1. (a) Physical Science.
2. (1) Waves and Their Applications in Technologies for Information Transfer.
3. (A) Performance expectation 1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
4. (i) Clarification Statement. Examples of vibrating materials that make sound could include tuning forks, kazoos, plucking a stretched string or rubber band, and stringed instruments. Examples of sound making matter vibrate could include holding a piece of paper near a speaker making sound, placing a hand on personal larynx or mouth while humming, and holding an object near a vibrating tuning fork.
5. (ii) Assessment Boundary. Assessment does not include how sound travels or wave characteristics, including but not limited to, wavelength and amplitude.
6. (iii) Science and Engineering Practices. Planning and Carrying Out Investigations. Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question.
7. (iv) Disciplinary Core Ideas. Wave Properties. Sound can make matter vibrate, and vibrating matter can make sound.
8. (v) Crosscutting Concepts. Cause and Effect. Simple tests can be designed to gather evidence to support or refute student ideas about causes.
9. (vi) Connections to Scientific Literacy. Scientific Investigations Use a Variety of Methods.
10. (I) Science investigations can begin with a question.
11. (II) Scientists use different ways to study the world.
12. (B) Performance expectation 2. Make observations to construct an evidence-based account that objects can be seen only when illuminated.
13. (i) Clarification Statement. Examples of observations could include those made in a completely dark room or those made in a dark room with the door slightly opened. Illumination could be from an external light source or an object giving off its own light. This can be explored with string lights, projectors, and flashlights.
14. (ii) Assessment Boundary. Assessment should not include reflection of light.
15. (iii) Science and Engineering Practices. Constructing Explanations. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
16. (iv) Disciplinary Core Ideas. Electromagnetic Radiation. Objects can be seen if light is available to illuminate them or if they give off their own light.
17. (v) Crosscutting Concepts. Cause and Effect. Simple tests can be designed to gather evidence to support or refute student ideas about causes.
18. (C) Performance expectation 3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
19. (i) Clarification Statement. Examples of materials could include those that are transparent (e.g., clear plastic), translucent (e.g., wax paper), opaque (e.g., cardboard), and reflective (e.g., mirror).
20. (ii) Assessment Boundary. Assessment does not include the speed of light or assessment of descriptive words like transparent, translucent, opaque, or reflective.
21. (iii) Science and Engineering Practices. Planning and Carrying Out Investigations. Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question.
22. (iv) Disciplinary Core Ideas. Electromagnetic Radiation.
23. (I) Some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach.
24. (II) Mirrors can be used to redirect a light beam.
25. (v) Crosscutting Concepts. Cause and Effect. Simple tests can be designed to gather evidence to support or refute student ideas about causes.
26. (D) Performance expectation 4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
27. (i) Clarification Statement. Examples of devices could include a light source to send signals (e.g., lighthouses), paper cup and string “telephones,” and a pattern of drum beats.
28. (ii) Assessment Boundary. Assessment does not include technological details for how communication devices work.
29. (iii) Science and Engineering Practices. Designing Solutions. Uses tools and materials provided to design a device that solves a specific problem.
30. (iv) Disciplinary Core Ideas.
31. (I) Information Technologies and Instrumentation. People also use a variety of devices to communicate (send and receive information) over long distances.
32. (II) 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.
33. (v) Crosscutting Concepts. System and System Models. Objects can be described in terms of their parts and the roles those parts play in the functioning of the object.
34. (b) Life Science.
35. (1) From Molecules to Organisms: Structure and Function.
36. (A) Performance expectation 1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
37. (i) Science and Engineering Practices. Designing Solutions. Use tools and materials provided to design a device that solves a problem.
38. (ii) Disciplinary Core Ideas.
39. (I) Structure and Function.

a. All organisms have external parts.

b. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

c. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

1. (II) Information Processing.

a. Animals have body parts that capture and convey different kinds of information needed for growth and survival.

b. Plants also respond to some external inputs.

1. (III) Influence of Engineering, Technology, and Science on Society and the Natural World. Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world.
2. (iii) Crosscutting Concepts. Structure and Function. The shape and stability of structures of natural and designed objects are related to their functions.
3. (B) Performance expectation 2. Obtain information from media and/or text to determine patterns in the behavior of plants and animals that help offspring survive.
4. (i) Clarification Statement. Examples of patterns of behaviors could include the signals that offspring make (e.g., crying, cheeping, and other vocalizations) and the responses of the parents (e.g., feeding, comforting, and protecting the offspring). Information may be obtained through observations, media, and/or text.
5. (ii) Science and Engineering Practices. Obtaining, Evaluating, and Communicating Information. Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world.
6. (iii) Disciplinary Core Ideas. Growth and Development of Organisms.
7. (I) Adult plants and animals can have young.
8. (II) In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.
9. (iv) Crosscutting Concepts. Patterns. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
10. (v) Connections to Scientific Literacy. Scientific Knowledge is Based on Empirical Evidence. Scientists look for patterns and order (e.g., structure, organization, consistency) when making observations about the world.
11. (2) Heredity: Inheritance and Variation of Traits. Performance expectation 1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
12. (A) Clarification Statement. Examples of patterns could include features plants or animals share. Examples of observations could include that leaves from the same kind of plant are the same shape but can differ in size; and that a particular breed of dog looks like its parents but is not exactly the same.
13. (B) Assessment Boundary. Assessment does not include inheritance, animals that undergo metamorphosis or hybrids. (C) Science and Engineering Practices. Constructing Explanations. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
14. (D) Disciplinary Core Ideas.
15. (i) Inheritance of Traits.
16. (I) Young animals are very much, but not exactly like, their parents.
17. (II) Plants also are very much, but not exactly like, their parents.
18. (ii) Variation of Traits. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.
19. (E) Crosscutting Concepts. Patterns. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
20. (c) Earth and Space Science.
21. (1) Earth’s Place in the Universe.
22. (A) Performance expectation 1. Use observations of the Sun, Moon, and stars to describe patterns that can be predicted.
23. (i) Clarification Statement. Examples of patterns could include that the Sun and Moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our Sun are visible at night but not during the day.
24. (ii) Assessment Boundary. Assessment of star patterns is limited to stars being seen at night and not during the day. (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.
25. (iv) Disciplinary Core Ideas. The Universe and Its Stars. Patterns of the motion of the Sun, Moon, and stars in the sky can be observed, described, and predicted.
26. (v) Crosscutting Concepts. Patterns. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
27. (vi) Connections to Scientific Literacy. Scientific Knowledge Assumes an Order and Consistency in Natural Systems.
28. (I) Science assumes natural events happen today as they happened in the past.
29. (II) Many events are repeated.
30. (B) Performance expectation 2. Make observations at different times of year to relate the amount of daylight to the time of year.
31. (i) Clarification Statement. Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring, fall, or summer.
32. (ii) Assessment Boundary. Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.
33. (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.
34. (iv) Disciplinary Core Ideas. Earth and the Solar System. Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
35. (v) Crosscutting Concepts. Patterns. Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
36. (2) Earth and Human Activity. Performance expectation 1. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
37. (A) Clarification Statement. Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.
38. (B) Science and Engineering Practices. Obtaining, Evaluating, and Communicating Information. Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas.
39. (C) Disciplinary Core Ideas.
40. (i) Human Impacts on Earth Systems. Things that people do to live comfortably can affect the world around them. But, they can make choices that reduce their impacts on the land, water, air, and other living things.
41. (ii) Developing Possible Solutions. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.
42. (E) Crosscutting Concepts. Cause and Effect. Events have causes that generate observable patterns.

Added at 20 Ok Reg 159, eff 10-10-02 (emergency)

Added at 20 Ok Reg 821, eff 5-15-03

Amended at 28 Ok Reg 2264, eff 7-25-11

Amended at 31 Ok Reg 1195, eff 9-12-14

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

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