Tennessee Department of Education | January 2018

1 Table of Contents Tennessee Department of Education | January 2018 Introduction Disciplinary Core Idea K-8 Progression Physical Sciences Life Sciences Earth and Space Sciences Engineering, Technology, and Applications of Science Progression of Crosscutting Concepts Progression of Science and Engineering Practices Standards Overview Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade Biology Chemistry Physics Other Resources Table of Contents 3 Introduction Document Purpose In October 2016, the Tennessee State Board of Education approved the new Tennessee Academic Standards for Science. The standard recommendation committee authored these standards using the research presented in A Framework for K-12 Science Education1 as guidance.

2 The principal recommendation of the framework was a shift away from a strict adherence to the apparent linearity of the scientific method and towards implementing three dimensions of science instruction: crosscutting concepts, science and engineering practices, and disciplinary core ideas. The intent of this document is to connect the new Tennessee Academic Standards for Science with the framework to provide an enhanced view of related content for each standard. Standards authors took deliberate measures to ensure that content, concepts, and practices follow a progression which parallels the cognitive development of a student from kindergarten through high school. The first three sections of this document provide reference material that allows individuals to quickly evaluate the appropriate cognitive processes for learners in any grade band.

3 The fourth section provides elaboration on each standard. Depending on course and grade level, this support may include background content knowledge, suggestions for approaches to presenting the content, or background information linking backwards to the conceptual path that a student followed to reach their present grade-level understanding. In this document, each standard is connected to a component idea within the framework, where further context can be found. Additionally, suggestions are made to link each standard to an applicable crosscutting concept and science and engineering practice. Suggestions for Use This guide should act as a reference document. The content has been arranged for easy navigation to and from the table of contents. There are suggestions presented for crosscutting concepts and practices that may pair well with each standard, but the intent is not to limit instruction by specifying connections: Many standards have connections to multiple concepts or practices.

4 Additionally, this guide is not intended to provide information related to assessment, but rather to support and elaborate on the content and progressions of science instruction in Tennessee . 1 National Research Council. 2012. A Framework for K-12 Science Education : Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. Table of Contents 4 DCI learning Progression: Physical Sciences The content of the new Tennessee science standards is organized into four different disciplinary core ideas: physical sciences, life sciences, earth and space science, and engineering, technology, and applications of science. Throughout a student s academic career, they will move in and out of each disciplinary core idea in a manner designed to parallel their own capacity for understanding.

5 This section reorganizes the K-8 standards, which allows for a side-by-side comparison of the standards to follow the progression of each disciplinary core idea. PS1: Matter and its interactions K Plan and conduct an investigation to describe and classify different kinds of materials including wood, plastic, metal, cloth, and paper by their observable properties (color, texture, hardness, and flexibility) and whether they are natural or human-made. Conduct investigations to understand that matter can exist in different states (solid and liquid) and has properties that can be observed and tested. Construct an evidence-based account of how an object made of a small set of pieces (blocks, snap cubes) can be disassembled and made into a new object. 3 Describe the properties of solids, liquids, and gases and identify that matter is made up of particles too small to be seen.

6 Differentiate between changes caused by heating or cooling that can be reversed and that cannot. Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility. 5 Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas. Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish. Design a process to measure how different variables (temperature, particle size, stirring) affect the rate of dissolving solids into liquids. Evaluate the results of an experiment to determine whether the mixing of two or more substances result in a change of properties 7 Develop and use models to illustrate the structure of atoms, including the subatomic particles with their relative positions and charge.

7 Compare and contrast elemental molecules and compound molecules. Classify matter as pure substances or mixtures based on composition 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 Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter. Create and interpret models of substances whose atoms represent the states of matter with respect to temperature and pressure Table of Contents 5 DCI learning Progression: Physical Sciences PS2: Motion and Stability: Forces and Interactions 2 Analyze the push or the pull that occurs when objects collide or are connected Evaluate the effects of different strengths and directions of a push or a pull on the motion of an object.

8 Recognize the effect of multiple pushes and pulls on an object's movement or non-movement. 3 Explain the cause and effect relationship of magnets. Solve a problem by applying the use of the interactions between two magnets. 5 Test the effects of balanced and unbalanced forces on the speed and direction of motion of objects. Make observations and measurements of an object s motion to provide evidence that a pattern can be used to predict future motion. Use evidence to support that the gravitational force exerted by Earth on objects is directed toward the Earth s center. Explain the cause and effect relationship of two factors (mass and distance) that affect gravity. Explain how forces can create patterns within a system (moving in one direction, shifting back and forth, or moving in cycles), and describe conditions that affect how fast or slowly these patterns occur 8 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.

9 Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Create a demonstration of an object in motion and describe the position, force, and direction of the object. 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. Evaluate and interpret that for every force exerted on an object there is an equal force exerted in the opposite direction. Table of Contents 6 DCI learning Progression: Physical Sciences PS3: Energy 1 Make observations to determine how sunlight warms Earth s surfaces (sand, soil, rocks, and water). 2 Demonstrate how a stronger push or pull makes things go faster and how faster speeds during a collision can cause a bigger change in the shape of the colliding objects Make observations and conduct experiments to provide evidence that friction produces heat and reduces or increases the motion of an object.

10 3 Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another. Apply scientific ideas to design, test, and refine a device that converts electrical energy to another form of energy, using open or closed simple circuits. Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet. 4 Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object. Observe and explain the relationship between potential energy and kinetic energy. Describe how stored energy can be converted into another form for practical use. 6 Analyze the properties and compare sources of kinetic, elastic potential, gravitational potential, electric potential, chemical, and thermal energy.