| TN | Academic Standards | Fifth Grade | 5.PS1.3 | Design a process to measure how different variables (temperature, particle size, stirring) affect the rate of dissolving solids into liquids. | 2 |
| TN | Academic Standards | Fifth Grade | 5.LS1.1 | 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. | 2 |
Adaptations and the Environment; | TN | Academic Standards | Second Grade | 2.LS2.2 | Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation). | 1 |
Animal & Plant Life Cycles; | TN | Academic Standards | First Grade | 1.LS1.2 | Illustrate and summarize the life cycle of plants. | 1 |
Animal & Plant Life Cycles; | TN | Academic Standards | Second Grade | 2.LS1.3 | Use simple graphical representations to show that species have unique and diverse life cycles. | 1 |
Animal Group Behavior; | TN | Academic Standards | Third Grade | 3.LS2.1 | Construct an argument to explain why some animals benefit from forming groups. | 2 |
Animals Need Food; Plants Need Water And Light; | TN | Academic Standards | Kindergarten | K.LS1.1 | Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses). | 1 |
Balanced & Unbalanced Forces; | TN | Academic Standards | Fifth Grade | 5.PS2.1 | Test the effects of balanced and unbalanced forces on the speed and direction of motion of objects. | 2 |
Balanced & Unbalanced Forces; | TN | Academic Standards | Fifth Grade | 5.PS2.3 | Use evidence to support that the gravitational force exerted by Earth on objects is directed toward the Earth’s center. | 2 |
Brain Processing of Senses; Human Body Systems; Structure of Living Things; Animal Group Behavior; Adaptations and the Environment; | TN | Academic Standards | Third Grade | 3.LS1.1 | Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction. | 2 |
Causes of Seasons; | TN | Academic Standards | Fifth Grade | 5.ESS1.5 | 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. | 2 |
Changing the Shape of Land; | TN | Academic Standards | Second Grade | 2.ESS2.1 | Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land. | 1 |
Changing the Shape of Land; | TN | Academic Standards | Second Grade | 2.ESS2.2 | 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. | 1 |
Classification of Materials; Material Properties and Purposes; | TN | Academic Standards | Kindergarten | K.PS1.1 | 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. | 1 |
Collisions; | TN | Academic Standards | Second Grade | 2.PS2.1 | Analyze the push or the pull that occurs when objects collide or are connected. | 1 |
Collisions; | TN | Academic Standards | Fourth Grade | 4.PS3.1 | Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object. | 2 |
Collisions; Renewable vs. Nonrenewable Resources; Energy Transfer; | TN | Academic Standards | Third Grade | 3.PS3.1 | Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another. | 2 |
Communication Over Distances; | TN | Academic Standards | Second Grade | 2.PS4.2 | Use tools and materials to design and build a device to understand that light and sound travel in waves and can send signals over a distance. | 1 |
Conservation of Matter; | TN | Academic Standards | Fifth Grade | 5.PS1.2 | 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. | 2 |
Earth's Landscapes; | TN | Academic Standards | Fifth Grade | 5.ESS1.7 | Use evidence from the presence and location of fossils to determine the order in which rock strata were formed. | 2 |
Earth’s Orbit and Rotation; | TN | Academic Standards | Fourth Grade | 4.ESS1.2.b | Use a model to explain how the orbit of the Earth and sun cause observable patterns: changes in length and direction of shadows over a day. | 2 |
Earth’s Orbit and Rotation; Sun and Other Stars; | TN | Academic Standards | Fifth Grade | 5.ESS1.6 | Use tools to describe how stars and constellations appear to move from the Earth’s perspective throughout the seasons. | 2 |
Ecosystems; | TN | Academic Standards | Fourth Grade | 4.LS2.4 | 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. | 2 |
Ecosystems; | TN | Academic Standards | Third Grade | 3.LS4.3 | Explain how changes to an environment's biodiversity influence human resources. | 2 |
Ecosystems; Adaptations and the Environment; | TN | Academic Standards | Third Grade | 3.LS4.1 | Explain the cause and effect relationship between a naturally changing environment and an organism's ability to survive. | 2 |
Ecosystems; Structure of Living Things; | TN | Academic Standards | Fourth Grade | 4.LS2.5 | 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. | 2 |
Extreme Weather Solutions; | TN | Academic Standards | Fourth Grade | 4.ETS2.3 | Explain how engineers have improved existing technologies to increase their benefits, to decrease known risks, and to meet societal demands (artificial limbs, seatbelts, cell phones). | 2 |
Extreme Weather Solutions; Natural Disasters; | TN | Academic Standards | Third Grade | 3.ESS3.1 | Explain how natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) impact humans and the environment. | 2 |
Extreme Weather Solutions; Natural Disasters; | TN | Academic Standards | Third Grade | 3.ESS3.2 | Design solutions to reduce the impact of natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) on the environment. | 2 |
Food Webs; | TN | Academic Standards | Fourth Grade | 4.LS2.3 | 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. | 2 |
Fossils & Extinction; Earth's Landscapes; | TN | Academic Standards | Fourth Grade | 4.LS4.1 | Obtain information about what a fossil is and ways a fossil can provide information about the past. | 2 |
Fossils & Extinction; Earth's Landscapes; | TN | Academic Standards | Fifth Grade | 5.LS4.1 | Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. | 2 |
Four Seasons and Day Length; | TN | Academic Standards | First Grade | 1.ESS1.3 | Analyze data to predict patterns between sunrise and sunset, and the change of seasons. | 1 |
Gravitational Forces Between Objects; | TN | Academic Standards | Fifth Grade | 5.PS2.4 | Explain the cause and effect relationship of two factors (mass and distance) that affect gravity. | 2 |
Habitats; | TN | Academic Standards | Kindergarten | K.ESS3.1 | 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. | 1 |
Habitats; | TN | Academic Standards | Second Grade | 2.LS2.1 | 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. | 1 |
How Do We Use Food; Food Webs; | TN | Academic Standards | Fourth Grade | 4.LS2.1 | 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. | 2 |
How Do We Use Food; Food Webs; | TN | Academic Standards | Fourth Grade | 4.LS2.2 | Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers. | 2 |
Information Transfer; | TN | Academic Standards | Third Grade | 3.ETS2.1 | Identify and demonstrate how technology can be used for different purposes. | 2 |
Introduction to Light; | TN | Academic Standards | First Grade | 1.PS4.1 | Use a model to describe how light is required to make objects visible. Summarize how Illumination could be from an external light source or by an object giving off its own light. | 1 |
Introduction to Light; | TN | Academic Standards | First Grade | 1.PS4.2 | Determine the effect of placing objects made with different materials (transparent, translucent, opaque, and reflective) in the path of a beam of light. | 1 |
Introduction to Sound; | TN | Academic Standards | Second Grade | 2.PS4.1 | Plan and conduct investigations to demonstrate the cause and effect relationship between vibrating materials (tuning forks, water, bells) and sound. | 1 |
Introduction to Traits; | TN | Academic Standards | Kindergarten | K.LS3.1 | Make observations to describe that young plants and animals resemble their parents. | 1 |
Introduction to Traits; | TN | Academic Standards | Second Grade | 2.LS3.1 | 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. | 1 |
Introduction to Weather; | TN | Academic Standards | Kindergarten | K.ESS2.2 | Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. | 1 |
Introduction to Weather; | TN | Academic Standards | Kindergarten | K.ESS2.1 | Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). | 1 |
Introduction to Weather; | TN | Academic Standards | Kindergarten | K.ESS3.2 | Explain the purpose of weather forecasting to prepare for, and respond to, severe weather in Tennessee. | 1 |
Light Reflection & Vision; | TN | Academic Standards | Fourth Grade | 4.PS4.3 | Investigate how lenses and digital devices like computers or cell phones use waves to enhance human senses. | 2 |
Living vs. Non-Living Things; | TN | Academic Standards | Kindergarten | K.LS1.2 | Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. | 1 |
Magnets & Static Electricity; | TN | Academic Standards | Third Grade | 3.PS2.1 | Explain the cause and effect relationship of magnets. | 2 |
Magnets & Static Electricity; | TN | Academic Standards | Third Grade | 3.PS2.2 | Solve a problem by applying the use of the interactions between two magnets. | 2 |
Magnets & Static Electricity; | TN | Academic Standards | Third Grade | 3.PS3.3 | Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet. | 2 |
Maps of Landforms; | TN | Academic Standards | Second Grade | 2.ESS2.3 | Compare simple maps of different land areas to observe the shapes and kinds of land (rock, soil, sand) and water (river, stream, lake, pond). | 1 |
Moon & Its Phases; Earth’s Orbit and Rotation; | TN | Academic Standards | Fourth Grade | 4.ESS1.2.a | Use a model to explain how the orbit of the Earth and sun cause observable patterns: day and night. | 2 |
Moon & Its Phases; Sun and Other Stars; | TN | Academic Standards | Fifth Grade | 5.ESS1.4 | 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. | 2 |
Natural Disasters; | TN | Academic Standards | Fourth Grade | 4.ESS2.2 | Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns. | 2 |
Oceans, Lakes and Rivers; | TN | Academic Standards | Second Grade | 2.ESS2.4 | 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. | 1 |
Particle Nature of Matter; | TN | Academic Standards | Third Grade | 3.PS1.2 | Differentiate between changes caused by heating or cooling that can be reversed and that cannot. | 2 |
Particle Nature of Matter; | TN | Academic Standards | Fifth Grade | 5.PS1.1 | Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas. | 2 |
Particle Nature of Matter; Properties of Matter; | TN | Academic Standards | Third Grade | 3.PS1.1 | Describe the properties of solids, liquids, and gases and identify that matter is made up of particles too small to be seen. | 2 |
Particle Nature of Matter; Properties of Matter; | TN | Academic Standards | Third Grade | 3.PS1.3 | Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility. | 2 |
Parts of a Plant; | TN | Academic Standards | First Grade | 1.LS1.1 | 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). | 1 |
Patterns in the Sky; | TN | Academic Standards | First Grade | 1.ESS1.1 | Use observations or models of the sun, moon, and stars to describe patterns that can be predicted. | 1 |
Patterns in the Sky; | TN | Academic Standards | First Grade | 1.ESS1.2 | Observe natural objects in the sky that can be seen from Earth with the naked eye and recognize that a telescope, used as a tool, can provide greater detail of objects in the sky. | 1 |
Patterns of Motion & Friction; | TN | Academic Standards | Second Grade | 2.PS3.2 | Make observations and conduct experiments to provide evidence that friction produces heat and reduces or increases the motion of an object. | 1 |
Patterns of Motion & Friction; | TN | Academic Standards | Fifth Grade | 5.PS2.2 | Make observations and measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. | 2 |
Patterns of Motion & Friction; | TN | Academic Standards | Fifth Grade | 5.PS2.5 | 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. | 2 |
Plant Growth Conditions; | TN | Academic Standards | First Grade | 1.LS1.3 | Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways. | 1 |
Plant Growth Conditions; | TN | Academic Standards | First Grade | 1.LS2.1 | Conduct an experiment to show how plants depend on air, water, minerals from soil, and light to grow and thrive. | 1 |
Plants Need Water And Light; | TN | Academic Standards | First Grade | 1.LS2.2 | Obtain and communicate information to classify plants by where they grow (water, land) and the plant’s physical characteristics. | 1 |
Plants Need Water And Light; Living vs. Non-Living Things; | TN | Academic Standards | First Grade | 1.LS2.3 | Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live. | 1 |
Potential vs. Kinetic Energy; | TN | Academic Standards | Fourth Grade | 4.PS3.2 | Observe and explain the relationship between potential energy and kinetic energy. | 2 |
Properties of Matter; Chemical vs. Physical Changes; | TN | Academic Standards | Fifth Grade | 5.PS1.4 | Evaluate the results of an experiment to determine whether the mixing of two or more substances result in a change of properties. | 2 |
Pushes and Pulls; | TN | Academic Standards | Second Grade | 2.PS2.2 | Evaluate the effects of different strengths and directions of a push or a pull on the motion of an object. | 1 |
Pushes and Pulls; | TN | Academic Standards | Second Grade | 2.PS2.3 | Recognize the effect of multiple pushes and pulls on an object's movement or non-movement. | 1 |
Pushes and Pulls; | TN | Academic Standards | Second Grade | 2.PS3.1 | 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. | 1 |
Reducing Our Impact on Earth; Natural Resources; | TN | Academic Standards | Kindergarten | K.ESS3.3 | Communicate solutions that will reduce the impact from humans on land, water, air, and other living things in the local environment. | 1 |
Renewable vs. Nonrenewable Resources; | TN | Academic Standards | Fourth Grade | 4.ESS3.1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals). | 2 |
Renewable vs. Nonrenewable Resources; Energy Transfer; | TN | Academic Standards | Third Grade | 3.PS3.2 | 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. | 2 |
Renewable vs. Nonrenewable Resources; Energy Transfer; | TN | Academic Standards | Fourth Grade | 4.PS3.3 | Describe how stored energy can be converted into another form for practical use. | 2 |
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; | TN | Academic Standards | Fifth Grade | 5.ETS1.2 | 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. | 2 |
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | TN | Academic Standards | Third Grade | 3.ETS1.1 | Design a solution to a real-world problem that includes specified criteria for constraints. | 2 |
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | TN | Academic Standards | Third Grade | 3.ETS1.2 | Apply evidence or research to support a design solution. | 2 |
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | TN | Academic Standards | Fourth Grade | 4.ETS1.1 | Categorize the effectiveness of design solutions by comparing them to specified criteria for constraints. | 2 |
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | TN | Academic Standards | Fourth Grade | 4.ETS2.2 | Determine the effectiveness of multiple solutions to a design problem given the criteria and the constraints. | 2 |
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | TN | Academic Standards | Fifth Grade | 5.ETS1.1 | Research, test, re-test, and communicate a design to solve a problem. | 2 |
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; What Is Science? (3-5 Version); | TN | Academic Standards | Fifth Grade | 5.ETS1.3 | Describe how failure provides valuable information toward finding a solution. | 2 |
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; What Is Science? (3-5 Version); | TN | Academic Standards | Fifth Grade | 5.ETS2.1 | Use appropriate measuring tools, simple hand tools, and fasteners to construct a prototype of a new or improved technology. | 2 |
Renewable vs. Nonrenewable Resources; Water Cycle (3-5 Version); Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); Earth's Landscapes; | TN | Academic Standards | Fourth Grade | 4.ETS2.1 | Use appropriate tools and measurements to build a model. | 2 |
Solids, Liquids and Gases; | TN | Academic Standards | Kindergarten | K.PS1.2 | Conduct investigations to understand that matter can exist in different states (solid and liquid) and has properties that can be observed and tested. | 1 |
Structure of Living Things; Adaptations and the Environment; | TN | Academic Standards | Third Grade | 3.LS4.2 | Infer that plant and animal adaptations help them survive in land and aquatic biomes. | 2 |
Sun and Other Stars; | TN | Academic Standards | Fifth Grade | 5.ESS1.1 | Explain that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. | 2 |
Sunlight Warms the Earth; | TN | Academic Standards | First Grade | 1.PS3.1 | Make observations to determine how sunlight warms Earth’s surfaces (sand, soil, rocks, and water). | 1 |
Tectonic Plates; | TN | Academic Standards | Fourth Grade | 4.ESS2.4 | Analyze and interpret data on the four layers of the Earth, including thickness, composition, and physical states of these layers. | 2 |
The Five Senses; | TN | Academic Standards | Kindergarten | K.ETS1.1 | Ask and answer questions about the scientific world and gather information using the senses. | 1 |
The Five Senses; External Animal Parts; | TN | Academic Standards | Second Grade | 2.LS1.1 | 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. | 1 |
The Five Senses; What Is Science? (3-5 Version); | TN | Academic Standards | Kindergarten | K.LS1.3 | Explain how humans use their five senses in making scientific findings. | 1 |
The Solar System; | TN | Academic Standards | Third Grade | 3.ESS1.1 | Use data to categorize the planets in the solar system as inner or outer planets according to their physical properties. | 2 |
The Solar System; | TN | Academic Standards | Fifth Grade | 5.ESS1.2 | 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. | 2 |
The Solar System; | TN | Academic Standards | Fifth Grade | 5.ESS1.3 | Use data to categorize different bodies in our solar system including moons, asteroids, comets, and meteoroids according to their physical properties and motion. | 2 |
Timescale of Earth's Events; Patterns in the Sky; | TN | Academic Standards | Second Grade | 2.ESS1.1 | 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. | 1 |
Variation of Traits; | TN | Academic Standards | Fifth Grade | 5.LS3.1 | 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. | 2 |
Variation of Traits; | TN | Academic Standards | Fifth Grade | 5.LS3.2 | 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. | 2 |
Variation of Traits; | TN | Academic Standards | Fifth Grade | 5.LS4.2 | 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. | 2 |
Water Cycle (3-5 Version); | TN | Academic Standards | Third Grade | 3.ESS2.1 | Explain the cycle of water on Earth. | 2 |
Water Cycle (3-5 Version); | TN | Academic Standards | Third Grade | 3.ESS2.2 | Associate major cloud types (nimbus, cumulus, cirrus, stratus) with weather conditions. | 2 |
Water Quality & Distribution; Interactions of Earth’s Spheres; | TN | Academic Standards | Fourth Grade | 4.ESS3.2 | 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. | 2 |
Wave Properties; | TN | Academic Standards | Second Grade | 2.PS4.3 | Observe and demonstrate that waves move in regular patterns of motion by disturbing the surface of shallow and deep water. | 1 |
Wave Properties; | TN | Academic Standards | Fourth Grade | 4.PS4.1 | Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction. | 2 |
Wave Reflection, Absorption & Transmittance; | TN | Academic Standards | Fourth Grade | 4.PS4.2 | Describe how the colors of available light sources and the bending of light waves determine what we see. | 2 |
Weather vs. Climate; | TN | Academic Standards | Third Grade | 3.ESS2.3 | Use tables, graphs, and tools to describe precipitation, temperature, and wind (direction and speed) to determine local weather and climate. | 2 |
Weather vs. Climate; | TN | Academic Standards | Third Grade | 3.ESS2.4 | Incorporate weather data to describe major climates (polar, temperate, tropical) in different regions of the world. | 2 |
Weathering & Erosion | TN | Academic Standards | Fourth Grade | 4.ESS2.3 | Provide examples to support the claim that organisms affect the physical characteristics of their regions. | 2 |
Weathering & Erosion; | TN | Academic Standards | Fourth Grade | 4.ESS2.1 | 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. | 2 |
Weathering & Erosion; Interactions of Earth’s Spheres; Earth's Landscapes; | TN | Academic Standards | Fourth Grade | 4.ESS1.1 | 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. | 2 |
What is Engineering?; | TN | Academic Standards | Kindergarten | K.PS1.3 | 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. | 1 |
What is Engineering?; | TN | Academic Standards | Kindergarten | K.ETS1.2 | Describe objects accurately by drawing and/or labeling pictures. | 1 |
What is Engineering?; | TN | Academic Standards | Second Grade | 2.ETS1.1 | 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. | 1 |
What is Engineering?; | TN | Academic Standards | Second Grade | 2.ETS1.2 | Develop a simple sketch, drawing, or physical model that communicates solutions to others. | 1 |
What is Engineering?; | TN | Academic Standards | Second Grade | 2.ETS1.3 | 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. | 1 |
What is Engineering?; | TN | Academic Standards | Second Grade | 2.ETS1.4 | Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design. | 1 |
What is Engineering?; | TN | Academic Standards | Second Grade | 2.ETS2.1 | Use appropriate tools to make observations, record data, and refine design ideas. | 1 |
What is Engineering?; | TN | Academic Standards | Second Grade | 2.ETS2.2 | Predict and explain how human life and the natural world would be different without current technologies. | 1 |
What is Engineering?; | TN | Academic Standards | First Grade | 1.ETS1.1 | Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information. | 1 |
What Is Science? (K-2 Version) | TN | Academic Standards | Kindergarten | K.ETS2.1 | Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions. | 1 |
What Is Science? (K-2 Version) | TN | Academic Standards | First Grade | 1.ETS2.1 | Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions. | 1 |
| TN | Academic Standards | Second Grade | 2.LS1.2 | Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics. | 1 |
What Is Science? (3-5 Version); | TN | Academic Standards | Fifth Grade | 5.ETS2.3 | Identify how scientific discoveries lead to new and improved technologies. | 2 |
What Is Science? (3-5 Version); | TN | Academic Standards | Fifth Grade | 5.ETS2.2 | 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. | 2 |
Potential vs. Kinetic Energy; Gravitational Forces Between Objects; | TN | Academic Standards | Sixth Grade | 6.PS3.1 | Analyze the properties and compare sources of kinetic, elastic potential, gravitational potential, electric potential, chemical, and thermal energy. | |
Potential vs. Kinetic Energy; | TN | Academic Standards | Sixth Grade | 6.PS3.2 | Construct a scientific explanation of the transformations between potential and kinetic energy. | |
Newton’s Laws of Motion; | TN | Academic Standards | Sixth Grade | 6.PS3.3 | Analyze and interpret data to show the relationship between kinetic energy and the mass of an object in motion and its speed. | |
Heat: Transfer of Thermal Energy; Maintaining Biodiversity; | TN | Academic Standards | Sixth Grade | 6.PS3.4 | Conduct an investigation to demonstrate the way that heat (thermal energy) moves among objects through radiation, conduction, or convection. | |
Competition in Ecosystems; | TN | Academic Standards | Sixth Grade | 6.LS2.1 | Evaluate and communicate the impact of environmental variables on population size. | |
Symbiosis (Interactions Between Organisms); | TN | Academic Standards | Sixth Grade | 6.LS2.2 | Determine the impact of competitive, symbiotic, and predatory interactions in an ecosystem. | |
Food Webs: Cycling of Matter & Flow of Energy; | TN | Academic Standards | Sixth Grade | 6.LS2.3 | Draw conclusions about the transfer of energy through a food web and energy pyramid in an ecosystem. | |
| TN | Academic Standards | Sixth Grade | 6.LS2.4 | Using evidence from climate data, draw conclusions about the patterns of abiotic and biotic factors in different biomes, specifically the tundra, taiga, deciduous forest, desert, grasslands, rainforest, marine, and freshwater ecosystems. | |
Competition in Ecosystems; | TN | Academic Standards | Sixth Grade | 6.LS2.5 | Analyze existing evidence about the effect of a specific invasive species on native populations in Tennessee and design a solution to mitigate its impact. | |
Competition in Ecosystems; | TN | Academic Standards | Sixth Grade | 6.LS2.6 | Research the ways in which an ecosystem has changed over time in response to changes in physical conditions, population balances, human interactions, and natural catastrophes. | |
| TN | Academic Standards | Sixth Grade | 6.LS2.7 | Compare and contrast auditory and visual methods of communication among organisms in relation to survival strategies of a population. | |
Maintaining Biodiversity; | TN | Academic Standards | Sixth Grade | 6.LS4.1 | Explain how changes in biodiversity would impact ecosystem stability and natural resources. | |
Maintaining Biodiversity; | TN | Academic Standards | Sixth Grade | 6.LS4.2 | Design a possible solution for maintaining biodiversity of ecosystems while still providing necessary human resources without disrupting environmental equilibrium. | |
Climate Zones & Ocean Currents; | TN | Academic Standards | Sixth Grade | 6.ESS2.1 | Gather evidence to justify that oceanic convection currents are caused by the sun’s transfer of heat energy and differences in salt concentration leading to global water movement. | |
Tectonic Plates; | TN | Academic Standards | Sixth Grade | 6.ESS2.2 | Diagram convection patterns that flow due to uneven heating of the earth. | |
Climate Zones & Ocean Currents; | TN | Academic Standards | Sixth Grade | 6.ESS2.3 | Construct an explanation for how atmospheric flow, geographic features, and ocean currents affect the climate of a region through heat transfer. | |
Water Cycle (6-8 Version); | TN | Academic Standards | Sixth Grade | 6.ESS2.4 | Apply scientific principles to design a method to analyze and interpret the impact of humans and other organisms on the hydrologic cycle. | |
Air Masses & Weather Fronts; | TN | Academic Standards | Sixth Grade | 6.ESS2.5 | Analyze and interpret data from weather conditions, weather maps, satellites, and radar to predict probable local weather patterns and conditions. | |
Air Masses & Weather Fronts; | TN | Academic Standards | Sixth Grade | 6.ESS2.6 | Explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and severe storms. | |
Human Impacts on the Environment; | TN | Academic Standards | Sixth Grade | 6.ESS3.1 | Differentiate between renewable and nonrenewable resources by asking questions about their availability and sustainability. | |
Intro to Climate Change; | TN | Academic Standards | Sixth Grade | 6.ESS3.2 | Investigate and compare existing and developing technologies that utilize renewable and alternative energy resources. | |
Maintaining Biodiversity; | TN | Academic Standards | Sixth Grade | 6.ESS3.3 | Assess the impacts of human activities on the biosphere including conservation, habitat management, species endangerment, and extinction. | |
Engineering Design Process; | TN | Academic Standards | Sixth Grade | 6.ETS1.1 | Evaluate design constraints on solutions for maintaining ecosystems and biodiversity. | |
Engineering Design Process; | TN | Academic Standards | Sixth Grade | 6.ETS1.2 | Design and test different solutions that impact energy transfer. | |
Atoms & Molecules; | TN | Academic Standards | Seventh Grade | 7.PS1.1 | Develop and use models to illustrate the structure of atoms, including the subatomic particles with their relative positions and charge. | |
Properties of Elements; | TN | Academic Standards | Seventh Grade | 7.PS1.2 | Compare and contrast elemental molecules and compound molecules. | |
| TN | Academic Standards | Seventh Grade | 7.PS1.3 | Classify matter as pure substances or mixtures based on composition. | |
Chemical Reactions; | TN | Academic Standards | Seventh Grade | 7.PS1.4 | Analyze and interpret chemical reactions to determine if the total number of atoms in the reactants and products support the Law of Conservation of Mass. | |
Properties of Elements; | TN | Academic Standards | Seventh Grade | 7.PS1.5 | Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. | |
Intro to Thermal Energy; | TN | Academic Standards | Seventh Grade | 7.PS1.6 | Create and interpret models of substances whose atoms represent the states of matter with respect to temperature and pressure. | |
Plant & Animal Cells; | TN | Academic Standards | Seventh Grade | 7.LS1.1 | Develop and construct models that identify and explain the structure and function of major cell organelles as they contribute to the life activities of the cell and organism. | |
| TN | Academic Standards | Seventh Grade | 7.LS1.2 | Conduct an investigation to demonstrate how the cell membrane maintains homeostasis through the process of passive transport. | |
Plant & Animal Cells; | TN | Academic Standards | Seventh Grade | 7.LS1.3 | Evaluate evidence that cells have structural similarities and differences in organisms across kingdoms. | |
Multicellular Organisms; | TN | Academic Standards | Seventh Grade | 7.LS1.4 | Diagram the hierarchical organization of multicellular organisms from cells to organism. | |
Multicellular Organisms; | TN | Academic Standards | Seventh Grade | 7.LS1.5 | Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal). | |
Reproduction of Living Things; | TN | Academic Standards | Seventh Grade | 7.LS1.6 | Develop an argument based on empirical evidence and scientific reasoning to explain how behavioral and structural adaptations in animals and plants affect the probability of survival and reproductive success. | |
Reproduction of Living Things; | TN | Academic Standards | Seventh Grade | 7.LS1.7 | Evaluate and communicate evidence that compares and contrasts the advantages and disadvantages of sexual and asexual reproduction. | |
| TN | Academic Standards | Seventh Grade | 7.LS1.8 | Construct an explanation demonstrating that the function of mitosis for multicellular organisms is for growth and repair through the production of genetically identical daughter cells. | |
Food Webs: Cycling of Matter & Flow of Energy; | TN | Academic Standards | Seventh Grade | 7.LS1.9 | Construct a scientific explanation based on compiled evidence for the processes of photosynthesis, cellular respiration, and anaerobic respiration in the cycling of matter and flow of energy into and out of organisms. | |
Food Webs: Cycling of Matter & Flow of Energy; | TN | Academic Standards | Seventh Grade | 7.LS2.1 | Develop a model to depict the cycling of matter, including carbon and oxygen, including the flow of energy among biotic and abiotic parts of an ecosystem. | |
Genes & Mutations; | TN | Academic Standards | Seventh Grade | 7.LS3.1 | Hypothesize that the impact of structural changes to genes (i.e., mutations) located on chromosomes may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | |
| TN | Academic Standards | Seventh Grade | 7.LS3.2 | Distinguish between mitosis and meiosis and compare the resulting daughter cells. | |
Reproduction of Living Things; | TN | Academic Standards | Seventh Grade | 7.LS3.3 | Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios. | |
Intro to Climate Change; | TN | Academic Standards | Seventh Grade | 7.ESS3.1 | Graphically represent the composition of the atmosphere as a mixture of gases and discuss the potential for atmospheric change. | |
Intro to Climate Change; | TN | Academic Standards | Seventh Grade | 7.ESS3.2 | Engage in a scientific argument through graphing and translating data regarding human activity and climate. | |
Engineering Design Process; | TN | Academic Standards | Seventh Grade | 7.ETS2.1 | Examine a problem from the medical field pertaining to biomaterials and design a solution taking into consideration the criteria, constraints, and relevant scientific principles of the problem that may limit possible solutions. | |
Electric & Magnetic Fields; | TN | Academic Standards | Eighth Grade | 8.PS2.1 | Design and conduct investigations depicting the relationship between magnetism and electricity in electromagnets, generators, and electrical motors, emphasizing the factors that increase or diminish the electric current and the magnetic field strength. | |
Electric & Magnetic Fields; | TN | Academic Standards | Eighth Grade | 8.PS2.2 | Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. | |
Newton’s Laws of Motion; | TN | Academic Standards | Eighth Grade | 8.PS2.3 | Create a demonstration of an object in motion and describe the position, force, and direction of the object. | |
Newton’s Laws of Motion; | TN | Academic Standards | Eighth Grade | 8.PS2.4 | Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. | |
Newton’s Laws of Motion; | TN | Academic Standards | Eighth Grade | 8.PS2.5 | Evaluate and interpret that for every force exerted on an object there is an equal force exerted in the opposite direction. | |
Wave Reflection, Absorption & Transmittance; | TN | Academic Standards | Eighth Grade | 8.PS4.1 | Develop and use models to represent the basic properties of waves including frequency, amplitude, wavelength, and speed. | |
Electromagnetic Spectrum; Wave Reflection, Absorption & Transmittance | TN | Academic Standards | Eighth Grade | 8.PS4.2 | Compare and contrast mechanical waves and electromagnetic waves based on refraction, reflection, transmission, absorption, and their behavior through a vacuum and/or various media. | |
Digital vs. Analog Signals; | TN | Academic Standards | Eighth Grade | 8.PS4.3 | Evaluate the role that waves play in different communication systems. | |
The Fossil Record; | TN | Academic Standards | Eighth Grade | 8.LS4.1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change in life forms throughout Earth’s history. | |
Comparative Anatomy; | TN | Academic Standards | Eighth Grade | 8.LS4.2 | Construct an explanation addressing similarities and differences of the anatomical structures and genetic information between extinct and extant organisms using evidence of common ancestry and patterns between taxa. | |
Natural Selection; | TN | Academic Standards | Eighth Grade | 8.LS4.3 | Analyze evidence from geology, paleontology, and comparative anatomy to support that specific phenotypes within a population can increase the probability of survival of that species and lead to adaptation. | |
Natural Selection; | TN | Academic Standards | Eighth Grade | 8.LS4.4 | Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment. | |
Biotechnology; | TN | Academic Standards | Eighth Grade | 8.LS4.5 | Obtain, evaluate, and communicate information about the technologies that have changed the way humans use artificial selection to influence the inheritance of desired traits in other organisms. | |
| TN | Academic Standards | Eighth Grade | 8.ESS1.1 | Research, analyze, and communicate that the universe began with a period of rapid expansion using evidence from the motion of galaxies and composition of stars. | |
Gravitational Forces Between Objects; | TN | Academic Standards | Eighth Grade | 8.ESS1.2 | Explain the role of gravity in the formation of our sun and planets. Extend this explanation to address gravity’s effect on the motion of celestial objects in our solar system and Earth’s ocean tides. | |
The Fossil Record; | TN | Academic Standards | Eighth Grade | 8.ESS2.1 | Analyze and interpret data to support the assertion that rapid or gradual geographic changes lead to drastic population changes and extinction events. | |
| TN | Academic Standards | Eighth Grade | 8.ESS2.2 | Evaluate data collected from seismographs to create a model of Earth's structure. | |
Rocks & Minerals (Including Rock Cycle); | TN | Academic Standards | Eighth Grade | 8.ESS2.3 | Describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks. | |
Tectonic Plates; | TN | Academic Standards | Eighth Grade | 8.ESS2.4 | Gather and evaluate evidence that energy from the earth’s interior drives convection cycles within the asthenosphere which creates changes within the lithosphere including plate movements, plate boundaries, and sea-floor spreading. | |
Tectonic Plates; | TN | Academic Standards | Eighth Grade | 8.ESS2.5 | Construct a scientific explanation using data that explains the gradual process of plate tectonics accounting for the distribution of fossils on different continents, the occurrence of earthquakes, and continental and ocean floor features (including mountains, volcanoes, faults, and trenches). | |
Natural Resource Distribution; | TN | Academic Standards | Eighth Grade | 8.ESS3.1 | Interpret data to explain that earth’s mineral, fossil fuel, and groundwater resources are unevenly distributed as a result of geologic processes. | |
Tectonic Plates; | TN | Academic Standards | Eighth Grade | 8.ESS3.2 | Collect data, map, and describe patterns in the locations of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hotspots. | |
Electric & Magnetic Fields; | TN | Academic Standards | Eighth Grade | 8.ETS1.1 | Develop a model to generate data for ongoing testing and modification of an electromagnet, a generator, and a motor such that an optimal design can be achieved. | |
The Solar System; | TN | Academic Standards | Eighth Grade | 8.ETS1.2 | Research and communicate information to describe how data from technologies (telescopes, spectroscopes, satellites, and space probes) provide information about objects in the solar system and universe. | |