS1-1 Earth’s Place in the Universe K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and The Universe and Its Stars: MS-ESS1-1 defining problems (for engineering) • Patterns of the apparent motion of Students who demonstrate Developing and using models the sun, the moon, and stars in the sky understanding can: Modeling in 6–8 builds on K–5 can be observed, described, predicted, experiences and progresses to and explained with models. Develop and use a model developing, using, and revising models to describe, test, and Earth and the Solar System: of the Earth-sun-moon predict more abstract phenomena • The model of the solar system can system to describe the and design systems. explain eclipses of the sun and the cyclic patterns of lunar • Develop and use a model to moon. phases, eclipses of the sun describe phenomena. • Earth’s spin axis is fixed in direction and moon, and seasons. Planning and carrying out over the short-term but tilted relative investigations to its orbit around the sun. Clarification Statement: Analyzing and interpreting data • The seasons are a result of that tilt Earth’s rotation relative to the Using mathematics and computational and are caused by the differential positions of the moon and sun 3-5 thinking intensity of sunlight on different areas describes the occurrence of tides; Constructing explanations (for science) of Earth across the year. the revolution of Earth around the and designing solutions (for sun explains the annual cycle of the engineering) apparent movement of the Engaging in argument from evidence constellations in the night sky; Obtaining, evaluating, and the moon’s revolution around Earth communicating information explains the cycle of spring/neap tides and the occurrence of eclipses; the moon’s elliptical orbit mostly explains the occurrence of total and annular eclipses. Examples of models can be physical, graphical, or conceptual.
Assessment Boundary: N/A 6-8
Crosscutting Concepts: Patterns • Patterns can be used to identify cause- and-effect relationships.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.8.5 Include multimedia components and visual displays MP.4 Model with mathematics. in presentations to clarify claims and findings and emphasize 6.RP.A.1 Understand the concept of a ratio and use ratio salient points. language to describe a ratio relationship between two Connection to PASSquantities. Coming Soon 7.RP.A.2 Recognize and represent relationships between quantities. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 115 ■ 7TH GRADE
MS-ESS1-2 Earth’s Place in the Universe
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and The Universe and Its Stars: MS-ESS1-2 defining problems (for engineering) • Earth and its solar system are part of Students who demonstrate Developing and using models the Milky Way galaxy, which is one of understanding can: Modeling in 6–8 builds on K–5 many galaxies in the universe. experiences and progresses to Develop and use a model developing, using, and revising Earth and the Solar System: models to describe, test, and • The solar system consists of the sun to describe the role of gravity predict more abstract phenomena and a collection of objects, including in the motions within galaxies and design systems. planets, their moons, and asteroids that and the solar system. • Develop and use a model to are held in orbit around the sun by its describe phenomena. gravitational pull on them. Clarification Statement: Planning and carrying out • The solar system appears to have Emphasis for the model is on gravity investigations formed from a disk of dust and gas, as the force that holds together the Analyzing and interpreting data drawn together by gravity. solar system and Milky Way galaxy Using mathematics and computational and controls orbital motions within thinking them. Examples of models can be Constructing explanations (for science) physical (such as the analogy of and designing solutions (for distance along a football field or 3-5 engineering) computer visualizations of elliptical Engaging in argument from evidence orbits) or conceptual (such as Obtaining, evaluating, and mathematical proportions relative communicating information to the size of familiar objects such as their school or state).
Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.
Crosscutting Concepts: Systems and System Models • Models can be used to represent systems and their interactions.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.8.5 Include multimedia components and visual displays MP.4 Model with mathematics. in presentations to clarify claims and findings and emphasize 6.RP.A.1 Understand the concept of a ratio and use ratio salient points. language to describe a ratio relationship between two Connection to PASSquantities. Coming Soon 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or depending on the purpose at hand, any number in a specific set. 7.RP.A.2 Recognize and represent relationships between quantities. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
116 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 7TH GRADE
MS-ESS1-3 Earth’s Place in the Universe K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth and the Solar System: MS-ESS1-3 defining problems (for engineering) • The solar system consists of the sun Students who demonstrate Developing and using models and a collection of objects, including understanding can: Planning and carrying out planets, their moons, and asteroids that investigations are held in orbit around the sun by its Analyze and interpret data Analyzing and interpreting data gravitational pull on them. Analyzing data in 6–8 builds on K–5 ——————————————————————————— to determine scale properties experiences and progresses to e * Connections to Engineering, of objects in the solar system.* xtending quantitative analysis to Technology, and Application of Science investigations, distinguishing Clarification Statement: between correlation and causation, Interdependence of Science, Emphasis is on the analysis of data and basic statistical techniques of Engineering, and Technology: from Earth-based instruments, space- data and error analysis. • Engineering advances have led to based telescopes, and spacecraft to • Analyze and interpret data to important discoveries in virtually determine similarities and differences determine similarities and every field of science, and scientific among solar system objects. Examples differences in findings. discoveries have led to the develop- of scale properties include the sizes 3-5 Using mathematics and computational ment of entire industries and of an object’s layers (such as crust and thinking engineered systems. atmosphere), surface features (such as Constructing explanations (for science) volcanoes), and orbital radius. and designing solutions (for Examples of data include statistical engineering) information, drawings and photo- Engaging in argument from evidence graphs, and models. Obtaining, evaluating, and communicating information Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.
Crosscutting Concepts: 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. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts. 6.RP.A.1 Understand the concept of a ratio and use ratio RST.6-8.7 Integrate quantitative or technical information language to describe a ratio relationship between two expressed in wordsConnection in a text with a version of that informationto PASS quantities. Coming Soon expressed visually (e.g., in a flowchart, diagram, model, graph, 7.RP.A.2 Recognize and represent proportional relationships or table). between quantities. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 117 ■ 7TH GRADE
MS-ESS2-5 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Weather and Climate: MS-ESS2-5 defining problems (for engineering) • Because these patterns are so Students who demonstrate Developing and using models complex, weather can only be understanding can: Planning and carrying predicted probabilistically. out investigations Collect data to provide Planning and carrying out investigations in 6-8 builds on K-5 evidence for how the motions experiences and progresses to and complex interactions of include investigations that use air masses results in changes multiple variables and provide in weather conditions. evidence to support explanations or solutions. Clarification Statement: • Collect data to produce data to Emphasis is on how air masses flow from serve as the basis for evidence regions of high pressure to low pressure, to answer scientific questions or causing weather (defined by tempera- test design solutions under a ture, pressure, humidity, precipitation, range of conditions. and wind) at a fixed location to change Analyzing and interpreting data over time, and how sudden changes
3-5 Using mathematics and computational in weather can result when different thinking air masses collide. Emphasis is on how Constructing explanations (for science) weather can be predicted within proba- and designing solutions (for bilistic ranges. Examples of data can be engineering) provided to students (such as weather Engaging in argument from evidence maps, diagrams, and visualizations) or Obtaining, evaluating, and obtained through laboratory experi- communicating information ments (such as with condensation).
Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.
Crosscutting Concepts: Cause and Effect
6-8 • Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts. 6.NS.C.5 Understand that positive and negative numbers RST.6-8.7 Integrate quantitative or technical information are used together to describe quantities having opposite expressed in wordsConnection in a text with a version of that informationto PASS directions Coming or values (e.g., temperature Soon above/below zero, expressed visually (e.g., in a flowchart, diagram, model, graph, elevation above/below sea level, credits/debits, positive/ or table). negative electric charge); use positive and negative numbers WHST.6-8.8 Gather relevant information from multiple print to represent quantities in real-world contexts, explaining and digital sources; assess the credibility of each source; and the meaning of 0 in each situation. quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
118 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 7TH GRADE
MS-ESS2-6 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and The Roles of Water in MS-ESS2-6 defining problems (for engineering) Earth’s Surface Processes: Students who demonstrate Developing and using models • Variations in density due to variations understanding can: Modeling in 6–8 builds on K–5 in temperature and salinity drive a experiences and progresses to global pattern of interconnected ocean Develop and use a model developing, using, and revising currents. models to describe, test, and to describe how unequal predict more abstract phenomena Weather and Climate: heating and rotation of the and design systems. • Weather and climate are influenced Earth causes patterns of • Develop and use a model to by interactions involving sunlight, the atmospheric and oceanic describe phenomena. ocean, the atmosphere, ice, landforms, circulation that determine Planning and carrying out and living things. These interactions regional climates. investigations vary with latitude, altitude, and local Analyzing and interpreting data and regional geography, all of which Clarification Statement: Using mathematics and computational can affect oceanic and atmospheric
Emphasis is on how patterns vary by 3-5 thinking flow patterns. latitude, altitude, and geographic land Constructing explanations (for science) • The ocean exerts a major influence distribution. Emphasis of atmospheric and designing solutions (for on weather and climate by absorbing circulation is on the sunlight-driven engineering) energy from the sun, releasing it over latitudinal banding, the Coriolis effect, Engaging in argument from evidence time, and globally redistributing it and resulting prevailing winds; emphasis Obtaining, evaluating, and through ocean currents. of ocean circulation (e.g. el niño/la niña) communicating information is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.
Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect. 6-8
Crosscutting Concepts: Systems 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 systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.8.5 Include multimedia components and visual displays N/A in presentations to clarify claims and findings and emphasize salient points. Connection to PASS Coming Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 119 ■ 8TH GRADE
MS-PS1-3 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2
Asking questions (for science) and Structure and Properties of Matter: MS-PS1-3 defining problems (for engineering) • Each pure substance has characteristic Students who demonstrate Developing and using models physical and chemical properties (for understanding can: Planning and carrying out any bulk quantity under given conditions) investigations that can be used to identify it. Gather and make sense of Analyzing and interpreting data Chemical Reactions: Using mathematics and computational information to describe that • Substances react chemically in synthetic materials come from thinking characteristic ways. Constructing explanations (for science) • In a chemical process, the atoms that natural resources and impact and designing solutions (for make up the original substances are society.* engineering) regrouped into different molecules, Engaging in argument from evidence and these new substances have Clarification Statement: Obtaining, evaluating, and different properties from those of the Emphasis is on natural resources that communicating information reactants. undergo a chemical process to form Obtaining, evaluating, and ——————————————————————————— the synthetic material. Examples of new communicating information in 6–8 * Connections to Engineering, materials could include new medicine, builds on K–5 and progresses to Technology, and Application of Science foods, and alternative fuels. evaluating the merit and validity of 3-5 ideas and methods. Interdependence of Science, Assessment Boundary: • Gather, read, and synthesize Engineering, and Technology: Not assessed at state level*. information from multiple • Engineering advances have led to appropriate sources and assess important discoveries in virtually every the credibility, accuracy, and field of science, and scientific discoveries possible bias of each publication have led to the development of entire and methods used, and describe industries and engineered systems. how they are supported or not Interdependence of Science, supported by evidence. Engineering, and Technology on Society and the Natural World: • The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 6-8 Crosscutting Concepts: Structure and Function • Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of N/A science and technical texts, attending to the precise details of explanations or descriptions. WHST.6-8.8 GatherConnection relevant information from multiple to print PASS Coming Soon and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
120 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 8TH GRADE
MS-PS1-5 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Chemical Reactions: MS-PS1-5 defining problems (for engineering) • Substances react chemically in Students who demonstrate Developing and using models characteristic ways. understanding can: Modeling in 6–8 builds on K–5 and • In a chemical process, the atoms that progresses to developing, using and make up the original substances are Develop and use a model revising models to describe, test, regrouped into different molecules, and predict more abstract phenomena and these new substances have to describe how the total and design systems. different properties from those of number of atoms does not • Develop a model to describe the reactants. change in a chemical reaction unobservable mechanisms. • The total number of each type of atom and thus mass is conserved. Planning and carrying out is conserved, and thus the mass does investigations not change. Clarification Statement: Analyzing and interpreting data ——————————————————————————— Emphasis is on law of conservation Using mathematics and computational * Connections to Engineering, of matter and on physical models thinking Technology, and Application of Science or drawings, including digital forms, Constructing explanations (for science) that represent atoms. 3-5 and designing solutions (for Science Models, Laws, Mechanisms, engineering) and Theories Explain Natural Assessment Boundary: Engaging in argument from evidence Phenomena: Assessment does not include the Obtaining, evaluating, and • Laws are regularities or mathematical use of atomic masses or intermolecular communicating information descriptions of natural phenomena. forces. 6-8 Crosscutting Concepts: Energy and Matter • Matter is conserved because atoms are conserved in physical and chemical processes.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.6-8.7 Integrate quantitative or technical information MP.2 Reason abstractly and quantitatively. expressed in words in a text with a version of that information MP.4 Model with mathematics. expressed visually (e.g., in a flowchart, diagram, model, graph, 6.RP.A.3 Use ratio and rate reasoning to solve real-world or table). Connection to PASSand mathematical Coming problems. Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 121 ■ 8TH GRADE
MS-PS1-6 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Chemical Reactions: MS-PS1-6 defining problems (for engineering) • Some chemical reactions release Students who demonstrate Developing and using models energy, others store energy. understanding can: Planning and carrying out investigations Developing Possible Solutions: Undertake a design project Analyzing and interpreting data (secondary to MS-PS1-6) Using mathematics and computational • A solution needs to be tested, and then to construct, test, and modify thinking modified on the basis of the test results, a device that either releases Constructing explanations in order to improve it. or absorbs thermal energy (for science) and designing solutions by chemical processes.* (for engineering) Optimizing the Design Solution: Constructing explanations and (secondary to MS-PS1-6) Clarification Statement: designing solutions in 6–8 builds • Although one design may not perform Emphasis is on the design, on K–5 experiences and progresses the best across all tests, identifying the controlling the transfer of energy to include constructing explanations characteristics of the design that to the environment, and modification and designing solutions supported performed the best in each test can of a device using factors such as by multiple sources of evidence provide useful information for the type and concentration of a substance. consistent with scientific knowledge, redesign process—that is, some of the Examples of designs could involve 3-5 principles, and theories. characteristics may be incorporated into chemical reactions such as dissolving • Undertake a design project, the new design. ammonium chloride or calcium engaging in the design cycle, to • The iterative process of testing the most chloride. construct and/or implement a promising solutions and modifying solution that meets specific design what is proposed on the basis of the Assessment Boundary: criteria and constraints. test results leads to greater refinement Assessment is limited to the criteria Engaging in argument from evidence and ultimately to an optimal solution. of amount, time, and temperature Obtaining, evaluating, and of substance in testing the device. communicating information
Crosscutting Concepts: Energy and Matter
6-8 • The transfer of energy can be tracked as energy flows through a designed or natural system.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.3 Follow precisely a multistep procedure when carrying 8.SP Investigate patterns of association in bivariate data. out experiments, taking measurements, or performing technical tasks. WHST.6-8.7 ConductConnection short research projects to answer to a PASS Coming Soon question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
122 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 8TH GRADE
MS-PS2-1 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Forces and Motion: MS-PS2-1 defining problems (for engineering) • For any pair of interacting objects, the Students who demonstrate Developing and using models force exerted by the first object on the understanding can: Planning and carrying out second object is equal in strength to investigations the force that the second object exerts Apply Newton’s Third Law Analyzing and interpreting data on the first, but in the opposite Using mathematics and direction (Newton’s third law). to design a solution to a computational thinking ——————————————————————————— problem involving the motion Constructing explanations * Connections to Engineering, of two colliding objects.* (for science) and designing Technology, and Application of Science solutions (for engineering) Clarification Statement: Constructing explanations and Interdependence of Science, Examples of practical problems designing solutions in 6–8 builds Engineering, and Technology on could include the impact of collisions on K–5 experiences and progresses Society and the Natural World: between two cars, between a car and to include constructing explanations • The uses of technologies and any stationary objects, and between a and designing solutions supported limitations on their use are driven by meteor and a space vehicle. 3-5 by multiple sources of evidence individual or societal needs, desires, consistent with scientific ideas, and values; by the findings of scientific Assessment Boundary: principles, and theories. research; and by differences in such Assessment is limited to vertical • Apply scientific ideas or principles factors as climate, natural resources, or horizontal interactions in one to design an object, tool, process and economic conditions. dimension. or system. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Systems and System Models • Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
Oklahoma Academic Standards Connections 6-8
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to the precise details of 6.NS.C.5 Understand that positive and negative numbers are explanations or descriptions. used together to describe quantities having opposite directions RST.6-8.3 FollowConnection precisely a multistep procedure whento carrying PASS or values; Coming use positive and negative Soon numbers to represent out experiments, taking measurements, or performing technical quantities in real-world contexts, explaining the meaning of tasks. 0 in each situation. WHST.6-8.7 Conduct short research projects to answer a ques- 6.EE.A.2 Write, read, and evaluate expressions in which letters tion (including a self-generated question), drawing on several stand for numbers. sources and generating additional related, focused questions 7.EE.B.3 Solve multi-step real-life and mathematical problems that allow for multiple avenues of exploration. posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
7.EE.B.4 Use variables to represent quantities in a real-world 9-12 or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 123 ■ 8TH GRADE
MS-PS2-2 Motion and Stability: Forces and Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Forces and Motion: MS-PS2-2 defining problems (for engineering) • The motion of an object is determined Students who demonstrate Developing and using models by the sum of the forces acting on it; if understanding can: Planning and carrying out the total force on the object is not zero, investigations its motion will change. Plan an investigation to Planning and carrying out • The greater the mass of the object, the investigations to answer questions greater the force needed to achieve the provide evidence that the or test solutions to problems in 6–8 same change in motion. change in an object’s motion builds on K–5 experiences and • For any given object, a larger force depends on the sum of the progresses to include investigations causes a larger change in motion. forces on the object and the that use multiple variables and provide mass of the object. evidence to support explanations or design solutions. Clarification Statement: • Plan an investigation individually Emphasis is on balanced (Newton’s and collaboratively, and in the First Law) and unbalanced forces in design: identify independent and a system, qualitative comparisons of dependent variables and controls, forces, mass and changes in motion what tools are needed to do the 3-5 (Newton’s Second Law), frame of gathering, how measurements will reference, and specification of units. be recorded, and how many data are needed to support a claim. Assessment Boundary: Analyzing and interpreting data Assessment is limited to forces and Using mathematics and changes in motion in one-dimension computational thinking in an inertial reference frame and to Constructing explanations (for science) change in one variable at a time. and designing solutions (for Assessment does not include the engineering) use of trigonometry. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Stability and Change • Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. 6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.3 Follow precisely a multistep procedure when carrying MP.2 Reason abstractly and quantitatively. out experiments, taking measurements, or performing technical 6.EE.A.2 Write, read, and evaluate expressions in which letters tasks. stand for numbers. WHST.6-8.7 ConductConnection short research projects to answer to a PASS7.EE.B.3 ComingSolve multi-step real-life andSoon mathematical problems question (including a self-generated question), drawing on posed with positive and negative rational numbers in any form, several sources and generating additional related, focused using tools strategically. Apply properties of operations to questions that allow for multiple avenues of exploration. calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
124 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 8TH GRADE
MS-PS4-1 Waves and Their Applications in Technologies for Information Transfer K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Waves Properties: MS-PS4-1 defining problems (for engineering) • A simple wave has a repeating pattern Students who demonstrate Developing and using models with a specific wavelength, frequency, understanding can: Planning and carrying out and amplitude. investigations Use mathematical Analyzing and interpreting data Using mathematics and representations to computational thinking describe a simple model Mathematical and computational for waves that includes thinking at the 6–8 level builds on how the amplitude of a K–5 and progresses to identifying wave is related to the patterns in large data sets and energy in a wave. using mathematical concepts to support explanations and Clarification Statement: arguments.
Emphasis is on describing waves 3-5 • Use mathematical representations with both qualitative and quantitative to describe and/or support thinking. scientific conclusions and design solutions. Assessment Boundary: Constructing explanations (for science) Assessment does not include and designing solutions (for electromagnetic waves and is limited engineering) to standard repeating waves. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Patterns 6-8 • Graphs and charts can be used to identify patterns in data.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.8.5 Integrate multimedia and visual displays into MP.2 Reason abstractly and quantitatively. presentations to clarify information, strengthen claims MP.4 Model with mathematics. and evidence, and add interest. 6.RP.A.1 Understand the concept of a ratio and use ratio lan- Connection to PASSguage to Comingdescribe a ratio relationship Soon between two quantities. 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS4-1) 7.RP.A.2 Recognize and represent proportional relationships between quantities. (MS-PS4-1)
8.F.A.3 Interpret the equation y = mx + b as defining a linear 9-12 function, whose graph is a straight line; give examples of func- tions that are not linear.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 125 ■ 8TH GRADE
MS-PS4-2 Waves and Their Applications in Technologies for Information Transfer
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Waves Properties: MS-PS4-2 defining problems (for engineering) • A sound wave needs a medium through Students who demonstrate Developing and using models which it is transmitted. understanding can: Modeling in 6–8 builds on K–5 experiences and progresses to Electromagnetic Radiation: Develop and use a model developing, using, and revising • When light shines on an object, it is models to describe, test, and reflected, absorbed, or transmitted to describe that waves are predict more abstract phenomena through the object, depending on the reflected, absorbed, or and design systems. object’s material and the frequency transmitted through • Develop and use a model to (color) of the light. various materials. describe phenomena. • The path that light travels can be Planning and carrying out traced as straight lines, except at Clarification Statement: investigations surfaces between different transparent Emphasis is on both light and Analyzing and interpreting data materials (e.g., air and water, air and mechanical waves. Examples of Using mathematics and computational glass) where the light path bends. models could include drawings, thinking • A wave model of light is useful for simulations, and written descriptions. Constructing explanations (for science) explaining brightness, color, and the and designing solutions (for frequency-dependent bending of light Assessment Boundary: 3-5 engineering) at a surface between media. However, Assessment is limited to qualitative Engaging in argument from evidence because light can travel through space, applications pertaining to light and Obtaining, evaluating, and it cannot be a matter wave, like sound mechanical waves. communicating information or water waves.
Crosscutting Concepts: Structure and Function • Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.8.5 Integrate multimedia and visual displays into N/A presentations to clarify information, strengthen claims and evidence,Connection and add interest. to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
126 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 8TH GRADE
MS-PS4-3 Waves and Their Applications in Technologies for Information Transfer K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Information Technologies MS-PS4-3 defining problems (for engineering) and Instrumentation: Students who demonstrate Developing and using models • Digitized signals (sent as wave pulses) understanding can: Planning and carrying out are a more reliable way to encode and investigations transmit information. Integrate qualitative Analyzing and interpreting data Using mathematics and computational scientific and technical thinking information to support Constructing explanations (for science) the claim that digitized and designing solutions (for signals (sent as wave pulses) engineering) are a more reliable way to Engaging in argument from evidence encode and transmit Obtaining, evaluating, and information.* communicating information Obtaining, evaluating, and
Clarification Statement: 3-5 communicating information in 6-8 Emphasis is on a basic understanding builds on K-5 and progresses to that waves can be used for communication evaluating the merit and validity of purposes. Examples could include using ideas and methods. fiber optic cable to transmit light pulses, • Integrate qualitative scientific and radio wave pulses in wifi devices, and technical information in written conversion of stored binary patterns text with that contained in media to make sound or text on a computer and visual displays to clarify claims screen. and findings. Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.
Crosscutting Concepts: Structure and Function 6-8 • Structures can be designed to serve particular functions.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of N/A science and technical texts. RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurateConnection summary of the text distinct from to prior PASS Coming Soon knowledge or opinions. RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 127 ■ 8TH GRADE
MS-LS1-7 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Organization for Matter MS-LS1-7 defining problems (for engineering) and Energy Flow in Organisms: Students who demonstrate Developing and using models • Within individual organisms, food understanding can: Modeling in 6–8 builds on K–5 moves through a series of chemical experiences and progresses to reactions in which it is broken down and Develop a model to describe developing, using, and revising rearranged to form new molecules, to models to describe, test, and support growth, or to release energy. how food is rearranged predict more abstract phenomena through chemical reactions and design systems. Energy in Chemical forming new molecules that • Develop a model to describe Processes and Everyday Life: support growth and/or release unobservable mechanisms. (secondary to MS-LS1-7) energy as this matter moves Planning and carrying out • Cellular respiration in plants and through an organism. investigations animals involve chemical reactions Analyzing and interpreting data with oxygen that release stored energy. Clarification Statement: Using mathematics and computational In these processes, complex molecules Emphasis is on describing that thinking containing carbon react with oxygen molecules are broken apart and Constructing explanations (for science) to produce carbon dioxide and other put back together and that in this and designing solutions (for materials. 3-5 process, energy is released. engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Assessment does not include communicating information details of the chemical reactions for photosynthesis or respiration.
Crosscutting Concepts: Energy and Matter • Matter is conserved because atoms are conserved in physical and chemical processes. 6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.8.5 Integrate multimedia and visual displays into N/A presentations to clarify information, strengthen claims and evidence,Connection and add interest. to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
128 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 8TH GRADE
MS-LS4-1 Biological Unity and Diversity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Evidence of Common MS-LS4-1 defining problems (for engineering) Ancestry and Diversity: Students who demonstrate Developing and using models • The collection of fossils and their understanding can: Planning and carrying out placement in chronological order investigations (e.g., through the location of the Analyze and interpret data Analyzing and interpreting data sedimentary layers in which they are Analyzing data in 6–8 builds on K–5 found) is known as the fossil record. for patterns in the fossil experiences and progresses to It documents the existence, diversity, record that document the extending quantitative analysis to extinction, and change of many life existence, diversity, extinction, investigations, distinguishing forms throughout the history of life and change of life forms between correlation and causation, on Earth. throughout the history of and basic statistical techniques of life on Earth under the data and error analysis. assumption that natural • Analyze and interpret data to determine similarities and laws operate today as in differences in findings. the past. 3-5 Using mathematics and computational thinking Clarification Statement: Constructing explanations (for science) Emphasis is on finding patterns of and designing solutions (for changes in the level of complexity engineering) of anatomical structures in organisms Engaging in argument from evidence and the chronological order of fossil Obtaining, evaluating, and appearance in the rock layers. communicating information Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record. 6-8 Crosscutting Concepts: Patterns • Graphs, charts, and images can be used to identify patterns in data.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of 6.EE.B.6 Use variables to represent numbers and write science and technical texts, attending to the precise details of expressions when solving a real-world or mathematical explanations or descriptions problem; understand that a variable can represent an RST.6-8.7 IntegrateConnection quantitative or technical information to PASSunknown Comingnumber, or, depending on Soon the purpose at hand, expressed in words in a text with a version of that information any number in a specified set. expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 129 ■ 8TH GRADE
MS-LS4-2 Biological Unity and Diversity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Evidence of Common MS-LS4-2 defining problems (for engineering) Ancestry and Diversity: Students who demonstrate Developing and using models • The collection of fossils and their understanding can: Planning and carrying out placement in chronological order (e.g., investigations through the location of the sedimentary Apply scientific ideas Analyzing and interpreting data layers in which they are found) is known Using mathematics and as the fossil record. It documents the to construct an explanation computational thinking existence, diversity, extinction, and for the anatomical similarities Constructing explanations change of many life forms throughout and differences among (for science) and designing the history of life on Earth. modern organisms and solutions (for engineering) between modern and fossil Constructing explanations and organisms to infer ancestral designing solutions in 6–8 builds relationships. on K–5 experiences and progresses to include constructing explanations Clarification Statement: and designing solutions supported Emphasis is on explanations of by multiple sources of evidence the ancestral relationships among consistent with scientific ideas, 3-5 organisms in terms of similarity or principles, and theories. differences of the gross appearance • Apply scientific ideas to construct of anatomical structures. an explanation for real- world phenomena, examples, or events. Assessment Boundary: Engaging in argument from evidence N/A Obtaining, evaluating, and communicating information
Crosscutting Concepts: Patterns • Patterns can be used to identify cause and effect relationships.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics 6-8 RST.6-8.1 Cite specific textual evidence to support analysis of 6.EE.B.6 Use variables to represent numbers and write science and technical texts, attending to the precise details of expressions when solving a real-world or mathematical problem; explanations or descriptions. understand that a variable can represent an unknown number, WHST.6-8.2 WriteConnection informative/explanatory texts to examineto PASSa or, depending Coming on the purpose at hand, Soon any number in a topic and convey ideas, concepts, and information through the specified set. selection, organization, and analysis of relevant content. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
130 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 8TH GRADE
MS-ESS1-4 Earth’s Place in the Universe K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and The History of Planet Earth: MS-ESS1-4 defining problems (for engineering) • The geologic time scale interpreted Students who demonstrate Developing and using models from rock strata provides a way to understanding can: Planning and carrying out organize Earth’s history. investigations • Analyses of rock strata and the fossil Construct a scientific Analyzing and interpreting data record provide only relative dates, Using mathematics and computational not an absolute scale. explanation based on thinking evidence from rock strata Constructing explanations for how the geologic time (for science) and designing scale is used to organize solutions (for engineering) Earth’s geologic history. Constructing explanations and designing solutions in 6– 8 builds Clarification Statement: on K–5 experiences and progresses Emphasis is on analyses of rock forma- to include constructing explanations tions and fossils they contain to establish 3-5 and designing solutions supported relative ages of major events in Earth’s by multiple sources of evidence history. Major events could include consistent with scientific ideas, the formation of mountain chains and principles, and theories. ocean basins, adaptation and extinction • Construct a scientific explanation of particular living organisms, volcanic based on valid and reliable eruptions, periods of massive glaciation, evidence obtained from sources and the development of watersheds (including the students’ own and rivers through glaciation and water experiments) and the assumption erosion. The events in Earth’s history that theories and laws that happened in the past continue today. describe the natural world operate Scientific explanations can include today as they did in the past and models. will continue to do so in the future. Assessment Boundary: Engaging in argument from evidence Assessment does not include recalling Obtaining, evaluating, and the names of specific periods or epochs communicating information and events within them. 6-8 Crosscutting Concepts: 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 Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of N/A science and technical texts. WHST.6-8.2 Write informative/explanatory texts to examine a topic and conveyConnection ideas, concepts, and information throughto thePASS Coming Soon selection, organization, and analysis of relevant content. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 131 ■ 8TH GRADE
MS-ESS2-1 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Earth’s Materials and Systems: MS-ESS2-1 defining problems (for engineering) • All Earth processes are the result of Students who demonstrate Developing and using models energy flowing and matter cycling understanding can: Modeling in 6–8 builds on K–5 within and among the planet’s systems. experiences and progresses to This energy is derived from the sun and Develop a model to developing, using, and revising Earth’s hot interior. The energy that models to describe, test, and flows and matter that cycles produce describe the cycling of predict more abstract phenomena chemical and physical changes in Earth’s Earth’s materials and the and design systems. materials and living organisms. flow of energy that drives • Develop and use a model to this process. describe phenomena. Planning and carrying out Clarification Statement: investigations Emphasis is on the processes of Analyzing and interpreting data melting, crystallization, weathering, Using mathematics and deformation, and sedimentation, computational thinking which act together to form minerals Constructing explanations (for science) and rocks through the cycling of and designing solutions (for Earth’s materials. 3-5 engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Assessment does not include the communicating information identification and naming of minerals.
Crosscutting Concepts: Stability and Change • Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale. 6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.8.5 Include multimedia components and visual displays N/A in presentations to clarify claims and findings and emphasize salient points. Connection to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
132 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 8TH GRADE
MS-ESS2-2 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth’s Materials and Systems: MS-ESS2-2 defining problems (for engineering) • The planet’s systems interact over scales Students who demonstrate Developing and using models that range from microscopic to global understanding can: Planning and carrying out in size. These interactions have shaped investigations Earth’s history and will determine its Construct an explanation Analyzing and interpreting data future. Using mathematics and computational based on evidence for how thinking The Roles of Water in geoscience processes have Constructing explanations Earth’s Surface Processes: changed Earth’s surface at (for science) and designing • Water’s movements—both on the land varying time and spatial solutions (for engineering) and underground—cause weathering scales. Constructing explanations and and erosion, which change the land’s designing solutions in 6– 8 builds surface features and create underground Clarification Statement: on K–5 experiences and progresses formations. Emphasis is on how processes change to include constructing explanations Earth’s surface at time and spatial scales 3-5 and designing solutions supported that can be large (such as slow plate by multiple sources of evidence motions or the uplift of a large mountain consistent with scientific ideas, ranges) or small (such as rapid landslides principles, and theories. on microscopic geochemical reactions), • Construct a scientific explanation and how many geoscience processes based on valid and reliable usually behave gradually but are punctu- evidence obtained from sources ated by catastrophic events (such as (including the students’ own earthquakes, volcanoes, and meteor experiments) and the assumption impacts). Examples of geoscience that theories and laws that processes include surface weathering describe the natural world operate and deposition by the movements of today as they did in the past and water, ice, and wind. Emphasis is on will continue to do so in the geoscience processes that shape local future. geographic features, where appropriate. Engaging in argument from evidence Obtaining, evaluating, and communicating information 6-8 Crosscutting Concepts: 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 Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts. 6.EE.B.6 Use variables to represent numbers and write WHST. 6-8.2 Write informative/explanatory texts to examine a expressions when solving a real-world or mathematical problem; topic and conveyConnection ideas, concepts, and information throughto thePASS understand Coming that a variable can represent Soon an unknown number, selection, organization, and analysis of relevant content. or, depending on the purpose at hand, any number in a SL.8.5 Include multimedia components and visual displays specified set. in presentations to clarify claims and findings and emphasize 7.EE.B.4 Use variables to represent quantities in a real-world salient points. or mathematical problem, and construct simple equations and 9-12 inequalities to solve problems by reasoning about the quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 133 ■ 8TH GRADE
MS-ESS2-3 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and The History of Planet Earth: MS-ESS2-3 defining problems (for engineering) (Secondary to 8-ESS2-3) Students who demonstrate Developing and using models • Tectonic processes continually generate understanding can: Planning and carrying out new ocean sea floor at ridges and investigations destroy old sea floor at trenches. Analyze and interpret data Analyzing and interpreting data Analyzing data in 6–8 builds on K–5 Plate Tectonics and Large- on the distribution of fossils experiences and progresses to Scale System Interactions: and rocks, continental shapes, extending quantitative analysis to • Maps of ancient land and water and seafloor structures to investigations, distinguishing patterns, based on investigations provide evidence of the past between correlation and causation, of rocks and fossils, make clear how plate motions. and basic statistical techniques of Earth’s plates have moved great data and error analysis. distances, collided, and spread apart. Clarification Statement: • Analyze and interpret data to Examples of data include similarities provide evidence for phenomena. of rock and fossil types on different Using mathematics and computational continents, the shapes of the continents thinking (including continental shelves), and the Constructing explanations (for science) 3-5 locations of ocean structures (such as and designing solutions (for ridges, fracture zones, and trenches). engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Paleomagnetic anomalies in oceanic communicating information and continental crust are not assessed.
Crosscutting Concepts: Patterns
6-8 • Patterns in rates of change and other numerical relationships can provide information about natural systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts. 6.EE.B.6 Use variables to represent numbers and write RST.6-8.7 Integrate quantitative or technical information expressions when solving a real-world or mathematical problem; expressed in wordsConnection in a text with a version of that informationto PASS understand Coming that a variable can represent Soon an unknown number, expressed visually (e.g., in a flowchart, diagram, model, graph, or, depending on the purpose at hand, any number in a or table). specified set. RST.6-8.7 Compare and contrast the information gained from 7.EE.B.4 Use variables to represent quantities in a real-world experiments, simulations, video, or multimedia sources with or mathematical problem, and construct simple equations and that gained from reading a text on the same topic. inequalities to solve problems by reasoning about the quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
134 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 8TH GRADE
MS-ESS3-1 Earth and Human Activity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Natural Resources: MS-ESS3-1 defining problems (for engineering) • Humans depend on Earth’s land, Students who demonstrate Developing and using models ocean, atmosphere, and biosphere understanding can: Planning and carrying out for many different resources. investigations • Minerals, fresh water, and biosphere Construct a scientific Analyzing and interpreting data resources are limited, and many are not Using mathematics and computational renewable or replaceable over human explanation based on thinking lifetimes. evidence for how the Constructing explanations • These resources are distributed uneven distributions of (for science) and designing unevenly around the planet as a result Earth’s mineral, energy, solutions (for engineering) of past geologic processes. and groundwater resources Constructing explanations and are the result of past and designing solutions in 6– 8 builds current geoscience on K–5 experiences and progresses to include constructing explanations processes. and designing solutions supported 3-5 by multiple sources of evidence Clarification Statement: consistent with scientific ideas, Emphasis is on how these resources principles, and theories. are limited and typically non-renewable, • Construct a scientific explanation and how their distributions are signifi- based on valid and reliable cantly changing as a result of removal evidence obtained from sources by humans. Examples of uneven distri- (including the students’ own butions of resources as a result of past experiments) and the assumption processes include but are not limited that theories and laws that to petroleum (locations of the burial describe the natural world operate of organic marine sediments and today as they did in the past and subsequent geologic traps), metal will continue to do so in the ores (locations of past volcanic and future. hydrothermal activity associated with Engaging in argument from evidence subduction zones), and soil (locations Obtaining, evaluating, and of active weathering and/or deposition communicating information of rock). 6-8 Crosscutting Concepts: Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of 6.EE.B.6 Use variables to represent numbers and write science and technical texts. expressions when solving a real-world or mathematical problem; WHST. 6-8.2 Write informative/explanatory texts to examine a understand that a variable can represent an unknown number, topic and conveyConnection ideas, concepts, and information throughto thePASS or, depending Coming on the purpose at hand, Soon any number in a selection, organization, and analysis of relevant content. specified set. WHST. 6-8.9 Draw evidence from informational texts to support 7.EE.B.4 Use variables to represent quantities in a real-world analysis, reflection, and research. or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 135 ■ 8TH GRADE
MS-ESS3-2 Earth and Human Activity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Natural Hazards: MS-ESS3-2 defining problems (for engineering) • Mapping the history of natural Students who demonstrate Developing and using models hazards in a region, combined with understanding can: Planning and carrying out an understanding of related geologic investigations forces can help forecast the locations Analyze and interpret data Analyzing and interpreting data and likelihoods of future events. Analyzing data in 6–8 builds on K–5 on natural hazards to forecast experiences and progresses to future catastrophic events and extending quantitative analysis to inform the development of investigations, distinguishing technologies to mitigate their between correlation and causation, effects. and basic statistical techniques of data and error analysis. Clarification Statement: • Analyze and interpret data to Emphasis is on how some natural provide evidence for phenomena. hazards, such as volcanic eruptions Using mathematics and computational and severe weather, are preceded thinking by phenomena that allow for reliable Constructing explanations (for science) 3-5 predictions, but others, such as earth- and designing solutions (for quakes, occur suddenly and with no engineering) notice, and thus are not yet predictable. Engaging in argument from evidence Examples of natural hazards can be Obtaining, evaluating, and taken from interior processes (such as communicating information earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).
6-8 Crosscutting Concepts: Patterns • Graphs, charts, and images can be used to identify patterns in data.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts. 6.EE.B.6 Use variables to represent numbers and write RST. 6-8.7 Integrate quantitative or technical information expressions when solving a real-world or mathematical problem; expressed in wordsConnection in a text with a version of that informationto PASS understand Coming that a variable can represent Soon an unknown number, expressed visually (e.g., in a flowchart, diagram, model, or, depending on the purpose at hand, any number in a graph, or table). specified set. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
136 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ 8TH GRADE
MS-ESS3-4 Earth and Human Activity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Human Impacts on Earth Systems: MS-ESS3-4 defining problems (for engineering) • Typically as human populations and Students who demonstrate Developing and using models per-capita consumption of natural understanding can: Planning and carrying out resources increase, so do the negative investigations impacts on Earth unless the activities Construct an argument Analyzing and interpreting data and technologies involved are Using mathematics and computational engineered otherwise. supported by evidence thinking for how increases in human Constructing explanations (for science) population and per-capita and designing solutions (for consumption of natural engineering) resources impact Earth’s Engaging in argument from evidence systems. Engaging in argument form evidence in 6-8 builds on K-5 experiences Clarification Statement: and progresses to constructing a
Examples of evidence include 3-5 convincing argument that supports grade-appropriate databases on or refutes claims for either explana- human populations and the rates of tions or solutions about the natural consumption of food and natural and designed world(s). resources (such as freshwater, mineral, • Construct an oral and written and energy). Examples of impacts can argument supported by empirical include changes to the appearance, evidence and scientific reasoning composition, and structure of Earth’s to support or refute an explanation systems as well as the rates at which or a model for a phenomenon or they change. The consequences of solution to a problem. increases in human populations and Obtaining, evaluating, and consumption of natural resources are communicating information described by science, but science does not make the decisions for the actions society takes.
Crosscutting Concepts: Cause and Effect 6-8 • Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.6-8.1 Cite specific textual evidence to support analysis of 6.RP.A.1 Understand the concept of a ratio and use ratio lan- science and technical texts. guage to describe a ratio relationship between two quantities. WHST.6-8.1 Write arguments focused on discipline content. 7.RP.A.2 Recognize and represent proportional relationships WHST. 6-8.9 DrawConnection evidence from informational texts to to support PASS between quantities.Coming Soon analysis, reflection, and research. 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
7.EE.B.4 Use variables to represent quantities in a real-world 9-12 or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 137 ■ PHYSICAL SCIENCE
HS-PS1-1 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Properties of Matter: HS-PS1-1 defining problems (for engineering) • Each atom has a charged substructure Students who demonstrate Developing and using models consisting of a nucleus, which is made understanding can: Modeling in 9–12 builds on K–8 of protons and neutrons, surrounded by and progresses to using, synthesizing, electrons. Use the periodic table as a and developing models to predict • The periodic table orders elements and show relationships among horizontally by the number of protons model to predict the relative variables between systems and in the atom’s nucleus and places those properties of elements based their components in the natural and with similar chemical properties in on the patterns of electrons designed worlds. columns. The repeating patterns of in the outermost energy • Use a model to predict the this table reflect patterns of outer level of atoms. relationships between systems electron states. or between components of a Clarification Statement: system. Examples of properties that could Planning and carrying out be predicted from patterns could investigations include reactivity of metals, types Analyzing and interpreting data of bonds formed, numbers of bonds Using mathematics and computational 3-5 formed, and reactions with oxygen. thinking Constructing explanations (for science) Assessment Boundary: and designing solutions (for Assessment is limited to main engineering) group elements. Assessment does Engaging in argument from evidence not include quantitative understanding Obtaining, evaluating, and of ionization energy beyond relative communicating information trends.
Crosscutting Concepts: Patterns • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. 6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.7 Translate quantitative or technical information N/A expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematicallyConnection (e.g., in an equation) into words. to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
138 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICAL SCIENCE
HS-PS1-2 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Properties of Matter: HS-PS1-2 defining problems (for engineering) • The periodic table orders elements Students who demonstrate Developing and using models horizontally by the number of protons understanding can: Planning and carrying out in the atom’s nucleus and places those investigations with similar chemical properties in Construct and revise an Analyzing and interpreting data columns. The repeating patterns of Using mathematics and computational this table reflect patterns of outer explanation for the outcome thinking electron states. of a simple chemical reaction Constructing explanations based on the outermost (for science) and designing solutions Chemical Reactions: electron states of atoms, (for engineering) • The fact that atoms are conserved, trends in the periodic table, Constructing explanations and together with knowledge of the knowledge of the patterns designing solutions in 9–12 builds chemical properties of the elements of chemical properties, and on K–8 experiences and progresses involved, can be used to describe to explanations and designs that and predict chemical reactions. formation of compounds. are supported by multiple and 3-5 independent student- generated Clarification Statement: sources of evidence consistent with Examples of chemical reactions scientific ideas, principles, and could include the reaction of sodium theories. and chlorine, of carbon and oxygen, • Construct and revise an explanation or of carbon and hydrogen. Reaction based on valid and reliable classification aids in the prediction of evidence obtained from a variety products (e.g. synthesis/combustion, of sources (including students’ decomposition, single displacement, own investigations, models, theories, double displacement). simulations, peer review) and the assumption that theories and laws Assessment Boundary: that describe the natural world Assessment is limited to chemical operate today as they did in the reactions involving main group past and will continue to do so in elements and combustion reactions. the future. Engaging in argument from evidence Obtaining, evaluating, and communicating information 6-8
Crosscutting Concepts: Patterns • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.9-12.2 Write informative/explanatory texts, including the HSN-Q.A.1 Use units as a way to understand problems and to narration of historical events, scientific procedures/ experiments, guide the solution of multi-step problems; choose and interpret or technical processes. units consistently in formulas; choose and interpret the scale and WHST.9-12.5 Connection Develop and strengthen writing as neededto byPASS the origin Coming in graphs and data displays. Soon planning, revising, editing, rewriting, or trying a new approach, HSN-Q.A.3 Choose a level of accuracy appropriate to limitations 9-12 focusing on addressing what is most significant for a specific on measurement when reporting quantities. purpose and audience.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 139 ■ PHYSICAL SCIENCE
HS-PS1-5 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Chemical Reactions: HS-PS1-5 defining problems (for engineering) • Chemical processes, their rates, and Students who demonstrate Developing and using models whether or not energy is stored or understanding can: Planning and carrying out released can be understood in terms investigations of the collisions of molecules and Apply scientific principles Analyzing and interpreting data the rearrangements of atoms into new Using mathematics and computational molecules, with consequent changes in and evidence to provide an thinking the sum of all bond energies in the explanation about the effects Constructing explanations set of molecules that are matched by of changing the temperature (for science) and designing solutions changes in kinetic energy. or concentration of the (for engineering) reacting particles on the Constructing explanations and rate at which a reaction designing solutions in 9–12 builds occurs. on K–8 experiences and progresses to explanations and designs that Clarification Statement: are supported by multiple and Emphasis is on student reasoning independent student- generated that focuses on the number and sources of evidence consistent with 3-5 energy of collisions between scientific ideas, principles, and molecules. theories. • Apply scientific principles and Assessment Boundary: evidence to provide an explanation Assessment is limited to simple of phenomena and solve design reactions in which there are only problems, taking into account two reactants; evidence from possible unanticipated effects. temperature and concentration. Engaging in argument from evidence Obtaining, evaluating, and communicating information 6-8 Crosscutting Concepts: Patterns • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to the precise details of HSN-Q.A.1 Use units as a way to understand problems and to explanations or descriptions. guide the solution of multi-step problems; choose and interpret WHST.9-12.2 ConnectionWrite informative/explanatory texts, includingto PASSthe units consistently Coming in formulas; choose Soon and interpret the scale and narration of historical events, scientific procedures/ experiments, the origin in graphs and data displays. or technical processes. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
140 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICAL SCIENCE
HS-PS1-7 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Chemical Reactions: HS-PS1-7 defining problems (for engineering) • The fact that atoms are conserved, Students who demonstrate Developing and using models together with knowledge of the understanding can: Planning and carrying out chemical properties of the elements investigations involved, can be used to describe and Use mathematical Analyzing and interpreting data predict chemical reactions. Using mathematics and representations to support computational thinking the claim that atoms, and Mathematical and computational therefore mass, are conserved thinking at the 9–12 level builds on during a chemical reaction. K–8 and progresses to using algebraic thinking and analysis, a Clarification Statement: range of linear and nonlinear Emphasis is on using mathematical functions including trigonometric ideas to communicate the proportional functions, exponentials and relationships between masses of atoms logarithms, and computational tools in the reactants and the products, and 3-5 for statistical analysis to analyze, the translation of these relationships to represent, and model data. Simple the macroscopic scale using the mole computational simulations are as the conversion from the atomic to created and used based on the macroscopic scale (e.g. Law of mathematical models of basic Conservation of Mass). Emphasis is on assumptions. assessing students’ use of mathematical • Use mathematical representations thinking and not on memorization and of phenomena to support claims. rote application of problem-solving Constructing explanations (for science) techniques. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence Assessment does not include complex Obtaining, evaluating, and chemical reactions. communicating information 6-8
Crosscutting Concepts: Energy and Matter • The total amount of energy and matter in closed systems is conserved.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret Connection to PASSunits consistently Coming in formulas; choose Soon and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of 9-12 descriptive modeling. HSN-Q.A.2 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 141 ■ PHYSICAL SCIENCE
HS-PS2-1 Motion and Stability: Forces and Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Forces and Motion: HS-PS2-1 defining problems (for engineering) • Newton’s second law accurately Students who demonstrate Developing and using models predicts changes in the motion of understanding can: Planning and carrying out macroscopic objects. investigations Analyze data and use it to Analyzing and interpreting data support the claim that Newton’s Analyzing data in 9–12 builds on second law of motion describes K–8 and progresses to introducing more detailed statistical analysis, the mathematical relationship the comparison of data sets for among the net force on a consistency, and the use of models macroscopic object, its mass, to generate and analyze data. and its acceleration. • Analyze data using tools, technologies, and/or models (e.g., computational, Clarification Statement: mathematical) in order to make Examples of data could include tables valid and reliable scientific claims or or graphs of position or velocity as a determine an optimal design solution. function of time for objects subject to a Using mathematics and net unbalanced force, such as a falling
3-5 computational thinking object, an object rolling down a ramp, Constructing explanations (for science) or a moving object being pulled by a and designing solutions (for constant force. engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Assessment is limited to one-dimensional communicating information motion and to macroscopic objects moving at non-relativistic speeds.
Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics (continued)
RST.9-10.1 Cite specific textual evidence to support analysis HSN-Q.A.3 Choose a level of accuracy appropriate to limitations of science and technical texts, attending to the precise details on measurement when reporting quantities. 6-8 of explanation and descriptions. HSA-SSE.A.1 Interpret expressions that represent a quantity in RST.9-10.7 TranslateConnection quantitative or technical information to PASSterms of itsComing context. Soon expressed in words in a text into visual form (e.g., a table HSA-SSE.B.3 Choose and produce an equivalent form of an or chart) and translate information expressed visually or expression to reveal and explain properties of the quantity mathematically (e.g., in an equation) into words. represented by the expression. WHST.9-12.9 Draw evidence from informational texts to support HSA-CED.A.1 Create equations and inequalities in one variable analysis, reflection, and research. and use them to solve problems. HSA-CED.A.2 Create equations in two or more variables to Mathematics represent relationships between quantities; graph equations MP.2 Reason abstractly and quantitatively. on coordinate axes with labels and scales. MP. 4 Model with mathematics. HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret HSF-IF.C.7 Graph functions expressed symbolically and show units consistently in formulas; choose and interpret the scale and key features of the graph, by in hand in simple cases and using the origin in graphs and data displays. technology for more complicated cases. HSN-Q.A.2 Define appropriate quantities for the purpose of HSS-ID.A.1 Represent data with plots on the real number line descriptive modeling. (dot plots, histograms, and box plots). 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
142 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICAL SCIENCE
HS-PS2-2 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Forces and Motion: HS-PS2-2 defining problems (for engineering) • Momentum is defined for a particular Students who demonstrate Developing and using models frame of reference; it is the mass times understanding can: Planning and carrying out investigations the velocity of the object. Analyzing and interpreting data • If a system interacts with objects outside Use mathematical Using mathematics and itself, the total momentum of the computational thinking system can change; however, any such representations to Mathematical and computational change is balanced by changes in the support the claim that thinking at the 9–12 level builds on K–8 momentum of objects outside the the total momentum of and progresses to using algebraic system. thinking and analysis, a range of a system of objects is linear and nonlinear functions including conserved when there is trigonometric functions, exponentials no net force on the system. and logarithms, and computational tools for statistical analysis to analyze, Clarification Statement: represent, and model data. Simple
Emphasis is on the quantitative 3-5 computational simulations are conservation of momentum in created and used based on math- interactions and the qualitative ematical models of basic assumptions. meaning of this principle. • Use mathematical representations of phenomena to describe Assessment Boundary: explanations. Assessment is limited to systems Constructing explanations (for science) and designing solutions (for of two macroscopic bodies moving engineering) in one dimension. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Systems and System Models • When investigating or describing a system, the boundaries and initial conditions of the system need to be defined.
Oklahoma Academic Standards Connections 6-8 ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. HSN-Q.A.1 Use units as a way to understand problems and to Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. HSA-CED.A.2 Create equations in two or more variables to
represent relationships between quantities; graph equations on 9-12 coordinate axes with labels and scales. HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 143 ■ PHYSICAL SCIENCE
HS-PS2-3 Motion and Stability: Forces and Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Forces and Motion: HS-PS2-3 defining problems (for engineering) • If a system interacts with objects outside Students who demonstrate Developing and using models itself, the total momentum of the understanding can: Planning and carrying out system can change; however, any such investigations change is balanced by changes in the Apply scientific and Analyzing and interpreting data momentum of objects outside the Using mathematics and computational system. engineering ideas to design, thinking evaluate, and refine a device Constructing explanations Defining and Delimiting that minimizes the force on (for science) and designing solutions Engineering Problems: a macroscopic object during (for engineering) (secondary to HS-PS2-3) a collision.* Constructing explanations and • Criteria and constraints also include designing solutions in 9–12 builds satisfying any requirements set by Clarification Statement: on K–8 experiences and progresses society, such as taking issues of risk Examples of evaluation and refinement to explanations and designs that mitigation into account, and they could include determining the success are supported by multiple and should be quantified to the extent of the device at protecting an object independent student- generated possible and stated in such a way that from damage and modifying the design sources of evidence consistent with one can tell if a given design meets 3-5 to improve it. Examples of a device scientific ideas, principles, and them. could include a football helmet or a theories. parachute. • Apply scientific ideas to solve a design problem, taking into Assessment Boundary: account possible unanticipated Assessment is limited to qualitative effects. evaluations and/or algebraic Engaging in argument from evidence manipulations. Obtaining, evaluating, and communicating information
6-8 Crosscutting Concepts: Cause and Effect • Systems can be designed to cause a desired effect.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.9-12.7 Conduct short as well as more sustained MP. 4 Model with mathematics. research projects to answer a question (including a self- MP. 5 Use appropriate tools strategically. generated question) or solve a problem; narrow or broaden the inquiry whenConnection appropriate; synthesize multiple sourcesto PASS Coming Soon on the subject, demonstrating understanding of the subject under investigation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
144 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICAL SCIENCE
HS-PS2-5 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Types of Interactions: HS-PS2-5 defining problems (for engineering) • Forces at a distance are explained by Students who demonstrate Developing and using models fields (gravitational, electric, and understanding can: Planning and carrying out magnetic) permeating space that can investigations transfer energy through space. Plan and conduct an • Magnets or electric currents cause Planning and carrying out investigation to provide investigations to answer questions magnetic fields; electric charges or or test solutions to problems in changing magnetic fields cause evidence that an electric 9–12 builds on K–8 experiences and electric fields. current can produce a progresses to include investigations magnetic field and that a that provide evidence for and test Definitions of Energy: changing magnetic field can conceptual, mathematical, physical (secondary to HS-PS2-4) produce an electric current. and empirical models. • “Electrical energy” may mean energy • Plan and conduct an investigation stored in a battery or energy Clarification Statement: individually and collaboratively to transmitted by electric currents.
N/A 3-5 produce data to serve as the basis for evidence, and in the design: Assessment Boundary: decide on types, how much, and Assessment is limited to designing accuracy of data needed to and conducting investigations with produce reliable measurements provided materials and tools. and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information 6-8
Crosscutting Concepts: Cause and Effect • Systems can be designed to cause a desired effect.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.9-12.7 Conduct short as well as more sustained HSN-Q.A.1 Use units as a way to understand problems and to research projects to answer a question (including a self- guide the solution of multi-step problems; choose and interpret generated question) or solve a problem; narrow or broaden units consistently in formulas; choose and interpret the scale and the inquiry whenConnection appropriate; synthesize multiple sourcesto PASSthe origin Coming in graphs and data displays. Soon on the subject, demonstrating understanding of the subject HSN-Q.A.2 Define appropriate quantities for the purpose of under investigation. descriptive modeling. 9-12 WHST.9-12.9 Draw evidence from informational texts to support HSN-Q.A.3 Choose a level of accuracy appropriate to limitations analysis, reflection, and research. on measurement when reporting quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 145 ■ PHYSICAL SCIENCE
HS-PS3-1 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Definitions of Energy: HS-PS3-1 defining problems (for engineering) • Energy is a quantitative property of a Students who demonstrate Developing and using models system that depends on the motion and understanding can: Planning and carrying out interactions of matter and radiation within that system. That there is a single investigations Create a computational Analyzing and interpreting data quantity called energy is due to the fact Using mathematics and that a system’s total energy is conserved, model to calculate the computational thinking even as, within the system, energy is change in the energy of Mathematical and computational continually transferred from one object one component in a system thinking at the 9–12 level builds on K–8 to another and between its various when the change in energy and progresses to using algebraic possible forms. of the other component(s) thinking and analysis, a range of linear and nonlinear functions including Conservation of Energy and energy flows in and out trigonometric functions, exponentials and Energy Transfer: of the system are known. and logarithms, and computational • Conservation of energy means that the tools for statistical analysis to analyze, total change of energy in any system Clarification Statement: represent, and model data. Simple is always equal to the total energy Emphasis is on explaining the meaning computational simulations are transferred into or out of the system. of mathematical expressions used in
3-5 created and used based on math- • Energy cannot be created or destroyed, the model. ematical models of basic assumptions. but it can be transported from one • Create a computational model or place to another and transferred Assessment Boundary: simulation of a phenomenon, between systems. Assessment is limited to basic designed device, process, or system. • Mathematical expressions, which algebraic expressions or computations; Constructing explanations (for science) quantify how the stored energy in a to systems of two or three components; and designing solutions (for system depends on its configuration and to thermal energy, kinetic energy, engineering) (e.g. relative positions of charged and potential energy. Engaging in argument from evidence particles, compression of a spring) and Obtaining, evaluating, and how kinetic energy depends on mass communicating information and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. • The availability of energy limits what can occur in any system.
Crosscutting Concepts: Systems and System Models • Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the 6-8 assumptions and approximations inherent in models.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.9-12.5 Make strategic use of digital media MP.2 Reason abstractly and quantitatively. (e.g., textual, graphical, audio, visual, and interactive MP.4 Model with mathematics. elements) in presentations to enhance understanding HSN-Q.A.1 Use units as away to understand problems and to of findings, reasoning, and evidence and to add interest. Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
146 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICAL SCIENCE
HS-PS3-2 Energy K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Definitions of Energy: HS-PS3-2 defining problems (for engineering) • Energy is a quantitative property of a Students who demonstrate Developing and using models system that depends on the motion and understanding can: Modeling in 9–12 builds on K–8 interactions of matter and radiation and progresses to using, synthesizing, within that system. That there is a single Develop and use models and developing models to predict quantity called energy is due to the fact and show relationships among that a system’s total energy is conserved, to illustrate that energy at variables between systems and even as, within the system, energy is the macroscopic scale can their components in the natural and continually transferred from one object be accounted for as either designed worlds. to another and between its various motions of particles or • Develop and use a model based possible forms. energy stored in fields. on evidence to illustrate the • At the macroscopic scale, energy relationships between systems or manifests itself in multiple ways, such Clarification Statement: between components of a system. as in motion, sound, light, and thermal Examples of phenomena at the Planning and carrying out energy. macroscopic scale could include 3-5 investigations • These relationships are better the conversion of kinetic energy to Analyzing and interpreting data understood at the microscopic scale, at thermal energy, the energy stored Using mathematics and computational which all of the different manifestations due to position of an object above thinking of energy can be modeled as a com- the earth, and the energy stored Constructing explanations (for science) bination of energy associated with the between two electrically-charged and designing solutions (for motion of particles and energy associated plates. Examples of models could engineering) with the configuration (relative position include diagrams, drawings, Engaging in argument from evidence of the particles). In some cases the descriptions, and computer Obtaining, evaluating, and relative position energy can be thought simulations. communicating information of as stored in fields (which mediate interactions between particles). This last Assessment Boundary: concept includes radiation, a phenomenon Assessment does not include in which energy stored in fields moves quantitative calculations. across space. 6-8
Crosscutting Concepts: Energy and Matter • Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.9-12.5 Make strategic use of digital media MP.2 Reason abstractly and quantitatively. (e.g., textual, graphical, audio, visual, and interactive MP.4 Model with mathematics. elements) in presentations to enhance understanding of findings, reasoning,Connection and evidence and to add interest. to PASS Coming Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 147 ■ PHYSICAL SCIENCE
HS-PS3-3 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Definitions of Energy: HS-PS3-3 defining problems (for engineering) • At the macroscopic scale, energy Students who demonstrate Developing and using models manifests itself in multiple ways, such understanding can: Planning and carrying out as in motion, sound, light, and thermal investigations energy. Design, build, and refine Analyzing and interpreting data Using mathematics and computational Defining and Delimiting a device that works within thinking Engineering Problems: given constraints to convert Constructing explanations • Criteria and constraints also include one form of energy into (for science) and designing solutions satisfying any requirements set by another form of energy.* (for engineering) society, such as taking issues of risk Constructing explanations and mitigation into account, and they Clarification Statement: designing solutions in 9–12 builds should be quantified to the extent Emphasis is on both qualitative and on K–8 experiences and progresses possible and stated in such a way quantitative evaluations of devices. to explanations and designs that that one can tell if a given design Examples of devices could include are supported by multiple and meets them. Rube Goldberg devices, wind turbines, independent student- generated ——————————————————————————— solar cells, solar ovens, and generators. sources of evidence consistent with * Connections to Engineering, Examples of constraints could include 3-5 scientific ideas, principles, and Technology, and Application of Science use of renewable energy forms and theories. efficiency. • Design, evaluate, and/or refine Interdependence of Science, a solution to a complex real-world Engineering, and Technology: Assessment Boundary: problem, based on scientific • Modern civilization depends on major Assessment for quantitative evaluations knowledge, student-generated technological systems. Engineers is limited to total output for a given sources of evidence, prioritized continuously modify these technological input. Assessment is limited to devices criteria, and tradeoff considerations. systems by applying scientific knowledge constructed with materials provided Engaging in argument from evidence and engineering design practices to to students. Obtaining, evaluating, and increase benefits while decreasing communicating information costs and risks.
Crosscutting Concepts: Energy and Matter • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WH ST .9 -12.7 Conduct short as w ell as more sustained re- MP.2 Reason abstractly and quantitatively. search projects to answer a question (including a self-generated MP.4 Model with mathematics. question) or solve a problem; narrow or broaden the inquiry HSN-Q.A.1 Use units as away to understand problems and to when appropriate; synthesize multiple sources on the subject, Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret demonstrating understanding of the subject under investigation. units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
148 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICAL SCIENCE
HS-PS3-4 Energy K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Conservation of Energy HS-PS3-4 defining problems (for engineering) and Energy Transfer: Students who demonstrate Developing and using models • Energy cannot be created or destroyed, understanding can: Planning and carrying out but it can be transported from one investigations place to another and transferred Plan and conduct an Planning and carrying out between systems. investigations to answer questions investigation to provide • Uncontrolled systems always evolve or test solutions to problems in evidence that the transfer 9–12 builds on K–8 experiences and toward more stable states— that is, of thermal energy when progresses to include investigations toward more uniform energy distribution two components of different that provide evidence for and test (e.g., water flows downhill, objects temperature are combined conceptual, mathematical, physical hotter than their surrounding environment within a closed system results and empirical models. cool down). • Plan and conduct an investigation in a more uniform energy individually and collaboratively to distribution among the com- produce data to serve as the basis ponents in the system (second
for evidence, and in the design: law of thermodynamics). 3-5 decide on types, how much, and accuracy of data needed to Clarification Statement: produce reliable measurements Emphasis is on analyzing data from and consider limitations on the student investigations and using precision of the data (e.g., number mathematical thinking to describe the of trials, cost, risk, time), and energy changes both quantitatively and
refine the design accordingly. conceptually. Examples of investigations Analyzing and interpreting data Using mathematics and could include mixing liquids at different computational thinking initial temperatures or adding objects Constructing explanations (for science) at different temperatures to water. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence Assessment is limited to investigations Obtaining, evaluating, and based on materials and tools provided communicating information to students.
Crosscutting Concepts: System and System Models • When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. 6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to the precise detail s of MP.4 Model with mathematics. explanations or descriptions. WHST .9 -12.7 Conduct short as w ell as more sustained research projects to answerConnection a question (including a self-generated to question) PASS Coming Soon or solve a problem; narrow or broaden the inquiry when appro- priate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and 9-12 following a standard format for citation. WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 149 ■ PHYSICAL SCIENCE
HS-PS4-1 Waves and Their Applications in Technologies for Information Transfer
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Wave Properties: HS-PS4-1 defining problems (for engineering) • The wavelength and frequency of Students who demonstrate Developing and using models a wave are related to one another by understanding can: Planning and carrying out the speed of travel of the wave, which investigations depends on the type of wave and the Use mathematical Analyzing and interpreting data medium through which it is passing. Using mathematics and representations to computational thinking support a claim regarding Mathematical and computational relationships among the thinking at the 9–12 level builds on K–8 frequency, wavelength, and progresses to using algebraic and speed of waves thinking and analysis, a range of traveling in various media. linear and nonlinear functions including trigonometric functions, exponentials Clarification Statement: and logarithms, and computational Examples of data could include tools for statistical analysis to analyze, electromagnetic radiation traveling represent, and model data. Simple in a vacuum and glass, sound waves computational simulations are 3-5 traveling through air and water, and created and used based on math- seismic waves traveling through ematical models of basic assumptions. the Earth. • Use mathematical representations of phenomena or design solutions Assessment Boundary: to describe and/or support claims Assessment is limited to algebraic and/or explanations. relationships and describing those Constructing explanations (for science) relationships qualitatively. and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
6-8 Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.7 Translate quantitative or technical information MP.2 Reason abstractly and quantitatively. expressed in words in a text into visual form (e.g. table or chart) MP.4 Model with mathematics. and translate information expressed visually or mathematically HAS-SSE.A.1 Interpret expressions that represent a quantity in (e.g., in an equation) into words. Connection to PASSterms of itsComing context. Soon HAS-SSE.A.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity repre- sented by the expression. HAS.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
150 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICAL SCIENCE
HS-PS4-2 Waves and Their Applications in Technologies for Information Transfer K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Wave Properties: HS-PS4-2 defining problems (for engineering) • Information can be digitized (e.g., a Students who demonstrate Asking questions and defining picture stored as the values of an array understanding can: problems in grades 9–12 builds from of pixels); in this form, it can be stored grades K–8 experiences and reliably in computer memory and sent Evaluate questions progresses to formulating, refining, over long distances as a series of wave and evaluating empirically testable pulses. about the advantages questions and design problems ——————————————————————————— and disadvantages of using models and simulations. * Connections to Engineering, using a digital transmission • Evaluate questions that challenge Technology, and Application of Science and storage of information.* the premise(s) of an argument, the interpretation of a data set, or the Interdependence of Science, Clarification Statement: suitability of a design. Engineering, and Technology: Examples of advantages could Developing and using models • Modern civilization depends on major include that digital information is Planning and carrying out technological systems. stable because it can be stored investigations • Engineers continuously modify these reliably in computer memory, 3-5 Analyzing and interpreting data technological systems by applying transferred easily, and copied Using mathematics and computational scientific knowledge and engineering and shared rapidly. Disadvantages thinking design practices to increase benefits could include issues of easy deletion, Constructing explanations (for science) while decreasing costs and risks. security, and theft. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence N/A Obtaining, evaluating, and communicating information 6-8
Crosscutting Concepts: Stability and Changes • Systems can be designed for greater or lesser stability.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.8 Assess the extent to which the reasoning and N/A evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. RST.9-10.1 CiteConnection specific textual evidence to support to analysis PASS of Coming Soon science and technical texts, attending to the precise details of explanations or descriptions. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 151 ■ PHYSICAL SCIENCE
HS-PS4-4 Waves and Their Applications in Technologies for Information Transfer
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Electromagnetic Radiation: HS-PS4-4 defining problems (for engineering) • When light or longer wavelength Students who demonstrate Developing and using models electromagnetic radiation is absorbed understanding can: Planning and carrying out in matter, it is generally converted into investigations thermal energy (heat). Evaluate the validity and Analyzing and interpreting data • Shorter wavelength electromagnetic reliability of claims in published Using mathematics and computational radiation (ultraviolet, X-ray s, gamma materials of the effects that thinking rays) can ionize atoms and cause different frequencies of elec- Constructing explanations (for science) damage to living cells. tromagnetic radiation have and designing solutions (for • Photoelectric materials emit electrons engineering) when they absorb light of a high- when absorbed by matter. Engaging in argument from evidence enough frequency. Clarification Statement: Obtaining, evaluating, and Emphasis is on the idea that different communicating information frequencies of light have different Obtaining, evaluating, and energies, and the damage to living communicating information in 9–12 tissue from electromagnetic radiation builds on K –8 and progresses to depends on the energy of the radiation. evaluating the validity and reliability Examples of published materials could 3-5 of the claims, methods, and designs. include trade books, magazines, web • Evaluate the validity and reliability resources, videos, and other passages of multiple claims that appear in that may reflect bias. scientific and technical texts or Assessment Boundary: media reports, verifying the data Assessment is limited to qualitative when possible. descriptions.
Crosscutting Concepts: Cause and Effect • Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
6-8 RST.9-10.8 Assess the extent to which the reasoning and evidence N/A in a text support the author’s claim or a recommendation for solving a scientific or technical problem. RST.9-10.1 CiteConnection specific textual evidence to support to analysis PASS Coming Soon of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10.7 Translate quantitative or technical information expressed in worlds in a text into visual forms (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. WHST. 9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
152 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ CHEMISTRY
HS-PS1-1 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Properties of Matter: HS-PS1-1 defining problems (for engineering) • Each atom has a charged substructure Students who demonstrate Developing and using models consisting of a nucleus, which is made understanding can: Modeling in 9–12 builds on K–8 of protons and neutrons, surrounded and progresses to using, synthesizing, by electrons. Use the periodic table and developing models to predict • The periodic table orders elements and show relationships among horizontally by the number of protons as a model to predict variables between systems and in the atom’s nucleus and places those the relative properties their components in the natural and with similar chemical properties in of elements based on designed worlds. columns. The repeating patterns of this the patterns of electrons • Use a model to predict the table reflect patterns of outer electron in the outermost energy relationships between systems or states. level of atoms. between components of a system. Planning and carrying out Clarification Statement: investigations
Examples of properties that could be 3-5 Analyzing and interpreting data predicted from patterns could include Using mathematics and computational reactivity of metals, types of bonds thinking formed, numbers of bonds formed, Constructing explanations (for science) and reactions with oxygen. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence Assessment is limited to main Obtaining, evaluating, and group elements. Assessment does communicating information not include quantitative understanding of ionization energy beyond relative trends. 6-8
Crosscutting Concepts: Patterns • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.7 Translate quantitative or technical information N/A expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematicallyConnection (e.g., in an equation) into words. to PASS Coming Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 153 ■ CHEMISTRY
HS-PS1-2 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Properties of Matter: HS-PS1-2 defining problems (for engineering) • The periodic table orders elements Students who demonstrate Developing and using models horizontally by the number of protons understanding can: Planning and carrying out in the atom’s nucleus and places those investigations with similar chemical properties in Construct and revise an Analyzing and interpreting data columns. The repeating patterns of Using mathematics and computational this table reflect patterns of outer explanation for the outcome thinking electron states. of a simple chemical reaction Constructing explanations based on the outermost (for science) and designing solutions Chemical Reactions: electron states of atoms, (for engineering) • The fact that atoms are conserved, trends in the periodic table, Constructing explanations and together with knowledge of the knowledge of the designing solutions in 9–12 builds chemical properties of the elements patterns of chemical on K–8 experiences and progresses involved, can be used to describe and to explanations and designs that predict chemical reactions. properties, and formation of are supported by multiple and compounds. independent student- generated sources of evidence consistent with Clarification Statement: 3-5 scientific ideas, principles, and Examples of chemical reactions theories. could include the reaction of sodium • Construct and revise an explanation and chlorine, of carbon and oxygen, based on valid and reliable or of carbon and hydrogen. Reaction evidence obtained from a variety classification aids in the prediction of of sources (including students’ products (e.g. synthesis/combination own investigations, models, theories, decomposition, single displacement, simulations, peer review) and the double displacement, oxidation/ assumption that theories and laws reduction, acid/base). that describe the natural world operate today as they did in the Assessment Boundary: past and will continue to do so in Assessment is limited to chemical the future. reactions involving main group Engaging in argument from evidence elements and combustion reactions. Obtaining, evaluating, and communicating information 6-8 Crosscutting Concepts: Patterns • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.9-12.2 Write informative/explanatory texts, including the HSN-Q.A.1 Use units as a way to understand problems and to narration of historical events, scientific procedures/ experiments, guide the solution of multi-step problems; choose and interpret or technical processes. units consistently in formulas; choose and interpret the scale and WHST.9-12.5 Connection Develop and strengthen writing as neededto byPASS the origin Coming in graphs and data displays. Soon planning, revising, editing, rewriting, or trying a new approach, HSN-Q.A.3 Choose a level of accuracy appropriate to limitations focusing on addressing what is most significant for a specific on measurement when reporting quantities. purpose and audience. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
154 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ CHEMISTRY
HS-PS1-3 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Properties of Matter: HS-PS1-3 defining problems (for engineering) • The structure and interactions of matter Students who demonstrate Developing and using models at the bulk scale are determined by understanding can: Planning and carrying out electrical forces within and between
investigations atoms. Planning and carrying out Plan and conduct an inves- investigations to answer questions tigation to gather evidence or test solutions to problems in to compare the structure of 9–12 builds on K–8 experiences and progresses to include investigations substances at the bulk scale to that provide evidence for and test infer the strength of electrical conceptual, mathematical, physical forces between particles. and empirical models. • Plan and conduct an investigation Clarification Statement: individually and collaboratively to Emphasis is on understanding the
produce data to serve as the basis strengths of forces between particles, for evidence, and in the design:
not on naming specific intermolecular 3-5 decide on types, how much, and accuracy of data needed to forces (such as dipole-dipole). Examples produce reliable measurements of particles could include ions, atoms, and consider limitations on the molecules, and networked materials precision of the data (e.g., number (such as graphite). Examples of bulk of trials, cost, risk, time), and properties of substances could include refine the design accordingly. the melting point and boiling point, Analyzing and interpreting data vapor pressure, and surface tension. The Using mathematics and intent of the performance expectation is computational thinking limited to evaluation of bulk scale prop- Constructing explanations (for science) and designing solutions (for erties and not micro scale properties. engineering) Engaging in argument from evidence Assessment Boundary: Obtaining, evaluating, and Assessment does not include Raoult’s communicating information law calculations of vapor pressure.
Crosscutting Concepts: Patterns • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. 6-8 Oklahoma Academic Standards Connections ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis of HSN-Q.A.1 Use units as a way to understand problems and to science and technical texts, attending to important distinctions guide the solution of multi-step problems; choose and interpret the author makes and to any gaps or inconsistencies in the units consistently in formulas; choose and interpret the scale and account. Connection to PASSthe origin Coming in graphs and data displays. Soon WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations or solve a problem; narrow or broaden the inquiry when appropriate; on measurement when reporting quantities. synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and 9-12 following a standard format for citation. WHST.9-12.7.9 Draw evidence from informational texts to support analysis, reflection, and research.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 155 ■ CHEMISTRY
HS-PS1-4 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Properties of Matter: HS-PS1-4 defining problems (for engineering) • A stable molecule has less energy than Students who demonstrate Developing and using models the same set of atoms separated; one understanding can: Modeling in 9–12 builds on K–8 must provide at least this energy in and progresses to using, synthesizing, order to take the molecule apart. Develop a model to and developing models to predict and show relationships among Chemical Reactions: illustrate that the release variables between systems and • Chemical processes, their rates, and or absorption of energy their components in the natural and whether or not energy is stored or from a chemical reaction designed worlds. released can be understood in terms system depends upon • Develop a model based on of the collisions of molecules and the changes in total evidence to illustrate the the rearrangements of atoms into new bond energy. relationships between systems molecules, with consequent changes in or between components of a the sum of all bond energies in the Clarification Statement: system. set of molecules that are matched by Emphasis is on the idea that a Planning and carrying out changes in kinetic energy. chemical reaction is a system that investigations affects the energy change. Examples Analyzing and interpreting data 3-5 of models could include molecular- Using mathematics and computational level drawings and diagrams of thinking reactions, graphs showing the relative Constructing explanations (for science) energies of reactants and products, and designing solutions (for and representations showing energy engineering) is conserved. Engaging in argument from evidence Obtaining, evaluating, and Assessment Boundary: communicating information N/A
Crosscutting Concepts: Energy and Matter • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.11-12.5 Make strategic use of digital media MP.4 Model with mathematics. (e.g., textual, graphical, audio, visual, and interactive HS-Q.A.1 Use units as a way to understand problems and to elements) in presentations to enhance understanding guide the solution of multi-step problems; choose and interpret of findings, reasoning,Connection and evidence and to add interest. to PASSunits consistently Coming in formulas; choose Soon and interpret the scale and the origin in graphs and data displays. HS-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HS-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
156 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ CHEMISTRY
HS-PS1-5 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Chemical Reactions: HS-PS1-5 defining problems (for engineering) • Chemical processes, their rates, and Students who demonstrate Developing and using models whether or not energy is stored or understanding can: Planning and carrying out released can be understood in terms investigations of the collisions of molecules and Apply scientific principles Analyzing and interpreting data the rearrangements of atoms into new Using mathematics and computational molecules, with consequent changes in and evidence to provide thinking the sum of all bond energies in the an explanation about the Constructing explanations set of molecules that are matched by effects of changing the (for science) and designing solutions changes in kinetic energy. temperature or concentration (for engineering) of the reacting particles on Constructing explanations and the rate at which a reaction designing solutions in 9–12 builds occurs. on K–8 experiences and progresses to explanations and designs that
Clarification Statement: 3-5 are supported by multiple and Emphasis is on student reasoning that independent student- generated focuses on the number and energy of sources of evidence consistent with collisions between molecules. scientific ideas, principles, and theories. Assessment Boundary: • Apply scientific principles and Assessment is limited to simple evidence to provide an explanation reactions in which there are only two of phenomena and solve design reactants; evidence from temperature, problems, taking into account concentration, and rate data; and possible unanticipated effects. qualitative relationships between Engaging in argument from evidence rate and temperature. Obtaining, evaluating, and communicating information 6-8 Crosscutting Concepts: Patterns • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support MP.2 Reason abstractly and quantitatively. analysis of science and technical texts, attending to important HSN-Q.A.1 Use units as a way to understand problems and to distinctions the author makes and to any gaps or inconsistencies guide the solution of multi-step problems; choose and interpret in the account.Connection to PASSunits consistently Coming in formulas; choose Soon and interpret the scale and WHST.9-12.2 Write informative/explanatory texts, including the the origin in graphs and data displays. narration of historical events, scientific procedures/ experiments, HSN-Q.A.3 Choose a level of accuracy appropriate to limitations or technical processes. on measurement when reporting quantities. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 157 ■ CHEMISTRY
HS-PS1-6 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Chemical Reactions: HS-PS1-6 defining problems (for engineering) • In many situations, a dynamic and Students who demonstrate Developing and using models condition-dependent balance between understanding can: Planning and carrying out a reaction and the reverse reaction investigations determines the numbers of all types of Refine the design of a Analyzing and interpreting data molecules present. Using mathematics and computational chemical system by specifying thinking Optimizing the Design Solution: a change in conditions that Constructing explanations • Criteria may need to be broken down would produce increased (for science) and designing solutions into simpler ones that can be approached amounts of products at (for engineering) systematically, and decisions about the equilibrium.* Constructing explanations and priority of certain over others (trade-offs) designing solutions in 9–12 builds may be needed. Clarification Statement: on K–8 experiences and progresses Emphasis is on the application of to explanations and designs that Le Chatlier’s Principle and on refining are supported by multiple and designs of chemical reaction systems, independent student- generated including descriptions of the connection sources of evidence consistent with 3-5 between changes made at the macro- scientific ideas, principles, and scopic level and what happens at the theories. molecular level. Examples of designs • Refine a solution to a complex could include different ways to increase real-world problem, based on product formation including adding scientific knowledge, student- reactants or removing products. generated sources of evidence, prioritized criteria, and tradeoff Assessment Boundary: considerations. Assessment is limited to specifying Engaging in argument from evidence the change in only one variable at a Obtaining, evaluating, and time. Assessment does not include communicating information calculating equilibrium constants and concentrations.
6-8 Crosscutting Concepts: Stability and Change • Much of science deals with constructing explanations of how things change and how they remain stable.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST. 9-12.7 Conduct short as well as more sustained N/A research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry whenConnection appropriate; synthesize multiple sourcesto PASS Coming Soon on the subject, demonstrating understanding of the subject under investigation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
158 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ CHEMISTRY
HS-PS1-7 Matter and Its Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Chemical Reactions: HS-PS1-7 defining problems (for engineering) • The fact that atoms are conserved, Students who demonstrate Developing and using models together with knowledge of the understanding can: Planning and carrying out chemical properties of the elements investigations involved, can be used to describe and Use mathematical Analyzing and interpreting data predict chemical reactions. Using mathematics and representations to computational thinking support the claim that Mathematical and computational atoms, and therefore thinking at the 9–12 level builds on K–8 mass, are conserved and progresses to using algebraic during a chemical thinking and analysis, a range of reaction. linear and nonlinear functions including trigonometric functions, exponentials Clarification Statement: and logarithms, and computational
Emphasis is on using mathematical 3-5 tools for statistical analysis to analyze, ideas to communicate the proportional represent, and model data. Simple relationships between masses of atoms computational simulations are in the reactants and the products, and created and used based on math- the translation of these relationships to ematical models of basic assumptions. the macroscopic scale using the mole • Use mathematical representations of as the conversion from the atomic to the phenomena to support claims. macroscopic scale (i.e., Conservation of Constructing explanations (for science) Mass and Stoichiometry). Emphasis is on and designing solutions (for assessing students’ use of mathematical engineering) thinking and not on memorization and Engaging in argument from evidence rote application of problem-solving Obtaining, evaluating, and techniques. communicating information Assessment Boundary: Assessment does not include complex chemical reactions. 6-8
Crosscutting Concepts: Energy and Matter • The total amount of energy and matter in closed systems is conserved.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret Connection to PASSunits consistently Coming in formulas; choose Soon and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of 9-12 descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 159 ■ CHEMISTRY
HS-PS1-8 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Nuclear Processes: HS-PS1-8 defining problems (for engineering) • Nuclear processes, including fusion, Students who demonstrate Developing and using models fission, and radioactive decays of understanding can: Modeling in 9–12 builds on K–8 unstable nuclei, involve release or and progresses to using, synthesizing, absorption of energy. Develop models to and developing models to predict and show relationships among illustrate the changes variables between systems and in the composition of the their components in the natural and nucleus of the atom and designed worlds. the energy released during • Develop a model based on the processes of fission, evidence to illustrate the fusion, and radioactive relationships between systems decay. or between components of a system. Clarification Statement: Planning and carrying out Emphasis is on simple qualitative investigations models, such as pictures or diagrams, Analyzing and interpreting data 3-5 and on the scale of energy released Using mathematics and computational in nuclear processes relative to other thinking kinds of transformations. Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) Assessment does not include Engaging in argument from evidence quantitative calculation of energy Obtaining, evaluating, and released. Assessment is limited to communicating information alpha, beta, and gamma radioactive decays.
6-8 Crosscutting Concepts: Energy and Matter • In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret Connection to PASSunits consistently Coming in formulas; choose Soon and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
160 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ CHEMISTRY
HS-PS2-6 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Types of Interactions: HS-PS2-6 defining problems (for engineering) • Attraction and repulsion between Students who demonstrate Developing and using models electric charges at the atomic scale understanding can: Planning and carrying out explain the structure, properties, and investigations transformations of matter, as well as Communicate scientific Analyzing and interpreting data the contact forces between material Using mathematics and computational objects. and technical information thinking about why the molecular- Constructing explanations (for science) level structure is important and designing solutions (for in the functioning of engineering) designed materials.* Engaging in argument from evidence Obtaining, evaluating, and Clarification Statement: communicating information Emphasis is on the attractive and Obtaining, evaluating, and repulsive forces that determine the 3-5 communicating information in 9–12 functioning of the material. Examples builds on K –8 and progresses to could include why electrically conductive evaluating the validity and reliability materials are often made of metal, of the claims, methods, and designs. flexible but durable materials are made • Communicate scientific and technical up of long chained molecules, and information (e.g. about the process pharmaceuticals are designed to of development and the design interact with specific receptors. and performance of a proposed process or system) in multiple Assessment Boundary: formats (including orally, graphically, Assessment is limited to provided textually, and mathematically). molecular structures of specific designed materials. 6-8 Crosscutting Concepts: Structure and Function • Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support HSN-Q.A.1 Use units as a way to understand problems and to analysis of science and technical texts, attending to important guide the solution of multi-step problems; choose and interpret distinctions the author makes and to any gaps or inconsistencies units consistently in formulas; choose and interpret the scale and in the account.Connection to PASSthe origin Coming in graphs and data displays. Soon WHST.9-12.2 Write informative/explanatory texts, including the HSN-Q.A.2 Define appropriate quantities for the purpose of narration of historical events, scientific procedures/ experiments, descriptive modeling. or technical processes. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 161 ■ CHEMISTRY
HS-PS3-3 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Definitions of Energy: HS-PS3-3 defining problems (for engineering) • At the macroscopic scale, energy Students who demonstrate Developing and using models manifests itself in multiple ways, such understanding can: Planning and carrying out as in motion, sound, light, and thermal investigations energy. Design, build, and refine Analyzing and interpreting data Using mathematics and computational Defining and Delimiting a device that works within thinking Engineering Problems: given constraints to convert Constructing explanations (secondary to HS-PS3-3) one form of energy into (for science) and designing solutions • Criteria and constraints also include another form of energy.* (for engineering) satisfying any requirements set by Constructing explanations and society, such as taking issues of risk Clarification Statement: designing solutions in 9–12 builds mitigation into account, and they Emphasis is on both qualitative and on K–8 experiences and progresses should be quantified to the extent quantitative evaluations of devices. to explanations and designs that possible and stated in such a way that Examples of devices could include are supported by multiple and one can tell if a given design meets Rube Goldberg devices, wind turbines, independent student- generated them. solar cells, solar ovens, and generators. sources of evidence consistent with ——————————————————————————— Examples of constraints could include 3-5 scientific ideas, principles, and * Connections to Engineering, use of renewable energy forms and theories. Technology, and Application of Science efficiency. • Design, evaluate, and/or refine a solution to a complex real-world Interdependence of Science, Assessment Boundary: problem, based on scientific Engineering, and Technology: Assessment for quantitative evaluations knowledge, student-generated • Modern civilization depends on major is limited to total output for a given sources of evidence, prioritized technological systems. Engineers input. Assessment is limited to devices criteria, and tradeoff considerations. continuously modify these technological constructed with materials provided Engaging in argument from evidence systems by applying scientific knowledge to students. Obtaining, evaluating, and and engineering design practices to communicating information increase benefits while decreasing costs and risks.
Crosscutting Concepts: Energy and Matter • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WH ST .9 -12.7 Conduct short as w ell as more sustained MP.2 Reason abstractly and quantitatively. research projects to answer a question (including a self- MP.4 Model with mathematics. generated question) or solve a problem; narrow or broaden HSN-Q.A.1 Use units as a way to understand problems and to the inquiry when appropriate; synthesize multiple sources Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret on the subject, demonstrating understanding of the subject units consistently in formulas; choose and interpret the scale and under investigation. the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
162 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ CHEMISTRY
HS-PS3-4 Energy K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Conservation of Energy HS-PS3-4 defining problems (for engineering) and Energy Transfer: Students who demonstrate Developing and using models • Energy cannot be created or destroyed, understanding can: Planning and carrying out but it can be transported from one
investigations place to another and transferred Plan and conduct an Planning and carrying out investigations to answer questions between systems. investigation to provide or test solutions to problems in • Uncontrolled systems always evolve evidence that the transfer 9–12 builds on K–8 experiences and toward more stable states— that is, of thermal energy when two progresses to include investigations toward more uniform energy distribution components of different tem- that provide evidence for and test (e.g., water flows downhill, objects perature are combined within
conceptual, mathematical, physical hotter than their surrounding and empirical models. a closed system results in a environment cool down). • Plan and conduct an investigation more uniform energy distribu- individually and collaboratively to tion among the components produce data to serve as the basis in the system (second law of for evidence, and in the design:
thermodynamics). 3-5 decide on types, how much, and accuracy of data needed to Clarification Statement: produce reliable measurements Emphasis is on analyzing data from
and consider limitations on the student investigations and using precision of the data (e.g., number of trials, cost, risk, time), and mathematical thinking to describe the refine the design accordingly. energy changes both quantitatively and Analyzing and interpreting data conceptually. Examples of investigations Using mathematics and could include mixing liquids at different computational thinking initial temperatures or adding objects at Constructing explanations (for science) different temperatures to water. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence Assessment is limited to investigations Obtaining, evaluating, and based on materials and tools provided communicating information to students.
Crosscutting Concepts: System and System Models • When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. 6-8 Oklahoma Academic Standards Connections ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to important distinctions MP.4 Model with mathematics. the author makes and to any gaps or inconsistencies in the account. Connection to PASS Coming Soon WHST .9 -12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and 9-12 following a standard format for citation. WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 163 ■ CHEMISTRY
HS-PS4-1 Waves and Their Applications in Technologies for Information Transfer
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Wave Properties: HS-PS4-1 defining problems (for engineering) • The wavelength and frequency of Students who demonstrate Developing and using models a wave are related to one another by understanding can: Planning and carrying out the speed of travel of the wave, which investigations depends on the type of wave and the Use mathematical Analyzing and interpreting data medium through which it is passing. Using mathematics and representations to describe computational thinking relationships among the Mathematical and computational frequency, wavelength, thinking at the 9–12 level builds on K–8 and speed of waves. and progresses to using algebraic thinking and analysis, a range of Clarification Statement: linear and nonlinear functions including Examples of data could include trigonometric functions, exponentials relationship to the electromagnetic and logarithms, and computational spectrum. tools for statistical analysis to analyze, represent, and model data. Simple Assessment Boundary: computational simulations are Assessment is limited to algebraic 3-5 created and used based on math- relationships and describing those ematical models of basic assumptions. relationships qualitatively. • Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations. Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
6-8 Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.7 Integrate and evaluate multiple sources of MP.2 Reason abstractly and quantitatively. information presented in diverse formats and media (e.g., MP.4 Model with mathematics. quantitative data, video, multimedia) in order to address HAS-SSE.A.1 Interpret expressions that represent a quantity a question or solve a problem. Connection to PASSin terms ofComing its context. Soon HAS-SSE.A.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. HAS.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
164 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ CHEMISTRY
HS-PS4-3 Waves and Their Applications in Technologies for Information Transfer K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Wave Properties: HS-PS4-3 defining problems (for engineering) • Waves can add or cancel one another Students who demonstrate Developing and using models as they cross, depending on their understanding can: Planning and carrying out relative phase (i.e., relative position of investigations peaks and troughs of the waves), but Evaluate the claims, Analyzing and interpreting data they emerge unaffected by each other. Using mathematics and computational • Boundary: The discussion at this evidence, and reasoning thinking grade level is qualitative only; it can behind the idea that electro- Constructing explanations (for science) be based on the fact that two different magnetic radiation can be and designing solutions (for sounds can pass a location in different described either by a wave engineering) directions without getting mixed up. model or a particle model, Engaging in argument from evidence and that for some situations Engaging in argument from evidence Electromagnetic Radiation: one model is more useful • Electromagnetic radiation (e.g., radio, in 9-12 builds on K-8 experiences than the other. and progresses to using appropriate microwaves, light) can be modeled as a 3-5 and sufficient evidence and scientific wave of changing electric and magnetic Clarification Statement: reasoning to defend and critique fields or as particles called photons. Emphasis is on how the experimental claims and explanations about natural The wave model is useful for explaining evidence supports the claim and how and designed worlds. Arguments many features of electromagnetic a theory is generally modified in light may also come from current scientific radiation, and the particle model of new evidence. Examples of a or historical episodes in science. explains other features. phenomenon could include resonance, • Evaluate the claims, evidence, and interference, diffraction, and reasoning behind currently accepted photoelectric effect. explanations or solutions to determine the merits of arguments. Obtaining, evaluating, and Assessment Boundary: communicating information Assessment does not include using quantum theory. 6-8 Crosscutting Concepts: Cause and Effect • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows—within and between systems at different scales.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.8 Assess the extent to which the reasoning and MP.2 Reason abstractly and quantitatively. evidence in a text support the author’s claim or a recommendation HAS-SSE.A.1 Interpret expressions that represent a quantity for solving a scientific or technical problem. (H S - in terms of its context. RST.11-12.1 CiteConnection specific textual evidence to support to analysis PASS HAS-SSE.A.3 Coming Choose and produce Soonan equivalent form of an of science and technical texts, attending to important distinctions expression to reveal and explain properties of the quantity the author makes and to any gaps or inconsistencies in the represented by the expression. account. HAS.CED.A.4 Rearrange formulas to highlight a quantity of RST.11-12.8 Evaluate the hypotheses, data, analysis, and 9-12 interest, using the same reasoning as in solving equations. conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 165 ■ PHYSICS
HS-PS1-8 Matter and Its Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Nuclear Processes: HS-PS1-8 defining problems (for engineering) • Nuclear processes, including fusion, Students who demonstrate Developing and using models fission, and radioactive decays of understanding can: Modeling in 9–12 builds on K–8 unstable nuclei, involve release or and progresses to using, synthesizing, absorption of energy. The total number Develop models to and developing models to predict of neutrons plus protons does not and show relationships among change in any nuclear process. illustrate the changes variables between systems and in the composition of the their components in the natural and nucleus of the atom and the designed worlds. energy released during the • Develop a model based on processes of fission, fusion, evidence to illustrate the and radioactive decay. relationships between systems or between components of a Clarification Statement: system. Emphasis is on simple qualitative Planning and carrying out models, such as pictures or diagrams, investigations and on the scale of energy released Analyzing and interpreting data 3-5 in nuclear processes relative to other Using mathematics and computational kinds of transformations. thinking Constructing explanations (for science) Assessment Boundary: and designing solutions (for Assessment does not include engineering) quantitative calculation of energy Engaging in argument from evidence released. Assessment is limited to Obtaining, evaluating, and alpha, beta, and gamma radioactive communicating information decays.
6-8 Crosscutting Concepts: Energy and Matter • In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.4 Model with mathematics. HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret Connection to PASSunits consistently Coming in formulas; choose Soon and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
166 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICS
HS-PS2-1 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Forces and Motion: HS-PS2-1 defining problems (for engineering) • Newton’s second law accurately Students who demonstrate Developing and using models predicts changes in the motion of understanding can: Planning and carrying out macroscopic objects. investigations Analyze data to support Analyzing and interpreting data the claim that Newton’s Analyzing data in 9–12 builds on second law of motion K–8 and progresses to introducing describes the mathematical more detailed statistical analysis, relationship among the the comparison of data sets for net force on a macroscopic consistency, and the use of models object, its mass, and its to generate and analyze data. acceleration. • Analyze data using tools, technologies, and/or models (e.g., computational, Clarification Statement: mathematical) in order to make Examples of data could include tables valid and reliable scientific claims or or graphs of position or velocity as a determine an optimal design solution. function of time for objects subject to a 3-5 Using mathematics and net unbalanced force, such as a falling computational thinking object, an object rolling down a ramp, Constructing explanations (for science) or a moving object being pulled by a and designing solutions (for constant force. engineering) Assessment Boundary: Engaging in argument from evidence Assessment is limited to one-dimensional Obtaining, evaluating, and motion and to macroscopic objects communicating information moving at non-relativistic speeds.
Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to important distinctions MP.4 Model with mathematics. 6-8 the author makes and to any gaps or inconsistencies in HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret the account. Connection to PASSunits consistently Coming in formulas; choose Soon and interpret the scale and RST.11-12.7 Integrate and evaluate multiple sources of the origin in graphs and data displays. information presented in diverse formats and media (e.g., HSN-Q.A.2 Define appropriate quantities for the purpose of quantitative data, video, multimedia) in order to address a descriptive modeling. question or solve a problem. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. WHST.9-12.9 Draw evidence from informational texts to HSA-SSE.A.1 Interpret expressions that represent a quantity in support analysis, reflection, and research. terms of its context. HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. HSF-IF.C.7 Graph functions expressed symbolically and show
key features of the graph, by in hand in simple cases and using 9-12 technology for more complicated cases. HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 167 ■ PHYSICS
HS-PS2-2 Motion and Stability: Forces and Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Forces and Motion: HS-PS2-2 defining problems (for engineering) • Momentum is defined for a particular Students who demonstrate Developing and using models frame of reference; it is the mass times understanding can: Planning and carrying out the velocity of the object. investigations • If a system interacts with objects outside Use mathematical Analyzing and interpreting data itself, the total momentum of the Using mathematics and system can change; however, any such representations to computational thinking change is balanced by changes in the support the claim that Mathematical and computational momentum of objects outside the the total momentum of thinking at the 9–12 level builds on K–8 system. a system of objects is and progresses to using algebraic conserved when there thinking and analysis, a range of is no net force on the linear and nonlinear functions including system. trigonometric functions, exponentials and logarithms, and computational Clarification Statement: tools for statistical analysis to analyze, Emphasis is on the quantitative represent, and model data. Simple conservation of momentum in computational simulations are 3-5 interactions and the qualitative created and used based on math- meaning of this principle. ematical models of basic assumptions. • Use mathematical representations of Assessment Boundary: phenomena to describe explanations. Assessment is limited to systems Constructing explanations (for science) of two macroscopic bodies moving and designing solutions (for in one dimension. engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Systems and System Models • When investigating or describing a system, the boundaries and initial conditions of the system need to be defined.
Oklahoma Academic Standards Connections 6-8 ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to the precise details MP. 4 Model with mathematics. of explanation and descriptions. HSN-Q.A.1 Use units as a way to understand problems and to RST.9-10.7 TranslateConnection quantitative or technical information to PASSguide the Coming solution of multi-step problems; Soon choose and interpret expressed in words in a text into visual form (e.g., a table units consistently in formulas; choose and interpret the scale and or chart) and translate information expressed visually or the origin in graphs and data displays. mathematically (e.g., in an equation) into words. HSN-Q.A.2 Define appropriate quantities for the purpose of WHST.9-12.9 Draw evidence from informational texts to support descriptive modeling. analysis, reflection, and research. HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
168 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICS
HS-PS2-3 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Forces and Motion: HS-PS2-3 defining problems (for engineering) • If a system interacts with objects outside Students who demonstrate Developing and using models itself, the total momentum of the understanding can: Planning and carrying out system can change; however, any such investigations change is balanced by changes in the Apply scientific and Analyzing and interpreting data momentum of objects outside the Using mathematics and computational system. engineering ideas to thinking design, evaluate, and Constructing explanations Defining and Delimiting refine a device that (for science) and designing solutions Engineering Problems: minimizes the force on (for engineering) • Criteria and constraints also include a macroscopic object Constructing explanations and satisfying any requirements set by during a collision.* designing solutions in 9–12 builds society, such as taking issues of risk on K–8 experiences and progresses mitigation into account, and they Clarification Statement: to explanations and designs that should be quantified to the extent
Examples of evaluation and refinement 3-5 are supported by multiple and possible and stated in such a way that could include determining the success independent student- generated one can tell if a given design meets of the device at protecting an object sources of evidence consistent with them. from damage and modifying the design scientific ideas, principles, and to improve it. Examples of a device theories. could include a football helmet or a • Apply scientific ideas to solve a parachute. design problem, taking into account possible unanticipated Assessment Boundary: effects. Assessment is limited to qualitative Engaging in argument from evidence evaluations and/or algebraic Obtaining, evaluating, and manipulations. communicating information 6-8
Crosscutting Concepts: Cause and Effect • Systems can be designed to cause a desired effect.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.11-12.7 Conduct short as well as more sustained MP. 4 Model with mathematics. research projects to answer a question (including a self- MP. 5 Use appropriate tools strategically. generated question) or solve a problem; narrow or broaden the inquiry whenConnection appropriate; synthesize multiple sourcesto PASS Coming Soon on the subject, demonstrating understanding of the subject under investigation. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 169 ■ PHYSICS
HS-PS2-4 Motion and Stability: Forces and Interactions
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Types of Interactions: HS-PS2-4 defining problems (for engineering) • Newton’s law of universal gravitation Students who demonstrate Developing and using models and Coulomb’s law provide the understanding can: Planning and carrying out mathematical models to describe and investigations predict the effects of gravitational and Use mathematical Analyzing and interpreting data electrostatic forces between distant Using mathematics and objects. representations of Newton’s computational thinking • Forces at a distance are explained Law of Gravitation and Mathematical and computational by fields (gravitational, electric, and Coulomb’s Law to describe thinking at the 9–12 level builds on K–8 magnetic) permeating space that can and predict the gravitational and progresses to using algebraic transfer energy through space. thinking and analysis, a range of and electrostatic forces • Magnets or electric currents cause between objects. linear and nonlinear functions including magnetic fields; electric charges or trigonometric functions, exponentials changing magnetic fields cause and logarithms, and computational Clarification Statement: electric fields. tools for statistical analysis to analyze, Emphasis is on both quantitative and represent, and model data. Simple conceptual descriptions of gravitational computational simulations are and electric fields.
3-5 created and used based on math- ematical models of basic assumptions. Assessment Boundary: • Use mathematical representations of Assessment is limited to systems with phenomena to describe explanations. two objects. Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Patterns • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Oklahoma Academic Standards Connections 6-8 ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. HSN-Q.A.1 Use units as a way to understand problems and to Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
170 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICS
HS-PS2-5 Motion and Stability: Forces and Interactions K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Types of Interactions: HS-PS2-5 defining problems (for engineering) • Forces at a distance are explained Students who demonstrate Developing and using models by fields (gravitational, electric, and understanding can: Planning and carrying out magnetic) permeating space that can investigations transfer energy through space. Plan and conduct an Planning and carrying out • Magnets or electric currents cause investigations to answer questions magnetic fields; electric charges or investigation to provide or test solutions to problems in changing magnetic fields cause evidence that an electric 9–12 builds on K–8 experiences and electric fields. current can produce a
progresses to include investigations magnetic field and that a that provide evidence for and test Definitions of Energy: conceptual, mathematical, physical changing magnetic field can (secondary to HS-PS2-5). and empirical models. produce an electric current. • “Electrical energy” may mean • Plan and conduct an investigation individually and collaboratively to energy stored in a battery or energy Clarification Statement: produce data to serve as the basis transmitted by electric currents. N/A 3-5 for evidence, and in the design: decide on types, how much, and Assessment Boundary: accuracy of data needed to Assessment is limited to designing
produce reliable measurements and conducting investigations with
and consider limitations on the provided materials and tools. precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect 6-8 • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.9-12.7 Conduct short as well as more sustained research HSN-Q.A.1 Use units as a way to understand problems and to projects to answer a question (including a self-generated question) guide the solution of multi-step problems; choose and interpret or solve a problem; narrow or broaden the inquiry when appropriate; units consistently in formulas; choose and interpret the scale and synthesize multipleConnection sources on the subject, demonstrating to PASSthe origin Coming in graphs and data displays. Soon understanding of the subject under investigation. HSN-Q.A.2 Define appropriate quantities for the purpose of WHST.11-12.8 Gather relevant information from multiple descriptive modeling. authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source HSN-Q.A.3 Choose a level of accuracy appropriate to limitations in terms of specific tasks, purpose, and audience; integrate on measurement when reporting quantities. information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source following 9-12 a standard format for citation. WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 171 ■ PHYSICS
HS-PS3-1 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Definitions of Energy: HS-PS3-1 defining problems (for engineering) • Energy is a quantitative property of a Students who demonstrate Developing and using models system that depends on the motion and understanding can: Planning and carrying out interactions of matter and radiation within that system. That there is a single investigations Create a computational Analyzing and interpreting data quantity called energy is due to the fact Using mathematics and that a system’s total energy is conserved, model to calculate the computational thinking even as, within the system, energy is change in the energy of Mathematical and computational continually transferred from one object one component in a system thinking at the 9–12 level builds on K–8 to another and between its various when the change in energy and progresses to using algebraic possible forms. of the other component(s) thinking and analysis, a range of Conservation of Energy and energy flows in and out linear and nonlinear functions including of the system are known. trigonometric functions, exponentials and Energy Transfer: and logarithms, and computational • Conservation of energy means that the Clarification Statement: tools for statistical analysis to analyze, total change of energy in any system is Emphasis is on explaining the meaning represent, and model data. Simple always equal to the total energy of mathematical expressions used in computational simulations are transferred into or out of the system. 3-5 the model. created and used based on math- • Energy cannot be created or destroyed, but it can be transported from one ematical models of basic assumptions. place to another and transferred Assessment Boundary: • Create a computational model or between systems. Assessment is limited to basic simulation of a phenomenon, • Mathematical expressions, which algebraic expressions or computations; designed device, process, or quantify how the stored energy in a to systems of two or three components; system. system depends on its configuration and to thermal energy, kinetic energy, Constructing explanations (for science) (e.g. relative positions of charged potential energy and/or the energies and designing solutions (for particles, compression of a spring) and in gravitational, magnetic, or electric engineering) how kinetic energy depends on mass fields. Engaging in argument from evidence and speed, allow the concept of Obtaining, evaluating, and conservation of energy to be used to communicating information predict and describe system behavior. • The availability of energy limits what can occur in any system.
Crosscutting Concepts: Systems and System Models • Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to 6-8 the assumptions and approximations inherent in models.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.11-12.5 MP.2 Reason abstractly and quantitatively. Make strategic use of digital media (e.g., textual, graphical, MP.4 Model with mathematics. audio, visual, and interactive elements) in presentations to HSN-Q.A.1 Use units as away to understand problems and to enhance understanding of findings, reasoning, and evidence Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret and to add interest. units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
172 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICS
HS-PS3-2 Energy K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Definitions of Energy: HS-PS3-2 defining problems (for engineering) • Energy is a quantitative property of a Students who demonstrate Developing and using models system that depends on the motion and understanding can: Modeling in 9–12 builds on K–8 interactions of matter and radiation and progresses to using, synthesizing, within that system. That there is a single Develop and use models and developing models to predict quantity called energy is due to the fact and show relationships among that a system’s total energy is conserved, to illustrate that energy at variables between systems and even as, within the system, energy is the macroscopic scale can their components in the natural and continually transferred from one object be accounted for as either designed worlds. to another and between its various motions of particles or • Develop a model based on possible forms. energy stored in fields. evidence to illustrate the • At the macroscopic scale, energy relationships between systems manifests itself in multiple ways, such Clarification Statement: or between components of a as in motion, sound, light, and thermal Examples of phenomena at the system. energy. macroscopic scale could include 3-5 Planning and carrying out • These relationships are better the conversion of kinetic energy to investigations understood at the microscopic scale, at thermal energy, the energy stored Analyzing and interpreting data which all of the different manifestations due to position of an object above Using mathematics and computational of energy can be modeled as a the earth, and the energy stored thinking combination of energy associated with between two electrically-charged Constructing explanations (for science) the motion of particles and energy plates. Examples of models could and designing solutions (for associated with the configuration include diagrams, drawings, engineering) (relative position of the particles). descriptions, and computer Engaging in argument from evidence In some cases the relative position simulations. Obtaining, evaluating, and energy can be thought of as stored communicating information in fields (which mediate interactions Assessment Boundary: between particles). This last concept Assessment does not include includes radiation, a phenomenon quantitative calculations. in which energy stored in fields moves across space. 6-8 Crosscutting Concepts: Energy and Matter • Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.11-12.5 MP.2 Reason abstractly and quantitatively. Make strategic use of digital media (e.g., textual, graphical, MP.4 Model with mathematics. audio, visual, and interactive elements) in presentations to enhance understandingConnection of findings, reasoning, and toevidence PASS Coming Soon and to add interest. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 173 ■ PHYSICS
HS-PS3-3 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Definitions of Energy: HS-PS3-3 defining problems (for engineering) • At the macroscopic scale, energy Students who demonstrate Developing and using models manifests itself in multiple ways, such understanding can: Planning and carrying out as in motion, sound, light, and thermal investigations energy. Design, build, and refine Analyzing and interpreting data Using mathematics and computational Defining and Delimiting a device that works within thinking Engineering Problems: given constraints to convert Constructing explanations • Criteria and constraints also include one form of energy into (for science) and designing solutions satisfying any requirements set by another form of energy.* (for engineering) society, such as taking issues of risk Constructing explanations and mitigation into account, and they Clarification Statement: designing solutions in 9–12 builds should be quantified to the extent Emphasis is on both qualitative and on K–8 experiences and progresses possible and stated in such a way quantitative evaluations of devices. to explanations and designs that that one can tell if a given design Examples of devices could include are supported by multiple and meets them. Rube Goldberg devices, wind turbines, independent student- generated ——————————————————————————— solar cells, solar ovens, and generators. sources of evidence consistent with * Connections to Engineering, Examples of constraints could include 3-5 scientific ideas, principles, and Technology, and Application of Science use of renewable energy forms and theories. efficiency. • Design, evaluate, and/or refine a Interdependence of Science, solution to a complex real-world Engineering, and Technology: Assessment Boundary: problem, based on scientific • Modern civilization depends on major Assessment for quantitative evaluations knowledge, student-generated technological systems. Engineers is limited to total output for a given sources of evidence, prioritized continuously modify these technological input. Assessment is limited to devices criteria, and tradeoff systems by applying scientific knowledge constructed with materials provided considerations. and engineering design practices to to students. Engaging in argument from evidence increase benefits while decreasing Obtaining, evaluating, and costs and risks. communicating information
Crosscutting Concepts: Energy and Matter • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST .9 -12.7 Conduct short as w ell as more sustained re- MP.2 Reason abstractly and quantitatively. search projects to answer a question (including a self-generated MP.4 Model with mathematics. question) or solve a problem; narrow or broaden the inquiry HSN-Q.A.1 Use units as a way to understand problems and to when appropriate; synthesize multiple sources on the subject, Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret demonstrating understanding of the subject under investigation. units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
174 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICS
HS-PS3-4 Energy K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Conservation of Energy HS-PS3-4 defining problems (for engineering) and Energy Transfer: Students who demonstrate Developing and using models • Energy cannot be created or destroyed, understanding can: Planning and carrying out but it can be transported from one investigations place to another and transferred Plan and conduct an
Planning and carrying out between systems. investigation to provide investigations to answer questions • Uncontrolled systems always evolve evidence that the transfer or test solutions to problems in toward more stable states— that is,
9–12 builds on K–8 experiences and toward more uniform energy distribution of thermal energy when two progresses to include investigations (e.g., water flows downhill, objects components of different that provide evidence for and test hotter than their surrounding temperature are combined conceptual, mathematical, physical and empirical models. environment cool down). within a closed system results • Plan and conduct an investigation in a more uniform energy individually and collaboratively to distribution among the produce data to serve as the basis components in the system 3-5 for evidence, and in the design: decide on types, how much, and (second law of thermodynamics). accuracy of data needed to Clarification Statement:
produce reliable measurements Emphasis is on analyzing data from
and consider limitations on the student investigations and using precision of the data (e.g., number mathematical thinking to describe the of trials, cost, risk, time), and energy changes both quantitatively and refine the design accordingly. Analyzing and interpreting data conceptually. Examples of investigations Using mathematics and could include mixing liquids at different computational thinking initial temperatures or adding objects at Constructing explanations (for science) different temperatures to water. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence Assessment is limited to investigations Obtaining, evaluating, and based on materials and tools provided communicating information to students.
Crosscutting Concepts: System and System Models
• When investigating or describing a system, the boundaries and initial conditions of the sy stem need to be defined and their 6-8 inputs and outputs analyzed and described using models. Oklahoma Academic Standards Connections ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. MP.4 Model with mathematics. WH ST .9 -12.7 Conduct short as w ell as more sustained research projects to answerConnection a question (including a self-generated to question) PASS Coming Soon or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and 9-12 following a standard format for citation. WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 175 ■ PHYSICS
HS-PS3-5 Energy
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Relationship Between HS-PS3-5 defining problems (for engineering) Energy and Forces: Students who demonstrate Developing and using models • When two objects interacting through understanding can: Modeling in 9–12 builds on K–8 a field change relative position, the and progresses to using, synthesizing, energy stored in the field is changed. Develop and use a model and developing models to predict and show relationships among of two objects interacting variables between systems and through electric or magnetic their components in the natural and fields to illustrate the forces designed worlds. between objects and the • Develop a model based on changes in energy of the evidence to illustrate the objects due to the relationships between systems interaction. or between components of a system. Clarification Statement: Planning and carrying out Examples of models could include investigations drawings, diagrams, and texts, such Analyzing and interpreting data 3-5 as drawings of what happens when Using mathematics and computational two charges of opposite polarity thinking are near each other, including an Constructing explanations (for science) explanation of how the change in and designing solutions (for energy of the objects is related to engineering) the change in energy of the field. Engaging in argument from evidence Obtaining, evaluating, and Assessment Boundary: communicating information Assessment is limited to systems containing two objects.
Crosscutting Concepts: Energy and Matter • Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system..
Oklahoma Academic Standards Connections 6-8 ELA/Literacy Mathematics
WHST.9-12.7 Conduct short as well as more sustained research MP.2 Reason abstractly and quantitatively. projects to answer a question (including a self-generated question) MP.4 Model with mathematics. or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understandingConnection of the subject under investigation. to PASS Coming Soon WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of specific tasks, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source following a standard format for citation. WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
176 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICS
HS-PS4-1 Waves and Their Applications in Technologies for Information Transfer K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Wave Properties: HS-PS4-1 defining problems (for engineering) • The wavelength and frequency of Students who demonstrate Developing and using models a wave are related to one another by understanding can: Planning and carrying out the speed of travel of the wave, which investigations depends on the type of wave and the Use mathematical Analyzing and interpreting data medium through which it is passing. Using mathematics and representations to computational thinking support a claim regarding Mathematical and computational relationships among the thinking at the 9–12 level builds on K–8 frequency, wavelength, and progresses to using algebraic and speed of waves thinking and analysis, a range of traveling in various media. linear and nonlinear functions including trigonometric functions, exponentials Clarification Statement: and logarithms, and computational
Examples of data could include 3-5 tools for statistical analysis to analyze, electromagnetic radiation traveling represent, and model data. Simple in a vacuum and glass, sound waves computational simulations are traveling through air and water, created and used based on math- and seismic waves traveling through ematical models of basic assumptions. the Earth. • Use mathematical representations of phenomena or design solutions Assessment Boundary: to describe and/or support claims Assessment is limited to algebraic and/or explanations. relationships and describing those Constructing explanations (for science) relationships qualitatively. and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information 6-8 Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.7 Integrate and evaluate multiple sources MP.2 Reason abstractly and quantitatively. of information presented in diverse formats and media MP.4 Model with mathematics. (e.g., quantitative data, video, multimedia) in order to HAS-SSE.A.1 Interpret expressions that represent a quantity address a question or solve a problem. Connection to PASSin terms ofComing its context. Soon HAS-SSE.A.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. HAS.CED.A.4 Rearrange formulas to highlight a quantity of 9-12 interest, using the same reasoning as in solving equations.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 177 ■ PHYSICS
HS-PS4-2 Waves and Their Applications in Technologies for Information Transfer
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Wave Properties: HS-PS4-2 defining problems (for engineering) • Information can be digitized (e.g., a Students who demonstrate Asking questions and defining picture stored as the values of an array understanding can: problems in grades 9–12 builds from of pixels); in this form, it can be stored grades K–8 experiences and reliably in computer memory and sent Evaluate questions progresses to formulating, refining, over long distances as a series of wave and evaluating empirically testable pulses. about the advantages questions and design problems ——————————————————————————— and disadvantages of using using models and simulations. * Connections to Engineering, a digital transmission and • Evaluate questions that challenge Technology, and Application of Science storage of information.* the premise(s) of an argument, the interpretation of a data set, or the Interdependence of Science, Clarification Statement: suitability of a design. Engineering, and Technology: Examples of advantages could Developing and using models • Modern civilization depends on major include that digital information is Planning and carrying out technological systems. stable because it can be stored reliably investigations • Engineers continuously modify these in computer memory, transferred easily, Analyzing and interpreting data technological systems by applying and copied and shared rapidly. Using mathematics and computational scientific knowledge and engineering Disadvantages could include issues
3-5 thinking design practices to increase benefits of easy deletion, security, and theft. Constructing explanations (for science) while decreasing costs and risks. and designing solutions (for Assessment Boundary: engineering) N/A Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Stability and Changes • Systems can be designed for greater or lesser stability. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.8 Assess the extent to which the reasoning and evi- N/A dence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. RST.11-12.1 CiteConnection specific textual evidence to support to analysis PASS Coming Soon of science and technical texts, attending to important distinc- tions the author makes and to any gaps or inconsistencies in the account. RST.11-12.8 Evaluate the hypotheses, data, analysis, and con- clusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
178 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICS
HS-PS4-3 Waves and Their Applications in Technologies for Information Transfer K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Wave Properties: HS-PS4-3 defining problems (for engineering) • Waves can add or cancel one another Students who demonstrate Developing and using models as they cross, depending on their understanding can: Planning and carrying out relative phase (i.e., relative position of investigations peaks and troughs of the waves), but Evaluate the claims, Analyzing and interpreting data they emerge unaffected by each other. Using mathematics and computational • Boundary: The discussion at this evidence, and reasoning thinking grade level is qualitative only; it can behind the idea that electro- Engaging in argument from evidence be based on the fact that two different magnetic radiation can be Engaging in argument from evidence sounds can pass a location in different described either by a wave in 9-12 builds on K-8 experiences directions without getting mixed up. model or a particle model, and progresses to using appropriate and that for some situations and sufficient evidence and scientific Electromagnetic Radiation: one model is more useful • Electromagnetic radiation (e.g., radio, reasoning to defend and critique than the other. claims and explanations about natural microwaves, light) can be modeled as a 3-5 and designed worlds. Arguments wave of changing electric and magnetic Clarification Statement: may also come from current scientific fields or as particles called photons. Emphasis is on how the experimental or historical episodes in science. • The wave model is useful for explaining evidence supports the claim and how • Evaluate the claims, evidence, many features of electromagnetic a theory is generally modified in light and reasoning behind currently radiation, and the particle model of new evidence. Examples of a accepted explanations or solutions explains other features. phenomenon could include resonance, to determine the merits of interference, diffraction, and photo- arguments. Engaging in argument from evidence electric effect. Obtaining, evaluating, and communicating information Assessment Boundary: Assessment does not include using quantum theory. 6-8 Crosscutting Concepts: Cause and Effect • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows—within and between system at different scales.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.8 Assess the extent to which the reasoning and MP.2 Reason abstractly and quantitatively. evidence in a text support the author’s claim or a recommenda- HAS-SSE.A.1 Interpret expressions that represent a quantity tion for solving a scientific or technical problem. in terms of its context. RST.11-12.1 CiteConnection specific textual evidence to support to PASSHAS-SSE.A.3 Coming Choose and produce Soonan equivalent form of an analysis of science and technical texts, attending to expression to reveal and explain properties of the quantity important distinctions the author makes and to any gaps represented by the expression. or inconsistencies in the account. HAS.CED.A.4 Rearrange formulas to highlight a quantity of RST.11-12.8 Evaluate the hypotheses, data, analysis, and interest, using the same reasoning as in solving equations. 9-12 conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 179 ■ PHYSICS
HS-PS4-4 Waves and Their Applications in Technologies for Information Transfer
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Electromagnetic Radiation: HS-PS4-4 defining problems (for engineering) • When light or longer wavelength Students who demonstrate Developing and using models electromagnetic radiation is absorbed understanding can: Planning and carrying out in matter, it is generally converted into investigations thermal energy (heat). Evaluate the validity Analyzing and interpreting data • Shorter wavelength electromagnetic Using mathematics and computational radiation (ultraviolet, X-ray s, gamma and reliability of claims thinking rays) can ionize atoms and cause in published materials of Constructing explanations (for science) damage to living cells. the effects that different and designing solutions (for • Photoelectric materials emit electrons frequencies of electro- engineering) when they absorb light of a high- magnetic radiation have Engaging in argument from evidence enough frequency when absorbed by matter. Obtaining, evaluating, and communicating information Clarification Statement: Obtaining, evaluating, and Emphasis is on the idea that different communicating information in 9–12 frequencies of light have different builds on K –8 and progresses to energies, and the damage to living evaluating the validity and reliability 3-5 tissue from electromagnetic radiation of the claims, methods, and designs. depends on the energy of the radiation. • Evaluate the validity and reliability Examples of published materials could of multiple claims that appear in include trade books, magazines, web scientific and technical texts or resources, videos, and other passages media reports, verifying the data that may reflect bias. when possible. Assessment Boundary: Assessment is limited to qualitative descriptions.
Crosscutting Concepts: Cause and Effect • Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is know n about smaller scale mechanisms within the system.
Oklahoma Academic Standards Connections 6-8 ELA/Literacy Mathematics
RST.9-10.8 Assess the extent to which the reasoning and evidence N/A in a text support the author’s claim or a recommendation for solving a scientific or technical problem. RST.11-12.1 Cite specific textual evidence to support analysis of science and technicalConnection texts, attending to important distinctions to thePASS Coming Soon author makes and to any gaps or inconsistencies in the account. RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. WHST. 11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
180 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ PHYSICS
HS-PS4-5 Waves and Their Applications in Technologies for Information Transfer K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Energy in Chemical Processes: HS-PS4-5 defining problems (for engineering) (secondary to HS-PS4-5) Students who demonstrate Developing and using models • Solar cells are human-made devices understanding can: Planning and carrying out that likewise capture the sun’s energy and produce electrical energy. investigations Communicate technical Analyzing and interpreting data Using mathematics and computational Wave Properties: information about how thinking • Information can be digitized (e.g., a some technological devices Constructing explanations (for science) picture stored as the values of an array use the principles of wave and designing solutions (for of pixels); in this form, it can be stored behavior and wave interac- engineering) reliably in computer memory and sent tions with matter to transmit Engaging in argument from evidence over long distances as a series of wave pulses. and capture information and Obtaining, evaluating, and energy.* communicating information Electromagnetic Radiation: Obtaining, evaluating, and • Photoelectric materials emit electrons Clarification Statement: 3-5 communicating information in 9–12 when they absorb light of a high- Examples could include solar cells builds on K –8 and progresses to enough frequency. capturing light and converting it to evaluating the validity and reliability electricity; medical imaging; and of the claims, methods, and designs. Information Technologies communications technology. • Communicate technical information and Instrumentation: or ideas (e.g. about phenomena • Multiple technologies based on the Assessment Boundary: and/or the process of development understanding of waves and their Assessments are limited to and the design and performance interactions with matter are part of qualitative information. Assessments of a proposed process or system) every day experiences in the modern do not include band theory in multiple formats (including world (e.g., medical imaging, orally, graphically, textually, and communications, scanners) and in mathematically). scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. ——————————————————————————— * Connections to Engineering, Technology, and Application of Science 6-8
Interdependence of Science, Engineering, and Technology: • Modern civilization depends on major technological systems.
Crosscutting Concepts: Cause and Effect • Systems can be designed to cause a desired effect.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST. 9-12.2 Write informative/explanatory texts, including the N/A narration of historical events, scientific procedures/ experiments, or technical processes.Connection to PASS Coming Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 181 ■ BIOLOGY I
HS-LS1-1 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Function: HS-LS1-1 defining problems (for engineering) • Systems of specialized cells within Students who demonstrate Developing and using models organisms help them perform the understanding can: Planning and carrying out essential functions of life. investigations • All cells contain genetic information in Construct an explanation Analyzing and interpreting data the form of DNA molecules. Using mathematics and computational • Genes are regions in the DNA that based on evidence for how the thinking contain the instructions that code for structure of DNA determines Constructing explanations the formation of proteins, which carry the structure of proteins, (for science) and designing solutions out most of the work of cells. which carry out the essential (for engineering) functions of life through Constructing explanations and designing solutions in 9–12 builds systems of specialized cells. on K–8 experiences and progresses to explanations and designs that Clarification Statement: are supported by multiple and Emphasis is on the conceptual independent student- generated understanding that DNA sequences sources of evidence consistent with determine the amino acid sequence, 3-5 scientific ideas, principles, and and thus, protein structure. Students theories. can produce scientific writings, oral • Construct an explanation based on presentations and or physical models valid and reliable evidence that communicate constructed obtained from a variety of sources explanations. (including students’ own investiga- tions, models, theories, simulations, Assessment Boundary: peer review) and the assumption Assessment does not include that theories and laws that describe identification of specific cell or the natural world operate today tissue types, whole body systems, as they did in the past and will specific protein structures and continue to do so in the future. functions, or the biochemistry of Engaging in argument from evidence protein synthesis. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Structure and Function • Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, 6-8 the structures of different components, and connections of components to reveal its function and/or solve a problem.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis N/A of science and technical texts, attending to the precise details of explanations or descriptions. WHST.9-12.2 ConnectionWrite informative/explanatory texts, includingto PASSthe Coming Soon narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
182 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ BIOLOGY I
HS-LS1-2 From Molecules to Organisms: Structure and Processes K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Structure and Function: HS-LS1-2 defining problems (for engineering) • Multicellular organisms have a Students who demonstrate Developing and using models hierarchical structural organization, understanding can: Modeling in 9–12 builds on K–8 in which any one system is made up and progresses to using, synthesizing, of numerous parts and is itself a Develop and use a model and developing models to predict component of the next level. and show relationships among to illustrate the hierarchical variables between systems and organization of interacting their components in the natural and systems that provide specific designed worlds. functions within multicellular • Develop and use a model based organisms. on evidence to illustrate the relationships between systems or Clarification Statement: between components of a system. Emphasis is on the levels of Planning and carrying out organization including cells, 3-5 investigations tissues, organs, and systems Analyzing and interpreting data of an organism. Using mathematics and computational thinking Assessment Boundary: Constructing explanations (for science) Assessment does not include and designing solutions (for interactions and functions at the engineering) molecular or chemical level. Engaging in argument from evidence Obtaining, evaluating, and communicating information 6-8 Crosscutting Concepts: Systems and System Models • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows—within and between systems at different scales.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.9-12.5 Make strategic use of digital media N/A (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning,Connection and evidence and to add interest. to PASS Coming Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 183 ■ BIOLOGY I
HS-LS1-3 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Function: HS-LS1-3 defining problems (for engineering) • Feedback mechanisms maintain a living Students who demonstrate Developing and using models system’s internal conditions within understanding can: Planning and carrying out certain limits and mediate behaviors, investigations allowing it to remain alive and functional Plan and conduct an Planning and carrying out even as external conditions change investigations to answer questions within some range. Outside that range investigation to provide
or test solutions to problems in (e.g., at a too high or tool low external evidence of the importance
9–12 builds on K–8 experiences and temperature, with too little food or of maintaining homeostasis progresses to include investigations water available) the organism cannot that provide evidence for and test in living organisms. survive. conceptual, mathematical, physical and empirical models. Clarification Statement: • Plan and conduct an investigation A state of homeostasis must be individually and collaboratively to maintained for organisms to remain produce data to serve as the basis alive and functional even as external for evidence, and in the design: conditions change within some range. decide on types, how much, and Examples of investigations could accuracy of data needed to include heart rate response to 3-5 produce reliable measurements exercise, stomate response to and consider limitations on the moisture and temperature, root
precision of the data (e.g., number development in response to water of trials, cost, risk, time), and levels, and cell response to hyper refine the design accordingly. Analyzing and interpreting data and hypotonic environments. Using mathematics and computational thinking Assessment Boundary: Constructing explanations (for science) Assessment does not include the and designing solutions (for cellular processes involved in the engineering) feedback mechanism. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Stability and Change • Feedback (negative or positive) can stabilize or destabilize a system. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.9-12.7 Conduct short as well as more sustained research N/A projects to answer a question (including a self-generated ques- tion) or solve a problem; narrow or broaden the inquiry when appropriate; synthesizeConnection multiple sources on the subject, to demon PASS- Coming Soon strating understanding of the subject under investigation. WHST.9-10.8 Gather relevant information from multiple au- thoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
184 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ BIOLOGY I
HS-LS1-4 From Molecules to Organisms: Structure and Processes K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Growth and Development HS-LS1-4 defining problems (for engineering) of Organisms: Students who demonstrate Developing and using models • In multicellular organisms individual understanding can: Modeling in 9–12 builds on K–8 cells grow and then divide via a process and progresses to using, synthesizing, called mitosis, thereby allowing the Use a model to illustrate and developing models to predict organism to grow. and show relationships among • The organism begins as a single cell the role of cellular division variables between systems and (fertilized egg) that divides successively (mitosis) and differentiation their components in the natural and to produce many cells, with each parent in producing and maintaining designed worlds. cell passing identical genetic material complex organisms. • Use a model based on evidence (two variants of each chromosome pair) to illustrate the relationships to both daughter cells. Clarification Statement: between systems or between • Cellular division and differentiation Emphasis is on conceptual components of a system. produce and maintain a complex understanding that mitosis passes Planning and carrying out organism, composed of systems of on genetically identical materials investigations tissues and organs that work together via replication, not on the details 3-5 Analyzing and interpreting data to meet the needs of the whole of each phase in mitosis. Using mathematics and computational organism. thinking Assessment Boundary: Constructing explanations (for science) Assessment does not include and designing solutions (for specific gene control mechanisms or engineering) rote memorization of the steps Engaging in argument from evidence of mitosis. Obtaining, evaluating, and communicating information 6-8 Crosscutting Concepts: Systems and System Models • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows—within and between systems at different scales.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.9-12.5 Make strategic use of digital media MP.4 Model with mathematics. (e.g., textual, graphical, audio, visual, and interactive HSF-IF.C.7 Graph functions expressed symbolically and show elements) in presentations to enhance understanding of key features of the graph, by hand in simple cases and using findings, reasoning,Connection and evidence and to add interest. to PASStechnology Coming for more complicated cases.Soon HSF-BF.A.1 Write a function that describes a relationship between two quantities. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 185 ■ BIOLOGY I
HS-LS1-5 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Organization for Matter and HS-LS1-5 defining problems (for engineering) Energy Flow in Organisms: Students who demonstrate Developing and using models • The process of photosynthesis converts understanding can: Modeling in 9–12 builds on K–8 light energy to stored chemical energy and progresses to using, synthesizing, by converting carbon dioxide plus water Use a model to illustrate and developing models to predict into sugars plus released oxygen. and show relationships among how photosynthesis variables between systems and transforms light energy their components in the natural and into stored chemical energy. designed worlds. • Use a model based on evidence Clarification Statement: to illustrate the relationships Emphasis is on illustrating inputs between systems or between and outputs of matter and the transfer components of a system. and transformation of energy in Planning and carrying out photosynthesis by plants and other investigations photosynthesizing organisms. Analyzing and interpreting data Examples of models could include Using mathematics and computational diagrams, chemical equations,
3-5 thinking conceptual models, and/or laboratory Constructing explanations (for science) investigations. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence The assessment should provide Obtaining, evaluating, and evidence of students’ abilities to communicating information describe the inputs and outputs of photosynthesis, not the specific biochemical steps. (e.g. photosystems, electron transport, and Calvin cycle).
Crosscutting Concepts: Energy and Matter • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.9-12.5 Make strategic use of digital media N/A (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning,Connection and evidence and to add interest. to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
186 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ BIOLOGY I
HS-LS1-6 From Molecules to Organisms: Structure and Processes K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Organization for Matter HS-LS1-6 defining problems (for engineering) and Energy Flow: Students who demonstrate Developing and using models • (Builds on HS-LS1-5) The sugar understanding can: Planning and carrying out molecules thus formed contain carbon, investigations hydrogen, and oxygen: their hydro- Construct and revise an Analyzing and interpreting data carbon backbones are used to make Using mathematics and computational amino acids and other carbon-based explanation based on thinking molecules that can be assembled into evidence for how carbon, Constructing explanations large molecules that can be assembled hydrogen, and oxygen from (for science) and designing solutions into large molecules (such as proteins sugar molecules may combine (for engineering) or DNA), used for example to form Constructing explanations and with other elements to form new cells. designing solutions in 9–12 builds amino acids and/or other • As matter and energy flow through on K–8 experiences and progresses large carbon-based to explanations and designs that different organization levels of living systems, chemical elements are molecules.
are supported by multiple and 3-5 recombined in different ways to independent student- generated Clarification Statement: sources of evidence consistent with form different products. Emphasis is on students constructing scientific ideas, principles, and explanations for how sugar molecules theories. are formed through photosynthesis and • Construct and revise an explanation based on valid and reliable the components of the reaction (i.e., evidence obtained from a variety carbon, hydrogen, oxygen). This hydro- of sources (including students’ carbon backbone is used to make amino own investigations, models, theories, acids and other carbon-based molecules simulations, peer review) and the that can be assembled (anabolism) into assumption that theories and laws larger molecules (such as proteins or that describe the natural world DNA). operate today as they did in the past and will continue to do so in Assessment Boundary: the future. Assessment does not include the Engaging in argument from evidence details of the specific chemical reactions Obtaining, evaluating, and or identification of macromolecules. communicating information 6-8 Crosscutting Concepts: Energy and Matter • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis of N/A science and technical texts, attending to the precise details of explanations and descriptions. WHST.9-12.2 ConnectionWrite informative/explanatory texts, includingto PASSthe Coming Soon narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 9-12 WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 187 ■ BIOLOGY I
HS-LS1-7 From Molecules to Organisms: Structure and Processes
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Organization for Matter and HS-LS1-7 defining problems (for engineering) Energy Flow in Organisms: Students who demonstrate Developing and using models (Builds on HS-LS1-6) understanding can: Modeling in 9–12 builds on K–8 • As matter and energy flow through and progresses to using, synthesizing, different organizational levels of living Use a model to illustrate and developing models to predict systems, chemical elements are and show relationships among recombined in different ways to that cellular respiration is variables between systems and form different products. a chemical process whereby their components in the natural and • As a result of these chemical reactions, the bonds of food molecules designed worlds. energy is transferred from one system and oxygen molecules are • Use a model based on evidence of interacting molecules to another. broken and the bonds in to illustrate the relationships • Cellular respiration is a chemical new compounds are formed between systems or between process in which the bonds of food resulting in a net transfer components of a system. molecules and oxygen molecules are Planning and carrying out broken and new compounds are of energy. investigations formed that can transport energy Analyzing and interpreting data to muscles. Clarification Statement: Using mathematics and computational • Cellular respiration also releases the Emphasis is on the conceptual
3-5 thinking energy needed to maintain body understanding of the inputs and Constructing explanations (for science) temperature despite ongoing energy outputs of the process of cellular and designing solutions (for transfer to the surrounding respiration. Examples of models engineering) environment. could include diagrams, chemical Engaging in argument from evidence equations, conceptual models, Obtaining, evaluating, and and/or laboratory investigations. communicating information Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration (e.g. glycolysis and Kreb’s Cycle).
Crosscutting Concepts: Energy and Matter • Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, 6-8 or between systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.9-12.5 Make strategic use of digital media N/A (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning,Connection and evidence and to add interest. to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
188 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ BIOLOGY I
HS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Interdependent Relationships HS-LS2-1 defining problems (for engineering) in Ecosystems: Students who demonstrate Developing and using models • Ecosystems have carrying capacities, understanding can: Planning and carrying out which are limits to the numbers of investigations organisms and populations they can Use mathematical Analyzing and interpreting data support. These limits result from such Using mathematics and factors as the availability of living and and/or computational computational thinking nonliving resources and from such representations to support Mathematical and computational challenges such as predation, explanations of factors that thinking at the 9–12 level builds on K–8 competition, and disease. affect carrying capacity of and progresses to using algebraic • Organisms would have the capacity to ecosystems at different thinking and analysis, a range of produce populations of great size were scales. linear and nonlinear functions including it not for the fact that environments and trigonometric functions, exponentials resources are finite. This fundamental Clarification Statement: and logarithms, and computational tension affects the abundance (number
Emphasis is on quantitative analysis 3-5 tools for statistical analysis to analyze, of individuals) of species in any given and comparison of the relationships represent, and model data. Simple ecosystem. among interdependent factors computational simulations are including boundaries, resources, created and used based on math- climate and competition. Examples ematical models of basic assumptions. of mathematical comparisons could • Use mathematical and/or include graphs, charts, histograms, computational representations or population changes gathered from of phenomena or design solutions simulations or historical data sets. to support explanations. Constructing explanations (for science) Assessment Boundary: and designing solutions (for Assessment does not include engineering) deriving mathematical equations Engaging in argument from evidence to make comparisons. Obtaining, evaluating, and communicating information 6-8 Crosscutting Concepts: Scale, Proportion, and Quantity • The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to precise details and MP.4 Model with mathematics. explanations or descriptions. HSN-Q.A.1 Use units as a way to understand problems and to WHST.9-12.2 ConnectionWrite informative/explanatory texts, includingto PASSthe guide the Coming solution of multi-step problems; Soon choose and interpret narration of historical events, scientific procedures/ experiments, units consistently in formulas; choose and interpret the scale and or technical processes. the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. 9-12 HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 189 ■ BIOLOGY I
HS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Interdependent Relationships HS-LS2-2 defining problems (for engineering) in Ecosystems: Students who demonstrate Developing and using models • Ecosystems have carrying capacities, understanding can: Planning and carrying out which are limits to the numbers of organisms and populations they can investigations Use mathematical Analyzing and interpreting data support. These limits result from such factors as the availability of living and Using mathematics and representations to support nonliving resources and from such computational thinking and revise explanations challenges such as predation, Mathematical and computational competition, and disease. based on evidence about thinking at the 9–12 level builds on K–8 • Organisms would have the capacity to factors affecting biodiversity and progresses to using algebraic produce populations of great size were and populations in ecosystems thinking and analysis, a range of it not for the fact that environments and of different scales. linear and nonlinear functions including resources are finite. This fundamental trigonometric functions, exponentials tension affects the abundance (number Clarification Statement: and logarithms, and computational of individuals) of species in any given Examples of mathematical ecosystem. tools for statistical analysis to analyze, representations include finding represent, and model data. Simple the average, determining trends, computational simulations are Ecosystem Dynamics, 3-5 Functioning, and Resilience: and using graphical comparisons created and used based on math- of multiple sets of data. ematical models of basic assumptions. • A complex set of interactions within an ecosystem can keep its numbers and • Use mathematical representations types of organisms relatively constant Assessment Boundary: of phenomena or design solutions over long periods of time under stable Assessment is limited to provided data. to support and revise conditions. explanations. • If a modest biological or physical Constructing explanations (for science) disturbance to an ecosystem occurs, and designing solutions (for it may return to its more or less original engineering) status (i.e., the ecosystem is resilient), Engaging in argument from evidence as opposed to becoming a very Obtaining, evaluating, and different ecosystem. communicating information • Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
Crosscutting Concepts: Scale, Proportion, and Quantity 6-8 • Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to precise details and MP.4 Model with mathematics. explanations or descriptions. HSN-Q.A.1 Use units as a way to understand problems and to WHST.9-12.2 ConnectionWrite informative/explanatory texts, includingto PASSthe guide the Coming solution of multi-step problems; Soon choose and interpret narration of historical events, scientific procedures/ experiments, units consistently in formulas; choose and interpret the scale and or technical processes. the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
190 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ BIOLOGY I
HS-LS2-3 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Cycles of Matter and Energy HS-LS2-3 defining problems (for engineering) Transfer in Ecosystems: Students who demonstrate Developing and using models • Photosynthesis and cellular respiration understanding can: Planning and carrying out (including anaerobic processes) provide investigations most of the energy for life processes. Analyzing and interpreting data Construct and revise an Using mathematics and computational explanation based on thinking evidence for the cycling Constructing explanations of matter and flow of (for science) and designing solutions energy in aerobic and (for engineering) Constructing explanations and anaerobic conditions. designing solutions in 9–12 builds on K–8 experiences and progresses Clarification Statement: to explanations and designs that Emphasis is on conceptual understanding of the role of aerobic
are supported by multiple and 3-5 independent student- generated and anaerobic respiration in different sources of evidence consistent with environments (e.g., chemosynthetic scientific ideas, principles, and bacteria, yeast, and muscle cells). theories. • Construct and revise an explanation Assessment Boundary: based on valid and reliable Assessment does not include the evidence obtained from a variety specific chemical processes of either of sources (including students’ aerobic or anaerobic respiration. own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Engaging in argument from evidence Obtaining, evaluating, and communicating information 6-8 Crosscutting Concepts: Energy and Matter • Energy drives the cycling of matter within and between systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis N/A of science and technical texts, attending to precise details and explanations or descriptions. WHST.9-12.2 ConnectionWrite informative/explanatory texts, includingto PASSthe Coming Soon narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific 9-12 purpose and audience.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 191 ■ BIOLOGY I
HS-LS2-4 Ecosystems: Interactions, Energy, and Dynamics
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Cycles of Matter and Energy HS-LS2-4 defining problems (for engineering) Transfer in Ecosystems: Students who demonstrate Developing and using models • Plants or algae form the lowest level of understanding can: Planning and carrying out the food web. investigations • At each link upward in a food web, only Use a mathematical Analyzing and interpreting data a small fraction of the matter consumed Using mathematics and at the lower level is transferred upward, representation to support computational thinking to produce growth and release energy claims for the cycling of Mathematical and computational in cellular respiration at the higher level. matter and flow of energy thinking at the 9–12 level builds on K–8 • Given this inefficiency, there are among organisms in an and progresses to using algebraic generally fewer organisms at higher ecosystem. thinking and analysis, a range of levels of a food web. linear and nonlinear functions including • Some matter reacts to release energy Clarification Statement: trigonometric functions, exponentials for life functions, some matter is stored Emphasis is on using a mathematical and logarithms, and computational in newly made structures, and much is model of stored energy in biomass to tools for statistical analysis to analyze, discarded. describe the transfer of energy from represent, and model data. Simple • The chemical elements that make up one trophic level to another and that computational simulations are the molecules of organisms pass 3-5 matter and energy are conserved as created and used based on math- through food webs and into and out matter cycles and energy flows through ematical models of basic assumptions. of the atmosphere and soil, and they ecosystems. Emphasis is on atoms and • Use mathematical representations are combined and recombined in molecules such as carbon, oxygen, of phenomena or design solutions different ways. hydrogen and nitrogen being to support claims. • At each link in an ecosystem, matter conserved as they move through Constructing explanations (for science) and energy are conserved. an ecosystem. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence The assessment should provide Obtaining, evaluating, and evidence of students’ abilities to communicating information develop and use energy pyramids, food chains, food webs, and other models from data sets.
Crosscutting Concepts: Energy and Matter • Energy cannot be created or destroyed- it only moves between one place and another place, between objects and/or fields, 6-8 or between systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. HSN-Q.A.1 Use units as a way to understand problems and to Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
192 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ BIOLOGY I
HS-LS2-5 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Cycles of Matter and Energy HS-LS2-5 defining problems (for engineering) Transfer in Ecosystems: Students who demonstrate Developing and using models • Photosynthesis and cellular respiration understanding can: Modeling in 9–12 builds on K–8 are important components of the carbon and progresses to using, synthesizing, cycle, in which carbon is exchanged Develop a model to illustrate and developing models to predict among the biosphere, atmosphere, and show relationships among oceans, and geosphere through the role of photosynthesis variables between systems and chemical, physical, geological, and and cellular respiration in the their components in the natural and biological processes. cycling of carbon among the designed worlds. biosphere, atmosphere, • Develop a model based on Energy in Chemical Processes: hydrosphere, and geosphere. evidence to illustrate the (secondary to HS-LS2-5) relationships between systems • The main way that solar energy is Clarification Statement: or components of a system. captured and stored on Earth is through Examples of models could include Planning and carrying out the complex chemical process known simulations and mathematical 3-5 investigations as photosynthesis. models (e.g., chemical equations Analyzing and interpreting data that demonstrate the relationship Using mathematics and computational between photosynthesis and thinking cellular respiration. Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) Assessment does not include Engaging in argument from evidence the specific chemical steps of Obtaining, evaluating, and photosynthesis and respiration. communicating information 6-8 Crosscutting Concepts: Systems and Models • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows—within and between systems at different scales.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. Connection to PASS Coming Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 193 ■ BIOLOGY I
HS-LS2-6 Ecosystems: Interactions, Energy, and Dynamics
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Ecosystem Dynamics, HS-LS2-6 defining problems (for engineering) Functioning, and Resilience: Students who demonstrate Developing and using models • A complex set of interactions within understanding can: Planning and carrying out an ecosystem can keep its numbers and investigations types of organisms relatively constant Evaluate the claims, Analyzing and interpreting data over long periods of time under stable Using mathematics and computational conditions. evidence, and reasoning thinking • If a modest biological or physical that the complex interactions Constructing explanations (for science) disturbance to an ecosystem occurs, in ecosystems maintain and designing solutions (for it may return to its more or less original relatively consistent numbers engineering) status (i.e., the ecosystem is resilient), and types of organisms in Engaging in argument from evidence as opposed to becoming a very stable conditions, but Engaging in argument from evidence different ecosystem. changing conditions may • Extreme fluctuations in conditions or in 9-12 builds on K-8 experiences result in a new ecosystem. and progresses to using appropriate the size of any population, however, and sufficient evidence and scientific can challenge the functioning of Clarification Statement: reasoning to defend and critique ecosystems in terms of resources Examples of changes in ecosystem and habitat availability.
3-5 claims and explanations about natural conditions could include modest
and designed worlds. Arguments biological or physical changes, such as
may also come from current scientific moderate hunting or a seasonal flood; or historical episodes in science. and extreme changes, such as volcanic • Evaluate the claims, evidence, and eruption or sea level rise. reasoning behind currently accepted explanations or solutions to determine Assessment Boundary: the merits of arguments. The assessment should provide Obtaining, evaluating, and evidence of students’ abilities to derive communicating information trends from graphical representations of population trends. Assessments should focus on describing drivers of ecosystem stability and change, not on the organismal mechanisms of responses and interactions.
Crosscutting Concepts: Stability and Change • Much of science deals with constructing explanations of how things change and how they remain stable. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to the precise details HSS-ID.A.1 Represent data with plots on the real number line. of explanations and descriptions. HSS-IC.A.1 Understand statistics as a process for making RST.9-10.7 TranslateConnection quantitative or technical information to PASSinferences Coming about population parameters Soon based on a random expressed in words in a text into visual form (e.g. a table or chart) sample from that population. and translate information expressed visually or mathematically HSS-IC.B.6 Evaluate reports based on data. (e.g., in an equation) into words. RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
194 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ BIOLOGY I
HS-LS2-8 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Social Interactions HS-LS2-8 defining problems (for engineering) and Group Behavior: Students who demonstrate Developing and using models • Group behavior has evolved because understanding can: Planning and carrying out membership can increase the chances investigations of survival for individuals and their Evaluate evidence for Analyzing and interpreting data genetic relatives. Using mathematics and computational the role of group behavior thinking on individual and species’ Constructing explanations (for science) chances to survive and and designing solutions (for reproduce. engineering) Engaging in argument from evidence Clarification Statement: Engaging in argument from evidence Emphasis is on advantages of in 9-12 builds on K-8 experiences grouping behaviors (e.g., flocking, and progresses to using appropriate schooling, herding) and cooperative 3-5 and sufficient evidence and scientific behaviors (e.g., hunting, migrating, reasoning to defend and critique swarming) on survival and claims and explanations about natural reproduction. and designed worlds. Arguments may also come from current scientific Assessment Boundary: or historical episodes in science. The assessment should provide • Evaluate the claims, evidence, and evidence of students’ abilities to: reasoning behind currently accepted (1) distinguish between group versus explanations or solutions to determine individual behavior, (2) identify the merits of arguments. evidence supporting the outcomes Obtaining, evaluating, and of group behavior, and (3) develop communicating information logical and reasonable arguments based on evidence.
Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis of N/A science and technical texts, attending to the precise details of explanations and descriptions. RST.9-10.7 TranslateConnection quantitative or technical information to ex PASS- Coming Soon pressed in words in a text into visual form (e.g. a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. RST.9-10.8 Assess the extent to which the reasoning and evi- dence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 195 ■ BIOLOGY I
HS-LS3-1 Heredity: Inheritance and Variation of Traits
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Structure and Function: HS-LS3-1 defining problems (for engineering) (secondary to HS-LS3-1) Students who demonstrate Asking questions and defining • All cells contain genetic information understanding can: problems in grades 9–12 builds from in the form of DNA molecules. Genes grades K–8 experiences and are regions in the DNA that contain the Ask questions to clarify progresses to formulating, refining, instructions that code for the formation relationships about the role and evaluating empirically testable of proteins. of DNA and chromosomes questions and design problems in coding the instructions for using models and simulations. Inheritance of Traits: • Ask question that arise from • Each chromosome consists of a single characteristic traits passed examining models or a theory to very long DNA molecule, and each from parents to offspring. clarify relationships gene on the chromosome is a particular Developing and using models segment of that DNA. Clarification Statement: Planning and carrying out • The instructions for forming species’ Emphasis should be on asking questions investigations characteristics are carried in DNA. and making predictions to obtain reliable Analyzing and interpreting data • All cells in an organism have the same information about the role of DNA and Using mathematics and computational genetic content, but the genes used chromosomes in coding the instructions thinking (expressed) by the cell may be for traits (e.g., pedigrees, karyotypes, 3-5 Constructing explanations (for science) regulated in different ways. genetic disorders, Punnett squares). and designing solutions (for • Not all DNA codes for protein, some Assessment Boundary: engineering) segments of DNA are involved in Assessments may include codominance, Engaging in argument from evidence regulatory or structural functions, and incomplete dominance, and sex-linked Obtaining, evaluating, and some have no as-yet known functions. traits, but should not include dihybrid communicating information crosses.
Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis of N/A science and technical texts, attending to the precise details of explanations andConnection descriptions. to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
196 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ BIOLOGY I
HS-LS3-2 Heredity: Inheritance and Variation of Traits K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Variation of Traits: HS-LS3-2 defining problems (for engineering) • In sexual reproduction, chromosomes Students who demonstrate Developing and using models can sometimes swap sections during understanding can: Planning and carrying out the process of meiosis (cell division), investigations thereby creating new genetic Make and defend a claim Analyzing and interpreting data combinations and thus more genetic Using mathematics and computational variation. based on evidence that thinking • Although DNA replication is tightly inheritable genetic variations Constructing explanations (for science) regulated and remarkably accurate, may result from: (1) new and designing solutions (for errors do occur and result in mutations, genetic combinations through engineering) which are also cause mutations in meiosis, (2) viable errors Engaging in argument from evidence genes, and variables mutations are occurring during replication, Engaging in argument from evidence inherited. and/or (3) mutations caused • Environmental factors also affect in 9-12 builds on K-8 experiences by environmental factors. and progresses to using appropriate expression of traits, and hence affect 3-5 and sufficient evidence and scientific the probability of occurrences of traits Clarification Statement: reasoning to defend and critique in the population. Thus the variation Emphasis is on using data to support claims and explanations about natural and distribution of traits observe arguments for the way variation occurs. and designed worlds. Arguments depends on both genetic and may also come from current scientific environmental factors. Assessment Boundary: or historical episodes in science. Assessment does not include the • Make and defend a claim based phases of meiosis or the biochemical on evidence about the natural mechanisms of specific steps in the world that reflects scientific process. knowledge, and student-generated evidence. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to precise details or explanations or descriptions. WHST.9-12.1 ConnectionWrite arguments focused on discipline-specific to PASS Coming Soon content. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 197 ■ BIOLOGY I
HS-LS3-3 Heredity: Inheritance and Variation of Traits
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Variation of Traits: HS-LS3-3 defining problems (for engineering) • Environmental factors also affect Students who demonstrate Developing and using models expression of traits, and hence affect understanding can: Planning and carrying out the probability of occurrences of traits investigations in the population. Thus the variation Apply concepts of statistics Analyzing and interpreting data and distribution of traits observed Analyzing data in 9–12 builds on depends on both genetic and and probability to explain K–8 and progresses to introducing environmental factors. the variation and distribution more detailed statistical analysis, of expressed traits in a the comparison of data sets for population. consistency, and the use of models to generate and analyze data. Clarification Statement: • Apply concepts of statistics and Emphasis is on distribution and probability (including determining variation of traits in a population function fits to data, slope, intercept, and the use of mathematics (e.g., and correlation coefficient for calculations of frequencies in Punnett linear fits) to scientific and squares, graphical representations) engineering questions and to describe the distribution. 3-5 problems, using digital tools when feasible. Assessment Boundary: Using mathematics and The assessment should provide computational thinking evidence of students’ abilities to Constructing explanations (for science) use mathematical reasoning to and designing solutions (for explain the variation observed in a engineering) population as a combination of Engaging in argument from evidence genetic and environmental factors. Obtaining, evaluating, and Hardy-Weinberg calculations are communicating information beyond the intent.
Crosscutting Concepts: Scale, Proportion and Quantity • Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). 6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. Connection to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
198 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ BIOLOGY I
HS-LS4-1 Biological Unity and Diversity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Evidence of Common HS-LS4-1 defining problems (for engineering) Ancestry and Diversity: Students who demonstrate Developing and using models • Genetic information provides evidence understanding can: Analyzing and interpreting data of common ancestry and diversity. DNA Analyzing data in 9-12 builds on K-8 sequences vary among species, but Analyze and evaluate there are many overlaps; in fact, the experiences and progress to how evidence such as introducing more detailed statistical ongoing branching that produces analysis, the comparison of data multiple lines of descent can be inferred similarities in DNA sequences, sets for consistency, and the use of by comparing the DNA sequences of anatomical structures, and models to generate and analyze different organisms. Such information order of appearance of data. is also derivable from the similarities structures during embryo- • Analyze and interpret data to and differences in amino acid logical development determine similarities and sequences and from anatomical and contribute to the scientific differences in findings. embryological evidence. Analyzing and interpreting data explanation of biological Using mathematics and diversity. 3-5 computational thinking Constructing explanations (for science) Clarification Statement: and designing solutions (for Emphasis is on identifying sources engineering) of scientific evidence. Engaging in argument from evidence Obtaining, evaluating, and Assessment Boundary: communicating information The assessment should provide evidence of students’ abilities to evaluate and analyze evidence (e.g. cladograms, analogous/homologous structures, and fossil records).
Crosscutting Concepts: Patterns • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality
in explanations of phenomena. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support MP.2 Reason abstractly and quantitatively. analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.Connection to PASS Coming Soon WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. SL.11-12.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, 9-12 sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 199 ■ BIOLOGY I
HS-LS4-2 Biological Unity and Diversity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Natural Selection: HS-LS4-2 defining problems (for engineering) • Natural selection occurs only if there is Students who demonstrate Developing and using models both (1) variation in the genetic understanding can: Planning and carrying out information between organisms in a investigations population and (2) variation in the Construct an explanation Analyzing and interpreting data expression of that genetic based on evidence that Using mathematics and computational information—that is, trait variation— thinking biological diversity is influ- that leads to differences in enced by (1) the potential for a Constructing explanations performance among individuals. (for science) and designing solutions species to increase in number, (for engineering) (2) the heritable genetic varia- Constructing explanations and tion of individuals in a species designing solutions in 9–12 builds due to mutation and sexual on K–8 experiences and progresses reproduction, (3) competition to explanations and designs that are supported by multiple and for limited resources, and (4) independent student- generated the proliferation of those sources of evidence consistent with organisms that are better able scientific ideas, principles, and to survive and reproduce in 3-5 theories. the environment. • Construct an explanation based on valid and reliable evidence Clarification Statement: obtained from a variety of sources Emphasis is on using evidence to explain (including students’ own the influence each of the four factors has on number of organisms, behaviors, investigations, models, theories, morphology, or physiology in terms of simulations, peer review) and the ability to compete for limited resources assumption that theories and laws and subsequent survival of individuals that describe the natural world and adaptation of species. Examples of operate today as they did in the evidence could include mathematical past and will continue to do so in models such as simple distribution the future. graphs and proportional reasoning. Engaging in argument from evidence Obtaining, evaluating, and Assessment Boundary: communicating information Assessment does not include genetic drift, gene flow through migration, and co-evolution.
Crosscutting Concepts: Cause and Effect 6-8 • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to important distinctions MP. 4 Model with mathematics. the author makes and to any gaps or inconsistencies in the account. WHST.9-12.2 ConnectionWrite informative/explanatory texts, includingto PASSthe Coming Soon narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. SL.11-12.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
200 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ BIOLOGY I
HS-LS4-3 Biological Unity and Diversity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Natural Selection: HS-LS4-3 defining problems (for engineering) • Natural selection occurs only if there is Students who demonstrate Developing and using models both (1) variation in the genetic information understanding can: Planning and carrying out between organisms in a population and investigations (2) variation in the expression of that Apply concepts of statistics Analyzing and interpreting data genetic information—that is, trait Analyzing data in 9–12 builds on variation—that leads to differences in and probability to support K–8 and progresses to introducing performance among individuals. explanations that organisms more detailed statistical analysis, • The traits that positively affect survival with an advantageous heri- the comparison of data sets for are more likely to be reproduced, and table trait tend to increase consistency, and the use of models thus are more common in the population. in proportion to organisms to generate and analyze data. lacking this trait. • Apply concepts of statistics and Adaptation: probability (including determining • Natural selection leads to adaptation, Clarification Statement: function fits to data, slope, intercept, that is, to a population dominated by
Emphasis is on analyzing shifts in 3-5 and correlation coefficient for organisms that are anatomically, numerical distribution of traits and linear fits) to scientific and behaviorally, and physiologically well using these shifts as evidence to engineering questions and suited to survive and reproduce in a support explanations for adaptations. problems, using digital tools specific environment. That is, the when feasible. differential survival and reproduction of Assessment Boundary: Using mathematics and organisms in a population that have an The assessment should provide computational thinking advantageous heritable trait leads to an evidence of students’ abilities to Constructing explanations (for science) increase in the proportion of individuals analyze shifts in numerical distribution and designing solutions (for in future generations that have the trait of traits as evidence to support engineering) and to a decrease in the proportion of explanations. Analysis is limited to Engaging in argument from evidence individuals that do not. basic statistical and graphical analysis, Obtaining, evaluating, and • Adaptation also means that the distribu- not gene frequency calculations. communicating information tion of traits in a population can change when conditions change.
Crosscutting Concepts: Patterns • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality
in explanations and phenomena. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support MP.2 Reason abstractly and quantitatively. analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.Connection to PASS Coming Soon WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 201 ■ BIOLOGY I
HS-LS4-4 Biological Unity and Diversity
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Adaptation: HS-LS4-4 defining problems (for engineering) • Natural selection leads to adaptation, Students who demonstrate Developing and using models that is, to a population dominated by understanding can: Planning and carrying out organisms that are anatomically, investigations behaviorally, and physiologically well Construct an explanation Analyzing and interpreting data suited to survive and reproduce in a Using mathematics and computational specific environment. based on evidence for how thinking • That is, the differential survival and natural selection leads to Constructing explanations reproduction of organisms in a adaptation of populations. (for science) and designing solutions population that have an advantageous (for engineering) heritable trait leads to an increase in Clarification Statement: Constructing explanations and the proportion of individuals in future Emphasis is on using data to provide designing solutions in 9–12 builds evidence for how specific biotic and on K–8 experiences and progresses generations that have the trait and abiotic differences in ecosystems (such to explanations and designs that to a decrease in the proportion of as ranges of seasonal temperature, are supported by multiple and individuals that do not. long-term climate change, acidity, light, independent student- generated • Changes in the physical environment, sources of evidence consistent with whether naturally occurring or human geographic barriers, or adaptation of scientific ideas, principles, and induced, have thus contributed to the other organisms) contribute to a 3-5 theories. expansion of some species, the change in gene frequency over time, • Construct an explanation based on emergence of new distinct species as leading to adaptation of populations. valid and reliable evidence populations diverge under different One example could be that as climate obtained from a variety of sources conditions, and the decline–and became more arid, grasses replaced (including students’ own sometimes the extinction–of some forests, which led to adaptation in investigations, models, theories, species. mammals over time (e.g. Increase simulations, peer review) and the tooth enamel and size of teeth assumption that theories and laws in herbivores). that describe the natural world operate today as they did in the Assessment Boundary: past and will continue to do so in The assessment should measure the future. students’ abilities to differentiate types Engaging in argument from evidence of evidence used in explanations. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Cause and Effect 6-8 • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.9-10.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to the precise details of explanations or descriptions. WHST.9-12.2 ConnectionWrite informative/explanatory texts, includingto PASSthe Coming Soon narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
202 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ BIOLOGY I
HS-LS4-5 Biological Unity and Diversity K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Adaptation: HS-LS4-5 defining problems (for engineering) • Changes in the physical environment, Students who demonstrate Developing and using models whether naturally occurring or human understanding can: Planning and carrying out induced, have thus contributed to the investigations expansion of some species, the Synthesize, communicate, emergence of new distinct species as Analyzing and interpreting data and evaluate the information Using mathematics and computational populations diverge under different thinking conditions, and the decline–and that describes how changes Constructing explanations (for science) sometimes the extinction–of some in environmental conditions and designing solutions (for species. can affect the distribution of engineering) • Species become extinct because they traits in a population causing: Engaging in argument from evidence can no longer survive and reproduce 1) increases in the number of Engaging in argument from evidence in their altered environment. If members individuals of some species, 2) cannot adjust to change that is too fast in 9-12 builds on K-8 experiences the emergence of new species and progresses to using appropriate or drastic, the opportunity for the 3-5 and sufficient evidence and scientific species’ adaptation over time is lost. over time, and 3) the extinc- reasoning to defend and critique tion of other species. claims and explanations about natural and designed worlds. Arguments Clarification Statement: may also come from current scientific Emphasis is on determining cause and or historical episodes in science. effect relationships for how changes to • Evaluate the evidence behind the environment such as deforestation, currently accepted explanations fishing, application of fertilizers, or solutions to determine the drought, flood, and the rate of change merits of arguments. of the environment affect distribution Obtaining, evaluating, and or disappearance of traits in species. communicating information Assessment Boundary: The assessment should provide evidence of students’ abilities to explain the cause and effect for how changes to the environment affect distribution or disappearance of traits in species. 6-8
Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.8 Assess the extent to which the reasoning MP.2 Reason abstractly and quantitatively. and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. WHST.9-12.9 ConnectionDraw evidence from informational texts to to support PASS Coming Soon analysis, reflection, and research. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 203 ■ EARTH & SPACE SCIENCE
HS-ESS1-1 Earth’s Place in the Universe
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and The Universe and Its Stars: HS-ESS1-1 defining problems (for engineering) • The star called the sun is changing Students who demonstrate Developing and using models and will burn out over a lifespan of understanding can: Modeling in 9–12 builds on K–8 approximately 10 billion years. and progresses to using, synthesizing, Develop a model based and developing models to predict Energy in Chemical Processes on evidence to illustrate the and show relationships among and Everyday Life: life span of the sun and the variables between systems and (secondary to HS-ESS1-1) role of nuclear fusion in the their components in the natural and • Nuclear Fusion processes in the center sun’s core to release energy designed worlds. of the sun release the energy that that eventually reaches Earth • Develop a model based on ultimately reaches Earth as radiation. in the form of radiation. evidence to illustrate the relationships between systems Clarification Statement: Emphasis is on the energy transfer or components of a system. mechanisms that allow energy from Planning and carrying out nuclear fusion in the sun’s core to investigations reach Earth. Examples of evidence Analyzing and interpreting data for the model include observations Using mathematics and computational
3-5 of the masses and lifetimes of other thinking stars, as well as the ways that the Constructing explanations (for science) sun’s radiation varies due to sudden and designing solutions (for solar flares (“space weather”), the engineering) 11-year sunspot cycle, and non-cyclic Engaging in argument from evidence variations over centuries. Obtaining, evaluating, and Assessment Boundary: communicating information Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.
Crosscutting Concepts: Scale, Proportion, and Quantity • The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
Oklahoma Academic Standards Connections
6-8 ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support MP.2 Reason abstractly and quantitatively. analysis of science and technical texts, attending to MP. 4 Model with mathematics. important distinctions the author makes and to any HSN-Q.A.1 Use units as a way to understand problems and to gaps or inconsistenciesConnection in the account. to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HAS-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. HAS-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. HAS-CED.A.2 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
204 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ EARTH & SPACE SCIENCE
HS-ESS1-2 Earth’s Place in the Universe K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth and the Solar System: HS-ESS1-2 defining problems (for engineering) • The solar system consists of the sun Students who demonstrate Developing and using models and a collection of objects of varying understanding can: Modeling in 9–12 builds on K–8 sizes and conditions – including and progresses to using, synthesizing, planets and their moons – that are Develop models to describe held in orbit around the sun by its and developing models to predict the sun’s place in relation to and show relationships among gravitational pull on them. variables between systems and the Milky Way galaxy and their components in the natural and the distribution of galaxies designed worlds. and galaxy clusters in the • Develop a model based on Universe. evidence to illustrate the relationships between systems Clarification Statement: or components of a system. Mathematical models can focus on the Planning and carrying out logarithmic powers-of-ten relationship 3-5 investigations among the sun, its solar system, the Analyzing and interpreting data Milky Way galaxy, the local cluster Using mathematics and computational of galaxies, and the universe, these thinking relationships can also be investigated Constructing explanations (for science) graphically, using 2D or 3D scaled and designing solutions (for models, or through computer engineering) programs, either pre-made or Engaging in argument from evidence student-written. Obtaining, evaluating, and communicating information Assessment Boundary: Details about the mapped distribution of galaxies and clusters are not assessed. 6-8
Crosscutting Concepts: Scale, Proportion, and Quantity • The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. Connection to PASSMP.4 Model Coming with mathematics. Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 205 ■ EARTH & SPACE SCIENCE
HS-ESS1-3 Earth’s Place in the Universe
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and The Universe and Its Stars: HS-ESS1-3 defining problems (for engineering) • The study of stars’ light spectra Students who demonstrate Developing and using models and brightness is used to identify understanding can: Planning and carrying out compositional elements of stars, investigations their movements, and their distances Communicate scientific from Earth. Analyzing and interpreting data ideas about the way stars, Using mathematics and computational • Other than the hydrogen and helium, thinking nuclear fusion within stars produces all over their life cycle, produce Constructing explanations (for science) atomic nuclei lighter than and including elements. and designing solutions (for iron, and the process releases electro- engineering) magnetic energy. Clarification Statement: Engaging in argument from evidence • Heavier elements are produced Emphasis is on the way nucleo- Obtaining, evaluating, and when certain massive stars achieve synthesis, and therefore the different communicating information a supernova stage and explode. elements created, depend on the Obtaining, evaluating, and mass of a star and the stage of its communicating information in 9–12 lifetime. builds on K –8 and progresses to evaluating the validity and reliability Assessment Boundary: 3-5 of the claims, methods, and designs. Details of the many different • Communicate scientific (e.g. nucleosynthesis pathways for about phenomena and/or the stars of differing masses are process of development and the not assessed. design and performance of a proposed process of system) in multiple formats (including orally, graphically, textually, and mathematically).
Crosscutting Concepts: Energy and Matter 6-8 • In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.9-12.2 Write informative/explanatory texts, including the MP.2 Reason abstractly and quantitatively. narration of historical events, scientific procedures/ experiments, or technical processes. SL.11-12.4 PresentConnection claims and findings, emphasizing to salient PASS Coming Soon points in a focused, coherent manner with relevant evidence, sound valid reasoning, and w ell-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
206 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ EARTH & SPACE SCIENCE
HS-ESS1-4 Earth’s Place in the Universe K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth and the Solar System: HS-ESS1-4 defining problems (for engineering) • Kepler’s laws describe common features Students who demonstrate Developing and using models of the motions of orbiting objects, understanding can: Planning and carrying out including their elliptical paths around investigations the sun. Orbits may change due to the Use mathematical or Analyzing and interpreting data gravitational effects from, or collisions Using mathematics and with, other objects in the solar system. computational represent- computational thinking ——————————————————————————— ations to predict the motion Mathematical and computational thinking at the 9–12 level builds on K–8 * Connections to Engineering, of orbiting objects in the and progresses to using algebraic Technology, and Application of Science solar system. thinking and analysis, a range of linear and nonlinear functions including Interdependence of Science, Clarification Statement: trigonometric functions, exponentials Engineering, and Technology: Emphasis is on Newtonian gravitational and logarithms, and computational • Science and engineering compliment laws governing orbital motions, which tools for statistical analysis to analyze, each other in the cycle known as apply to human-made satellites as well represent, and model data. Simple research and development (R&D). as planets and moons. (e.g. graphical 3-5 computational simulations are Many R&D projects may involve representations of orbits) created and used based on math- scientists, engineers, and others ematical models of basic assumptions. with wide ranges of expertise. Assessment Boundary: • Use mathematical representations of phenomena or design solutions Mathematical representations for the to support and revise gravitational attraction of bodies and explanations. Kepler’s Laws of orbital motions should Constructing explanations (for science) not deal with more than two bodies, and designing solutions (for nor involve calculus. engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Scale, Proportion, and Quantity • Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). 6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. MP. 4 Model with mathematics. HSN-Q.A.1 Use units as a way to understand problems and to Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HAS-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. HAS-CED.A.2 Create equations in two or more variables to
represent relationships between quantities; graph equations on 9-12 coordinate axes with labels and scales. HAS-CED.A.2 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 207 ■ EARTH & SPACE SCIENCE
HS-ESS1-5 Earth’s Place in the Universe
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Plate Tectonics and Large-Scale HS-ESS1-5 defining problems (for engineering) System Interactions: Students who demonstrate Developing and using models • Plate tectonics is the unifying theory understanding can: Planning and carrying out that explains the past and current investigations movements of the rocks at Earth’s Evaluate evidence of the surface and provides a framework for Analyzing and interpreting data past and current movements Using mathematics and computational understanding its geologic history. thinking of continental and oceanic Constructing explanations (for science) crust and the theory of plate and designing solutions (for tectonics to explain the ages engineering) of crustal rocks. Engaging in argument from evidence Engaging in argument from evidence Clarification Statement: in 9-12 builds on K-8 experiences Emphasis is on the ability of plate and progresses to using appropriate tectonics to explain the ages of crustal and sufficient evidence and scientific rocks. Examples include evidence of reasoning to defend and critique the ages of oceanic crust increasing
3-5 claims and explanations about natural with distance from mid-ocean ridges and designed worlds. Arguments (a result of plate spreading) and the may also come from current scientific ages of North American continental or historical episodes in science. crust decreasing with distance away • Apply scientific reasoning to link from a central ancient core (a result evidence to the claims to assess of past plate interactions). the extent to which the reasoning and data support the explanation Assessment Boundary: or conclusion. N/A Obtaining, evaluating, and communicating information
Crosscutting Concepts: Stability and Change 6-8 • Much of science deals with constructing explanations of how things change and how they remain stable.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to important distinctions HSN-Q.A.1 Use units as a way to understand problems and to the author makes and to any gaps or inconsistencies in the account. guide the solution of multi-step problems; choose and interpret RST.11-12.8 EvaluateConnection the hypotheses, data, analysis to and PASSunits consistently Coming in formulas; choose Soon and interpret the scale and conclusion in a science or technical text, verifying the data the origin in graphs and data displays. when possible and corroborating or challenging conclusions HSN-Q.A.2 Define appropriate quantities for the purpose of with other sources of information. descriptive modeling. WHST.9-12.2 Write informative/explanatory texts, including HSN-Q.A.3 Choose a level of accuracy appropriate to limitations the narration of historical events, scientific procedures/ on measurement when reporting quantities. experiments, or technical processes. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
208 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ EARTH & SPACE SCIENCE
HS-ESS1-6 Earth’s Place in the Universe K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and History of Planet Earth: HS-ESS1-6 defining problems (for engineering) • Although active geologic processes, Students who demonstrate Developing and using models such as plate tectonics and erosion, understanding can: Planning and carrying out have destroyed or altered most of the investigations very early rock record on Earth, other Apply scientific reasoning objects in the solar system, such as Analyzing and interpreting data and evidence from ancient Using mathematics and computational lunar rocks, asteroids, and meteorites, thinking have changed little over years. Earth materials, meteorites, Constructing explanations Studying these objects can provide and other planetary surfaces (for science) and designing solutions information about Earth’s formation to construct an account of (for engineering) and early history. Earth’s formation and early Constructing explanations and history. designing solutions in 9–12 builds on K–8 experiences and progresses Clarification Statement: to explanations and designs that Emphasis is on using available 3-5 are supported by multiple and evidence within the solar system to independent student- generated reconstruct the early history of Earth. sources of evidence consistent with Examples of evidence include materials scientific ideas, principles, and obtained through space exploration, theories. radiometric dating of meteorites and • Apply scientific reasoning to link Earth’s oldest minerals, the sizes and evidence to the claims to assess the compositions of solar system objects, extent to which the reasoning and and the impact cratering record of data support the explanation or planetary surfaces. conclusion. Engaging in argument from evidence Obtaining, evaluating, and communicating information
Crosscutting Concepts: Stability and Change
• Much of science deals with constructing explanations of how things change and how they remain stable. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to important distinctions HSN-Q.A.1 Use units as a way to understand problems and to the author makes and to any gaps or inconsistencies in the account. guide the solution of multi-step problems; choose and interpret RST.11-12.8 EvaluateConnection the hypotheses, data, analysis to and PASSunits consistently Coming in formulas; choose Soon and interpret the scale and conclusion in a science or technical text, verifying the data the origin in graphs and data displays. when possible and corroborating or challenging conclusions HSN-Q.A.2 Define appropriate quantities for the purpose of with other sources of information. descriptive modeling. WHST.9-12.1 Write arguments focused on discipline-specific HSN-Q.A.3 Choose a level of accuracy appropriate to limitations content. on measurement when reporting quantities. HSF-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. 9-12 HSS-ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how those variables are related.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 209 ■ EARTH & SPACE SCIENCE
HS-ESS2-1 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Earth Materials and Systems: HS-ESS2-1 defining problems (for engineering) • Earth’s systems, being dynamic and Students who demonstrate Developing and using models interacting, cause feedback effects that understanding can: Modeling in 9–12 builds on K–8 can increase or decrease the original and progresses to using, synthesizing, changes. Develop a model to illustrate and developing models to predict how Earth’s internal and and show relationships among Plate Tectonics and Large-Scale variables between systems and System Interactions: surface processes operate at their components in the natural and • Plate tectonics is the unifying theory different spatial and temporal designed worlds. that explains the past and current scales to form continental and • Develop a model based on movements of rocks at Earth’s surface ocean-floor features. evidence to illustrate the and provides a framework for relationships between systems understanding its geologic history. Clarification Statement: or components of a system. • Plate movements are responsible for Emphasis is on how the appearance Planning and carrying out most continental and ocean-floor of land features (such as mountains, investigations features and for the distribution of valleys, and plateaus) and sea-floor Analyzing and interpreting data most rocks and minerals within features (such as trenches, ridges, Using mathematics and computational Earth’s crust.
3-5 and seamounts) are a result of both thinking constructive forces (such as volcanism, Constructing explanations (for science) tectonic uplift, and orogeny) and and designing solutions (for destructive mechanisms (such as engineering) weathering, erosion, and mass wasting). Engaging in argument from evidence Obtaining, evaluating, and Assessment Boundary: communicating information Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.
Crosscutting Concepts: Stability and Change • Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.11-12.5 Make strategic use of digital media (e.g., textual, MP.2 Reason abstractly and quantitatively. graphical, audio, visual, and interactive elements) in presenta- MP.4 Model with mathematics. tions to enhance understanding of findings, reasoning, and HSN-Q.A.1 Use units as a way to understand problems and to evidence and to add interest. Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HSF-IF.B.6 Calculate and interpret the average rate of change of function (presented symbolically or as a table) over specified interval. Estimate the rate of change from a graph. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
210 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ EARTH & SPACE SCIENCE
HS-ESS2-2 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth Materials and Systems: HS-ESS2-2 defining problems (for engineering) • Earth’s systems, being dynamic and Students who demonstrate Developing and using models interacting, cause feedback effects understanding can: Planning and carrying out that can increase or decrease the investigations original changes. Analyze geoscience data Analyzing and interpreting data to make the claim that one Analyzing data in 9–12 builds on Weather and Climate: K–8 and progresses to introducing • The foundation for Earth’s: global change to Earth’s surface more detailed statistical analysis, climate system is the electromagnetic can create feedbacks and the comparison of data sets for radiation from the sun, as well as its interactions that cause consistency, and the use of models reflection, absorption, storage, and changes to other Earth’s to generate and analyze data. redistribution among the atmosphere, systems. • Analyze data using tools, ocean, and land systems, and this technologies, and/or models (e.g., energy’s re-radiation into space. Clarification Statement: computational, mathematical) in Examples could be taken from system 3-5 order to make valid and reliable interactions, such as how the loss of scientific claims or determine an ground vegetation causes an increase optimal design solution. in water runoff and soil erosion, which Using mathematics and limits additional vegetation patterns; computational thinking how dammed rivers increase ground- Constructing explanations (for science) water recharge, decrease sediment and designing solutions (for transport, and increase coastal erosion; engineering) or how the loss of wetlands causes a Engaging in argument from evidence decrease in local humidity that further Obtaining, evaluating, and reduces the wetland extent. Examples communicating information could also include climate feedbacks that increase surface temperatures through geologic time.
Assessment Boundary: N/A 6-8
Crosscutting Concepts: Stability and Change • Feedback (negative or positive) can stabilize or destabilize a system.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to important distinctions HSN-Q.A.1 Use units as a way to understand problems and to the author makes and to any gaps or inconsistencies in the account. guide the solution of multi-step problems; choose and interpret RST.11-12.2 DetermineConnection the central ideas or conclusions to of a PASSunits consistently Coming in formulas; choose Soon and interpret the scale and text; summarize complex concepts, processes, or information the origin in graphs and data displays. presented in a text by paraphrasing them in simpler but still ac- HSN-Q.A.3 Choose a level of accuracy appropriate to limitations curate terms. on measurement when reporting quantities. 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 211 ■ EARTH & SPACE SCIENCE
HS-ESS2-3 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Earth Materials and Systems: HS-ESS2-3 defining problems (for engineering) • Evidence from deep probes and Students who demonstrate Developing and using models seismic waves, reconstructions of understanding can: Modeling in 9–12 builds on K–8 historical changes in Earth’s surface and progresses to using, synthesizing, features, its magnetic field, and an Develop a model based on understanding of physical and chemical and developing models to predict evidence of Earth’s interior and show relationships among processes lead to a model of Earth with variables between systems and a hot but solid inner core, a liquid outer to describe the cycling of their components in the natural and core, a solid mantle and crust. matter by thermal convection. designed worlds. • Motions of the mantle and its plates • Develop a model based on occur primarily through thermal Clarification Statement: evidence to illustrate the convection, which involves the cycling Emphasis is on both a one-dimensional relationships between systems of matter due to the outward flow of model of Earth, with radial layers or components of a system. energy from Earth’s interior and determined by density, and a three- Planning and carrying out gravitational movement of denser dimensional model, which is controlled investigations materials toward the interior. by mantle convection and the resulting Analyzing and interpreting data plate tectonics. Examples of evidence Using mathematics and computational Plate Tectonics and Large-Scale include maps of the Earth’s surface
3-5 thinking System Interactions: features as well as three-dimensional Constructing explanations (for science) • The radioactive decay of unstable structure in the subsurface, obtained and designing solutions (for isotopes continually generates new from seismic waves, records of the engineering) energy within Earth’s crust and mantle, rate of change of Earth’s magnetic Engaging in argument from evidence providing the primary source of the heat field (as constraints on convection in Obtaining, evaluating, and that drives mantle convection. the outer core), and prediction of the communicating information • Plate tectonics can be viewed as the composition of Earth’s layers from high- surface expression of mantle convection. pressure laboratory experiments.
Waves Properties: Assessment Boundary: (secondary to HS-ESS2-3) N/A • Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet.
Crosscutting Concepts: Energy and Matter 6-8 • Energy drives the cycling of matter within and between systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to important distinc- MP.4 Model with mathematics. tions the author makes and to any gaps or inconsistencies in HSN-Q.A.1 Use units as a way to understand problems and to the account. Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret SL.11-12.5 Make strategic use of digital media (e.g., textual, units consistently in formulas; choose and interpret the scale and graphical, audio, visual, and interactive elements) in presenta- the origin in graphs and data displays. tions to enhance understanding of findings, reasoning, and HSN-Q.A.2 Define appropriate quantities for the purpose of evidence and to add interest. descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
212 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ EARTH & SPACE SCIENCE
HS-ESS2-4 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth and the Solar System: HS-ESS2-4 defining problems (for engineering) (secondary to HS-ESS2-4) Students who demonstrate Developing and using models • Cyclical changes in the shape of Earth’s understanding can: Planning and carrying out orbit around the sun, together with investigations changes in the tilt of the planet’s axis of Analyze and interpret data rotation, both occurring over hundreds Analyzing and interpreting data to explore how variations in Analyzing data in 9–12 builds on of thousands of years, have altered K–8 and progresses to introducing the intensity and distribution of sunlight the flow of energy into and more detailed statistical analysis, falling on the Earth. These phenomena out of Earth’s systems result the comparison of data sets for cause a cycle of ice ages and other in changes in atmosphere consistency, and the use of models changes in climate. and climate. to generate and analyze data. • Analyze data using computational Earth Materials and Systems: Clarification Statement: models in order to make valid and • The geological record shows that Changes differ by timescale, from reliable scientific claims. changes to global and regional climate sudden (large volcanic eruption, ocean 3-5 Using mathematics and can be caused by interactions among circulation); to intermediate (ocean computational thinking changes in the sun’s energy output or circulation, solar output, human activity) Constructing explanations (for science) Earth’s orbit, tectonic events, ocean and long-term (Earth’s orbit and the and designing solutions (for circulation, volcanic activity, glaciers, orientation of its axis and changes in engineering) vegetation, and human activities. These atmospheric composition). Examples Engaging in argument from evidence changes can occur on a variety of time of human activities could include fossil Obtaining, evaluating, and scales from sudden (e.g., volcanic ash fuel combustion, cement production, communicating information clouds) to intermediate (ice ages) to or agricultural activity and natural very long-term tectonic cycles. processes such as changes in incoming solar radiation or volcanic activity. Weather and Climate: Examples of data can include tables, • The foundation for Earth’s global climate graphs, maps of global and regional system is the electromagnetic radiation temperatures, and atmospheric levels from the sun, as well as its reflection, of gases. absorption, storage, and redistribution among the atmosphere, ocean, and Assessment Boundary: land systems, and this energy’s re- N/A radiation into space. 6-8
Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.11-12.5 Make strategic use of digital media (e.g., textual, MP.2 Reason abstractly and quantitatively. graphical, audio, visual, and interactive elements) in presenta- MP.4 Model with mathematics. tions to enhance understanding of findings, reasoning, and HSN-Q.A.1 Use units as a way to understand problems and to evidence and to add interest. Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. 9-12 HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 213 ■ EARTH & SPACE SCIENCE
HS-ESS2-5 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and The Role of Water in HS-ESS2-5 defining problems (for engineering) Earth’s Surface Processes: Students who demonstrate Developing and using models • The abundance of liquid water understanding can: Planning and carrying on Earth’s surface and its unique out investigations combination of physical and chemical Plan and conduct an properties are central to the planet’s Planning and carrying out investigation of the investigations in 9-12 builds on 6-8 dynamics. These properties include experiences and progresses to water’s exceptional capacity to absorb, properties of water and include investigations that provide store, and release large amounts of its effects on Earth materials evidence for and test conceptual, energy, transmit sunlight, expand upon and surface processes. mathematical, physical, and freezing, dissolve and transport empirical models. materials, and lower the viscosities Clarification Statement: • Plan and conduct an investigation and melting points of rocks. Emphasis is on mechanical and individually and collaboratively to chemical investigations with water produce data to serve as the basis and a variety of solid materials to for evidence, and in the design: provide the evidence for connections decide on types, how much, and between the hydrologic cycle and system interactions commonly known
3-5 accuracy of data needed to produce reliable measurements as the rock cycle. Examples of and consider limitations on the mechanical investigations include precision of the data (e.g., number stream transportation and deposition of trials, cost, risk, time), and using a stream table, erosion using refine the design accordingly. variations in soil moisture content, Analyzing and interpreting data or frost wedging by the expansion Using mathematics and of water as it freezes. Examples of computational thinking chemical investigations include Constructing explanations (for science) chemical weathering and recrystallization and designing solutions (for (by testing the solubility of different engineering) materials) or melt generation (by Engaging in argument from evidence examining how water lowers the Obtaining, evaluating, and melting temperature of most solids). communicating information Assessment Boundary: N/A 6-8
Crosscutting Concepts: Structure and Function • The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.9-12.7 Conduct short as well as more sustained research HSN-Q.A.3 Choose a level of accuracy appropriate to projects to answer a question (including a self-generated question) limitations on measurement when reporting quantities. or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multipleConnection sources on the subject, demonstrating to PASS Coming Soon understanding of the subject under investigation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
214 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ EARTH & SPACE SCIENCE
HS-ESS2-6 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Biogeology: HS-ESS2-6 defining problems (for engineering) • Organisms ranging from bacteria to Students who demonstrate Developing and using models human beings are a major driver of understanding can: Modeling in 9–12 builds on K–8 the global carbon and they influence and progresses to using, synthesizing, global climate by modifying the Develop a quantitative chemical makeup of the atmosphere. and developing models to predict model to describe the and show relationships among • The abundance of carbon in the variables between systems and atmosphere is reduced through the cycling of carbon among their components in the natural and ocean floor accumulation of marine the hydrosphere, atmo- designed worlds. sediments and the accumulation of sphere, geosphere, and • Develop a model based on plant biomass. biosphere. evidence to illustrate the relationships between systems Clarification Statement: or components of a system. Emphasis is on modeling Planning and carrying out biogeochemical cycles that 3-5 investigations include the cycling of carbon Analyzing and interpreting data through the ocean, atmosphere, Using mathematics and computational soil, and biosphere (including thinking humans), providing the foundation Constructing explanations (for science) for living organisms. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence N/A Obtaining, evaluating, and communicating information 6-8
Crosscutting Concepts: Energy and Matter • The total amount of energy and matter in closed systems is conserved.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. HSN-Q.A.1 Use units as a way to understand problems and to Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. 9-12 HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 215 ■ EARTH & SPACE SCIENCE
HS-ESS2-7 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Weather and Climate: HS-ESS2-7 defining problems (for engineering) • Gradual atmospheric changes were Students who demonstrate Developing and using models due to plants and other organisms that understanding can: Planning and carrying out captured carbon dioxide and released investigations oxygen. Construct an argument Analyzing and interpreting data Using mathematics and computational Biogeology: based on evidence about thinking • The many dynamic and delicate the simultaneous co-evolution Constructing explanations (for science) feedback mechanisms between the of Earth’s systems and life and designing solutions (for biosphere and other Earth systems on Earth. engineering) cause a continual co-evolution of Earth’s Engaging in argument from evidence surface and the life that exists on it. Clarification Statement: Engaging in argument from evidence Emphasis is on the dynamic causes, in 9-12 builds on K-8 experiences effects, and feedbacks between the and progresses to using appropriate biosphere and Earth’s other systems, and sufficient evidence and scientific whereby geoscience factors influence reasoning to defend and critique conditions for life, which in turn continuously alters Earth’s surface.
3-5 claims and explanations about natural and designed worlds. Arguments Examples include how photosynthetic may also come from current scientific life altered the atmosphere through or historical episodes in science. the production of oxygen, which in turn • Construct an oral and written increased weathering rates and affected argument or counter- arguments animal life; how microbial life on land based on data and evidence. increased the formation of soil, which Obtaining, evaluating, and in turn allowed for the development of communicating information land plant species; or how the changes in coral species created reefs that altered patterns of erosion and deposition along coastlines and provided habitats to support biodiversity. Geo- logic timescale should be considered with the emphases above.
Assessment Boundary: Assessment does not include a comprehensive understanding of the
6-8 mechanisms of how the biosphere interacts with all of Earth’s other systems.
Crosscutting Concepts: Stability and Change • Much of science deals with constructing explanations of how things change and how they remain stable.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.9-12.1 Write arguments focused on discipline-specific N/A content. Connection to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
216 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ EARTH & SPACE SCIENCE
HS-ESS3-1 Earth and Human Activities K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Natural Resources: HS-ESS3-1 defining problems (for engineering) • Resource availability has guided the Students who demonstrate Developing and using models development of human society. understanding can: planning and carrying out investigations Natural Hazards: Construct an explanation Analyzing and interpreting data • Natural hazards and other geologic based on evidence for how Using mathematics and computational events have shaped the course of the availability of natural thinking human history; [they] have significantly resources, occurrence of Constructing explanations altered the sizes of human populations natural hazards, and changes (for science) and designing solutions and have driven human migrations. in climate have influenced (for engineering) human activity. Constructing explanations and designing solutions in 9–12 builds Clarification Statement: Examples of key natural resources on K–8 experiences and progresses include access to fresh water (such as to explanations and designs that
rivers, lakes, and groundwater), regions 3-5 are supported by multiple and of fertile soils such as river deltas, and independent student- generated high concentrations of minerals and sources of evidence consistent with fossil fuels. Examples of natural hazards scientific ideas, principles, and can be from interior processes (such as theories. volcanic eruptions and earthquakes), • Construct an explanation based surface processes (such as tsunamis, on valid and reliable evidence mass wasting and soil erosion), and severe weather (such as hurricanes, obtained from a variety of sources floods, and droughts). Natural hazards (including students’ own and other geologic events exhibit some investigations, models, theories, non-random patterns of occurrence. simulations, peer review) and the Examples of the results of changes in assumption that theories and laws climate that can affect populations or that describe the natural world drive mass migrations include changes operate today as they did in the to sea level, regional patterns of past and will continue to do so in temperature and precipitation, and the future. the types of crops and livestock that Engaging in argument from evidence can be raised. Obtaining, evaluating, and Assessment Boundary: communicating information N/A 6-8
Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to important distinc- HSN-Q.A.1 Use units as a way to understand problems and to tions the author makes and to any gaps or inconsistencies in the guide the solution of multi-step problems; choose and interpret account. Connection to PASSunits consistently Coming in formulas; choose Soon and interpret the scale and WHST.9-12.2 Write informative/explanatory texts, including the the origin in graphs and data displays. narration of historical events, scientific procedures/ experiments, HSN-Q.A.2 Define appropriate quantities for the purpose of 9-12 or technical processes. descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 217 ■ EARTH & SPACE SCIENCE
HS-ESS3-2 Earth and Human Activities
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Natural Resources: HS-ESS3-2 defining problems (for engineering) • All forms of energy production Students who demonstrate Developing and using models and other resource extraction have understanding can: Planning and carrying out associated economic, social, investigations environmental, and geopolitical costs Evaluate competing design Analyzing and interpreting data and risks as well as benefits. New Using mathematics and computational technologies and social regulations can solutions for developing, thinking change the balance of these factors. managing, and utilizing Constructing explanations (for science) natural resources based and designing solutions (for Developing Possible Solutions: on cost-benefit ratios.* engineering) (secondary to HS-ESS3-2) Engaging in argument from evidence • When evaluating solutions, it is Clarification Statement: Engaging in argument from evidence important to take into account a range Emphasis is on the conservation, in 9-12 builds on K-8 experiences of constraints, including cost, safety, recycling, and reuse of resources and progresses to using appropriate reliability, and aesthetics, and to (such as minerals and metals) where and sufficient evidence and scientific consider social, cultural, and possible, and on minimizing impacts reasoning to defend and critique environmental impacts. where it is not. Examples include developing best practices for agricul-
3-5 claims and explanations about natural and designed worlds. Arguments tural, soil use, forestry, and mining. may also come from current scientific or historical episodes in science. Assessment Boundary: • Evaluate competing design N/A solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). Obtaining, evaluating, and communicating information 6-8 Crosscutting Concepts: Cause and Effect • N/A
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to important distinc- tions the author makes and to any gaps or inconsistencies in the account. Connection to PASS Coming Soon RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
218 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ EARTH & SPACE SCIENCE
HS-ESS3-5 Earth and Human Activities K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Natural Resources: HS-ESS3-5 defining problems (for engineering) • Most elements exist in Earth’s crust at Students who demonstrate Developing and using models concentrations too low to be extracted, understanding can: Planning and carrying out but in some locations-where geological investigations processes have concentrated them- Construct a scientific Analyzing and interpreting data extraction is economically viable. Using mathematics and computational explanation from evidence thinking for how geological processes Constructing explanations lead to uneven distribution (for science) and designing solutions of natural resources. (for engineering) Constructing explanations and Clarification Statement: designing solutions in 9–12 builds Emphasis is on how geological on K–8 experiences and progresses processes have led to geological to explanations and designs that sedimentary basins that provide are supported by multiple and significant accumulations of crude 3-5 independent student- generated oil and natural gas in some areas sources of evidence consistent with and not others and how geological scientific ideas, principles, and processes lead to diverse soil profiles theories. that support a diversity and range • Construct an explanation based of agricultural crops and how plate- on valid and reliable evidence tectonics leads to concentrations obtained from a variety of sources of mineral deposits. (including students’ own investigations, models, theories, Assessment Boundary: simulations, peer review) and the N/A assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Engaging in argument from evidence Obtaining, evaluating, and communicating information 6-8
Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis N/A of science and technical texts, attending to important distinc- tions the author makes and to any gaps or inconsistencies in the account. Connection to PASS Coming Soon WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 9-12 WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. conclusions with other sources of information.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 219 ■ ENVIRONMENTAL SCIENCE
HS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Interdependent Relationships HS-LS2-1 defining problems (for engineering) in Ecosystems: Students who demonstrate Developing and using models • Ecosystems have carrying capacities, understanding can: Planning and carrying out which are limits to the numbers of investigations organisms and populations they Use mathematical Analyzing and interpreting data can support. Using mathematics and • These limits result from such factors and/or computational computational thinking as the availability of living and nonliving representations to support Mathematical and computational resources and from such challenges explanations of factors that thinking at the 9–12 level builds on K–8 such as predation, competition, and affect carrying capacity of and progresses to using algebraic disease. ecosystems at different thinking and analysis, a range of • Organisms would have the capacity to scales. linear and nonlinear functions including produce populations of great size were trigonometric functions, exponentials it not for the fact that environments and Clarification Statement: and logarithms, and computational resources are finite. Emphasis is on quantitative analysis tools for statistical analysis to analyze, • This fundamental tension affects the and comparison of the relationships represent, and model data. Simple abundance (number of individuals) of among interdependent factors computational simulations are species in any given ecosystem. 3-5 including boundaries, resources, created and used based on math- climate and competition. Examples ematical models of basic assumptions. of mathematical comparisons could • Use mathematical and/or include graphs, charts, histograms, computational representations or population changes gathered from of phenomena or design solutions simulations or historical data sets. to support explanations. Constructing explanations (for science) Assessment Boundary: and designing solutions (for Assessment does not include engineering) deriving mathematical equations Engaging in argument from evidence to make comparisons. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Scale, Proportion, and Quantity • The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to important distinc- MP.4 Model with mathematics. tions the author makes and to any gaps or inconsistencies in the HSN-Q.A.1 Use units as a way to understand problems and to account. Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret WHST.9-12.2 Write informative/explanatory texts, including the units consistently in formulas; choose and interpret the scale and narration of historical events, scientific procedures/ experiments, the origin in graphs and data displays. or technical processes. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
220 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ ENVIRONMENTAL SCIENCE
HS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Interdependent Relationships HS-LS2-2 defining problems (for engineering) in Ecosystems: Students who demonstrate • Ecosystems have carrying capacities, Developing and using models understanding can: Planning and carrying out which are limits to the numbers of organisms and populations they can investigations support. Use mathematical Analyzing and interpreting data • These limits result from such factors representations to support Using mathematics and as the availability of living and nonliving computational thinking resources and from such challenges and revise explanations Mathematical and computational such as predation, competition, and based on evidence about thinking at the 9–12 level builds on K–8 disease. factors affecting biodiversity and progresses to using algebraic • Organisms would have the capacity to and populations in eco- thinking and analysis, a range of produce populations of great size were systems of different scales. linear and nonlinear functions including it not for the fact that environments and trigonometric functions, exponentials resources are finite. • This fundamental tension affects the Clarification Statement: and logarithms, and computational
abundance (number of individuals) of Examples of mathematical 3-5 tools for statistical analysis to analyze, species in any given ecosystem. representations include finding represent, and model data. Simple the average, determining trends, computational simulations are Ecosystem Dynamics, and using graphical comparisons created and used based on math- Functioning, and Resilience: of multiple sets of data. ematical models of basic assumptions. • A complex set of interactions within an ecosystem can keep its numbers and • Use mathematical representations Assessment Boundary: types of organisms relatively constant of phenomena or design solutions The assessments should provide to support and revise over long periods of time under stable conditions. evidence of students’ abilities to explanations. • If a modest biological or physical analyze and interpret the effect new Constructing explanations (for science) disturbance to an ecosystem occurs, information has on explanations (e.g., and designing solutions (for it may return to its more or less original DDT effects on raptor populations, engineering) status (i.e., the ecosystem is resilient), effects of water temperature below Engaging in argument from evidence as opposed to becoming a very reservoirs on fish spawning, invasive Obtaining, evaluating, and different ecosystem. species effects when spread to • Extreme fluctuations in conditions or communicating information larger scale). the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. 6-8
Crosscutting Concepts: Scale, Proportion, and Quantity • Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to important distinc- MP.4 Model with mathematics. tions the author makes and to any gaps or inconsistencies in the HSN-Q.A.1 Use units as a way to understand problems and to account. Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret WHST.9-12.2 Write informative/explanatory texts, including the units consistently in formulas; choose and interpret the scale and narration of historical events, scientific procedures/ experiments, the origin in graphs and data displays. or technical processes. HSN-Q.A.2 Define appropriate quantities for the purpose of 9-12 descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 221 ■ ENVIRONMENTAL SCIENCE
HS-LS2-4 Ecosystems: Interactions, Energy, and Dynamics
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Cycles of Matter and Energy HS-LS2-4 defining problems (for engineering) Transfer in Ecosystems: Students who demonstrate Developing and using models • Plants or algae form the lowest level of understanding can: Planning and carrying out the food web. investigations • At each link upward in a food web, only Use a mathematical Analyzing and interpreting data a small fraction of the matter consumed Using mathematics and at the lower level is transferred upward, representation to support computational thinking to produce growth and release energy claims for the cycling of Mathematical and computational in cellular respiration at the higher level. matter and flow of energy thinking at the 9–12 level builds on K–8 • Given this inefficiency, there are among organisms in an and progresses to using algebraic generally fewer organisms at higher ecosystem. thinking and analysis, a range of levels of a food web. linear and nonlinear functions including • Some matter reacts to release energy Clarification Statement: trigonometric functions, exponentials for life functions, some matter is stored Emphasis is on using a mathematical and logarithms, and computational in newly made structures, and much is model of stored energy in biomass to tools for statistical analysis to analyze, discarded. describe the transfer of energy from represent, and model data. Simple • The chemical elements that make up one trophic level to another and that computational simulations are the molecules of organisms pass 3-5 matter and energy are conserved as created and used based on math- through food webs and into and out matter cycles and energy flows through ematical models of basic assumptions. of the atmosphere and soil, and they ecosystems. Emphasis is on atoms and • Use mathematical representations are combined and recombined in molecules such as carbon, oxygen, of phenomena or design solutions different ways. hydrogen and nitrogen being to support claims. • At each link in an ecosystem, matter conserved as they move through Constructing explanations (for science) and energy are conserved. an ecosystem. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence The assessment should provide Obtaining, evaluating, and evidence of students’ abilities to communicating information develop and use energy pyramids, food chains, food webs, and other models from data sets.
Crosscutting Concepts: Stability and Change • Energy cannot be created or destroyed- it only moves between one place and another place, between objects and/or fields, 6-8 or between systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. HSN-Q.A.1 Use units as a way to understand problems and to Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
222 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ ENVIRONMENTAL SCIENCE
HS-LS2-6 Ecosystems: Interactions, Energy, and Dynamics K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Ecosystem Dynamics, HS-LS2-6 defining problems (for engineering) Functioning, and Resilience: Students who demonstrate Developing and using models • A complex set of interactions within understanding can: Planning and carrying out an ecosystem can keep its numbers and investigations types of organisms relatively constant Evaluate the claims, Analyzing and interpreting data over long periods of time under stable evidence, and reasoning Using mathematics and computational conditions. that the complex interactions thinking • If a modest biological or physical in ecosystems maintain Constructing explanations (for science) disturbance to an ecosystem occurs, relatively consistent numbers and designing solutions (for it may return to its more or less original and types of organisms in engineering) status (i.e., the ecosystem is resilient), stable conditions, but Engaging in argument from evidence as opposed to becoming a very Engaging in argument from evidence different ecosystem. changing conditions may in 9-12 builds on K-8 experiences • Extreme fluctuations in conditions or result in a new ecosystem. and progresses to using appropriate the size of any population, however,
Clarification Statement: 3-5 can challenge the functioning of and sufficient evidence and scientific Examples of changes in ecosystem reasoning to defend and critique ecosystems in terms of resources conditions could include modest claims and explanations about natural and habitat availability. biological or physical changes, such as and designed worlds. Arguments moderate hunting or a seasonal flood; may also come from current scientific and extreme changes, such as volcanic or historical episodes in science. eruption or sea level rise. • Evaluate the claims, evidence, and Assessment Boundary: reasoning behind currently accepted The assessment should provide evidence explanations or solutions to determine of students’ abilities to derive trends the merits of arguments. from graphical representations of Obtaining, evaluating, and population trends. Assessments should communicating information focus on describing drivers of eco- system stability and change, not on the organismal mechanisms of responses and interactions.
Crosscutting Concepts: Stability and Change • Much of science deals with constructing explanations of how things change and how they remain stable. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.8 Evaluate the hypotheses, data, analysis, and con- MP.2 Reason abstractly and quantitatively. clusions in a science or technical text, verifying the data when HSS-ID.A.1 Represent data with plots on the real number line. possible and corroborating or challenging conclusions with other sources of information.Connection to PASSHSS-IC.A.1 Coming Understand statistics as Soon a process for making RST.11-12.1 Cite specific textual evidence to support analysis inferences about population parameters based on a random of science and technical texts, attending to important distinc- sample from that population. tions the author makes and to any gaps or inconsistencies in the HSS-IC.B.6 Evaluate reports based on data. account. RST.11-12.7 Integrate and evaluate multiple sources of informa- tion presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 9-12 RST.11-12.8 Evaluate the hypotheses, data, analysis, and con- clusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 223 ■ ENVIRONMENTAL SCIENCE
HS-LS2-7 Ecosystems: Interactions, Energy, and Dynamics
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Ecosystem Dynamics, HS-LS2-7 defining problems (for engineering) Functioning, and Resilience: Students who demonstrate Developing and using models • Anthropogenic changes (induced by understanding can: Planning and carrying out human activity) in the environment can disrupt an ecosystem and threaten the investigations Design, evaluate, and Analyzing and interpreting data survival of some species. Using mathematics and computational refine a solution for thinking Biodiversity and Humans: reducing the impacts of Constructing explanations (secondary to HS-LS2-7) human activities on the (for science) and designing solutions • Biodiversity is increased by the formation environment biodiversity.* (for engineering) of new species (speciation) and decreased by the loss of species (extinction). Constructing explanations and Clarification Statement: • Humans depend on the living world designing solutions in 9–12 builds Examples of human activities can for the resources and other benefits on K–8 experiences and progresses include urbanization, building dams, provided by biodiversity. But human to explanations and designs that and dissemination of invasive species. activity is also having adverse impacts are supported by multiple and on biodiversity. independent student- generated • Thus sustaining biodiversity so that Assessment Boundary: sources of evidence consistent with N/A 3-5 ecosystem functioning and productivity scientific ideas, principles, and are maintained is essential to supporting theories. and enhancing life on Earth. • Design, evaluate, and refine a • Sustaining biodiversity also aids solution to a complex real-world humanity by preserving landscapes problem, based on scientific of recreational or inspirational value. knowledge, student-generated sources of evidence, prioritized Developing Possible Solutions: criteria, and tradeoff considerations. • When evaluating solutions it is important Engaging in argument from evidence to take into account a range of constraints Obtaining, evaluating, and including cost, safety, reliability and communicating information aesthetics and to consider social, cultural and environmental impacts.
Crosscutting Concepts: Stability and Change • Much of science deals with constructing explanations of how things change and how they remain stable.
6-8 Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclu- MP.2 Reason abstractly and quantitatively. sions in a science or technical text, verifying the data when possible HSN-Q.A.1 Use units as a way to understand problems and to and corroborating or challenging conclusions with other sources of information. Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret RST.11-12.7 Integrate and evaluate multiple sources of information units consistently in formulas; choose and interpret the scale and presented in diverse formats and media (e.g., quantitative data, the origin in graphs and data displays. video, multimedia) in order to address a question or solve a problem. HSN-Q.A.2 Define appropriate quantities for the purpose of RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclu- descriptive modeling. sions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of HSN-Q.A.3 Choose a level of accuracy appropriate to limitations information. on measurement when reporting quantities. WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating under- standing of the subject under investigation. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
224 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ ENVIRONMENTAL SCIENCE
HS-ESS2-1 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth Materials and Systems: HS-ESS2-1 defining problems (for engineering) • Earth’s systems, being dynamic and Students who demonstrate Developing and using models interacting, cause feedback effects that understanding can: Modeling in 9–12 builds on K–8 can increase or decrease the original and progresses to using, synthesizing, changes. Develop a model to illustrate and developing models to predict how Earth’s internal and and show relationships among Plate Tectonics and Large-Scale surface processes operate at variables between systems and System Interactions: different spatial and temporal their components in the natural and • Plate tectonics is the unifying theory scales to form continental and designed worlds. that explains the past and current ocean-floor features. • Develop a model based on movements of rocks at Earth’s surface evidence to illustrate the and provides a framework for Clarification Statement: relationships between systems understanding its geologic history. Emphasis is on how the appearance or components of a system. • Plate movements are responsible for of land features (such as mountains, Planning and carrying out most continental and ocean-floor valleys, and plateaus) and sea-floor 3-5 investigations features and for the distribution of features (such as trenches, ridges, Analyzing and interpreting data most rocks and minerals within and seamounts) are a result of both Using mathematics and computational Earth’s crust. constructive forces (such as volcanism, thinking tectonic uplift, and orogeny) and Constructing explanations (for science) destructive mechanisms (such as and designing solutions (for weathering, mass wasting, and engineering) coastal erosion). Engaging in argument from evidence Obtaining, evaluating, and Assessment Boundary: communicating information Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.
Crosscutting Concepts: Stability and Change • Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. 6-8
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.11-12.5 Make strategic use of digital media (e.g., textual, MP.2 Reason abstractly and quantitatively. graphical, audio, visual, and interactive elements) in presenta- MP.4 Model with mathematics. tions to enhance understanding of findings, reasoning, and HSN-Q.A.1 Use units as a way to understand problems and to evidence and to add interest. Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HSF-IF.B.6 Calculate and interpret the average rate of change 9-12 of function (presented symbolically or as a table) over specified interval. Estimate the rate of change from a graph.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 225 ■ ENVIRONMENTAL SCIENCE
HS-ESS2-2 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Earth Materials and Systems: HS-ESS2-2 defining problems (for engineering) • Earth’s systems, being dynamic and Students who demonstrate Developing and using models interacting, cause feedback effects that understanding can: Planning and carrying out can increase or decrease the original investigations changes. Analyze geoscience data Analyzing and interpreting data to make the claim that one Analyzing data in 9–12 builds on Weather and Climate: K–8 and progresses to introducing • The foundation for Earth’s global change to Earth’s surface more detailed statistical analysis, climate system is the electromagnetic can create feedbacks and the comparison of data sets for radiation from the sun, as well as its interactions that cause consistency, and the use of models reflection, absorption, storage, and changes to other Earth’s to generate and analyze data. redistribution among the atmosphere, systems. • Analyze data using tools, ocean, and land systems, and this technologies, and/or models energy’s re-radiation into space. Clarification Statement: (e.g., computational, mathematical) Examples could be taken from system in order to make valid and reliable interactions, such as how the loss of scientific claims or determine an ground vegetation causes an increase optimal design solution. 3-5 in water runoff and soil erosion, which Using mathematics and limits additional vegetation patterns; computational thinking how dammed rivers increase ground- Constructing explanations (for science) water recharge, decrease sediment and designing solutions (for transport, and increase coastal erosion; engineering) or how the loss of wetlands causes a Engaging in argument from evidence decrease in local humidity that further Obtaining, evaluating, and reduces the wetland extent. Examples communicating information could also include climate feedbacks that increase surface temperatures through geologic time.
Assessment Boundary: N/A
Crosscutting Concepts: Stability and Change 6-8 • Feedback (negative or positive) can stabilize or destabilize a system.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to important distinc- HSN-Q.A.1 Use units as a way to understand problems and to tions the author makes and to any gaps or inconsistencies in the guide the solution of multi-step problems; choose and interpret account. Connection to PASSunits consistently Coming in formulas; choose Soon and interpret the scale and RST.11-12.2 Determine the central ideas or conclusions of a the origin in graphs and data displays. text; summarize complex concepts, processes, or information HSN-Q.A.3 Choose a level of accuracy appropriate to limitations presented in a text by paraphrasing them in simpler but still on measurement when reporting quantities. accurate terms. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
226 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ ENVIRONMENTAL SCIENCE
HS-ESS2-3 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Earth Materials and Systems: HS-ESS2-3 defining problems (for engineering) • Evidence from deep probes and Students who demonstrate Developing and using models seismic waves, reconstructions of understanding can: Modeling in 9–12 builds on K–8 historical changes in Earth’s surface and progresses to using, synthesizing, features, its magnetic field, and an Develop a model based on understanding of physical and chemical and developing models to predict evidence of Earth’s interior to and show relationships among processes lead to a model of Earth with variables between systems and a hot but solid inner core, a liquid outer describe the cycling of matter their components in the natural and core, a solid mantle and crust. by thermal convection. designed worlds. • Motions of the mantle and its plates • Develop a model based on occur primarily through thermal Clarification Statement: evidence to illustrate the convection, which involves the cycling Emphasis is on both a one-dimensional relationships between systems of matter due to the outward flow of model of Earth, with radial layers or components of a system. energy from Earth’s interior and determined by density, and a three- Planning and carrying out gravitational movement of denser dimensional model, which is controlled investigations materials toward the interior. by mantle convection and the resulting 3-5 Analyzing and interpreting data plate tectonics. Examples of evidence Using mathematics and computational Plate Tectonics and Large-Scale include maps of the Earth’s surface thinking System Interactions: features as well as three-dimensional Constructing explanations (for science) • The radioactive decay of unstable structure in the subsurface, obtained and designing solutions (for isotopes continually generates new from seismic waves, records of the rate engineering) energy within Earth’s crust and mantle, of change of Earth’s magnetic field (as Engaging in argument from evidence providing the primary source of the heat constraints on convection in the outer Obtaining, evaluating, and that drives mantle convection. core), and identification of the composi- communicating information • Plate tectonics can be viewed as the tion of Earth’s layers from high-pressure surface expression of mantle convection. laboratory experiments.
Waves Properties: Assessment Boundary: (secondary to HS-ESS2-3) N/A • Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. 6-8
Crosscutting Concepts: Energy and Matter • Energy drives the cycling of matter within and between systems.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to important distinc- MP.4 Model with mathematics. tions the author makes and to any gaps or inconsistencies in the HSN-Q.A.1 Use units as a way to understand problems and to account. Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret SL.11-12.5 Make strategic use of digital media (e.g., textual, units consistently in formulas; choose and interpret the scale and graphical, audio, visual, and interactive elements) in presenta- the origin in graphs and data displays. tions to enhance understanding of findings, reasoning, and HSN-Q.A.2 Define appropriate quantities for the purpose of evidence and to add interest. 9-12 descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 227 ■ ENVIRONMENTAL SCIENCE
HS-ESS2-4 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Earth and the Solar System: HS-ESS2-4 defining problems (for engineering) (secondary to HS-ESS2-4) Students who demonstrate Developing and using models • Cyclical changes in the shape of Earth’s understanding can: Planning and carrying out orbit around the sun, together with investigations changes in the tilt of the planet’s axis of Analyze and interpret data rotation, both occurring over hundreds Analyzing and interpreting data to explore how variations in Analyzing data in 9–12 builds on of thousands of years, have altered K–8 and progresses to introducing the intensity and distribution of sunlight the flow of energy into and more detailed statistical analysis, falling on the Earth. These phenomena out of Earth’s systems result the comparison of data sets for cause a cycle of ice ages and other in changes in atmosphere consistency, and the use of models changes in climate. and climate. to generate and analyze data. • Analyze data using computational Earth Materials and Systems: Clarification Statement: models in order to make valid and • The geological record shows that Changes differ by timescale, from reliable scientific claims. changes to global and regional climate sudden (large volcanic eruption, Using mathematics and can be caused by interactions among ocean circulation) to intermediate computational thinking changes in the sun’s energy output or (ocean circulation, solar output, Constructing explanations (for science) Earth’s orbit, tectonic events, ocean
3-5 human activity) and long-term (Earth’s and designing solutions (for circulation, volcanic activity, glaciers, orbit and the orientation of its axis engineering) vegetation, and human activities. These and changes in atmospheric composition). Engaging in argument from evidence changes can occur on a variety of time Examples of human activities could Obtaining, evaluating, and scales from sudden (e.g., volcanic ash include fossil fuel combustion, cement communicating information clouds) to intermediate (ice ages) to production, or agricultural activity and very long-term tectonic cycles. natural processes such as changes in incoming solar radiation or volcanic Weather and Climate: activity. Examples of data can include • The foundation for Earth’s global climate tables, graphs, and maps of global system is the electromagnetic radiation and regional temperatures, and from the sun, as well as its reflection, atmospheric levels of gases. absorption, storage, and redistribution among the atmosphere, ocean, and Assessment Boundary: land systems, and this energy’s N/A re-radiation into space.
Crosscutting Concepts: Cause and Effect 6-8 • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
SL.11-12.5 Make strategic use of digital media (e.g., textual, MP.2 Reason abstractly and quantitatively. graphical, audio, visual, and interactive elements) in presenta- MP.4 Model with mathematics. tions to enhance understanding of findings, reasoning, and HSN-Q.A.1 Use units as a way to understand problems and to evidence and to add interest. Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
228 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ ENVIRONMENTAL SCIENCE
HS-ESS2-5 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and The Role of Water in HS-ESS2-5 defining problems (for engineering) Earth’s Surface Processes: Students who demonstrate Developing and using models • The abundance of liquid water understanding can: Planning and carrying on Earth’s surface and its unique out investigations combination of physical and chemical Plan and conduct an properties are central to the planet’s Planning and carrying out investigation of the investigations in 9-12 builds on 6-8 dynamics. These properties include experiences and progresses to water’s exceptional capacity to absorb, properties of water and include investigations that provide store, and release large amounts of its effects on Earth materials evidence for and test conceptual, energy, transmit sunlight, expand upon and surface processes. mathematical, physical, and freezing, dissolve and transport empirical models. materials, and lower the viscosities Clarification Statement: • Plan and conduct an investigation and melting points of rocks. Emphasis is on mechanical and individually and collaboratively to chemical investigations with water produce data to serve as the basis and a variety of solid materials to 3-5 for evidence, and in the design: provide the evidence for connections decide on types, how much, and between the hydrologic cycle and accuracy of data needed to system interactions commonly known produce reliable measurements as the rock cycle. Examples of and consider limitations on the mechanical investigations include precision of the data (e.g., number stream transportation and deposition of trials, cost, risk, time), and using a stream table, erosion using refine the design accordingly. variations in soil moisture content, Analyzing and interpreting data or frost wedging by the expansion Using mathematics and of water as it freezes. Examples of computational thinking chemical investigations include Constructing explanations (for science) chemical weathering and recrystallization and designing solutions (for (by testing the solubility of different engineering) materials) or melt generation (by Engaging in argument from evidence examining how water lowers the Obtaining, evaluating, and melting temperature of most solids). communicating information Assessment Boundary: N/A 6-8
Crosscutting Concepts: Structure and Function • The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.9-12.7 Conduct short as well as more sustained research HSN-Q.A.3 Choose a level of accuracy appropriate to projects to answer a question (including a self-generated question) limitations on measurement when reporting quantities. or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multipleConnection sources on the subject, demonstrating to PASS Coming Soon 9-12 understanding of the subject under investigation.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 229 ■ ENVIRONMENTAL SCIENCE
HS-ESS2-6 Earth’s Systems
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Biogeology: HS-ESS2-6 defining problems (for engineering) • Organisms ranging from bacteria to Students who demonstrate Developing and using models human beings are a major driver of understanding can: Modeling in 9–12 builds on K–8 the global carbon and they influence and progresses to using, synthesizing, global climate by modifying the Develop a quantitative chemical makeup of the atmosphere. and developing models to predict model to describe the and show relationships among • The abundance of carbon in the variables between systems and atmosphere is reduced through the cycling of carbon among their components in the natural and ocean floor accumulation of marine the hydrosphere, atmo- designed worlds. sediments and the accumulation of sphere, geosphere, and • Develop a model based on plant biomass. biosphere. evidence to illustrate the relationships between systems Clarification Statement: or components of a system. Emphasis is on modeling Planning and carrying out biogeochemical cycles that investigations include the cycling of carbon Analyzing and interpreting data through the ocean, atmosphere, Using mathematics and computational
3-5 soil, and biosphere (including thinking humans), providing the foundation Constructing explanations (for science) for living organisms. and designing solutions (for engineering) Assessment Boundary: Engaging in argument from evidence N/A Obtaining, evaluating, and communicating information
Crosscutting Concepts: Energy and Matter 6-8 • The total amount of energy and matter in closed systems is conserved.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. HSN-Q.A.1 Use units as a way to understand problems and to Connection to PASSguide the Coming solution of multi-step problems; Soon choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
230 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ ENVIRONMENTAL SCIENCE
HS-ESS2-7 Earth’s Systems K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Weather and Climate: HS-ESS2-7 defining problems (for engineering) • Gradual atmospheric changes were Students who demonstrate Developing and using models due to plants and other organisms that understanding can: Planning and carrying out captured carbon dioxide and released investigations oxygen. Construct an argument Analyzing and interpreting data Using mathematics and computational Biogeology: based on evidence about thinking • The many dynamic and delicate the simultaneous co-evolution Constructing explanations (for science) feedback mechanisms between the of Earth’s systems and life and designing solutions (for biosphere and other Earth systems on Earth. engineering) cause a continual co-evolution of Earth’s Engaging in argument from evidence surface and the life that exists on it. Clarification Statement: Engaging in argument from evidence Emphasis is on the dynamic causes, in 9-12 builds on K-8 experiences effects, and feedbacks between the and progresses to using appropriate biosphere and Earth’s other systems, 3-5 and sufficient evidence and scientific whereby geoscience factors influence reasoning to defend and critique conditions for life, which in turn claims and explanations about natural continuously alters Earth’s surface. and designed worlds. Arguments Examples include how photosynthetic may also come from current scientific life altered the atmosphere through or historical episodes in science. the production of oxygen, which in turn • Construct an oral and written increased weathering rates and affected argument or counter- arguments animal life; how microbial life on land based on data and evidence. increased the formation of soil, which Obtaining, evaluating, and in turn allowed for the development of communicating information land plant species; or how the changes in coral species created reefs that altered patterns of erosion and deposition along coastlines and provided habitats to support biodiversity. Geo- logic timescale should be considered with the emphases above.
Assessment Boundary: 6-8 Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.
Crosscutting Concepts: Stability and Change • Much of science deals with constructing explanations of how things change and how they remain stable.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
WHST.9-12.1 Write arguments focused on discipline-specific N/A content.
Connection to PASS Coming Soon 9-12
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 231 ■ ENVIRONMENTAL SCIENCE
HS-ESS3-1 Earth and Human Activities
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Natural Resources: HS-ESS3-1 defining problems (for engineering) • Resource availability has guided the Students who demonstrate Developing and using models development of human society. understanding can: Planning and carrying out investigations Natural Hazards: Construct an explanation Analyzing and interpreting data • Natural hazards and other geologic based on evidence for how Using mathematics and computational events have shaped the course of the availability of natural thinking human history; [they] have significantly resources, occurrence of Constructing explanations altered the sizes of human populations natural hazards, and changes (for science) and designing solutions and have driven human migrations. in climate have influenced (for engineering) human activity. Constructing explanations and designing solutions in 9–12 builds Clarification Statement: Examples of key natural resources on K–8 experiences and progresses include access to fresh water (such as to explanations and designs that rivers, lakes, and groundwater), regions are supported by multiple and of fertile soils such as river deltas, and independent student- generated high concentrations of minerals and sources of evidence consistent with fossil fuels. Examples of natural hazards 3-5 scientific ideas, principles, and can be from interior processes (such as theories. volcanic eruptions and earthquakes), • Construct an explanation based surface processes (such as tsunamis, on valid and reliable evidence mass wasting and soil erosion), and severe weather (such as hurricanes, obtained from a variety of sources floods, and droughts). Natural hazards (including students’ own and other geologic events exhibit some investigations, models, theories, non-random patterns of occurrence. simulations, peer review) and the Examples of the results of changes in assumption that theories and laws climate that can affect populations or that describe the natural world drive mass migrations include changes operate today as they did in the to sea level, regional patterns of past and will continue to do so in temperature and precipitation, and the future. the types of crops and livestock that Engaging in argument from evidence can be raised. Obtaining, evaluating, and Assessment Boundary: communicating information N/A 6-8 Crosscutting Concepts: Cause and Effect • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to important distinc- HSN-Q.A.1 Use units as a way to understand problems and to tions the author makes and to any gaps or inconsistencies in the guide the solution of multi-step problems; choose and interpret account. Connection to PASSunits consistently Coming in formulas; choose Soon and interpret the scale and WHST.9-12.2 Write informative/explanatory texts, including the the origin in graphs and data displays. narration of historical events, scientific procedures/ experiments, HSN-Q.A.2 Define appropriate quantities for the purpose of or technical processes. descriptive modeling. HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
232 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ ENVIRONMENTAL SCIENCE
HS-ESS3-2 Earth and Human Activities K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Natural Resources: HS-ESS3-2 defining problems (for engineering) • All forms of energy production Students who demonstrate Developing and using models and other resource extraction have understanding can: Planning and carrying out associated economic, social, investigations environmental, and geopolitical costs Evaluate competing design Analyzing and interpreting data and risks as well as benefits. New Using mathematics and computational technologies and social regulations can solutions for developing, thinking change the balance of these factors. managing, and utilizing Constructing explanations (for science) natural resources based and designing solutions (for Developing Possible Solutions: on cost-benefit ratios.* engineering) (secondary to HS-ESS3-2) Engaging in argument from evidence • When evaluating solutions, it is Clarification Statement: Engaging in argument from evidence important to take into account a range Emphasis is on the conservation, in 9-12 builds on K-8 experiences of constraints, including cost, safety, recycling, and reuse of resources and progresses to using appropriate reliability, and aesthetics, and to (such as minerals and metals) where 3-5 and sufficient evidence and scientific consider social, cultural, and possible, and on minimizing impacts reasoning to defend and critique environmental impacts. where it is not. Examples include claims and explanations about natural developing best practices for and designed worlds. Arguments agricultural soil use, mining (for may also come from current scientific coal, tar sands, and oil shales), or historical episodes in science. and pumping (for petroleum • Evaluate competing design and natural gas). solutions to a real-world problem based on scientific ideas and Assessment Boundary: principles, empirical evidence, N/A and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). Obtaining, evaluating, and communicating information 6-8
Crosscutting Concepts: • N/A
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis MP.2 Reason abstractly and quantitatively. of science and technical texts, attending to important distinc- tions the author makes and to any gaps or inconsistencies in the account. Connection to PASS Coming Soon RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions 9-12 with other sources of information.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 233 ■ ENVIRONMENTAL SCIENCE
HS-ESS3-3 Earth and Human Activities
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations K-2 Asking questions (for science) and Human Impacts on Earth Systems: HS-ESS3-3 defining problems (for engineering) • The sustainability of human societies Students who demonstrate Developing and using models and the biodiversity that supports them understanding can: Planning and carrying out requires responsible management of investigations natural resources. Create a computational Analyzing and interpreting data Using mathematics and simulation to illustrate computational thinking the relationship among Mathematical and computational management of natural thinking at the 9–12 level builds on K–8 resources, the sustainability and progresses to using algebraic of human populations, thinking and analysis, a range of and biodiversity. linear and nonlinear functions including trigonometric functions, exponentials Clarification Statement: and logarithms, and computational Examples of factors that affect the tools for statistical analysis to analyze, management of natural resources represent, and model data. Simple include costs of resource extraction computational simulations are 3-5 and waste management, per-capita created and used based on math- consumption, and the development ematical models of basic assumptions. of new technologies. Examples of • Create a computational model factors that affect human sustainability or simulation of a phenomenon, include agricultural efficiency, levels design device, process or system. of consumption, and urban planning. Constructing explanations (for science) and designing solutions (for Assessment Boundary: engineering) Assessment for computational Engaging in argument from evidence simulations is limited to using Obtaining, evaluating, and provided multi-parameter communicating information programs or constructing simplified spreadsheet calculations. 6-8
Crosscutting Concepts: Stability and Change • Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
N/A MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. Connection to PASS Coming Soon 9-12 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
234 SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION ■ ENVIRONMENTAL SCIENCE
HS-ESS3-4 Earth and Human Activities K-2
Science & Engineering Practices Disciplinary Core Ideas Performance Expectations
Asking questions (for science) and Human Impacts on Earth Systems: HS-ESS3-4 defining problems (for engineering) • Scientists and engineers can make Students who demonstrate Developing and using models major contributions by developing understanding can: Planning and carrying out technologies that produce less investigations pollution and waste and that preclude Evaluate or refine a Analyzing and interpreting data ecosystem degradation. Using mathematics and computational technological solution thinking that reduces the impacts Constructing explanations of human activities on (for science) and designing solutions natural systems.* (for engineering) Constructing explanations and Clarification Statement: designing solutions in 9–12 builds Examples of data on the impacts of on K–8 experiences and progresses human activities could include the to explanations and designs that quantities and types of pollutants are supported by multiple and released, changes to biomass and 3-5 independent student- generated species diversity, or areal changes in sources of evidence consistent land surface use. Examples for limiting with scientific ideas, principles, future impacts could range from local and theories. efforts (such as reducing, reusing, and • Design or refine a solution to recycling resources) to large-scale a complex real-world problem, geoengineering design solutions. based on scientific knowledge, student generated sources of Assessment Boundary: evidence, prioritized criteria, N/A and tradeoff considerations. Engaging in argument from evidence Obtaining, evaluating, and communicating information 6-8
Crosscutting Concepts: Stability and Change • Feedback (negative or positive) can stabilize or destabilize a system.
Oklahoma Academic Standards Connections
ELA/Literacy Mathematics
RST.11-12.1 Cite specific textual evidence to support analysis of MP.2 Reason abstractly and quantitatively. science and technical texts, attending to important distinctions the HSN-Q.A.1 Use units as a way to understand problems and to author makes and to any gaps or inconsistencies in the account. guide the solution of multi-step problems; choose and interpret RST.11-12.8 EvaluateConnection the hypotheses, data, analysis, to and PASSunits consistently Coming in formulas; choose Soon and interpret the scale and conclusions in a science or technical text, verifying the data the origin in graphs and data displays. when possible and corroborating or challenging conclusions HSN-Q.A.2 Define appropriate quantities for the purpose of with other sources of information.
descriptive modeling. 9-12 HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
SCIENCE STANDARDS • OKLAHOMA STATE DEPARTMENT OF EDUCATION 235
SCIENCE WWW.OK.GOV/SDE