SECTION 210:15-3-77. Standards for inquiry, physical, life, and earth/space science for grade 7

(a)   Physical Science. Standards for seventh (7th) grade students from the domain of Physical Science include all of the following topics:

(1)   Matter and its interactions. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Develop models to describe the atomic composition of simple molecules and extended structures.

(B)   Performance expectation one (1) - Clarification statement. Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and 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.

(C)   Performance expectation two (2). Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

(D)   Performance expectation two (2) - Clarification statement. Analyze characteristic chemical and physical properties of pure substances. Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with HCl.

(2)   Motion and stability: Forces and interactions. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

(B)   Performance expectation one (1) - 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.

(3)   Energy. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). 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.

(B)   Performance expectation one (1) - 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 object.

(b)   Life Science. Standards for seventh (7th) grade students from the domain of Life Science include all of the following topics:

(1)   From molecules to organisms: Structures and processes. Standards for students include all of the following performance expectations:

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

(B)   Performance expectation one (1) - 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.

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

(D)   Performance expectation two (2) - 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.

(E)   Performance expectation three (3). Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

(F)   Performance expectation three (3) - Clarification statement. N/A

(2)   Heredity: Inheritance and variation of traits. Standards for students include all of the following performance expectations:

(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.

(B)   Performance expectation one (1) - 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.

(C)   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.

(D)   Performance expectation two (2) - 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.

(3)   Biological unity and diversity. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.

(B)   Performance expectation one (1) - Clarification statement. Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.

(C)   Performance expectation two (2). Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.

(D)   Performance expectation two (2) - Clarification statement. Emphasis is on using simple probability statements and proportional reasoning to construct explanations.

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

(F)   Performance expectation three (3) - 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 technologies have on society as well as the technologies leading to these scientific discoveries.

(G)   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.

(H)   Performance expectation four (4) - Clarification statement. Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.

(c)   Earth and Space Science. Standards for seventh (7th) grade students from the domain of Earth and Space Science include all of the following topics:

(1)   Earth's place in the universe. Standards for students include all of the following performance expectations:

(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.

(B)   Performance expectation one (1) - 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; the moon's elliptical orbit mostly explains the occurrence of total and annular eclipses. Examples of models can be physical, graphical, or conceptual.

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

(D)   Performance expectation two (2) - Clarification statement. Emphasis for the model is on gravity as the force that holds 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 their school or state).

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

(F)   Performance expectation three (3) - 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 sizes 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.

(2)   Earth's systems. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

(B)   Performance expectation one (1) - Clarification statement. Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).

(C)   Performance expectation two (2). Develop and use a model to describe how unequal heating and rotation of the Earth causes patterns of atmospheric and oceanic circulation that determine regional climates.

(D)   Performance expectation two (2) - Clarification statement. Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation (e.g. el niño/la niña) is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.

[Source: 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]