Tennessee Academic Standards For Science
Tennessee Academic Standards for ScienceTennessee Science Standards Value StatementTennessee possesses a citizenry known to be intelligent, knowledgeable, hardworking, and creative.Tennessee’s schools offer science programs that introduce a broad range of important subjects alongwith opportunities to explore topics ranging from nuclear energy science to breakthrough medicaldiscoveries. The challenge of developing and sustaining a population of scientifically informed citizensrequires that educational systems be guided by science curriculum standards that are academicallyrigorous, relevant to today’s world, and attendant to what makes Tennessee a unique place to live andlearn.To achieve this end, school systems employ standards to craft meaningful local curricula that areinnovative and provide myriad learning opportunities that extend beyond mastery of basic scientificprinciples. The Tennessee Academic Standards for Science standards include the necessary qualities andconditions to support learning environments in which students can develop knowledge and skills neededfor post-secondary and career pursuits, and be well-positioned to become curious, lifelong learners.Declarations:Tennessee’s K-12 science standards are intended to guide the development and delivery of educationalexperiences that prepare all students for the challenges of the 21stcentury and enable them to: Develop an in-depth understanding of the major science disciplines through a series of coherent K12 learning experiences that afford frequent interactions with the natural and man-made worlds; Make pertinent connections among scientific concepts, associated mathematical principles, andskillful applications of reading, writing, listening, and speaking; Recognize that certain broad concepts/big ideas foster a comprehensive and scientifically-basedpicture of the world and are important across all fields of science; Explore scientific phenomena and build science knowledge and skills using their own linguistic andcultural experiences with appropriate assistance or accommodations; Identify and ask appropriate questions that can be answered through scientific investigations; Design and conduct investigations independently or collaboratively to generate evidence needed toanswer a variety of questions; Use appropriate equipment and tools and apply safe laboratory habits and procedures; Think critically and logically to analyze and interpret data, draw conclusions, and developexplanations that are based on evidence and are free from bias; Communicate and defend results through multiple modes of representation (e.g., oral,mathematical, pictorial, graphic, and textual models); Integrate science, mathematics, technology, and engineering design to solve problems and guideeveryday decisions; Consider trade-offs among possible solutions when making decisions about issues for which there1
1are competing alternatives;Locate, evaluate, and apply reliable sources of scientific and technological information;Recognize that the principal activity of scientists is to explain the natural world and developassociated theories and laws;Recognize that current scientific understanding is tentative and subject to change as experimentalevidence accumulates and/or old evidence is reexamined;Demonstrate an understanding of scientific principles and the ability to conduct investigationsthrough student-directed experiments, authentic performances, lab reports, portfolios, laboratorydemonstrations, real world projects, interviews, and high-stakes tests. 1Information from the NSTA Position Statements was adapted to compile this document.2
Table of ContentsSectionBackground Information and ContextResearch and Vision of the StandardsCrosscutting ConceptsScience and Engineering PracticesEngineering Technology and Science Practice Standards (ETS)Structure of the StandardsElementary School ProgressionMiddle School ProgressionHigh School ProgressionGrade Level OverviewsShifts in SequenceDisciplinary Core Ideas across Grade LevelsRecommended Mathematical and Literacy Skills for ScienceProficiencyScientific Literacy vs. LiteracyKindergartenFirst GradeSecond GradeThird GradeFourth GradeFifth GradeSixth GradeSeventh GradeEighth GradeBiology IBiology IIChemistry IChemistry IIEarth and Space ScienceEcologyEnvironmental ScienceGeologyHuman Anatomy and PhysiologyPhysical SciencePhysical World ConceptsPhysicsScientific ResearchPage 3788489951001061111161213
Research and Vision of the StandardsThe ideas driving the development of the standards are: Improve the coherence of content from grade to grade. Integrate disciplinary core ideas with crosscutting concepts and science and engineeringpractices. Promote equity and diversity of science and engineering education for all learners.Disciplinary Core Ideas and Components:The Framework for K-12 Science Education describes the progression of disciplinary core ideas (DCIs) andgives grade level end points. These core ideas and the component ideas are the structure andorganization of the Tennessee Academic Standards for Science. Focusing on a limited number of ideas,grades K-12 will deepen content knowledge and build on learning. The progressions are designed tobuild on student understanding of science with developmental appropriateness. The science andengineering practices are integrated throughout the physical, life, and earth DCI groups shown below.PHYSICAL SCIENCES (PS)PS1: Matter and Its InteractionsA. Structure and Properties of MatterB. Chemical ProcessesC. Nuclear ProcessesPS2: Motion and Stability: Forces and InteractionsA. Forces, Fields, and MotionB. Types of InteractionsC. Stability and Instability in Physical SystemsPS3: EnergyA. Definitions of EnergyB. Conservation of Energy and Energy TransferC. Relationship Between Energy and Forces and FieldsD. Energy in Chemical Processes and Everyday LifePS4: Waves and Their Applications in Technologies for Information TransferA. Wave Properties: Mechanical and ElectromagneticB. Electromagnetic RadiationC. Information Technologies and Instrumentation4
LIFE SCIENCES (LS)LS1: From Molecules to Organisms: Structures and ProcessesA. Structure and FunctionB. Growth and Development of OrganismsC. Organization for Matter and Energy Flow in OrganismsD. Information ProcessingLS2: Ecosystems: Interactions, Energy, and DynamicsA. Interdependent Relationships in EcosystemsB. Cycles of Matter and Energy Transfer in EcosystemsC. Ecosystem Dynamics, Functioning, and ResilienceD. Social Interactions and Group BehaviorLS3: Heredity: Inheritance and Variation of TraitsA. Inheritance of TraitsB. Variation of TraitsLS4: Biological Change: Unity and DiversityA. Evidence of Common AncestryB. Natural SelectionC. AdaptationD. Biodiversity and HumansEARTH AND SPACE SCIENCES (ESS)ESS1: Earth’s Place in the UniverseA. The Universe and Its StarsB. Earth and the Solar SystemC. The History of Planet EarthESS2: Earth’s SystemsA. Earth Materials and SystemsB. Plate Tectonics and Large-Scale System InteractionsC. The Roles of Water in Earth’s Surface ProcessesD. Weather and ClimateE. BiogeologyESS3: Earth and Human ActivityA. Natural ResourcesB. Natural HazardsC. Human Impacts on Earth SystemsD. Global Climate Change5
ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE (ETS)ETS1: Engineering DesignA. Defining and Delimiting and Engineering ProblemsB. Developing Possible SolutionsC. Optimizing the Solution DesignETS2: Links Among Engineering, Technology, Science, and SocietyA. Interdependence of Science, Technology, Engineering, and Math (STEM)B. Influence of Engineering, Technology, and Science on Society and the Natural WorldETS3: Applications of ScienceA. Nature of Science ComponentsB. Theory Development and RevisionC. Science Practices: Utilization in Developing and Conducting Original ScientificResearchD. Practice of Peer ReviewCrosscutting ConceptsThese are concepts that permeate all science and show an interdependent connection among thesciences differentiated from grades K-12. Tennessee state science standards have explicitly designed thestandard progression to include these crosscutting concepts: Pattern observation and explanation Energy and matter conservation through transformations that flow or cycle into, out of, orwithin a system Structure and function of systems and their partsCause and effect relationships that can be explained through a mechanismScale, proportion, and quantity that integrate measurement and precision of languageSystems and system models with defined boundaries that can be investigated and characterizedby the next three conceptsStability and change of systemsScience and Engineering PracticesThe science and engineering practices are used as a means to learn science by doing science, thuscombining knowledge with skill. The goal is to allow students to discover how scientific knowledge isproduced and how engineering solutions are developed. The following practices should not be taught inisolation or as a separate unit, but rather differentiated at each grade level from K-12 and integratedinto all core ideas employed throughout the school year. These are not to be taught in isolation but areembedded throughout the language of the standards. Asking questions (for science) and defining problems (for engineering) to determine what isknown, what has yet to be satisfactorily explained, and what problems need to be solved.6
Developing and using models to develop explanations for phenomena, to go beyond theobservable and make predictions or to test designs. Planning and carrying out controlled investigations to collect data that is used to test existingtheories and explanations, revise and develop new theories and explanations, or assess theeffectiveness, efficiency, and durability of designs under various conditions. Analyzing and interpreting data with appropriate data presentation (graph, table, statistics,etc.), identifying sources of error and the degree of certainty. Data analysis is used to derivemeaning or evaluate solutions. Using mathematics and computational thinking as tools to represent variables and theirrelationships in models, simulations, and data analysis in order to make and test predictions. Constructing explanations and designing solutions to explain phenomena or solve problems. Obtaining, evaluating, and communicating information from scientific texts in order to derivemeaning, evaluate validity, and integrate information.Engaging in argument from evidence to identify strengths and weaknesses in a line of reasoning,to identify best explanations, to resolve problems, and to identify best solutions.Engineering Technology and Science Practice Standards (ETS)Technology is embedded within the writing of the engineering standards. While engineering is adisciplinary core idea, it will also be taught within the context of other disciplinary core ideas.Stakeholders recognize the importance of design and innovative solutions that can be related to theapplication of scientific knowledge in our society, thereby further preparing a science, technology,engineering, and math (STEM) literate student for their college and career. STEM integration has beensupported both as a stand-alone disciplinary core idea.7
Structure of the StandardsThe organization and structure of this standards document includes: Grade Level/Course Overview: An overview that describes that specific content and themes foreach grade level or high school course. Disciplinary Core Idea: Scientific and foundational ideas that permeate all grades and connectcommon themes that bridge scientific disciplines. Standard: Statements of what students can do to demonstrate knowledge of the conceptualunderstanding. Each performance indicator includes a specific science and engineering practicepaired with the content knowledge and skills that students should demonstrate to meet thegrade level or high school course standards.Elementary School ProgressionThe elementary science progression is designed to capture the curiosity of children through relevantscientific content. Children are born investigators and have surprisingly sophisticated ways of thinkingabout the world. Engaging a young scientist with the practices and discipline of science is imperative inall grades but essential in grades K-5. It is important to build progressively more complex explanations ofscience and natural phenomena. Children form mental models of what science is at a young age. Thesemental models can lead to misconceptions, if not confronted early and addressed with a scaffolding ofscience content. It is the goal of elementary science to give background knowledge and age appropriateinteraction with science as a platform to launch into deeper scientific thinking in grades 6-12.Middle School ProgressionIntegrated science is a core focus within the middle school grades, and therefore, DCIs and theircomponents are mixed heterogeneously throughout grades 6-8. Middle school science has a standardsshift that more appropriately reflects content with crosscutting concepts as opposed to concentratingon topics as discrete notions in isolation. This is accomplished both within and through the grade levelsby scaffolding core ideas with fluidity, relevance, and relatedness. For example, the physical science DCIsintroduced in seventh grade are necessary for understanding the life science DCIs in seventh grade. Thisin turn supports the more advanced life science DCIs in eighth grade. Middle school teachers recognizethat learning develops over time, and learning progressions must follow a clear path with appropriategrade-level expectations.8
For Physical Sciences (PS) starting in sixth grade, students utilize the science and engineering practices toengage in ideas of energy. Energy as a physical science concept integrates throughout ecosystems (e.g.,populations food webs) and Earth and space science (e.g., weather and ocean circulation), which in turnimpacts ecoregions of the world. Seventh grade improves upon this understanding by applying energy tostates of matter and reactions. Fundamental concepts regarding matter allow students to understandreactions such as photosynthesis, respiration, and biogeochemical cycles in greater depth. Additionally,introducing matter facilitates life sciences from a molecular level beyond organismal levels.Biomolecules introduce a molecular approach through heredity. Eighth grade builds upon theseconcepts further to examine forces and motion and their relatedness to energy and matter. Physicalforces integrate through Earth and space science (e.g., plate tectonics, rock cycle), driving long termgeological changes that impact ecosystems and their inhabitants. The understanding of heredity inseventh grade allows students to make connections through natural selection, driven by the physicalforces of earth systems in eighth grade.For Life Sciences (LS), students model ecosystems and make connections between populations oforganisms, while focusing on the crosscutting concept of energy. Energy drives ecosystems andpopulations within those ecosystems. The energy that drives weather and ocean circulation also impactsecosystems (e.g., biomes). Seventh grade students have a foundation of energy from sixth grade andtherefore are able to examine how a single species of those ecosystems is built from the molecule upand can pass on traits through the process of reproduction. Eighth grade utilizes understandings fromecosystems and heredity to examine changes in an ecosystem and species over time as it relates tophysical forces that drive Earth systems.For Earth and Space Sciences (ESS), sixth grade students examine weather and climate with a focus onenergy and ecosystems. Seventh grade looks through the lens of matter and energy to tracebiogeochemical cycling, particularly carbon, and scaffolds from climate in sixth grade to climate change.Eighth grade employs crosscutting concepts of cycles and patterns to focus on biogeology, especially therock cycle and plate tectonics. Eighth grade students apply understanding of forces and motion to anexamination of our own planetary processes and those of other celestial objects.Grade level articulation of DCIs is important for progression; however, continuity and flow is critical forintegrated science within a grade level as well. Sixth grade students apply energy and energy transfer tofood webs and population sizes in ecosystems, heating and convective processes in weather, andclimate, natural resources, and energy production, which can then be linked with ecosystems. Seventhgrade students can more appropriately understand how matter and reactions determine cellularstructures and functions, like photosynthesis and aerobic cellular respiration or the inheritance of traits,once they have a background in matter and reactions. The foundation of photosynthesis and respirationat the cellular level helps students make concrete connections to biogeochemical cycling, particularlythe carbon/oxygen cycle, combustion, and changes in atmospheric conditions. Eighth grade students useunderstanding of forces and motion to examine multiple concepts such as the expanding universe,biogeological processes such as the rock cycle and plate tectonics, and the impacts of these processes toecosystem change and species within those ecosystems.9
High School ProgressionWhen students enter high school, they will have experienced a broad, interdisciplinary scienceeducation as they progressed through grades K-8. The notions defined in the K-8 science standards willframe this experience. The high school progression will continue on this path and further embed themesof mathematics and English language arts into the science standards. The progression of scienceeducation in high school acknowledges and complements the cognitive development of the student.DCIs are presented in course offerings in the Physical Sciences, Life Sciences, and Earth and SpaceSciences. There are specific science standards for biology, human anatomy and physiology, physicalscience, chemistry, physics, and Earth and space science. A student’s progress through high schoolscience courses is particularly parallel to his or her mathematical progress. As his or her mathematicalexperience and acumen develops, so too will science expectations and experiences.Grade Level OverviewsThe addition of grade level overviews outlines the core ideas for a particular grade/course. A table ofcore ideas has been entered and color-coded so that within-grade/course crosscutting concepts andpractices may be observed in addition to vertical alignment and sequencing. Bolded items are taughtwithin a course/grade, while lightly shaded items are not.10
Shifts in SequenceGrade LevelPrevious Standards (2009)Current Standards (2018)K-5There are 14 themes in eachgrade level.Fewer themes are covered andfocus on a progression that buildsstronger background knowledgeand science experience throughembedded practice of science andtechnology.6-8There are 14 themes covered bythe end of eighth grade; they areheterogeneously grouped ineach grade level, but there areno connecting strands oroverarching concepts.Middle grades are heterogeneouslygrouped in science, but strongcrosscutting concepts attachscientific ideas, producing a morefluid progression and deeperknowledge of content.Overall, life science standardsare often repetitive within andbetween courses. Manystandards lack depth, whileHigh School – Lifeothers are evasive. The sequenceSciencesrequires students to take Biology1 biology credit required I for graduation, with additionaloptions for Biology II, Humanfor graduationAnatomy and Physiology,Ecology, and EnvironmentalScience, among other electivecourses.A sequence of streamlined DCIsfrom grades K-8 seeks to bettervertically align with the high schoolofferings. All course standards havea clear focus and applicati
Environmental Science 89 Geology 95 Human Anatomy and Physiology 100 Physical Science 106 Physical World Concepts 111 Physics 116 Scientific Research 121 . 4 . Research and Vision of the Standards The ideas driving the development of the standards are:
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan
service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största
Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .
4 Table of Contents Page Number(s) Preface 6 Introduction 7-8 How to Read the Standards 9 South Dakota Science Standards Kindergarten Science Standards 10-11 First Grade Science Standards 12 Second Grade Science Standards 13-14 Third Grade Science Standards 15-16 Fourth Grade Science Standards 17-18 Fifth Grade Science Standards 19
4-H Section 7th Grade Division Which 4-H officer's main duty is the writing of the minutes? The Secretary Q. A. 4HL What is the Tennessee 4-H website address? 4h.tennessee.edu Q. A. 4HE The 4-H program in Tennessee is organized and maintained by what two educational The University of Tennessee and Tennessee State University Q. A. 4HH
och krav. Maskinerna skriver ut upp till fyra tum breda etiketter med direkt termoteknik och termotransferteknik och är lämpliga för en lång rad användningsområden på vertikala marknader. TD-seriens professionella etikettskrivare för . skrivbordet. Brothers nya avancerade 4-tums etikettskrivare för skrivbordet är effektiva och enkla att
