This alignment guide shows how KnowAtom’s K-8 integrated science curriculum is aligned with Tennessee Academic Standards for Science.
Science Lesson
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State
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Standards
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State ID
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Grades
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Performance Expectation
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How Plants Grow | TN | Tennessee Academic Standards for Science | 1.LS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). |
Flowers | TN | Tennessee Academic Standards for Science | 1.LS1.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Illustrate and summarize the life cycle of plants. |
How Plants Grow | TN | Tennessee Academic Standards for Science | 1.LS1.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Illustrate and summarize the life cycle of plants. |
Flowers | TN | Tennessee Academic Standards for Science | 1.LS1.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways. |
How Plants Grow | TN | Tennessee Academic Standards for Science | 1.LS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Conduct an experiment to show how plants depend on air, water, minerals from soil, and light to grow and thrive. |
How Plants Grow | TN | Tennessee Academic Standards for Science | 1.LS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Obtain and communicate information to classify plants by where they grow (water, land) and the plant’s physical characteristics. |
Engineering Hand Pollinators | TN | Tennessee Academic Standards for Science | 1.LS2.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live. |
Butterfly Structure and Function | TN | Tennessee Academic Standards for Science | 1.LS2.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live. |
Flowers | TN | Tennessee Academic Standards for Science | 1.LS2.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live. |
Property of Materials | TN | Tennessee Academic Standards for Science | 2.3.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Plan and carry out an investigation to classify different kinds of materials based on patterns in their observable properties. |
Earth Events | TN | Tennessee Academic Standards for Science | 2.ESS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize that some of Earth’s natural processes are cyclical, while others have a beginning and an end. Some events happen quickly, while others occur slowly over time. |
Controlling Erosion | TN | Tennessee Academic Standards for Science | 2.ESS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize that some of Earth’s natural processes are cyclical, while others have a beginning and an end. Some events happen quickly, while others occur slowly over time. |
Water Flow | TN | Tennessee Academic Standards for Science | 2.ESS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize that some of Earth’s natural processes are cyclical, while others have a beginning and an end. Some events happen quickly, while others occur slowly over time. |
Controlling Erosion | TN | Tennessee Academic Standards for Science | 2.ESS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
Water Flow | TN | Tennessee Academic Standards for Science | 2.ESS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
Earth Events | TN | Tennessee Academic Standards for Science | 2.ESS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things. |
Water Flow | TN | Tennessee Academic Standards for Science | 2.ESS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things. |
Habitats | TN | Tennessee Academic Standards for Science | 2.ESS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things. |
Mapping Land and Water | TN | Tennessee Academic Standards for Science | 2.ESS2.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Compare simple maps of different land areas to observe the shapes and kinds of land (rock, soil, sand) and water (river, stream, lake, pond). |
Controlling Erosion | TN | Tennessee Academic Standards for Science | 2.ESS2.4 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid. |
Mapping Land and Water | TN | Tennessee Academic Standards for Science | 2.ESS2.4 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid. |
Water Flow | TN | Tennessee Academic Standards for Science | 2.ESS2.4 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid. |
Engineering Owl Shelters | TN | Tennessee Academic Standards for Science | 2.ETS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change. |
Controlling Erosion | TN | Tennessee Academic Standards for Science | 2.ETS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change. |
Engineering Hand Pollinators | TN | Tennessee Academic Standards for Science | 2.ETS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change. |
Engineering Boats | TN | Tennessee Academic Standards for Science | 2.ETS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change. |
Controlling Erosion | TN | Tennessee Academic Standards for Science | 2.ETS1.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple sketch, drawing, or physical model that communicates solutions to others. |
Engineering Boats | TN | Tennessee Academic Standards for Science | 2.ETS1.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple sketch, drawing, or physical model that communicates solutions to others. |
Engineering Hand Pollinators | TN | Tennessee Academic Standards for Science | 2.ETS1.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple sketch, drawing, or physical model that communicates solutions to others. |
Engineering Owl Shelters | TN | Tennessee Academic Standards for Science | 2.ETS1.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple sketch, drawing, or physical model that communicates solutions to others. |
Controlling Erosion | TN | Tennessee Academic Standards for Science | 2.ETS1.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. |
Engineering Hand Pollinators | TN | Tennessee Academic Standards for Science | 2.ETS1.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. |
Engineering Owl Shelters | TN | Tennessee Academic Standards for Science | 2.ETS1.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. |
Engineering Boats | TN | Tennessee Academic Standards for Science | 2.ETS1.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. |
Controlling Erosion | TN | Tennessee Academic Standards for Science | 2.ETS1.4 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design. |
Engineering Hand Pollinators | TN | Tennessee Academic Standards for Science | 2.ETS1.4 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design. |
Engineering Owl Shelters | TN | Tennessee Academic Standards for Science | 2.ETS1.4 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design. |
Engineering Boats | TN | Tennessee Academic Standards for Science | 2.ETS1.4 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design. |
Controlling Erosion | TN | Tennessee Academic Standards for Science | 2.ETS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use appropriate tools to make observations, record data, and refine design ideas. |
Engineering Hand Pollinators | TN | Tennessee Academic Standards for Science | 2.ETS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use appropriate tools to make observations, record data, and refine design ideas. |
Engineering Owl Shelters | TN | Tennessee Academic Standards for Science | 2.ETS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use appropriate tools to make observations, record data, and refine design ideas. |
Engineering Boats | TN | Tennessee Academic Standards for Science | 2.ETS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use appropriate tools to make observations, record data, and refine design ideas. |
Controlling Erosion | TN | Tennessee Academic Standards for Science | 2.ETS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Predict and explain how human life and the natural world would be different |
Engineering Owl Shelters | TN | Tennessee Academic Standards for Science | 2.ETS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Predict and explain how human life and the natural world would be different |
Engineering Hand Pollinators | TN | Tennessee Academic Standards for Science | 2.ETS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Predict and explain how human life and the natural world would be different |
Engineering Boats | TN | Tennessee Academic Standards for Science | 2.ETS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Predict and explain how human life and the natural world would be different |
Engineering Owl Shelters | TN | Tennessee Academic Standards for Science | 2.LS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. |
Butterfly Life Cycle | TN | Tennessee Academic Standards for Science | 2.LS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. |
Butterfly Structure and Function | TN | Tennessee Academic Standards for Science | 2.LS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. |
Engineering Hand Pollinators | TN | Tennessee Academic Standards for Science | 2.LS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. |
Butterfly Life Cycle | TN | Tennessee Academic Standards for Science | 2.LS1.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics. |
Butterfly Life Cycle | TN | Tennessee Academic Standards for Science | 2.LS1.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use simple graphical representations to show that species have unique and diverse life cycles. |
Engineering Owl Shelters | TN | Tennessee Academic Standards for Science | 2.LS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. |
Flowers | TN | Tennessee Academic Standards for Science | 2.LS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. |
Habitats | TN | Tennessee Academic Standards for Science | 2.LS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. |
Butterfly Structure and Function | TN | Tennessee Academic Standards for Science | 2.LS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. |
Engineering Owl Shelters | TN | Tennessee Academic Standards for Science | 2.LS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation). |
Habitats | TN | Tennessee Academic Standards for Science | 2.LS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation). |
Engineering Hand Pollinators | TN | Tennessee Academic Standards for Science | 2.LS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation). |
Butterfly Life Cycle | TN | Tennessee Academic Standards for Science | 2.LS3.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. |
Engineering Boats | TN | Tennessee Academic Standards for Science | 2.PS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze the push or the pull that occurs when objects collide or are connected. |
Action-Reaction Forces | TN | Tennessee Academic Standards for Science | 2.PS2.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze the push or the pull that occurs when objects collide or are connected. |
Floating and Sinking | TN | Tennessee Academic Standards for Science | 2.PS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Evaluate the effects of different strengths and directions of a push or a pull on the motion of an object. |
Action-Reaction Forces | TN | Tennessee Academic Standards for Science | 2.PS2.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Evaluate the effects of different strengths and directions of a push or a pull on the motion of an object. |
Action-Reaction Forces | TN | Tennessee Academic Standards for Science | 2.PS2.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize the effect of multiple pushes and pulls on an object's movement or non-movement. |
Engineering Boats | TN | Tennessee Academic Standards for Science | 2.PS2.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Recognize the effect of multiple pushes and pulls on an object's movement or non-movement. |
Action-Reaction Forces | TN | Tennessee Academic Standards for Science | 2.PS3.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Demonstrate how a stronger push or pull makes things go faster and how faster speeds during a collision can cause a bigger change in the shape of the colliding objects. |
Engineering Boats | TN | Tennessee Academic Standards for Science | 2.PS3.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Demonstrate how a stronger push or pull makes things go faster and how faster speeds during a collision can cause a bigger change in the shape of the colliding objects. |
Friction | TN | Tennessee Academic Standards for Science | 2.PS3.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Make observations and conduct experiments to provide evidence that friction produces heat and reduces or increases the motion of an object. |
Engineering Boats | TN | Tennessee Academic Standards for Science | 2.PS3.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Make observations and conduct experiments to provide evidence that friction produces heat and reduces or increases the motion of an object. |
Flowers | TN | Tennessee Academic Standards for Science | K.ESS3.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use a model to represent the relationship between the basic needs (shelter, food, water) of different plants and animals (including humans) and the places they live. |
Habitats | TN | Tennessee Academic Standards for Science | K.ESS3.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use a model to represent the relationship between the basic needs (shelter, food, water) of different plants and animals (including humans) and the places they live. |
Butterfly Structure and Function | TN | Tennessee Academic Standards for Science | K.ESS3.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use a model to represent the relationship between the basic needs (shelter, food, water) of different plants and animals (including humans) and the places they live. |
Engineering Hand Pollinators | TN | Tennessee Academic Standards for Science | K.ESS3.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Communicate solutions that will reduce the impact from humans on land, water, air, and other living things in the local environment. |
Habitats | TN | Tennessee Academic Standards for Science | K.ESS3.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Communicate solutions that will reduce the impact from humans on land, water, air, and other living things in the local environment. |
How Plants Grow | TN | Tennessee Academic Standards for Science | K.LS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses). |
Habitats | TN | Tennessee Academic Standards for Science | K.LS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses). |
Butterfly Structure and Function | TN | Tennessee Academic Standards for Science | K.LS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses). |
Matter and Properties | TN | Tennessee Academic Standards for Science | K.LS1.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Explain how humans use their five senses in making scientific findings. |
Butterfly Life Cycle | TN | Tennessee Academic Standards for Science | K.LS3.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Make observations to describe that young plants and animals resemble their parents. |
How Plants Grow | TN | Tennessee Academic Standards for Science | K.LS3.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Make observations to describe that young plants and animals resemble their parents. |
Property of Materials | TN | Tennessee Academic Standards for Science | K.PS1.1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Plan and conduct an investigation to describe and classify different kinds of materials including wood, plastic, metal, cloth, and paper by their observable properties (color, texture, hardness, and flexibility) and whether they are natural or human-made. |
Matter and Properties | TN | Tennessee Academic Standards for Science | K.PS1.2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Conduct investigations to understand that matter can exist in different states (solid and liquid) and has properties that can be observed and tested. |
Matter and Properties | TN | Tennessee Academic Standards for Science | K.PS1.3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Construct an evidence-based account of how an object made of a small set of pieces (blocks, snap cubes) can be disassembled and made into a new object. |
Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants).
Illustrate and summarize the life cycle of plants.
Conduct an experiment to show how plants depend on air, water, minerals from soil, and light to grow and thrive.
Obtain and communicate information to classify plants by where they grow (water, land) and the plant’s physical characteristics.
Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live.
Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live.
Plan and carry out an investigation to classify different kinds of materials based on patterns in their observable properties.
Recognize that some of Earth’s natural processes are cyclical, while others have a beginning and an end. Some events happen quickly, while others occur slowly over time.
Recognize that some of Earth’s natural processes are cyclical, while others have a beginning and an end. Some events happen quickly, while others occur slowly over time.
Recognize that some of Earth’s natural processes are cyclical, while others have a beginning and an end. Some events happen quickly, while others occur slowly over time.
Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things.
Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things.
Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things.
Compare simple maps of different land areas to observe the shapes and kinds of land (rock, soil, sand) and water (river, stream, lake, pond).
Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid.
Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid.
Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid.
Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.
Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.
Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.
Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.
Develop a simple sketch, drawing, or physical model that communicates solutions to others.
Develop a simple sketch, drawing, or physical model that communicates solutions to others.
Develop a simple sketch, drawing, or physical model that communicates solutions to others.
Develop a simple sketch, drawing, or physical model that communicates solutions to others.
Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.
Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.
Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.
Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.
Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design.
Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design.
Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design.
Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design.
Use appropriate tools to make observations, record data, and refine design ideas.
Use appropriate tools to make observations, record data, and refine design ideas.
Use appropriate tools to make observations, record data, and refine design ideas.
Use appropriate tools to make observations, record data, and refine design ideas.
Predict and explain how human life and the natural world would be different
without current technologies.
Predict and explain how human life and the natural world would be different
without current technologies.
Predict and explain how human life and the natural world would be different
without current technologies.
Predict and explain how human life and the natural world would be different
without current technologies.
Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.
Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.
Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.
Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.
Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics.
Use simple graphical representations to show that species have unique and diverse life cycles.
Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.
Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.
Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation).
Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation).
Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.
Analyze the push or the pull that occurs when objects collide or are connected.
Analyze the push or the pull that occurs when objects collide or are connected.
Evaluate the effects of different strengths and directions of a push or a pull on the motion of an object.
Evaluate the effects of different strengths and directions of a push or a pull on the motion of an object.
Recognize the effect of multiple pushes and pulls on an object's movement or non-movement.
Recognize the effect of multiple pushes and pulls on an object's movement or non-movement.
Demonstrate how a stronger push or pull makes things go faster and how faster speeds during a collision can cause a bigger change in the shape of the colliding objects.
Demonstrate how a stronger push or pull makes things go faster and how faster speeds during a collision can cause a bigger change in the shape of the colliding objects.
Make observations and conduct experiments to provide evidence that friction produces heat and reduces or increases the motion of an object.
Use a model to represent the relationship between the basic needs (shelter, food, water) of different plants and animals (including humans) and the places they live.
Use a model to represent the relationship between the basic needs (shelter, food, water) of different plants and animals (including humans) and the places they live.
Use a model to represent the relationship between the basic needs (shelter, food, water) of different plants and animals (including humans) and the places they live.
Communicate solutions that will reduce the impact from humans on land, water, air, and other living things in the local environment.
Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses).
Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses).
Explain how humans use their five senses in making scientific findings.
Make observations to describe that young plants and animals resemble their parents.
Make observations to describe that young plants and animals resemble their parents.
Plan and conduct an investigation to describe and classify different kinds of materials including wood, plastic, metal, cloth, and paper by their observable properties (color, texture, hardness, and flexibility) and whether they are natural or human-made.
Conduct investigations to understand that matter can exist in different states (solid and liquid) and has properties that can be observed and tested.
Construct an evidence-based account of how an object made of a small set of pieces (blocks, snap cubes) can be disassembled and made into a new object.
Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.