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Tennessee Standards Alignment

We Cover 93% of the Academic Standards in Tennessee.

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Generation Genius LessonStateStandards DocumentGradeState IDStandardsSort
TNAcademic StandardsFifth Grade5.PS1.3Design a process to measure how different variables (temperature, particle size, stirring) affect the rate of dissolving solids into liquids.2
TNAcademic StandardsFifth Grade5.LS1.1Compare 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;TNAcademic StandardsSecond Grade2.LS2.2Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation).1
Animal & Plant Life Cycles;TNAcademic StandardsFirst Grade1.LS1.2Illustrate and summarize the life cycle of plants.1
Animal & Plant Life Cycles;TNAcademic StandardsSecond Grade2.LS1.3Use simple graphical representations to show that species have unique and diverse life cycles.1
Animal Group Behavior; TNAcademic StandardsThird Grade3.LS2.1Construct an argument to explain why some animals benefit from forming groups.2
Animals Need Food; Plants Need Water And Light;TNAcademic StandardsKindergartenK.LS1.1Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses).1
Balanced & Unbalanced Forces; TNAcademic StandardsFifth Grade5.PS2.1Test the effects of balanced and unbalanced forces on the speed and direction of motion of objects.2
Balanced & Unbalanced Forces; TNAcademic StandardsFifth Grade5.PS2.3Use 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; TNAcademic StandardsThird Grade3.LS1.1Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.2
Causes of Seasons;TNAcademic StandardsFifth Grade5.ESS1.5Relate 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; TNAcademic StandardsSecond Grade2.ESS2.1Compare 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; TNAcademic StandardsSecond Grade2.ESS2.2Observe 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; TNAcademic StandardsKindergartenK.PS1.1Plan 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;TNAcademic StandardsSecond Grade2.PS2.1Analyze the push or the pull that occurs when objects collide or are connected.1
Collisions; TNAcademic StandardsFourth Grade4.PS3.1Use 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; TNAcademic StandardsThird Grade3.PS3.1Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.2
Communication Over Distances; TNAcademic StandardsSecond Grade2.PS4.2Use 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; TNAcademic StandardsFifth Grade5.PS1.2Analyze 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; TNAcademic StandardsFifth Grade5.ESS1.7Use evidence from the presence and location of fossils to determine the order in which rock strata were formed.2
Earth’s Orbit and Rotation; TNAcademic StandardsFourth Grade4.ESS1.2.bUse 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; TNAcademic StandardsFifth Grade5.ESS1.6Use tools to describe how stars and constellations appear to move from the Earth’s perspective throughout the seasons.2
Ecosystems; TNAcademic StandardsFourth Grade4.LS2.4Develop 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;TNAcademic StandardsThird Grade3.LS4.3Explain how changes to an environment's biodiversity influence human resources.2
Ecosystems; Adaptations and the Environment; TNAcademic StandardsThird Grade3.LS4.1Explain the cause and effect relationship between a naturally changing environment and an organism's ability to survive.2
Ecosystems; Structure of Living Things; TNAcademic StandardsFourth Grade4.LS2.5Analyze 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; TNAcademic StandardsFourth Grade4.ETS2.3Explain 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; TNAcademic StandardsThird Grade3.ESS3.1Explain how natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) impact humans and the environment.2
Extreme Weather Solutions; Natural Disasters; TNAcademic StandardsThird Grade3.ESS3.2Design solutions to reduce the impact of natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) on the environment.2
Food Webs; TNAcademic StandardsFourth Grade4.LS2.3Using 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; TNAcademic StandardsFourth Grade4.LS4.1Obtain information about what a fossil is and ways a fossil can provide information about the past.2
Fossils & Extinction; Earth's Landscapes; TNAcademic StandardsFifth Grade5.LS4.1Analyze 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; TNAcademic StandardsFirst Grade1.ESS1.3Analyze data to predict patterns between sunrise and sunset, and the change of seasons.1
Gravitational Forces Between Objects;TNAcademic StandardsFifth Grade5.PS2.4Explain the cause and effect relationship of two factors (mass and distance) that affect gravity.2
Habitats; TNAcademic StandardsKindergartenK.ESS3.1Use 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; TNAcademic StandardsSecond Grade2.LS2.1Develop 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; TNAcademic StandardsFourth Grade4.LS2.1Support 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; TNAcademic StandardsFourth Grade4.LS2.2Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.2
Information Transfer; TNAcademic StandardsThird Grade3.ETS2.1Identify and demonstrate how technology can be used for different purposes.2
Introduction to Light; TNAcademic StandardsFirst Grade1.PS4.1Use 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; TNAcademic StandardsFirst Grade1.PS4.2Determine 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; TNAcademic StandardsSecond Grade2.PS4.1Plan and conduct investigations to demonstrate the cause and effect relationship between vibrating materials (tuning forks, water, bells) and sound.1
Introduction to Traits; TNAcademic StandardsKindergartenK.LS3.1Make observations to describe that young plants and animals resemble their parents.1
Introduction to Traits; TNAcademic StandardsSecond Grade2.LS3.1Use 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;TNAcademic StandardsKindergartenK.ESS2.2Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter.1
Introduction to Weather; TNAcademic StandardsKindergartenK.ESS2.1Analyze 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; TNAcademic StandardsKindergartenK.ESS3.2Explain the purpose of weather forecasting to prepare for, and respond to, severe weather in Tennessee.1
Light Reflection & Vision; TNAcademic StandardsFourth Grade4.PS4.3Investigate how lenses and digital devices like computers or cell phones use waves to enhance human senses.2
Living vs. Non-Living Things; TNAcademic StandardsKindergartenK.LS1.2Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes.1
Magnets & Static Electricity; TNAcademic StandardsThird Grade3.PS2.1Explain the cause and effect relationship of magnets.2
Magnets & Static Electricity; TNAcademic StandardsThird Grade3.PS2.2Solve a problem by applying the use of the interactions between two magnets.2
Magnets & Static Electricity; TNAcademic StandardsThird Grade3.PS3.3Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet.2
Maps of Landforms;TNAcademic StandardsSecond Grade2.ESS2.3Compare 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; TNAcademic StandardsFourth Grade4.ESS1.2.aUse 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; TNAcademic StandardsFifth Grade5.ESS1.4Explain 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; TNAcademic StandardsFourth Grade4.ESS2.2Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.2
Oceans, Lakes and Rivers; TNAcademic StandardsSecond Grade2.ESS2.4Use 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; TNAcademic StandardsThird Grade3.PS1.2Differentiate between changes caused by heating or cooling that can be reversed and that cannot.2
Particle Nature of Matter; TNAcademic StandardsFifth Grade5.PS1.1Analyze 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; TNAcademic StandardsThird Grade3.PS1.1Describe 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; TNAcademic StandardsThird Grade3.PS1.3Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility.2
Parts of a Plant; TNAcademic StandardsFirst Grade1.LS1.1Recognize 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; TNAcademic StandardsFirst Grade1.ESS1.1Use observations or models of the sun, moon, and stars to describe patterns that can be predicted.1
Patterns in the Sky; TNAcademic StandardsFirst Grade1.ESS1.2Observe 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;TNAcademic StandardsSecond Grade2.PS3.2Make 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; TNAcademic StandardsFifth Grade5.PS2.2Make 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; TNAcademic StandardsFifth Grade5.PS2.5Explain 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;TNAcademic StandardsFirst Grade1.LS1.3Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways.1
Plant Growth Conditions; TNAcademic StandardsFirst Grade1.LS2.1Conduct 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;TNAcademic StandardsFirst Grade1.LS2.2Obtain 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;TNAcademic StandardsFirst Grade1.LS2.3Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live.1
Potential vs. Kinetic Energy;TNAcademic StandardsFourth Grade4.PS3.2Observe and explain the relationship between potential energy and kinetic energy.2
Properties of Matter; Chemical vs. Physical Changes; TNAcademic StandardsFifth Grade5.PS1.4Evaluate 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; TNAcademic StandardsSecond Grade2.PS2.2Evaluate the effects of different strengths and directions of a push or a pull on the motion of an object.1
Pushes and Pulls; TNAcademic StandardsSecond Grade2.PS2.3Recognize the effect of multiple pushes and pulls on an object's movement or non-movement.1
Pushes and Pulls; TNAcademic StandardsSecond Grade2.PS3.1Demonstrate 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; TNAcademic StandardsKindergartenK.ESS3.3Communicate 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; TNAcademic StandardsFourth Grade4.ESS3.1Obtain 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; TNAcademic StandardsThird Grade3.PS3.2Apply 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; TNAcademic StandardsFourth Grade4.PS3.3Describe how stored energy can be converted into another form for practical use.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; TNAcademic StandardsFifth Grade5.ETS1.2Plan 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); TNAcademic StandardsThird Grade3.ETS1.1Design 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); TNAcademic StandardsThird Grade3.ETS1.2Apply evidence or research to support a design solution.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); TNAcademic StandardsFourth Grade4.ETS1.1Categorize 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); TNAcademic StandardsFourth Grade4.ETS2.2Determine 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); TNAcademic StandardsFifth Grade5.ETS1.1Research, 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); TNAcademic StandardsFifth Grade5.ETS1.3Describe how failure provides valuable information toward finding a solution.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; What Is Science? (3-5 Version); TNAcademic StandardsFifth Grade5.ETS2.1Use 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; TNAcademic StandardsFourth Grade4.ETS2.1Use appropriate tools and measurements to build a model.2
Solids, Liquids and Gases; TNAcademic StandardsKindergartenK.PS1.2Conduct 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; TNAcademic StandardsThird Grade3.LS4.2Infer that plant and animal adaptations help them survive in land and aquatic biomes.2
Sun and Other Stars; TNAcademic StandardsFifth Grade5.ESS1.1Explain 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; TNAcademic StandardsFirst Grade1.PS3.1Make observations to determine how sunlight warms Earth’s surfaces (sand, soil, rocks, and water).1
Tectonic Plates;TNAcademic StandardsFourth Grade4.ESS2.4Analyze and interpret data on the four layers of the Earth, including thickness, composition, and physical states of these layers.2
The Five Senses; TNAcademic StandardsKindergartenK.ETS1.1Ask and answer questions about the scientific world and gather information using the senses.1
The Five Senses; External Animal Parts; TNAcademic StandardsSecond Grade2.LS1.1Use 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); TNAcademic StandardsKindergartenK.LS1.3Explain how humans use their five senses in making scientific findings.1
The Solar System;TNAcademic StandardsThird Grade3.ESS1.1Use data to categorize the planets in the solar system as inner or outer planets according to their physical properties.2
The Solar System;TNAcademic StandardsFifth Grade5.ESS1.2Research 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;TNAcademic StandardsFifth Grade5.ESS1.3Use 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;TNAcademic StandardsSecond Grade2.ESS1.1Recognize 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; TNAcademic StandardsFifth Grade5.LS3.1Distinguish 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; TNAcademic StandardsFifth Grade5.LS3.2Provide 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; TNAcademic StandardsFifth Grade5.LS4.2Use 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); TNAcademic StandardsThird Grade3.ESS2.1Explain the cycle of water on Earth.2
Water Cycle (3-5 Version); TNAcademic StandardsThird Grade3.ESS2.2Associate major cloud types (nimbus, cumulus, cirrus, stratus) with weather conditions.2
Water Quality & Distribution; Interactions of Earth’s Spheres; TNAcademic StandardsFourth Grade4.ESS3.2Create 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;TNAcademic StandardsSecond Grade2.PS4.3Observe and demonstrate that waves move in regular patterns of motion by disturbing the surface of shallow and deep water.1
Wave Properties; TNAcademic StandardsFourth Grade4.PS4.1Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.2
Wave Reflection, Absorption & Transmittance;TNAcademic StandardsFourth Grade4.PS4.2Describe how the colors of available light sources and the bending of light waves determine what we see.2
Weather vs. Climate; TNAcademic StandardsThird Grade3.ESS2.3Use tables, graphs, and tools to describe precipitation, temperature, and wind (direction and speed) to determine local weather and climate.2
Weather vs. Climate; TNAcademic StandardsThird Grade3.ESS2.4Incorporate weather data to describe major climates (polar, temperate, tropical) in different regions of the world.2
Weathering & ErosionTNAcademic StandardsFourth Grade4.ESS2.3Provide examples to support the claim that organisms affect the physical characteristics of their regions.2
Weathering & Erosion; TNAcademic StandardsFourth Grade4.ESS2.1Collect 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; TNAcademic StandardsFourth Grade4.ESS1.1Generate 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?; TNAcademic StandardsKindergartenK.PS1.3Construct 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?; TNAcademic StandardsKindergartenK.ETS1.2Describe objects accurately by drawing and/or labeling pictures.1
What is Engineering?; TNAcademic StandardsSecond Grade2.ETS1.1Define 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?; TNAcademic StandardsSecond Grade2.ETS1.2Develop a simple sketch, drawing, or physical model that communicates solutions to others.1
What is Engineering?; TNAcademic StandardsSecond Grade2.ETS1.3Recognize 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?; TNAcademic StandardsSecond Grade2.ETS1.4Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design.1
What is Engineering?; TNAcademic StandardsSecond Grade2.ETS2.1Use appropriate tools to make observations, record data, and refine design ideas.1
What is Engineering?; TNAcademic StandardsSecond Grade2.ETS2.2Predict and explain how human life and the natural world would be different without current technologies.1
What is Engineering?; TNAcademic StandardsFirst Grade1.ETS1.1Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information.1
What Is Science? (K-2 Version)TNAcademic StandardsKindergartenK.ETS2.1Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions.1
What Is Science? (K-2 Version)TNAcademic StandardsFirst Grade1.ETS2.1Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions.1
What Is Science? (K-2 Version)TNAcademic StandardsSecond Grade2.LS1.2Obtain 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); TNAcademic StandardsFifth Grade5.ETS2.3Identify how scientific discoveries lead to new and improved technologies.2
What Is Science? (3-5 Version); TNAcademic StandardsFifth Grade5.ETS2.2Describe 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;TNAcademic StandardsSixth Grade6.PS3.1Analyze the properties and compare sources of kinetic, elastic potential, gravitational potential, electric potential, chemical, and thermal energy.
Potential vs. Kinetic Energy;TNAcademic StandardsSixth Grade6.PS3.2Construct a scientific explanation of the transformations between potential and kinetic energy.
Newton’s Laws of Motion; TNAcademic StandardsSixth Grade6.PS3.3Analyze 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; TNAcademic StandardsSixth Grade6.PS3.4Conduct an investigation to demonstrate the way that heat (thermal energy) moves among objects through radiation, conduction, or convection.
Competition in Ecosystems; TNAcademic StandardsSixth Grade6.LS2.1Evaluate and communicate the impact of environmental variables on population size.
Symbiosis (Interactions Between Organisms);TNAcademic StandardsSixth Grade6.LS2.2Determine the impact of competitive, symbiotic, and predatory interactions in an ecosystem.
Food Webs: Cycling of Matter & Flow of Energy; TNAcademic StandardsSixth Grade6.LS2.3Draw conclusions about the transfer of energy through a food web and energy pyramid in an ecosystem.
TNAcademic StandardsSixth Grade6.LS2.4Using 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; TNAcademic StandardsSixth Grade6.LS2.5Analyze 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; TNAcademic StandardsSixth Grade6.LS2.6Research the ways in which an ecosystem has changed over time in response to changes in physical conditions, population balances, human interactions, and natural catastrophes.
TNAcademic StandardsSixth Grade6.LS2.7Compare and contrast auditory and visual methods of communication among organisms in relation to survival strategies of a population.
Maintaining Biodiversity;TNAcademic StandardsSixth Grade6.LS4.1Explain how changes in biodiversity would impact ecosystem stability and natural resources.
Maintaining Biodiversity;TNAcademic StandardsSixth Grade6.LS4.2Design a possible solution for maintaining biodiversity of ecosystems while still providing necessary human resources without disrupting environmental equilibrium.
Climate Zones & Ocean Currents;TNAcademic StandardsSixth Grade6.ESS2.1Gather 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;TNAcademic StandardsSixth Grade6.ESS2.2Diagram convection patterns that flow due to uneven heating of the earth.
Climate Zones & Ocean Currents;TNAcademic StandardsSixth Grade6.ESS2.3Construct 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); TNAcademic StandardsSixth Grade6.ESS2.4Apply 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;TNAcademic StandardsSixth Grade6.ESS2.5Analyze and interpret data from weather conditions, weather maps, satellites, and radar to predict probable local weather patterns and conditions.
Air Masses & Weather Fronts;TNAcademic StandardsSixth Grade6.ESS2.6Explain 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; TNAcademic StandardsSixth Grade6.ESS3.1Differentiate between renewable and nonrenewable resources by asking questions about their availability and sustainability.
Intro to Climate Change;TNAcademic StandardsSixth Grade6.ESS3.2Investigate and compare existing and developing technologies that utilize renewable and alternative energy resources.
Maintaining Biodiversity;TNAcademic StandardsSixth Grade6.ESS3.3Assess the impacts of human activities on the biosphere including conservation, habitat management, species endangerment, and extinction.
Engineering Design Process; TNAcademic StandardsSixth Grade6.ETS1.1Evaluate design constraints on solutions for maintaining ecosystems and biodiversity.
Engineering Design Process; TNAcademic StandardsSixth Grade6.ETS1.2Design and test different solutions that impact energy transfer.
Atoms & Molecules;TNAcademic StandardsSeventh Grade7.PS1.1Develop and use models to illustrate the structure of atoms, including the subatomic particles with their relative positions and charge.
Properties of Elements;TNAcademic StandardsSeventh Grade7.PS1.2Compare and contrast elemental molecules and compound molecules.
TNAcademic StandardsSeventh Grade7.PS1.3Classify matter as pure substances or mixtures based on composition.
Chemical Reactions; TNAcademic StandardsSeventh Grade7.PS1.4Analyze 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;TNAcademic StandardsSeventh Grade7.PS1.5Use 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;TNAcademic StandardsSeventh Grade7.PS1.6Create and interpret models of substances whose atoms represent the states of matter with respect to temperature and pressure.
Plant & Animal Cells;TNAcademic StandardsSeventh Grade7.LS1.1Develop 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.
TNAcademic StandardsSeventh Grade7.LS1.2Conduct an investigation to demonstrate how the cell membrane maintains homeostasis through the process of passive transport.
Plant & Animal Cells;TNAcademic StandardsSeventh Grade7.LS1.3Evaluate evidence that cells have structural similarities and differences in organisms across kingdoms.
Multicellular Organisms;TNAcademic StandardsSeventh Grade7.LS1.4Diagram the hierarchical organization of multicellular organisms from cells to organism.
Multicellular Organisms;TNAcademic StandardsSeventh Grade7.LS1.5Explain 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;TNAcademic StandardsSeventh Grade7.LS1.6Develop 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;TNAcademic StandardsSeventh Grade7.LS1.7Evaluate and communicate evidence that compares and contrasts the advantages and disadvantages of sexual and asexual reproduction.
TNAcademic StandardsSeventh Grade7.LS1.8Construct 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; TNAcademic StandardsSeventh Grade7.LS1.9Construct 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; TNAcademic StandardsSeventh Grade7.LS2.1Develop 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;TNAcademic StandardsSeventh Grade7.LS3.1Hypothesize 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.
TNAcademic StandardsSeventh Grade7.LS3.2Distinguish between mitosis and meiosis and compare the resulting daughter cells.
Reproduction of Living Things;TNAcademic StandardsSeventh Grade7.LS3.3Predict 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;TNAcademic StandardsSeventh Grade7.ESS3.1Graphically represent the composition of the atmosphere as a mixture of gases and discuss the potential for atmospheric change.
Intro to Climate Change;TNAcademic StandardsSeventh Grade7.ESS3.2Engage in a scientific argument through graphing and translating data regarding human activity and climate.
Engineering Design Process; TNAcademic StandardsSeventh Grade7.ETS2.1Examine 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;TNAcademic StandardsEighth Grade8.PS2.1Design 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;TNAcademic StandardsEighth Grade8.PS2.2Conduct 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; TNAcademic StandardsEighth Grade8.PS2.3Create a demonstration of an object in motion and describe the position, force, and direction of the object.
Newton’s Laws of Motion; TNAcademic StandardsEighth Grade8.PS2.4Plan 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; TNAcademic StandardsEighth Grade8.PS2.5Evaluate and interpret that for every force exerted on an object there is an equal force exerted in the opposite direction.
Wave Reflection, Absorption & Transmittance;TNAcademic StandardsEighth Grade8.PS4.1Develop and use models to represent the basic properties of waves including frequency, amplitude, wavelength, and speed.
Electromagnetic Spectrum; Wave Reflection, Absorption & TransmittanceTNAcademic StandardsEighth Grade8.PS4.2Compare 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;TNAcademic StandardsEighth Grade8.PS4.3Evaluate the role that waves play in different communication systems.
The Fossil Record;TNAcademic StandardsEighth Grade8.LS4.1Analyze 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;TNAcademic StandardsEighth Grade8.LS4.2Construct 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;TNAcademic StandardsEighth Grade8.LS4.3Analyze 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;TNAcademic StandardsEighth Grade8.LS4.4Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment.
Biotechnology;TNAcademic StandardsEighth Grade8.LS4.5Obtain, 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.
TNAcademic StandardsEighth Grade8.ESS1.1Research, 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;TNAcademic StandardsEighth Grade8.ESS1.2Explain 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;TNAcademic StandardsEighth Grade8.ESS2.1Analyze and interpret data to support the assertion that rapid or gradual geographic changes lead to drastic population changes and extinction events.
TNAcademic StandardsEighth Grade8.ESS2.2Evaluate data collected from seismographs to create a model of Earth's structure.
Rocks & Minerals (Including Rock Cycle);TNAcademic StandardsEighth Grade8.ESS2.3Describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.
Tectonic Plates;TNAcademic StandardsEighth Grade8.ESS2.4Gather 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;TNAcademic StandardsEighth Grade8.ESS2.5Construct 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; TNAcademic StandardsEighth Grade8.ESS3.1Interpret data to explain that earth’s mineral, fossil fuel, and groundwater resources are unevenly distributed as a result of geologic processes.
Tectonic Plates;TNAcademic StandardsEighth Grade8.ESS3.2Collect data, map, and describe patterns in the locations of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hotspots.
Electric & Magnetic Fields;TNAcademic StandardsEighth Grade8.ETS1.1Develop 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;TNAcademic StandardsEighth Grade8.ETS1.2Research 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.

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