Okla. Admin. Code § 210:15-3-78

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-78 - Science standards for grade 8

(a)Physical Science. Standards for eighth (8th) grade students from the domain of Physical Science address the following topics:

(1)Motion and stability: Forces and interactions.

(A)Performance expectation one (1).* Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects in a system.

(i)Clarification statement. Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.

(ii)Assessment Boundary. Assessment is limited to vertical or horizontal interactions in one dimension.

(iii)Science and Engineering Practice.

(I)Constructing explanations. Apply scientific principles to design an object, tool, process, or system.

(iv)Disciplinary Core Ideas.

(I) For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law).

(v)Crosscutting Concepts.

(I)System 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 the systems.

(B)Performance expectation two (2). Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.

(i)Clarification statement. Emphasis is on balanced (Newton's First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton's Second Law), frame of reference, and specification of units. An increase in force can be caused by increasing the mass, the acceleration, or both the mass and acceleration of an object. An example of evidence could include reasoning from mathematical expressions (F=ma).

(ii)Assessment Boundary. Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.

(iii)Science and Engineering Practice.

(I)Planning and carrying out investigations. Plan an investigation individually and collaboratively; identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

(iv)Disciplinary Core Ideas.

(I) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero its motion will change.

(II) The greater the mass of the object, the greater the force needed to achieve the same change in motion.

(III) For any given object, a larger force causes a larger change in motion.

(v)Crosscutting Concepts.

(I)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.

(C)Performance expectation three (3). Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

(i)Clarification Statement. Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number of strength of magnets on the speed of an electric motor.

(ii)Assessment Boundary. Assessment about questions that require quantitative answers is limited to proportional reasoning. Assessment of Coulomb's Law is not intended.

(iii)Science and Engineering Practice.

(I)Asking questions. Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.

(iv)Disciplinary Core Ideas.

(I) Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships may be used to predict phenomena in natural or designed systems.

(D)Performance expectation four (4). Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

(i)Clarification Statement. Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the sun, and orbital periods of objects within the solar system.

(ii)Assessment Boundary. Assessment does not include Newton's Law of Gravitation or Kepler's Laws. Assessment should be focused on qualitative observations and data, or other quantitative data that does not require mathematical computations beyond basic central tendencies.

(iii)Science and Engineering Practice.

(I)Engaging in argument from evidence. Construct 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 or a solution to a problem.

(iv)Disciplinary Core Ideas.

(I) Gravitational forces are always attractive.

(II) There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass (e.g., the Earth and the sun).

(v)Crosscutting Concepts.

(I)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.

(E)Performance expectation five (5). Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

(i)Clarification Statement. Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically charged balloons. Examples of investigations could include first-hand experiences or simulations.

(ii)Assessment Boundary. Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.

(iii)Science and Engineering Practice.

(I)Planning and carrying out investigations. Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation.

(iv)Disciplinary Core Ideas.

(I) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively).

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships may be used to predict phenomena in natural or designed systems.

(3)Waves and their applications in technologies for information.

(A)Performance expectation one (1). Use mathematical representations to describe patterns in a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.

(i)Clarification statement. Emphasis is on describing waves with both qualitative and quantitative thinking.

(ii)Assessment Boundary. Assessment does not include electromagnetic waves and is limited to standard repeating waves.

(iii)Science and Engineering Practice.

(I)Using mathematical and computational thinking. Use mathematical representation to describe and/or support scientific conclusions and design solutions.

(iv)Disciplinary Core Ideas.

(I) A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.

(II) A sound wave needs a medium through which it is transmitted.

(III) Geologists use seismic waves and their reflection at interface between layers to probe structures deep in the planet.

(v)Crosscutting Concepts.

(I)Patterns. Graphs and charts can be used to identify patterns in data.

(B)Performance expectation two (2).* Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.

(i)Clarification statement. Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in Wi-Fi devices, and conversion of stored binary patterns to make sound or text on a computer screen. Examples of reliability in encoding could include transmitting digital information at a higher quality than analog signals (digital vs. analog photographs or videos, or digital vs. analog thermometer). Examples of reliability in transmission could include the degradation of an analog signal compared to a digital signal.

(ii)Assessment Boundary. Assessment does not include binary counting or the specific mechanism of any given device.

(iii)Science and Engineering Practice.

(I)Obtaining, evaluating, communication of evidence. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings.

(iv)Disciplinary Core Ideas.

(I) Many modern communication devices use digitized signals (sent as wave pulses) as a more reliable way to encode and transmit information.

(v)Crosscutting Concepts.

(I)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.

(b)Life Science. Performance expectations for eighth (8th) grade students from the domain of Life Science address the following topics:

(1)From molecules to organisms: Structures and processes.

(A)Performance expectation one (1). Use arguments based on empirical evidence and scientific reasoning to support and explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

(i)Clarification statement. Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the 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.

(ii)Assessment Boundary. Assessment should not focus on the identification of the reproductive plant structures.

(iii)Science and Engineering Practice.

(I)Engaging in argument from evidence. Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for phenomena.

(iv)Disciplinary Core Ideas.

(I) Animals engage in characteristic behaviors that increase the odds of reproduction.

(II) Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.

(v)Crosscutting Concepts.

(I)Cause and effect. Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

(B)Performance expectation two (2). Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

(i)Clarification Statement. Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.

(ii)Assessment Boundary. Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.

(iii)Science and Engineering Practice.

(I)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.

(iv)Disciplinary Core Ideas.

(I) Genetic factors, as well as local conditions, affect the growth of the adult plant.

(v)Crosscutting Concepts.

(I)Cause and effect. Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

(2)Heredity: Inheritance and variation of traits.

(A)Performance expectation one (1). Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

(i)Clarification Statement. Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins. Examples: Radiation treated plants, genetically modified organisms (e.g., Roundup resistant crops, bioluminescence), mutations both harmful and beneficial.

(ii)Assessment Boundary. Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.

(iii)Science and Engineering Practice.

(I)Developing and using models. Develop and use a model to describe phenomena.

(iv)Disciplinary Core Ideas.

(I) Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual.

(II) Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions or the organism and thereby change traits.

(III) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations.

(IV) Though rare, mutations may result in changes to the structure and function of proteins.

(V) Some changes are beneficial, others harmful, and some neutral to the organism.

(v)Crosscutting Concepts.

(I)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.

(B)Performance expectation two (2). Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

(i)Clarification Statement. Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.

(ii)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.

(iii)Science and Engineering Practice.

(I)Developing and using models. Develop and use a model to describe phenomena.

(iv)Disciplinary Core Ideas.

(I) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring.

(II) Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited.

(III) In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships may be used to predict phenomena in natural systems.

(3)Biological unity and diversity.

(A)Performance expectation one (1). Analyze and interpret data to identify patterns within the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth.

(i)Clarification statement. Emphasis is on finding patterns of change in the level of complexity of anatomical structures in organisms and the chronological order of fossils' appearance in the rock layers. The natural laws that operate today are assumed to operate as they have in the past.

(ii)Assessment Boundary. Assessment does not include the names of individual species or geological time scales in the fossil record.

(iii)Science and Engineering Practice.

(I)Analyze and interpret data. Analyze and interpret data to determine similarities and differences in findings.

(iv)Disciplinary Core Ideas.

(I) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth.

(II) Because of the conditions necessary for their preservation, not all types of organisms that existed in the past have left fossils that can be retrieved.

(v)Crosscutting Concepts.

(I)Patterns. Graphs and charts can be used to identify patterns in data.

(B)Performance expectation two (2). Apply scientific ideas to construct an explanation for the patterns of anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer ancestral relationships.

(i)Clarification statement. Emphasis is on explanations of the ancestral relationships among organisms in terms of similarities or differences of anatomical features or structures. Examples could include how structural similarities/differences could determine relationships between two modern organisms (e.g., wings of birds vs. bats vs. insects) or modern fossil organisms (e.g., fossilized horses compared to modern horses, trilobites compared to horseshoe crabs).

(ii)Assessment Boundary. Assessment does not include the names of individual species or geological eras in the fossil record.

(iii)Science and Engineering Practice.

(I)Constructing explanations. Construct a scientific explanation based on valid and reliable evidence.

(iv)Disciplinary Core Ideas.

(I) Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record serve as evidence of ancestral relationships among organisms and changes in populations over time.

(v)Crosscutting Concepts.

(I)Patterns. Graphs and charts can be used to identify patterns in data.

(C)Performance expectation three (3).* Gather and synthesize information about the practices that have changed the way humans influence the inheritance of desired traits in organisms.

(i)Clarification Statement. Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and on the impacts these practices have on society, as well as the technologies leading to these scientific discoveries.

(ii)Assessment Boundary. The assessment should provide evidence of students' abilities to understand and communicate how technology affects both individuals and society.

(iii)Science and Engineering Practice.

(I)Obtaining, evaluating, and communicating information. Gather, read, synthesize information from multiple appropriate sources; assess the credibility, accuracy, and possible bias of each publication and methods used; and describe how they are supported or not supported by evidence.

(iv)Disciplinary Core Ideas.

(I) In artificial selections, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits by genes, which are then passed on to offspring.

(II) 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.

(v)Crosscutting Concepts.

(I)Cause and effect. Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

(D)Performance expectation four (4). Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

(i)Clarification Statement. Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.

(ii)Assessment Boundary. The assessment should provide evidence of students' abilities to explain trends in data for the number of individuals with specific traits changing over time. Assessment does not include Hardy Weinberg calculations.

(iii)Science and Engineering Practice.

(I)Using mathematics and computational thinking. Use mathematical representation to describe and/or support scientific conclusions and design solutions.

(iv)Disciplinary Core Ideas.

(I) Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions.

(II) Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population change.

(v)Crosscutting Concepts.

(I)Cause and effect. Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

(c)Earth and Space Science. Performance expectations for seventh (7th) grade students from the domain of Earth and Space Science address the following topics:

(1)Earth's place in the universe.

(A)Performance expectation one (1). Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

(i)Clarification Statement. Earth's rotation relative to the positions of the moon and sun describes the occurrence of tides; the revolution of Earth around the sun explains the annual cycle of the apparent movement of the constellations in the night sky; the moon's revolution around Earth explains the cycle of spring/neap tides and the occurrence of eclipses; and the moon's elliptical orbit mostly explains the occurrence of total and annular eclipses. The position and tilting of Earth, as it revolves around the sun, explain why seasons occur. Examples of models can be physical, graphical, or conceptual.

(ii)Assessment Boundary. Definitions of spring or neap tides should not be included.

(iii)Science and Engineering Practice.

(I)Developing and using models. Develop and use a model to describe a phenomenon.

(iv)Disciplinary Core Ideas.

(I) Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.

(II) The model of the solar system can explain eclipses of the sun and the moon.

(III) Earth's spin axis is fixed in direction over the short term, but tilted relative to its orbit around the sun. The seasons are a result of its tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

(v)Crosscutting Concepts.

(I)Patterns. Patterns can be used to identify cause-and-effect relationships.

(B)Performance expectation two (2). Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

(i)Clarification Statement. Emphasis for the model is on effects of gravity and inertia as the forces that hold together the solar system and Milky Way Galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as a school or state.)

(ii)Assessment Boundary. Assessment does not include Kepler's Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.

(iii)Science and Engineering Practice.

(I)Developing and using models. Develop and use a model to describe a phenomenon.

(iv)Disciplinary Core Ideas.

(I) Earth and its solar system are part of the Milky Way Galaxy, which is one of many galaxies in the universe.

(II) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.

(III) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.

(v)Crosscutting Concepts.

(I)Systems and system models. Models can be used to represent systems and their interactions.

(C)Performance expectation three (3).* Analyze and interpret data to determine scale properties of objects in the solar system.

(i)Clarification Statement. Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the size of an object's layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.

(ii)Assessment Boundary. Assessment emphasis is on data analysis of properties of the planets and should not include recalling facts about the planets and other solar system bodies.

(iii)Science and Engineering Practice.

(I)Analyzing and interpreting data. Analyze and interpret data to determine similarities and differences in findings.

(iv)Disciplinary Core Ideas.

(I) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.

(II) 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.

(v)Crosscutting Concepts.

(I)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.

Okla. Admin. Code § 210:15-3-78

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 by Oklahoma Register, Volume 38, Issue 24, September 1, 2021, eff. 9/11/2021