This alignment guide shows how KnowAtom’s K-8 integrated science curriculum is aligned with Tennessee Academic Standards for Science.
Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Scaling the Sun Earth Moon System | TN | Tennessee Academic Standards for Science | 3.ESS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use data to categorize the planets in the solar system as inner or outer planets according to their physical properties. |
Earth's Water | TN | Tennessee Academic Standards for Science | 3.ESS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Explain the cycle of water on Earth. |
Earth's Interacting Systems | TN | Tennessee Academic Standards for Science | 3.ESS2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Associate major cloud types (cumulus, cumulonimbus, cirrus, stratus, nimbostratus) with weather conditions. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 3.LS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction. |
Plant Growth and Acid Rain | TN | Tennessee Academic Standards for Science | 3.LS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction. |
Plant Growth | TN | Tennessee Academic Standards for Science | 3.LS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction. |
Plant and Animal Cells | TN | Tennessee Academic Standards for Science | 3.LS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 | Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 3.LS4.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Explain the cause-and-effect relationship between a naturally changing environment and an organism's ability to survive. |
Plant Growth and Acid Rain | TN | Tennessee Academic Standards for Science | 3.LS4.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Explain the cause-and-effect relationship between a naturally changing environment and an organism's ability to survive. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 3.LS4.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Infer that plant and animal adaptations help them survive in land and aquatic biomes. |
Conservation of Matter | TN | Tennessee Academic Standards for Science | 3.PS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe the properties of solids, liquids, and gases and identify that matter is made up of particles too small to be seen. |
Conservation of Matter | TN | Tennessee Academic Standards for Science | 3.PS1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Differentiate between changes caused by heating or cooling that can be reversed and that cannot. |
Conservation of Matter | TN | Tennessee Academic Standards for Science | 3.PS1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility. |
Magnets and Motors | TN | Tennessee Academic Standards for Science | 3.PS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Explain the cause-and-effect relationship of magnets. |
Friction and Motion | TN | Tennessee Academic Standards for Science | 3.PS3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 3.PS3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another. |
Sound Energy | TN | Tennessee Academic Standards for Science | 3.PS3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another. |
Electrical Currents and Circuits | TN | Tennessee Academic Standards for Science | 3.PS3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another. |
Magnets and Motors | TN | Tennessee Academic Standards for Science | 3.PS3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another. |
Magnets and Motors | TN | Tennessee Academic Standards for Science | 3.PS3.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts electrical energy to another form of energy, using open or closed simple circuits. |
Electrical Currents and Circuits | TN | Tennessee Academic Standards for Science | 3.PS3.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts electrical energy to another form of energy, using open or closed simple circuits. |
Magnets and Motors | TN | Tennessee Academic Standards for Science | 3.PS3.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet. |
Weathering Rocks | TN | Tennessee Academic Standards for Science | 4.1.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain information about what a fossil is and ways a fossil can provide information about the past. |
Sound Energy and Materials | TN | Tennessee Academic Standards for Science | 4.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents. |
Sound Energy and Materials | TN | Tennessee Academic Standards for Science | 4.3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop and use a model to describe the regular patterns of waves. Emphasize patterns in terms of amplitude and wavelength. |
Weathering Rocks | TN | Tennessee Academic Standards for Science | 4.ESS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms. |
Earth's Water | TN | Tennessee Academic Standards for Science | 4.ESS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms. |
Patterns | TN | Tennessee Academic Standards for Science | 4.ESS1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day. |
Earth's Interacting Systems | TN | Tennessee Academic Standards for Science | 4.ESS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation. |
Weathering Rocks | TN | Tennessee Academic Standards for Science | 4.ESS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation. |
Earth's Surface Features | TN | Tennessee Academic Standards for Science | 4.ESS2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 4.ESS2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Provide examples to support the claim that organisms affect the physical characteristics of their regions. |
Earth's Surface Features | TN | Tennessee Academic Standards for Science | 4.ESS2.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data on the four layers of the Earth, including thickness, |
Engineering Filtration Devices | TN | Tennessee Academic Standards for Science | 4.ESS3.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 4.LS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis. |
Energy and Matter in Food Webs | TN | Tennessee Academic Standards for Science | 4.LS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis. |
Plant Growth | TN | Tennessee Academic Standards for Science | 4.LS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis. |
Plant Growth and Acid Rain | TN | Tennessee Academic Standards for Science | 4.LS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis. |
Decomposition | TN | Tennessee Academic Standards for Science | 4.LS2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers. |
Energy and Matter in Food Webs | TN | Tennessee Academic Standards for Science | 4.LS2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 4.LS2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers. |
Decomposition | TN | Tennessee Academic Standards for Science | 4.LS2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web. |
Energy and Matter in Food Webs | TN | Tennessee Academic Standards for Science | 4.LS2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 4.LS2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web. |
Energy and Matter in Food Webs | TN | Tennessee Academic Standards for Science | 4.LS2.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop and use models to determine the effects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 4.LS2.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop and use models to determine the effects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem. |
Earth's Interacting Systems | TN | Tennessee Academic Standards for Science | 4.LS2.5 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce. |
Energy and Matter in Food Webs | TN | Tennessee Academic Standards for Science | 4.LS2.5 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 4.LS2.5 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 4.PS3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object. |
Friction and Motion | TN | Tennessee Academic Standards for Science | 4.PS3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 4.PS3.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Observe and explain the relationship between potential energy and kinetic energy. |
Engineering Library Scopes | TN | Tennessee Academic Standards for Science | 4.PS3.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how stored energy can be converted into another form for practical use. |
Engineering Sound Barriers | TN | Tennessee Academic Standards for Science | 4.PS3.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how stored energy can be converted into another form for practical use. |
Sound Energy | TN | Tennessee Academic Standards for Science | 4.PS3.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how stored energy can be converted into another form for practical use. |
Electrical Currents and Circuits | TN | Tennessee Academic Standards for Science | 4.PS3.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how stored energy can be converted into another form for practical use. |
Magnets and Motors | TN | Tennessee Academic Standards for Science | 4.PS3.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how stored energy can be converted into another form for practical use. |
Engineering Sound Barriers | TN | Tennessee Academic Standards for Science | 4.PS4.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction. |
Sound Energy | TN | Tennessee Academic Standards for Science | 4.PS4.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction. |
Engineering Library Scopes | TN | Tennessee Academic Standards for Science | 4.PS4.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how the colors of available light sources and the bending of light waves determine what we see. |
Earth's Surface Features | TN | Tennessee Academic Standards for Science | 5.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce. |
Earth's Surface Features | TN | Tennessee Academic Standards for Science | 5.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce. |
Sound Energy and Materials | TN | Tennessee Academic Standards for Science | 5.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter. |
Sound Energy and Materials | TN | Tennessee Academic Standards for Science | 5.2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Scaling the Sun Earth Moon System | TN | Tennessee Academic Standards for Science | 5.ESS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Explain that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. |
Scaling the Sun Earth Moon System | TN | Tennessee Academic Standards for Science | 5.ESS1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Research and explain the position of the Earth and the solar system within the Milky Way galaxy, and compare the size and shape of the Milky Way to other galaxies in the universe. |
Scaling the Sun Earth Moon System | TN | Tennessee Academic Standards for Science | 5.ESS1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use data to categorize different bodies in our solar system including moons, asteroids, comets, and meteoroids according to their physical properties and motion. |
Scaling the Sun Earth Moon System | TN | Tennessee Academic Standards for Science | 5.ESS1.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Explain the cause and effect relationship between the positions of the sun, earth, and moon and resulting eclipses, position of constellations, and appearance of the moon. |
Patterns | TN | Tennessee Academic Standards for Science | 5.ESS1.5 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Relate the tilt of the Earth’s axis, as it revolves around the sun, to the varying intensities of sunlight at different latitudes. Evaluate how this causes changes in day-lengths and seasons. |
Patterns | TN | Tennessee Academic Standards for Science | 5.ESS1.6 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use tools to describe how stars and constellations appear to move from the Earth’s perspective throughout the seasons. |
Engineering Filtration Devices | TN | Tennessee Academic Standards for Science | 5.ETS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Research, test, re-test, and communicate a design to solve a problem. |
Engineering Library Scopes | TN | Tennessee Academic Standards for Science | 5.ETS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Research, test, re-test, and communicate a design to solve a problem. |
Engineering Sound Barriers | TN | Tennessee Academic Standards for Science | 5.ETS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Research, test, re-test, and communicate a design to solve a problem. |
Engineering Filtration Devices | TN | Tennessee Academic Standards for Science | 5.ETS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Research, test, re-test, and communicate a design to solve a problem. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 5.ETS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Research, test, re-test, and communicate a design to solve a problem. |
Engineering Library Scopes | TN | Tennessee Academic Standards for Science | 5.ETS1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype. |
Engineering Sound Barriers | TN | Tennessee Academic Standards for Science | 5.ETS1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype. |
Engineering Filtration Devices | TN | Tennessee Academic Standards for Science | 5.ETS1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 5.ETS1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype. |
Engineering Library Scopes | TN | Tennessee Academic Standards for Science | 5.ETS1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use appropriate measuring tools, simple hand tools, and fasteners to construct a prototype of a new or improved technology. |
Engineering Filtration Devices | TN | Tennessee Academic Standards for Science | 5.ETS1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how failure provides valuable information toward finding a solution. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 5.ETS1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how failure provides valuable information toward finding a solution. |
Engineering Sound Barriers | TN | Tennessee Academic Standards for Science | 5.ETS1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how failure provides valuable information toward finding a solution. |
Engineering Library Scopes | TN | Tennessee Academic Standards for Science | 5.ETS1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how failure provides valuable information toward finding a solution. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 5.ETS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use appropriate measuring tools, simple hand tools, and fasteners to construct a prototype of a new or improved technology. |
Engineering Filtration Devices | TN | Tennessee Academic Standards for Science | 5.ETS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Research, test, re-test, and communicate a design to solve a problem. |
Engineering Sound Barriers | TN | Tennessee Academic Standards for Science | 5.ETS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use appropriate measuring tools, simple hand tools, and fasteners to construct a prototype of a new or improved technology. |
Engineering Library Scopes | TN | Tennessee Academic Standards for Science | 5.ETS2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 5.ETS2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently. |
Engineering Sound Barriers | TN | Tennessee Academic Standards for Science | 5.ETS2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently. |
Engineering Sound Barriers | TN | Tennessee Academic Standards for Science | 5.ETS2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Identify how scientific discoveries lead to new and improved technologies. |
Engineering Library Scopes | TN | Tennessee Academic Standards for Science | 5.ETS2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Identify how scientific discoveries lead to new and improved technologies. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 5.ETS2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Identify how scientific discoveries lead to new and improved technologies. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 5.LS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Compare and contrast animal responses that are instinctual versus those that are gathered through the senses, processed, and stored as memories to guide their actions. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 5.LS3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Apply this concept by giving examples of characteristics of living organisms that are influenced by both inheritance and the environment. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 5.LS3.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms. |
Plant Growth | TN | Tennessee Academic Standards for Science | 5.LS3.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms. |
Plant Growth | TN | Tennessee Academic Standards for Science | 5.LS4.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. |
Ecosystem Dynamics | TN | Tennessee Academic Standards for Science | 5.LS4.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. |
Conservation of Matter | TN | Tennessee Academic Standards for Science | 5.PS1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas. |
Conservation of Matter | TN | Tennessee Academic Standards for Science | 5.PS1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish. |
Conservation of Matter | TN | Tennessee Academic Standards for Science | 5.PS1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Design a process to measure how different variables (temperature, particle size, stirring) affect the rate of dissolving solids into liquids. |
Conservation of Matter | TN | Tennessee Academic Standards for Science | 5.PS1.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate the results of an experiment to determine whether the mixing of two or more substances result in a change of properties. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 5.PS2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Test the effects of balanced and unbalanced forces on the speed and direction of motion of objects. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 5.PS2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
Friction and Motion | TN | Tennessee Academic Standards for Science | 5.PS2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 5.PS2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence to support that the gravitational force exerted by Earth on objects is directed toward the Earth’s center. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 5.PS2.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Explain the cause and effect relationship of two factors (mass and distance) that affect gravity. |
Engineering Roller Coasters | TN | Tennessee Academic Standards for Science | 5.PS2.5 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Explain how forces can create patterns within a system (moving in one direction, shifting back and forth, or moving in cycles), and describe conditions that affect how fast or slowly these patterns occur. |
Use data to categorize the planets in the solar system as inner or outer planets according to their physical properties.
Explain the cycle of water on Earth.
Associate major cloud types (cumulus, cumulonimbus, cirrus, stratus, nimbostratus) with weather conditions.
Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.
Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.
Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.
Explain the cause-and-effect relationship between a naturally changing environment and an organism's ability to survive.
Explain the cause-and-effect relationship between a naturally changing environment and an organism's ability to survive.
Infer that plant and animal adaptations help them survive in land and aquatic biomes.
Describe the properties of solids, liquids, and gases and identify that matter is made up of particles too small to be seen.
Differentiate between changes caused by heating or cooling that can be reversed and that cannot.
Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility.
Explain the cause-and-effect relationship of magnets.
Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.
Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.
Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.
Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.
Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.
Apply scientific ideas to design, test, and refine a device that converts electrical energy to another form of energy, using open or closed simple circuits.
Apply scientific ideas to design, test, and refine a device that converts electrical energy to another form of energy, using open or closed simple circuits.
Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet.
Obtain information about what a fossil is and ways a fossil can provide information about the past.
Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents.
Develop and use a model to describe the regular patterns of waves. Emphasize patterns in terms of amplitude and wavelength.
Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.
Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation.
Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation.
Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.
Provide examples to support the claim that organisms affect the physical characteristics of their regions.
Analyze and interpret data on the four layers of the Earth, including thickness,
composition, and physical states of these layers.
Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.
Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
Develop and use models to determine the effects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem.
Develop and use models to determine the effects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem.
Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.
Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.
Observe and explain the relationship between potential energy and kinetic energy.
Describe how stored energy can be converted into another form for practical use.
Describe how stored energy can be converted into another form for practical use.
Describe how stored energy can be converted into another form for practical use.
Describe how stored energy can be converted into another form for practical use.
Describe how stored energy can be converted into another form for practical use.
Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.
Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.
Describe how the colors of available light sources and the bending of light waves determine what we see.
Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter.
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances.
Explain that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.
Research and explain the position of the Earth and the solar system within the Milky Way galaxy, and compare the size and shape of the Milky Way to other galaxies in the universe.
Use data to categorize different bodies in our solar system including moons, asteroids, comets, and meteoroids according to their physical properties and motion.
Explain the cause and effect relationship between the positions of the sun, earth, and moon and resulting eclipses, position of constellations, and appearance of the moon.
Relate the tilt of the Earth’s axis, as it revolves around the sun, to the varying intensities of sunlight at different latitudes. Evaluate how this causes changes in day-lengths and seasons.
Research, test, re-test, and communicate a design to solve a problem.
Research, test, re-test, and communicate a design to solve a problem.
Research, test, re-test, and communicate a design to solve a problem.
Research, test, re-test, and communicate a design to solve a problem.
Research, test, re-test, and communicate a design to solve a problem.
Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype.
Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype.
Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype.
Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype.
Use appropriate measuring tools, simple hand tools, and fasteners to construct a prototype of a new or improved technology.
Describe how failure provides valuable information toward finding a solution.
Describe how failure provides valuable information toward finding a solution.
Describe how failure provides valuable information toward finding a solution.
Describe how failure provides valuable information toward finding a solution.
Use appropriate measuring tools, simple hand tools, and fasteners to construct a prototype of a new or improved technology.
Research, test, re-test, and communicate a design to solve a problem.
Use appropriate measuring tools, simple hand tools, and fasteners to construct a prototype of a new or improved technology.
Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently.
Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently.
Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently.
Identify how scientific discoveries lead to new and improved technologies.
Identify how scientific discoveries lead to new and improved technologies.
Identify how scientific discoveries lead to new and improved technologies.
Compare and contrast animal responses that are instinctual versus those that are gathered through the senses, processed, and stored as memories to guide their actions.
Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Apply this concept by giving examples of characteristics of living organisms that are influenced by both inheritance and the environment.
Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms.
Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms.
Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.
Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.
Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas.
Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish.
Design a process to measure how different variables (temperature, particle size, stirring) affect the rate of dissolving solids into liquids.
Evaluate the results of an experiment to determine whether the mixing of two or more substances result in a change of properties.
Test the effects of balanced and unbalanced forces on the speed and direction of motion of objects.
Make observations and measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Make observations and measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Use evidence to support that the gravitational force exerted by Earth on objects is directed toward the Earth’s center.
Explain the cause and effect relationship of two factors (mass and distance) that affect gravity.
Explain how forces can create patterns within a system (moving in one direction, shifting back and forth, or moving in cycles), and describe conditions that affect how fast or slowly these patterns occur.
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.