1. (a) Physical Science.
2. (1) Matter and Its Interactions.
3. (A) Performance expectation 1. Develop a model to describe that matter is made of particles too small to be seen.
4. (i) Clarification Statement. Examples of evidence that could be utilized in building models include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.
5. (ii) Assessment Boundary. Assessment does not include atomic scale mechanism of evaporation and condensation or defining the unseen particles.
6. (iii) Science and Engineering Practices. Developing and Using Models. Develop a model to describe phenomena.
7. (iv) Disciplinary Core Ideas. Structure and Properties of Matter.
8. (I) Matter of any type can be subdivided into particles that are too small to see, but even then, the matter still exists and can be detected by other means.
9. (II) A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects.
10. (v) Crosscutting Concepts. Scale, Proportion, and Quantity. Natural objects exist from the very small to the immensely large.
11. (B) Performance expectation 2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
12. (i) Clarification Statement. Examples of reactions or changes could include phase changes, dissolving, and mixing that forms new substances. Measurements can be organized in tables, charts, and graphs and can be used as evidence that weight is conserved.
13. (ii) Assessment Boundary. Assessment does not include distinguishing between mass and weight.
14. (iii) Science and Engineering Practices. Use Mathematics and Computational Thinking. Represent data in graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships.
15. (iv) Disciplinary Core Ideas.
16. (I) Structure and Properties of Matter. The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish.
17. (II) Chemical Reactions. No matter what reaction or change in properties occurs, the total weight of the substances does not change.
18. (v) Crosscutting Concepts. Scale, Proportion, and Quantity. Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.
19. (vi) Connections to Scientific Literacy. Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes consistent patterns in natural systems.
20. (C) Performance expectation 3. Make observations and measurements to identify materials based on their properties.
21. (i) Clarification Statement. Observations can be based on direct experiences with materials and comparisons of materials. Examples of materials to be identified could include powders (e.g., baking soda, cornstarch, sugar), metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
22. (ii) Assessment Boundary. Assessment does not include density or distinguishing mass and weight. At this grade level, no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.
23. (iii) Science and Engineering Practices. Planning and Carrying Out Investigations. Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon.
24. (iv) Disciplinary Core Ideas. Structure and Properties of Matter. Measurements of a variety of properties can be used to identify materials.
25. (v) Crosscutting Concepts. Scale, Proportion, and Quantity. Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.
26. (D) Performance expectation 4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
27. (i) Clarification Statement. Examples of interactions forming new substances can include mixing baking soda and vinegar. Examples of interactions not forming new substances can include mixing baking soda and water.
28. (ii) Science and Engineering Practices. Planning and Carrying Out Investigations. Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
29. (iii) Disciplinary Core Ideas. Chemical Reactions. When two or more different substances are mixed, a new substance with different properties may be formed.
30. (iv) Crosscutting Concepts. Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change.
31. (2) Motion and Stability: Forces and Interactions. Performance expectation 1. Support an argument, with evidence, that Earth’s gravitational force pulls objects downward toward the center of the Earth.
32. (A) Clarification Statement. “Downward” is a local description of the direction that points toward the center of the spherical Earth. Earth applies a force on objects that pulls them towards its center, commonly referred to as “downward”. Evidence could be drawn from diagrams, models, and data that are provided.
33. (B) Assessment Boundary. Mathematical representation of gravitational force is not assessed.
34. (C) Science and Engineering Practices. Engaging in Argument from Evidence. Construct and/or support an argument with evidence, data, and/or a model.
35. (D) Disciplinary Core Ideas. Types of Interactions. The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.
36. (E) Crosscutting Concepts. Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change.
37. (3) Energy. Performance expectation 1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the Sun.
38. (A) Clarification Statement. Examples of models could include diagrams and flow-charts.
39. (B) Assessment Boundary. Assessment does not include cellular mechanisms of digestive absorption.
40. (C) Science and Engineering Practices. Developing and Using Models. Use models to describe phenomena.
41. (D) Disciplinary Core Ideas.
42. (i) Energy in Chemical Processes and Everyday Life. The energy released from food was once energy from the Sun that was captured by plants in the chemical process that forms plant matter (from air and water).
43. (ii) Organization for Matter and Energy Flow in Organisms. Food provides animals with the materials they need for body repair and growth, energy they need to maintain body warmth, and for motion.
44. (E) Crosscutting Concepts. Energy and Matter. Energy can be transferred in various ways and between objects.
45. (b) Life Science.
46. (1) From Molecules to Organisms: Structure and Processes. Performance expectation 1. Support an argument that plants get the materials they need for growth chiefly from air and water.
47. (A) Clarification Statement. While energy for plant growth comes from the Sun, material for plant growth comes chiefly from air and water, not from the soil. Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
48. (B) Assessment Boundary. Assessment does not include molecular explanations of photosynthesis.
49. (C) Science and Engineering Practices. Engaging in Argument from Evidence. Support an argument with evidence, data, or a model.
50. (D) Disciplinary Core Ideas.
51. (i) Energy in Chemical Processes and Everyday Life. The energy released from food was once energy from the Sun that was captured by plants in the chemical process that forms plant matter (from air and water).
52. (ii) Organization for Matter and Energy Flow in Organisms. Plants acquire their material for growth chiefly from air and water.
53. (E) Crosscutting Concepts. Energy and Matter. Matter is transported into, out of, and within systems.
54. (2) Ecosystems: Interactions, Energy, and Dynamics.
55. (A) Performance expectation 1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
56. (i) Clarification Statement. Emphasis is on the idea that matter in systems cycle among living and nonliving things (air, water, decomposed materials in soil). Examples of systems could include organisms, ecosystems, and Earth.
57. (ii) Assessment Boundary. Assessment does not include photosynthesis or molecular explanations.
58. (iii) Science and Engineering Practices. Developing and Using Models. Develop a model to describe phenomena.
59. (iv) Disciplinary Core Ideas.
60. (I) Interdependent Relationships Ecosystems.

a. The food of almost any kind of animal can be traced back to plants.

b. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants.

c. Some organisms, such as fungi and bacteria, break down dead organisms (both plants, plant parts, and animals) and therefore operate as “decomposers.”

d. Decomposition eventually restores (recycles) some materials back to the soil.

e. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life.

1. (II) Cycles of Matter and Energy Transfer in Ecosystems.

a. Matter cycles between the air and soil, and among plants, animals, and microbes as these organisms live and die.

b. Organisms obtain gases and water from the environment, and release waste matter (gas, liquid, or solid) back into the environment.

1. (v) Crosscutting Concepts. System and System Models. A system can be described in terms of its components and their interactions.
2. (vi) Connections to Scientific Literacy. Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena. Science explanations describe the mechanisms for natural events.
3. (B) Performance expectation 2. Use models to explain or predict factors that upset the stability of local ecosystems.
4. (i) Clarification Statement. Explanatory models can include representations of relationships between and among organisms, or simulations can be used to predict how factors might impact an ecosystem. Factors that upset an ecosystem’s stability include invasive species, drought, human development, and removal of predators.
5. (ii) Assessment Boundary. Assessment does not include molecular explanations.
6. (iii) Science and Engineering Practices. Developing and Using Models. Develop a model to describe or predict phenomena.
7. (iv) Disciplinary Core Ideas. Interdependent Relationships in Ecosystems.
8. (I) Organisms can survive only in environments in which their particular needs are met.
9. (II) A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life.
10. (III) Newly introduced species can damage the balance of an ecosystem.
11. (v) Crosscutting Concepts. System and System Models. A system can be described in terms of its components and their interactions.
12. (c) Earth and Space Science.
13. (1) Earth’s Place in the Universe.
14. (A) Performance expectation 1. Support an argument with evidence that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.
15. (i) Clarification Statement. Examples of scale could include relative distance of specific stars to Earth. Evidence to support arguments could come from data or models. Examples of stars could include Polaris, Sirius, and Betelgeuse.
16. (ii) Assessment Boundary. Assessment is limited to relative distances, not size of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).
17. (iii) Science and Engineering Practices. Engaging in Argument from Evidence. Support an argument with evidence, data, or a model.
18. (iv) Disciplinary Core Ideas. The Universe and Its Stars.
19. (I) The Sun is a star that appears brighter than other stars because it is closer to Earth.
20. (II) The Sun is a star that appears larger than other stars because it is closer to Earth.
21. (III) Stars range greatly in their distance from Earth.
22. (v) Crosscutting Concepts. Scale, Proportion, and Quantity. Natural objects exist from the very small to the immensely large.
23. (B) Performance expectation 2. Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, in addition to different positions of the Sun, Moon, and stars at different times of the day, month, and year.
24. (i) Clarification Statement. Examples of patterns could include the position and motion of Earth with respect to the Sun, selected stars that are visible only in particular months, or the position of the Moon with respect to the Sun and Earth.
25. (ii) Assessment Boundary. Assessment does not include causes of seasons or labeling specific phases of the Moon.
26. (iii) Science and Engineering Practices. Analyzing and Interpreting Data. Represent data in graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships.
27. (iv) Disciplinary Core Ideas. Earth and the Solar System. The orbits of Earth around the Sun and of the Moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night, daily changes in the length and direction of shadows, and different positions of the Sun, Moon, and stars at different times of the day, month, and year.
28. (v) Crosscutting Concepts. Patterns. Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena.
29. (2) Earth’s Systems.
30. (A) Performance expectation 1. Develop a model to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
31. (i) Clarification Statement. The geosphere, hydrosphere, atmosphere, and biosphere are each a system. Examples of system interactions could include the influence of the ocean on ecosystems, landform shape, and climes; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere.
32. (ii) Assessment Boundary. Assessment is limited to the interactions of two systems at a time.
33. (iii) Science and Engineering Practices. Developing and Using Models. Develop a model using an example to describe phenomena.
34. (iv) Disciplinary Core Ideas. Earth Materials and Systems.
35. (I) Earth’s major systems are the geosphere, hydrosphere, atmosphere, and biosphere.
36. (II) These systems interact in multiple ways to affect Earth’s surface materials and processes.
37. (III) The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate.
38. (IV) Winds and clouds in the atmosphere interact with landforms to determine patterns of water.
39. (v) Crosscutting Concepts. System and System Models. A system can be described in terms of its components and their interactions.
40. (B) Performance expectation 2. Describe and graph amounts of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth.
41. (i) Clarification Statement. Descriptions could include comparisons using graphs, charts, and tables. Quantities could include percentages, total volume, and amounts. Emphasis is on using amount or percentages of water to make comparisons. No attempt to calculate percentages should be made.
42. (ii) Assessment Boundary. Assessment is limited to oceans, lakes, rivers, glaciers, groundwater, and polar ice caps, and does not include the atmosphere. Only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. Assessment should not include circle charts (pie charts) or calculation of percentages.
43. (iii) Science and Engineering Practices. Using Mathematics and Computational Thinking. Describe and graph quantities such as area and volume to address scientific questions.
44. (iv) Disciplinary Core Ideas. The Roles of Water in Earth’s Surface Processes.
45. (I) Nearly all of Earth’s available water is in the ocean.
46. (II) Most freshwater is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.
47. (v) Crosscutting Concepts. Scale, Proportion, and Quantity. Standard units are used to measure and describe physical quantities such as weight and volume.
48. (3) Earth and Human Activity. Performance expectation 1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environments.
49. (A) Clarification Statement. Examples of information might include the use of natural fertilizers or biological pest control by farmers, replanting trees after cutting them by the logging industry, and the institution of recycling programs in cities.
50. (B) Assessment Boundary. Assessment is limited to one human interaction at a time.
51. (C) Science and Engineering Practices. Obtaining, Evaluating, and Communicating Information. Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.
52. (D) Disciplinary Core Ideas. Human Impacts on Earth Systems. Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.
53. (E) Crosscutting Concepts. System and System Models. A system can be described in terms of its components and their interactions.

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