Tennessee Science Standards
2009-2010 Implementation
Grade 1
Embedded Inquiry
Conceptual Strand
Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
Guiding Question
What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
Grade Level Expectations:
GLE 0107.Inq.1 Observe the world of familiar objects using the senses and tools.
GLE 0107.Inq.2 Ask questions, make logical predictions, plan investigations, and represent data.
GLE 0107.Inq.3 Explain the data from an investigation.
Checks for Understanding
ü0107.Inq.1 Use senses and simple tools to make observations.
Senses & Simple Tools
ü0107.Inq.2 Communicate interest in simple phenomena and plan for simple investigations.
Simple Experiments
ü0107.Inq.3 Communicate understanding of simple data using age-appropriate vocabulary.
Simple Survey
ü0107.Inq.4 Collect, discuss, and communicate findings from a variety of investigations.
Communicate Findings
State Performance Indicators
Not addressed at this grade level.
Embedded Technology & Engineering
Conceptual Strand
Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
Guiding Question
How do science concepts, engineering skills, and applications of technology improve the quality of life?
Grade Level Expectations:
GLE 0107.T/E.1 Recognize that both natural materials and human-made tools have specific characteristics that determine their use.
GLE 0107.T/E.2 Apply engineering design and creative thinking to solve practical problems.
Checks for Understanding
ü0107.T/E.1 Explain how simple tools are used to extend the senses, make life easier, and solve everyday problems.
Simple Tools
ü0107.T/E.2 Invent designs for simple products.
Invent designs for Simple Products
ü0107.T/E.3 Use tools to measure materials and construct simple products.
Use Tools to Measure Materials
State Performance Indicators
Not addressed at this grade level.
Life Science
Standard 1 - Cells
Conceptual Strand 1
All living things are made of cells that perform functions necessary for life.
Guiding Question 1
How are plant and animals cells organized to carry on the processes of life?
Grade Level Expectations:
GLE 0107.1.1 Recognize that living things have parts that work together.
GLE 0107.1.2 Use tools to examine major body parts and plant structures.
Checks for Understanding
ü0107.1.1 Combine pictures of major body parts to assemble a complete animal.
Assemble an Animal
ü0107.1.2 Communicate the effect of using tools like magnifiers when examining different body parts.
Examine Body Parts
ü0107.1.3 Make diagrams to record and communicate observations.
Graphic Organizer
Venn Diagram
State Performance Indicators
Not addressed at this grade level.
Standard 2 – Interdependence
Conceptual Strand 2
All life is interdependent and interacts with the environment.
Guiding Question 2
How do living things interact with one another and with the non-living elements of their environment?
Grade Level Expectations:
GLE 0107.2.1 Distinguish between living and non-living things in an environment.
Checks for Understanding
ü0107.2.1 Identify the basic characteristics of living things.
Characteristics of Living Things
ü0107.2.2 Record information about living or non-living objects in local environments.
Record Information about Living or Non-Living Things
ü0107.2.3 Sort and classify a variety of living and non-living materials based on their characteristics.
Sort & Classify
State Performance Indicators
Not addressed at this grade level.
Standard 3 - Flow of Matter and Energy
Conceptual Strand 3
Matter and energy flow through the biosphere.
Guiding Question 3
What scientific information explains how matter and energy flow through the biosphere?
Grade Level Expectations:
GLE 0107.3.1 Recognize that plants and animals are living things that grow and change over time.
Checks for Understanding
ü0107.3.1 Conduct investigations and record data about the growth of different plants under varying conditions.
Conduct Investigations
ü0107.3.2 Describe what plants and animals need in order to grow and remain healthy.
Needs of Organisms
State Performance Indicators
Not addressed at this grade level.
Standard 4 – Heredity
Conceptual Strand 4
Plants and animals reproduce and transmit hereditary information between generations.
Guiding Question 4
What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring?
Grade Level Expectations:
GLE 0107.4.1 Observe and illustrate the life cycle of animals.
GLE 0107.4.2 Describe ways in which animals closely resemble their parents.
Checks for Understanding
ü0107.4.1 Observe, describe, and record the life cycle of a particular animal.
Life Cycle
ü0107.4.2 Match pictures of parents and related offspring by identifying common characteristics.
Match Parents with Offspring
State Performance Indicators
Not addressed at this grade level.
Standard 5 - Biodiversity and Change
Conceptual Strand 5
A rich variety of complex organisms have developed in response to a continually changing environment.
Guiding Question 5
How does natural selection explain how organisms have changed over time?
Grade Level Expectations:
GLE 0107.5.1 Investigate how plants and animals can be grouped according to their habitats.
GLE 0107.5.2 Recognize that some organisms which formerly lived are no longer found on earth.
Checks for Understanding
ü0107.5.1 Observe plants and animals on the school grounds and group them according to where they are found.
Observe Plants & Animals
ü0107.5.2 Create a chart of different habitats and match animals to specific locations.
Match Animals to Habitats
ü0107.5.3 Sort pictures or illustrations of animals into groups that are extinct and those that still exist and offer possible explanations for extinction.
Extinction
State Performance Indicators
Not addressed at this grade level.
Earth and Space Science
Standard 6 - The Universe
Conceptual Strand 6
The cosmos is vast and explored well enough to know its basic structure and operational principles.
Guiding Question 6
What big ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable motions and patterns in the sky?
Grade Level Expectations:
GLE 0107.6.1 Compare and describe features of the day and night sky.
GLE 0107.6.2 Realize that the sun can only be seen during the day, while the moon can be seen at night and sometimes during the day.
Checks for Understanding
ü0107.6.1 Create a chart of things that can be observed in the day and night sky.
Things in the Sky
ü0107.6.2 Identify objects in the sky and describe their observable similarities and differences.
Describe Objects in the Sky
State Performance Indicators
Not addressed at this grade level.
Standard 7 – The Earth
Conceptual Strand 7
Major geologic events that occur over eons or brief moments in time continually shape and reshape the surface of the Earth, resulting in continuous global change.
Guiding Question 7
How is the earth affected by long-term and short term geological cycles and the influence of man?
Grade Level Expectations:
GLE 0107.7.1 Realize that water, rocks, soil, living organisms, and man-made objects make up the earth’s surface.
GLE 0107.7.2 Classify earth materials according to their physical properties.
Checks for Understanding
ü0107.7.1 Create a diagram of the school grounds to identify where water, rocks, soil, living organisms, and man-made objects are found.
Diagram School Grounds
ü0107.7.2 Sample areas of the school grounds to identify where different materials are found.
Take Samples
ü0107.7.3 Use bagged samples of earth materials or pictures from different areas to classify materials according to their use.
What is Wood
State Performance Indicators
Not addressed at this grade level.
Standard 8 - The Atmosphere
Conceptual Strand 8
The earth is surrounded by an active atmosphere and an energy system that controls the distribution life, local weather, climate, and global temperature.
Guiding Question 8
How do the physical characteristics and the chemical makeup of the atmosphere influence surface processes and life on Earth?
Grade Level Expectations:
GLE 0107.8.1 Gather and interpret daily weather data.
Checks for Understanding
ü0107.8.1 Collect daily weather information to predict what conditions might occur on the following day.
Collect Daily Weather Information
ü0107.8.2 Discuss what makes a weather prediction accurate or inaccurate.
Weather Prediction
State Performance Indicators
Not addressed at this grade level.
Physical Science
Standard 9 - Matter
Conceptual Strand 9
The composition and structure of matter is known, and it behaves according to principles that are generally understood.
Guiding Question 9
How does the structure of matter influence its physical and chemical behavior?
Grade Level Expectations:
GLE 0107.9.1 Classify objects according to their physical properties.
GLE 0107.9.2 Distinguish between the properties of solids and liquids.
GLE 0107.9.3 Predict the changes that may occur when different materials are mixed.
Checks for Understanding
ü0107.9.1 Classify solids according to their size, shape, color, texture, hardness, ability to change shape, magnetic attraction, whether they sink or float, and use.
Classify Solids
ü0107.9.2 Compare liquids according to their color, ability to flow, solubility in water, and use.
Solids & Liquids
Compare Liquids
ü0107.9.3 Investigate and describe the results of mixing different substances such as salt and pepper, water and sand, water and oil, and water and salt.
How to Separate Salt & Pepper
State Performance Indicators
Not addressed at this grade level.
Standard 10 – Energy
Conceptual Strand 10
Various forms of energy are constantly being transformed into other types without any net loss of energy from the system.
Guiding Question 10
What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy?
Grade Level Expectations:
GLE 0107.10.1 Investigate the effect of the sun on land, water, and air.
Checks for Understanding
ü0107.10.1 Predict and determine what happens over the course of a school day when containers of sand, soil, and water with thermometers are placed in a sunny window.
BBC Rides
Effect of the Sun
ü0107.10.2 Predict and determine what happens over the course of a school day when containers of sand, soil and water with thermometers are placed in a shady location.
Sun or Shade
ü0107.10.3 Compare the temperature at different places around the school such as black top driveway, lawn, concrete areas, side of the building, under a shade tree, wet area, in the ground.
Compare Temperatures
Light & Dark
State Performance Indicators
Not addressed at this grade level.
Standard 11 - Motion
Conceptual Strand 11
Objects move in ways that can be observed, described, predicted, and measured.
Guiding Question 11
What causes objects to move differently under different circumstances?
Grade Level Expectations:
GLE 0107.11.1 Investigate how forces (push, pull) can move an object or change its direction.
Checks for Understanding
ü0107.11.1 Use familiar objects to explore how the movement can be changed.
Change Movement
ü0107.11.2 Investigate and explain how different surfaces affect the movement of an object.
Inquiry Sort
Push & Pull Inquiry
State Performance Indicators
Not addressed at this grade level.
Standard 12 - Forces in Nature
Conceptual Strand 12
Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents.
Guiding Question 12
What are the scientific principles that explain gravity and electromagnetism?
Grade Level Expectations:
GLE 0107.12.1 Investigate materials that are attracted to magnets.
Checks for Understanding
ü0107.12.1 Identify and classify objects in the classroom as magnetic or non-magnetic.
Magnet or Non-Magnetic
ü0107.12.2 Make predictions about how various objects will be affected by a magnet.
Effects of Magnets
State Performance Indicators Not addressed at this grade level.