SECTION 210:15-3-83. Earth and Space Science and Environmental Science - Earth and Space Science and Environmental Science - standards for inquiry, Earth and Space Science and Environmental Science for high school

(a)   Earth and Space Science. Standards for high school students in the subject 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 a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.

(B)   Performance expectation one (1) - Clarification statement. Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun's core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun's radiation varies due to sudden solar flares ("space weather"), the 11-year sunspot cycle, and non-cyclic variations over centuries.

(C)   Performance expectation two (2). Develop models to describe the sun's place in relation to the Milky Way galaxy and the distribution of galaxies and galaxy clusters in the Universe.

(D)   Performance expectation two (2) - Clarification statement. Mathematical models can focus on the logarithmic powers-of-ten relationship among the sun, its solar system, the Milky Way galaxy, the local cluster of galaxies, and the universe, these relationships can also be investigated graphically, using 2D or 3D scaled models, or through computer programs, either pre-made or student-written.

(E)   Performance expectation three (3). Communicate scientific ideas about the way stars, over their life cycle, produce elements.

(F)   Performance expectation three (3) - Clarification statement. Emphasis is on the way nucleosynthesis, and therefore the different elements created, depend on the mass of a star and the stage of its lifetime.

(G)   Performance expectation four (4). Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

(H)   Performance expectation four (4) - Clarification statement. Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons. (e.g. graphical representations of orbits)

(I)   Performance expectation five (5). Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

(J)   Performance expectation five (5) - Clarification statement. Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages of oceanic crust decreasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with distance away from a central ancient core (a result of past plate interactions).

(K)   Performance expectation six (6). Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.

(L)   Performance expectation six (6) - Clarification statement. Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth. Examples of evidence include materials obtained through space exploration, radiometric dating of meteorites and Earth's oldest minerals, the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.

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

(A)   Performance expectation one (1). Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

(B)   Performance expectation one (1) - Clarification statement. Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, erosion, and mass wasting).

(C)   Performance expectation two (2). Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks and interactions that cause changes to other Earth's systems.

(D)   Performance expectation two (2) - Clarification statement. Examples could be taken from system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion, which limits additional vegetation patterns; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent. Examples could also include climate feedbacks that increase surface temperatures through geologic time.

(E)   Performance expectation three (3). Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.

(F)   Performance expectation three (3) - Clarification statement. Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of the Earth's surface features as well as three-dimensional structure in the subsurface, obtained from seismic waves, records of the rate of change of Earth's magnetic field (as constraints on convection in the outer core), and predictions of the composition of Earth's layers from high-pressure laboratory experiments.

(G)   Performance expectation four (4). Analyze and interpret data to explore how variations in the flow of energy into and out of Earth's systems result in changes in atmosphere and climate.

(H)   Performance expectation four (4) - Clarification statement. Changes differ by timescale, from sudden (large volcanic eruption, ocean circulation); to intermediate (ocean circulation, solar output, human activity) and long-term (Earth's orbit and the orientation of its axis and changes in atmospheric composition). Examples of human activities could include fossil fuel combustion, cement production, or agricultural activity and natural processes such as changes in incoming solar radiation or volcanic activity. Examples of data can include tables, graphs, maps of global and regional temperatures, and atmospheric levels of gases.

(I)   Performance expectation five (5). Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

(J)   Performance expectation five (5) - Clarification statement. Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).

(K)   Performance expectation six (6). Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

(L)   Performance expectation six (6) - Clarification statement. Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.

(M)   Performance expectation seven (7). Construct an argument based on evidence about the simultaneous co-evolution of Earth's systems and life on Earth.

(N)   Performance expectation seven (7) - Clarification statement. Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth's other systems, whereby geoscience factors influence conditions for life, which in turn continuously alters Earth's surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and affected animal life; how microbial life on land increased the formation of soil, which in turn allowed for the development of land plant species; or how the changes in coral species created reefs that altered patterns of erosion and deposition along coastlines and provided habitats to support biodiversity. Geologic timescale should be considered with the emphases above.

(3)   Earth and human activities. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

(B)   Performance expectation one (1) - Clarification statement. Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Natural hazards and other geologic events exhibit some non-random patterns of occurrence. Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.

(C)   Performance expectation two (2). Evaluate competing design solutions for developing, managing, and utilizing natural resources based on cost-benefit ratios.

(D)   Performance expectation two (2) - Clarification statement. Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural, soil use, forestry, and mining.

(E)   Performance expectation three (3). Construct a scientific explanation from evidence for how geological processes lead to uneven distribution of natural resources.

(F)   Performance expectation three (3) - Clarification statement. Emphasis is on how geological processes have led to geological sedimentary basins that provide significant accumulations of crude oil and natural gas in some areas and not others and how geological processes lead to diverse soil profiles that support a diversity and range of agricultural crops and how plate tectonics leads to concentrations of mineral deposits.

(b)   Environmental Science. Performance expectations for high school students in the subject of Environmental Science include all of the following topics:

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

(A)   Performance expectation one (1). Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

(B)   Performance expectation one (1) - Clarification statement. Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).

(C)   Performance expectation two (2). Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks and interactions that cause changes to other Earth's systems.

(D)   Performance expectation two (2) - Clarification statement. Examples could be taken from system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion, which limits additional vegetation patterns; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent. Examples could also include climate feedbacks that increase surface temperatures through geologic time.

(E)   Performance expectation three (3). Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.

(F)   Performance expectation three (3) - Clarification statement. Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of the Earth's surface features as well as three-dimensional structure in the subsurface, obtained from seismic waves, records of the rate of change of Earth's magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth's layers from high-pressure laboratory experiments.

(G)   Performance expectation four (4). Analyze and interpret data to explore how variations in the flow of energy into and out of Earth's systems result in changes in atmosphere and climate.

(H)   Performance expectation four (4) - Clarification statement. Changes differ by timescale, from sudden (large volcanic eruption, ocean circulation) to intermediate (ocean circulation, solar output, human activity) and long-term (Earth's orbit and the orientation of its axis and changes in atmospheric composition). Examples of human activities could include fossil fuel combustion, cement production, or agricultural activity and natural processes such as changes in incoming solar radiation or volcanic activity. Examples of data can include tables, graphs, and maps of global and regional temperatures, and atmospheric levels of gases.

(I)   Performance expectation five (5). Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

(J)   Performance expectation five (5) - Clarification statement. Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).

(K)   Performance expectation six (6). Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

(L)   Performance expectation six (6) - Clarification statement. Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.

(M)   Performance expectation seven (7). Construct an argument based on evidence about the simultaneous co-evolution of Earth's systems and life on Earth.

(N)   Performance expectation seven (7) - Clarification statement. Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth's other systems, whereby geoscience factors influence conditions for life, which in turn continuously alters Earth's surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and affected animal life; how microbial life on land increased the formation of soil, which in turn allowed for the development of land plant species; or how the changes in coral species created reefs that altered patterns of erosion and deposition along coastlines and provided habitats to support biodiversity. Geologic timescale should be considered with the emphases above.

(2)   Earth and human activities. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

(B)   Performance expectation one (1) - Clarification statement. Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Natural hazards and other geologic events exhibit some non-random patterns of occurrence. Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.

(C)   Performance expectation two (2). Evaluate competing design solutions for developing, managing, and utilizing natural resources based on cost-benefit ratios.

(D)   Performance expectation two (2) - Clarification statement. Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas).

(E)   Performance expectation three (3). Create a computational simulation to illustrate the relationship among management of natural resources, the sustainability of human populations, and biodiversity.

(F)   Performance expectation three (3) - Clarification statement. Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of consumption, and urban planning.

(G)   Performance expectation four (4). Evaluate or refine a technological solution that reduces the impacts of human activities on natural systems.

(H)   Performance expectation four (4) - Clarification statement. Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use. Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions.

(3)   Ecosystems: Interaction, energy, and dynamics. Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

(B)   Performance expectation one (1) - Clarification statement. Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate and competition. Examples of mathematical comparisons could include graphs, charts, histograms, or population changes gathered from simulations or historical data sets.

(C)   Performance expectation two (2). Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

(D)   Performance expectation two (2) - Clarification statement. Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.

(E)   Performance expectation three (3). Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

(F)   Performance expectation three (3) - Clarification statement. Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.

(G)   Performance expectation four (4). Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

(H)   Performance expectation four (4) - Clarification statement. Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.

[Source: Added at 28 Ok Reg 2264, eff 7-25-11; Amended at 31 Ok Reg 1195, eff 9-12-14]