1. (a) Physical Science. 
2. (1) Matter and Its Interaction.
3. (A) Performance expectation 1. Develop and use models to describe the atomic composition of simple molecules and extended structures.
4. (i) Clarification Statement. Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and/or methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.
5. (ii) Assessment Boundary. Assessment does not include the subatomic structure of an atom, 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.
6. (iii) Science and Engineering Practices. Developing and Using Models. Develop and use a model to describe unobservable mechanisms.
7. (iv) Disciplinary Core Ideas. Structure and Properties of Matter.
8. (I) Substances are made from different types of atoms, which combine with one another in various ways.
9. (II) Atoms form molecules that range in size from two to thousands of atoms.
10. (III) Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).
11. (v) 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.
12. (B) Performance expectation 2. Analyze and interpret patterns of data related to the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
13. (i) Clarification Statement. Analyze characteristics of chemical and physical properties of pure substances. Examples of chemical reactions could include burning sugar or steel wool, baking a cake, milk curdling, or metal rusting.
14. (ii) Assessment Boundary. Assessment is limited to analysis of the following properties: color change, formation of a gas, temperature change, density, melting point, boiling point, solubility, flammability, and odor.
15. (iii) Science and Engineering Practices. Analyzing and Interpreting Data. Analyze and interpret data to determine similarities and differences in findings.
16. (iv) Disciplinary Core Ideas.
17. (I) Structure and Properties of Matter. Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
18. (II) Chemical Reactions. Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.
19. (v) Crosscutting Concepts. Patterns. Macroscopic patterns are related to the nature of microscopic and atomic-level structures.
20. (vi) Connections to Scientific Literacy. Scientific Knowledge is Based on Empirical Evidence. Science knowledge is based upon logical and conceptual connections between evidence and explanations.
21. (C) Performance expectation 3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
22. (i) Clarification Statement. Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.
23. (ii) Assessment Boundary. Assessment does not include an understanding of the electrical forces within and between atoms or the substructure of an atom.
24. (iii) Science and Engineering Practices. Obtaining, Evaluating, and Communicating Information. Gather, read, synthesize information from multiple appropriate sources, and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.
25. (iv) Disciplinary Core Ideas.
26. (I) Structure and Properties of Matter. Each pure substance has characteristics, physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
27. (II) Chemical Reactions

a. Substances react chemically in characteristic ways.

b. In a chemical process, the atoms that make up the original substances regroup into different molecules, and these new substances have different properties from those of the reactants.

1. (III) Interdependence of Science, Engineering, and Technology. Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.
2. (IV) Influence of Science, 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.
3. (v) 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.
4. (D) Performance expectation 4. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
5. (i) Clarification Statement. Emphasis is on the law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.
6. (ii) Assessment Boundary. Assessment does not include the subatomic structure of an atom, the use of atomic masses, or intermolecular forces.
7. (iii) Science and Engineering Practices. Developing and Using Models. Develop a model to describe unobservable mechanics.
8. (iv) Disciplinary Core Ideas.
9. (I) Chemical Reactions.

a. Substances react chemically in characteristic ways.

b. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (III) The total number of each type of atom is conserved; thus, the mass does not change.

1. (II) Science Models, Laws, and Theories Explain Natural Phenomena. Laws are regularities or mathematical descriptions of natural phenomena.
2. (v) Crosscutting Concepts. Energy and Matter. Matter is conserved because atoms are conserved in physical and chemical processes.
3. (E) Performance expectation 5. Construct, test, and modify a device that releases or absorbs thermal energy by chemical processes to solve a problem.
4. (i) Clarification Statement. Examples of device modification could include changing factors such as type and concentration of a substance. Examples of problems could be keeping a chemical ice pack cold longer or chemical heat pack warm longer. Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.
5. (ii) Assessment Boundary. Assessment is limited to the criteria of amount, time, and temperature of substances in testing the device.
6. (iii) Science and Engineering Practices. Designing Solutions. Undertake a design project engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.
7. (iv) Disciplinary Core Ideas.
8. (I) Chemical Reactions. Some chemical reactions release energy; others store energy.
9. (II) Developing Possible Solutions. A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
10. (III) Optimizing the Design Solution.

a. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process – that is, some of the characteristics may be incorporated into the new design.

b. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and, ultimately, to an optimal solution.

1. (v) Crosscutting Concepts. Energy and Matter. The transfer of energy can be tracked as energy flows through a designed or natural system.
2. (2) Energy.
3. (A) Performance expectation 1. Construct and interpret graphical displays of data to describe the proportional relationships of kinetic energy to the mass of an object and the speed of an object.
4. (i) Clarification Statement. Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.
5. (ii) Assessment Boundary. Does not include mathematical calculations of kinetic energy.
6. (iii) Science and Engineering Practices. Analyze and Interpret Data. Construct and interpret graphical displays of data to identify linear and nonlinear relationships
7. (iv) Disciplinary Core Ideas. Definitions of Energy. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.
8. (v) Crosscutting Concepts. Scale, Proportion, and Quantity. Proportional relationships (e.g., speed as a ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.
9. (B) Performance expectation 2. Develop or modify a model to describe that when objects interacting at a distance change their arrangement, different amounts of potential energy are stored in the system.
10. (i) Clarification Statement. Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include the Earth and either a roller coaster cart at varying positions on a hill or objects at varying 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.
11. (ii) Assessment Boundary. Assessment is limited to two objects and electric, magnetic, and gravitational interactions.
12. (iii) Science and Engineering Practices. Developing and Using Models. Develop or modify a model based on evidence to match what happens if a variable or component of a system is changed.
13. (iv) Disciplinary Core Ideas.
14. (I) Definitions of Energy. A system of objects may also contain stored (potential) energy, depending on their relative positions.
15. (II) Relationship Between Energy and Forces. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.
16. (v) 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.
17. (C) Performance expectation 3. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
18. (i) Clarification Statement. Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of the object.
19. (ii) Assessment Boundary. Assessment does not include calculations of energy.
20. (iii) Science and Engineering Practices. Engaging in Argument from Evidence. Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon.
21. (iv) Disciplinary Core Ideas. Conservation of Energy and Energy Transfer. When the motion energy of an object changes, there is inevitably some other change in energy at the same time
22. (v) Crosscutting Concepts. Energy and Matter. The transfer of energy can be tracked as energy flows through a designed or natural system.
23. (vi) Connections to Scientific Literacy. Scientific Knowledge is Based on Empirical Evidence. Science knowledge is based upon logical and conceptual connections between evidence and explanations.
24. (b) Life Science.
25. (1) From Molecules to Organisms: Structure and Function.
26. (A) Performance expectation 1. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
27. (i) Clarification Statement. Emphasis is on tracing movement of matter and flow of energy.
28. (ii) Assessment Boundary. Assessment does not include balancing of chemical equations or the biochemical mechanisms of photosynthesis.
29. (iii) Science and Engineering Practices. Constructing Explanations. Construct a scientific explanation based on valid and reliable evidence 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.
30. (iv) Disciplinary Core Ideas.
31. (I) Organization for Matter and Energy Flow in Organisms. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
32. (II) Energy in Chemical Processes and Everyday Life.

a. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur.

b. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.

1. (v) Crosscutting Concepts. Energy and Matter. Within a natural system, the transfer of energy drives the motion and/or cycling of matter.
2. (vi) Connections to Scientific Literacy. Scientific Knowledge is Based on Empirical Evidence. Science knowledge is based upon logical connections between evidence and explanations.
3. (B) Performance expectation 2. Develop a model to describe how food molecules in plants and animals are broken down and rearranged through chemical reactions to form new molecules that support growth and/or release of energy as matter moves through an organism.
4. (i) Clarification Statement. Emphasis is on describing how energy stored within food molecules is released as they are broken apart and rearranged into new molecules.
5. (ii) Assessment Boundary. Assessment does not include balancing chemical equations or the biochemical mechanisms of photosynthesis or respiration.
6. (iii) Science and Engineering Practices. Developing and Using Models. Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.
7. (iv) Disciplinary Core Ideas.
8. (I) Organization for Matter and Energy Flow in Organisms. Within an individual organism, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, support growth, or release energy.
9. (II) Energy in Chemical Processes and Everyday Life. Cellular respiration in plants and animals involves chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.
10. (v) Crosscutting Concepts. Energy and Matter. Matter is conserved because atoms are conserved in physical and chemical processes.
11. (2) Ecosystems: Interactions, Energy, and Dynamics.
12. (A) Performance expectation 1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
13. (i) Clarification Statement. Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.
14. (ii) Assessment Boundary. Determining the carrying capacity of ecosystems is beyond the intent.
15. (iii) Science and Engineering Practices. Analyzing and Interpreting Data. Analyze and interpret data to provide evidence for phenomena.
16. (iv) Disciplinary Core Ideas. Interdependent Relationships in Ecosystems.
17. (I) Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
18. (II) In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.
19. (III) Growth of organisms and population increases are limited by access to resources.
20. (v) Crosscutting Concepts. Cause and Effect. Cause and effect relationships may be used to predict phenomena in natural or designed systems.
21. (B) Performance expectation 2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
22. (i) Clarification Statement. Emphasis is on constructing explanations that predict consistent patterns of interactions in different ecosystems in terms of the relationships among and between living organisms and nonliving components of ecosystems. Examples of types of interactions could include competition, predation, parasitism, commensalism, and mutualism.
23. (ii) Science and Engineering Practices. Constructing Explanations. Construct an explanation that includes qualitative or quantitative relationships between variables that predict and/or describe phenomena.
24. (iii) Disciplinary Core Ideas. Interdependent Relationships in Ecosystems.
25. (I) Predatory interactions may reduce the number of organisms or eliminate whole populations of organisms.
26. (II) Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival.
27. (III) Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
28. (iv) Crosscutting Concepts. Patterns. Patterns can be used to identify cause and effect relationships.
29. (C) Performance expectation 3. Develop or modify a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
30. (i) Clarification Statement. Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.
31. (ii) Assessment Boundary. Assessment does not include the use of chemical reactions to describe the processes.
32. (iii) Science and Engineering Practices. Developing and Using Models. Develop or modify a model based on evidence to match what happens if a variable or component of a system is changed.
33. (iv) Disciplinary Core Ideas. Cycle of Matter and Energy Transfer in Ecosystems.
34. (I) Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem.
35. (II) Transfers of matter into and out of the physical environment occur at every level.
36. (III) Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or the water in aquatic environments.
37. (IV) The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
38. (v) Crosscutting Concepts. Energy and Matter. The transfer of energy can be tracked as energy flows through a natural system.
39. (vi) Connections to Scientific Literacy. Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
40. (D) Performance expectation 4. Construct an argument supported by empirical evidence that changes to physical or biological components in an ecosystem affect populations.
41. (i) Clarification Statement. Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.
42. (ii) Science and Engineering Practices. Engaging in Argument from Evidence. Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or model for a phenomenon.
43. (iii) Disciplinary Core Ideas. Ecosystem Dynamics, Functioning, and Resilience.
44. (I) Ecosystems are dynamic in nature; their characteristics can vary over time.
45. (II) Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
46. (iv) Crosscutting Concepts. Stability and Change. Small changes in one part of a system might cause large changes in another part.
47. (v) Connections to Scientific Literacy. Scientific Knowledge is Based on Empirical Evidence. Science disciplines share common rules for obtaining and evaluating empirical evidence.
48. (E) Performance expectation 5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
49. (i) Clarification Statement. Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Design solutions could be modeled digitally. Examples of design solution constraints could include scientific, economic, and social considerations.
50. (ii) Science and Engineering Practices. Engaging in Argument from Evidence. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
51. (iii) Disciplinary Core Ideas.
52. (I) Ecosystem Dynamics, Functioning, and Resilience.

a. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems.

b. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.

1. (II) Biodiversity and Humans.

a. Changes in biodiversity can influence human resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.

b. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

1. (III) Influence of Science, Engineering, and Technology 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 factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time.
2. (iv) Crosscutting Concepts. Stability and Change. Small changes in one part of a system might cause large changes in another part.
3. (v) Connections to Scientific Literacy. Science Addresses Questions About the Natural and Material World. Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.
4. (c) Earth and Space Science. Earth and Human Activities.
5. (1) Performance expectation 1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
6. (A) Clarification Statement. Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geological traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
7. (B) Science and Engineering Practices. Constructing Explanations. Apply scientific ideas, principles, and evidence (including students’ own investigations, models, theories, simulations, and peer review) to provide an explanation of phenomena.
8. (C) Disciplinary Core Ideas. Natural Resources.
9. (i) Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources.
10. (ii) Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes.
11. (iii) These resources are distributed unevenly around the planet as a result of past geologic processes.
12. (D) Crosscutting Concepts. Cause and Effect. Cause and effect relationships may be used to predict phenomena in natural or designed systems.
13. (2) Performance expectation 2. Apply scientific principles to design a method for monitoring and minimizing human impact on the environment.
14. (A) Clarification Statement. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).
15. (B) Science and Engineering Practices. Constructing Explanations. Apply scientific principles to design an object, tool, process, or system.
16. (C) Disciplinary Core Ideas.
17. (i) Human Impacts on Earth Systems.
18. (I) Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) on different living things.
19. (II) Typically, as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
20. (ii) Influence of Science, Engineering, and Technology 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 differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time.
21. (D) Crosscutting Concepts. Cause and Effect. Cause and effect relationships may be used to predict phenomena in natural or designed systems.
22. (3) Performance expectation 3. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
23. (A) Clarification Statement. Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.
24. (B) Science and Engineering Practices. Engaging in Argument from Evidence. Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or model for a phenomenon.
25. (C) Disciplinary Core Ideas.
26. (i) Human Impacts on Earth Systems. Typically, as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
27. (ii) Influence of Science, Engineering, and Technology on Society and the Natural World. All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.
28. (D) Crosscutting Concepts. Cause and Effect. Cause and effect relationships may be used to predict phenomena in natural or designed systems.
29. (E) Connections to Scientific Literacy. Science Addresses Questions About the Natural and Material World. Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.
30. (4) Performance expectation 4. Obtain, evaluate, and communicate evidence of the factors that have caused changes in global temperatures over the past century.
31. (A) Clarification Statement. Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the impact humans have on the environment.
32. (B) Science and Engineering Practices. Obtaining, Evaluating, and Communicating Evidence. Gather, read, and synthesize information from multiple appropriate sources, assess the credibility, accuracy, and possible bias of each publication and method used, and describe how they are supported or not supported by evidence.
33. (C) Disciplinary Core Ideas. Global Climate Change. Understanding atmospheric changes and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge (such as understanding of human behavior) and on applying that knowledge wisely in decisions and activities.
34. (D) Crosscutting Concepts.Stability and Change. Stability might be disturbed either by sudden events or gradual changes that accumulate over time.

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

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

Amended at 22 Ok Reg 1822, eff 6-25-05

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