1. (a) Physical Science.
2. (1) Motion and Stability of Forces.
3. (A) Performance Expectation 1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
4. (i) Clarification Statement. Example investigations include observing the movement of different objects being pulled by a string, observing different objects pushed on a surface and up and down a ramp, or observing how two objects (e.g., toy cars, balls) interact when they collide. Observations should be collected directly through exploratory play with opportunities to work with peers to share ideas for investigations and observations.
5. (ii) Assessment Boundary. Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.
6. (iii) Science and Engineering Practices. Planning and Carrying Out Investigations. With guidance, plan and conduct an investigation in collaboration with peers.
7. (iv) Disciplinary Core Ideas.
8. (I) Forces and Motion.

a. Pushes and pulls can have different strengths and directions.

b. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.

1. (II) Types of Interactions. A bigger push or pull makes things speed up or slow down more quickly.
2. (III) Relationship Between Energy and Forces. When objects touch or collide, they push on one another and can change motion.
3. (v) Crosscutting Concepts. Cause and Effect. Simple tests can be designed to gather evidence to support or refute student ideas about causes.
4. (vi) Connections to Scientific Literacy. Scientific Investigations Use a Variety of Methods. Scientists use different ways to study the world.
5. (B) Performance Expectation 2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or pull.
6. (i) Clarification Statement. Data should be limited to recorded observations collected through exploration-based play of a problem. Example problems could include having an object (e.g., toy car or ball) move a certain distance, follow a particular path, or knock down other objects. Designed solutions could include using or building a ramp to increase the speed of an object, or using objects that would cause another object like a toy car or ball to follow a particular path. Emphasis is on basic play as a means to develop a designed solution and test that design.
7. (ii) Assessment Boundary. Assessment does not include friction as a mechanism for change in speed.
8. (iii) Science and Engineering Practices. Analyzing Data. Analyze data from tests of an object or tool to determine if it works as intended.
9. (iv) Disciplinary Core Ideas.
10. (I) Forces and Motion.

a. Pushes and pulls can have different strengths and directions.

b. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.

1. (II) Defining Engineering Problems.

a. A situation that people want to change or create can be approached as a problem to be solved through engineering.

b. Such problems may have many acceptable solutions.

1. (v) Crosscutting Concepts. Cause and Effect. Simple tests can be designed to gather evidence to support or refute student ideas about causes.
2. (2) Energy. 
3. (A) Performance Expectation 1. Make observations to determine the effect of sunlight on Earth’s surface.
4. (i) Clarification Statement. Making observations should include opportunities to directly observe surfaces (e.g., sand, soil, rocks, or playground equipment) in direct sunlight, partial sunlight, and shade with opportunities to explore and discuss observed patterns of the Sun’s impact on those surfaces. Opportunities to share noticings and wonderings should be encouraged.
5. (ii) Assessment Boundary. Assessment of temperature is limited to relative measures such as warmer/cooler.
6. (iii) Science and Engineering Practices. Planning and Carrying Out Investigations. Make observations (firsthand or from media) to collect data that can be used to make comparisons.
7. (iv) Disciplinary Core Ideas. Conservation of Energy and Energy Transfer. Sunlight warms the Earth’s surface.
8. (v) Crosscutting Concepts Cause and Effect. Events have causes that generate observable patterns.
9. (vi) Connections to Scientific Literacy Scientific Investigations Use a Variety of Methods. Scientists use different ways to study the world.
10. (B) Performance Expectation 2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
11. (i) Clarification Statement. Examples of structures could include forms of umbrellas, canopies, and tents developed through exploratory play with a variety of materials allowing for opportunities to build and test how designed structures might minimize the warming effect of the Sun. Effectiveness can be determined by placing rocks or sand under the structure and observing the warmth or coolness of the object.
12. (ii) Assessment Boundary. Assessment of temperature is limited to relative measures such as warmer/cooler.
13. (iii) Science and Engineering Practices. Designing Solutions Use tools and materials provided to design and build a device that solves a specific problem.
14. (iv) Disciplinary Core Ideas. Conservation of Energy and Energy Transfer. Sunlight warms the Earth’s surface.
15. (v) Crosscutting Concepts. Cause and Effect. Events have causes that generate observable patterns.
16. (b) Life Science. From Molecules to Organisms: Structure and Function. Performance Expectation 1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
17. (1) Clarification Statement. Examples of observable patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and that all living things need water. Observations could be collected through nature walks around the playground and videos. Patterns of similarities and differences among different animals or between plants and animals should be discussed.
18. (2) Assessment Boundary. Assessment is limited to observation and not how plants use light (photosynthesis).
19. (3) Science and Engineering Practices. Analyzing and Interpreting Data. Use observations (first hand or from media) to describe patterns in the natural world in order to answer scientific questions.
20. (4) Disciplinary Core Ideas. Organization of Matter and Energy Flow in Organisms.
21. (A) All animals need food in order to live and grow.
22. (B) Animals obtain their food from plants or from other animals.
23. (C) Plants need water and light to live and grow.
24. (5) Crosscutting Concepts. Patterns. Patterns in the natural and human designed world can be observed and used as evidence.
25. (6) Connections to Scientific Literacy. Scientific Knowledge is Based on Empirical Evidence. Scientists look for patterns and order when making observations about the world.
26. (c) Earth and Space Science.
27. (1) Earth Systems.
28. (A) Performance Expectation 1. Use and share observations of local weather conditions to describe patterns over time.
29. (i) Clarification Statement. Examples of qualitative observations could include descriptions of weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.
30. (ii) Assessment Boundary. Assessment of temperature is limited to whole numbers for patterns and relative measures such as warmer/cooler.
31. (iii) Science and Engineering Practices. Analyzing and Interpreting Data. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
32. (iv) Disciplinary Core Ideas. Weather and Climate.
33. (I) Weather is the combination of sunlight, wind, snow, or rain, and temperature in a particular region at a particular time.
34. (II) People measure these conditions to describe and record the weather and to notice patterns over time.
35. (v) Crosscutting Concepts Patterns. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
36. (vi) Connections to Scientific Literacy. Scientific Knowledge is Based on Empirical Evidence. Scientists look for patterns and order when making observations about the world.
37. (B) Performance Expectation 2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
38. (i) Clarification Statement. Arguments center on sharing examples of how plants and animals change their environments and discussing ideas as to why those changes meet a need of plants and animals (e.g., shelter, food, room to grow). Examples of arguments could include squirrels digging in the ground to hide food, tree roots breaking sidewalks, or birds building a nest to protect their young.
39. (ii) Assessment Boundary. Arguments should be based on qualitative not quantitative evidence.
40. (iii) Science and Engineering Practices. Engaging in Argument from Evidence. Construct an argument with evidence to support a claim.
41. (iv) Disciplinary Core Ideas.
42. (I) Biogeology. Plants and animals can change their environment.
43. (II) Human Impacts on Earth Systems. Things that people do to live comfortably can affect the world around them.
44. (v) Crosscutting Concepts. Systems and System Models. Systems in the natural and designed worlds have parts that work together.
45. (2) Earth and Human Activity.
46. (A) Performance Expectation 1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
47. (i) Clarification Statement. Plants, animals, and their surroundings make up a system. Models of these systems could include drawings, physical replicas, or dramatizations that show relationships between the needs of plants and animals, and their surroundings. Examples of relationships could include squirrels needing to eat nuts and seeds, therefore, they usually live near trees; or grasses need sunlight, so they often grow in meadows with little to no trees. Opportunities for students to share noticings and wonderings should be encouraged.
48. (ii) Assessment Boundary. Assessment is limited to single relationships between plant needs or animal needs and their surroundings.
49. (iii) Science and Engineering Practices. Developing and Using Models. Use a model to represent relationships in the natural world.
50. (iv) Disciplinary Core Ideas. Natural Resources.
51. (I) Living things need water, air, and resources from the land, and they live in places that have the things they need.
52. (II) Humans use natural resources for everything they do.
53. (v) Crosscutting Concepts. System and System Models. Systems in the natural and designed worlds have parts that work together.
54. (B) Performance Expectation 2. Ask questions to understand the purpose of weather forecasting to prepare for and respond to severe weather.
55. (i) Clarification Statement. Questions may arise or be encouraged through observations, interests, text, or media. Emphasis is on forecasting of local weather and how weather forecasting can help people plan for, and respond to, specific types of local weather (e.g., staying indoors during severe weather, going to cool places during heat waves).
56. (ii) Assessment Boundary. Assessment does not include causes for severe weather.
57. (iii) Science and Engineering Practices. Asking Questions. Asking questions, making observations, and gathering information are helpful in thinking about problems.
58. (iv) Disciplinary Core Ideas.
59. (I) Natural Hazards.

a. Some kinds of severe weather are more likely than others in a given region.

b. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.

1. (II) Defining and Delimiting an Engineering Problem. Asking questions, making observations, and gathering information are helpful in thinking about problems.
2. (III) Interdependence of Science, Engineering, and Technology. People depend on various technologies in their lives; human life would be very different without technology.
3. (IV) Influence of Engineering, Technology, and Science on Society and the Natural World. People encounter questions about the natural world every day
4. (v) Crosscutting Concepts. Cause and Effect. Events have causes that generate observable patterns.

Added at 38 Ok Reg 1754, eff 9-11-21

Amended at 42 Ok Reg, Number 21, effective 7-26-25