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1 | State | Performance Expectation | Performance Expectation Text | Grade | Mosa Mack Unit | |||||||||||||||||||||
2 | Tennessee Academic Standards for Science | 4.PS3.1 | Energy | Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object. | 4 | Energy Transfer; further extension in MS unit(s) Potential & Kinetic Energy | ||||||||||||||||||||
3 | Tennessee Academic Standards for Science | 4.PS3.2 | Energy | Observe and explain the relationship between potential energy and kinetic energy. | 4 | |||||||||||||||||||||
4 | Tennessee Academic Standards for Science | 4.SP3.3 | Energy | Describe how stored energy can be converted into another form for practical use. | ||||||||||||||||||||||
5 | Tennessee Academic Standards for Science | 4.PS4.1 | Waves and Their Applications in Technologies for Information Transfer | Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction. | 4 | |||||||||||||||||||||
6 | Tennessee Academic Standards for Science | 4.PS4.2 | Waves and Their Applications in Technologies for Information Transfer | Describe how the colors of available light sources and the bending of light waves determine what we see. | 4 | |||||||||||||||||||||
7 | Tennessee Academic Standards for Science | 4.SP4.3 | Waves and Their Applications in Technologies for Information Transfer | Investigate how lenses and digital devices like computers or cell phones use waves to enhance human senses. | 4 | |||||||||||||||||||||
8 | Tennessee Academic Standards for Science | 4.LS2.1 | Ecosystems: Interactions, Energy, and Dynamics | 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. | 4 | Food Webs | ||||||||||||||||||||
9 | Tennessee Academic Standards for Science | 4.LS2.2 | Ecosystems: Interactions, Energy, and Dynamics | Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers. | 4 | |||||||||||||||||||||
10 | Tennessee Academic Standards for Science | 4.LS2.3 | Ecosystems: Interactions, Energy, and Dynamics | 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 | 4 | |||||||||||||||||||||
11 | Tennessee Academic Standards for Science | 4.LS2.4 | Ecosystems: Interactions, Energy, and Dynamics | 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. | 4 | Not currently covered in elementary unit. Recommended MS unit of study: Biodiversity | ||||||||||||||||||||
12 | Tennessee Academic Standards for Science | 4.LS2.5 | Ecosystems: Interactions, Energy, and Dynamics | 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. | 4 | Not currently covered in elementary unit. Recommended MS units of study: Biodiversity; Selection & Adaptation | ||||||||||||||||||||
13 | Tennessee Academic Standards for Science | 4.LS4.1 | Biological Change: Unity and Diversity | Obtain information about what a fossil is and ways a fossil can provide information about the past. | 4 | Earth's Processing and Mapping | ||||||||||||||||||||
14 | Tennessee Academic Standards for Science | 4.ESS1.1 | Earth's Place in the Universe | 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. | ||||||||||||||||||||||
15 | Tennessee Academic Standards for Science | 4.ESS1.2 | Earth's Place in the Universe | Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day. | 4 | Earth's Place in the Universe | ||||||||||||||||||||
16 | Tennessee Academic Standards for Science | 4.ESS2.1 | Earth's Place in the Universe | 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. | 4 | Earth's Processing and Mapping | ||||||||||||||||||||
17 | Tennessee Academic Standards for Science | 4.ESS2.2 | Earth's Place in the Universe | Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns. | 4 | |||||||||||||||||||||
18 | Tennessee Academic Standards for Science | 4.ESS2.3 | Earth's Place in the Universe | Provide examples to support the claim that organisms affect the physical characteristics of their regions. | 4 | |||||||||||||||||||||
19 | Tennessee Academic Standards for Science | 4.ESS2.4 | Earth's Place in the Universe | Analyze and interpret data on the four layers of Earth, including thickness, composition, and physical states of these layers. | 4 | |||||||||||||||||||||
20 | Tennessee Academic Standards for Science | 4.ESS3.1 | Earth and Human Activity | 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). | 4 | Natural Resources | ||||||||||||||||||||
21 | Tennessee Academic Standards for Science | 4.ESS3.2 | Earth and Human Activity | 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. | 4 | |||||||||||||||||||||
22 | Tennessee Academic Standards for Science | 4.ETS1.1 | Engineering Design | Categorize the effectiveness of design solutions by comparing them to specified criteria for constraints | 4 | Design Thinking / Earth's Spheres | ||||||||||||||||||||
23 | Tennessee Academic Standards for Science | 4.ETS2.1 | Links Among Engineering, Technology, Science, and Society | Use appropriate tools and measurements to build a model. | Design Thinking / Natural Resources | |||||||||||||||||||||
24 | Tennessee Academic Standards for Science | 4.ETS2.2 | Links Among Engineering, Technology, Science, and Society | Determine the effectiveness of multiple solutions to a design problem given the criteria and the constraints. | Design Thinking / Earth's Spheres | |||||||||||||||||||||
25 | Tennessee Academic Standards for Science | 4.ETS2.3 | Links Among Engineering, Technology, Science, and Society | 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). | 4 | Earth's Processes and Mapping | ||||||||||||||||||||
26 | Tennessee Academic Standards for Science | 5.PS1.1 | Matter and Its Interactions | Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas. | 5 | Matter and Its Interactions | ||||||||||||||||||||
27 | Tennessee Academic Standards for Science | 5.PS1.2 | Matter and Its Interactions | 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. | ||||||||||||||||||||||
28 | Tennessee Academic Standards for Science | 5.PS1.3 | Matter and Its Interactions | Design a process to measure how different variables (temperature, particle size, stirring) affect the rate of dissolving solids into liquids. | ||||||||||||||||||||||
29 | Tennessee Academic Standards for Science | 5.PS1.4 | Matter and Its Interactions | Evaluate the results of an experiment to determine whether the mixing of two or more substances result in a change of properties | ||||||||||||||||||||||
30 | Tennessee Academic Standards for Science | 5.PS2.1 | Motion and Stability: Forces and Interactions | Test the effects of balanced and unbalanced forces on the speed and direction of motion of objects. | 5 | Energy Transfer | ||||||||||||||||||||
31 | Tennessee Academic Standards for Science | 5.PS2.2 | Motion and Stability: Forces and Interactions | Make observations and measurements of an object’s motion to provide evidence that pattern can be used to predict future motion. | ||||||||||||||||||||||
32 | Tennessee Academic Standards for Science | 5.PS2.3 | Motion and Stability: Forces and Interactions | Use evidence to support that the gravitational force exerted by Earth on objects is directed toward the Earth’s center. | 5 | Gravity / Earth's Place in the Universe | ||||||||||||||||||||
33 | Tennessee Academic Standards for Science | 5.PS2.4 | Motion and Stability: Forces and Interactions | Explain the cause and effect relationship between two factors (mass and distance) that affect gravity. | 5 | Not currently covered in elementary unit. Recommended MS unit of study: Sun-Earth and Solar System Gravity | ||||||||||||||||||||
34 | Tennessee Academic Standards for Science | 5.PS2.5 | Motion and Stability: Forces and Interactions | 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. | 5 | Energy Transfer | ||||||||||||||||||||
35 | Tennessee Academic Standards for Science | 5.LS1.1 | From Molecules to Organisms: Structures and Processes | Compare and contrast animal responses that are instinctual versus those that are gathered through senses, processed, and stored as memories to guide their actions. | 5 | Plant and Animal Structures | ||||||||||||||||||||
36 | Tennessee Academic Standards for Science | 5.LS3.1 | Heredity | Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. | 5 | Not currently covered in elementary unit. Recommended MS unit of study: Genetics vs. Environment | ||||||||||||||||||||
37 | Tennessee Academic Standards for Science | 5.LS3.2 | Heredity | 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. | 5 | Plant & Animal Structures ; further extension in MS unit: Genetic Variation | ||||||||||||||||||||
38 | Tennessee Academic Standards for Science | 5.LS4.1 | Biological Change: Unity and Diversity | 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. | 5 | Earth's Processes and Mapping | ||||||||||||||||||||
39 | Tennessee Academic Standards for Science | 5.LS4.2 | Biological Change: Unity and Diversity | Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to those individuals in their survival and reproduction. | 5 | Plant and Animal Structures; further extension in MS unit Selection & Adaptation | ||||||||||||||||||||
40 | Tennessee Academic Standards for Science | 5.ESS1.1 | Earth's Place in the Universe | Explain that differences in apparent brightness of the sun compared to other stars are due to their relative distances from the Earth. | 5 | Earth's Place in the Universe | ||||||||||||||||||||
41 | Tennessee Academic Standards for Science | 5.ESS1.2 | Earth's Place in the Universe | 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. | 5 | |||||||||||||||||||||
42 | Tennessee Academic Standards for Science | 5.ESS1.3 | Earth's Place in the Universe | Use data to categorize different bodies in our solar system including moons, asteroids, comets, and meteoroids according to their physical properties and motion. | 5 | Earth's Place in the Universe; further extension in MS unit: Sun-Earth and Solar System Gravity | ||||||||||||||||||||
43 | Tennessee Academic Standards for Science | 5.ESS1.4 | Earth's Place in the Universe | 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. | 5 | |||||||||||||||||||||
44 | Tennessee Academic Standards for Science | 5.ESS1.5 | Earth's Place in the Universe | 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-length and seasons. | 5 | |||||||||||||||||||||
45 | Tennessee Academic Standards for Science | 5.ESS1. 6 | Earth's Place in the Universe | Use tools and describe how stars and constellations appear to move from the Earth’s perspective throughout the seasons. | 5 | Earth's Place in the Universe | ||||||||||||||||||||
46 | Tennessee Academic Standards for Science | 5.ESS1. 7 | Earth's Place in the Universe | Use evidence from the presence and location of fossils to determine the order in which rock strata were formed. | 5 | Earth's Processes and Mapping | ||||||||||||||||||||
47 | Tennessee Academic Standards for Science | 5.ETS1.1 | Engineering Design | Research, test, retest, and communicate a design to solve a problem. | 5 | Design Thinking | ||||||||||||||||||||
48 | Tennessee Academic Standards for Science | 5.ETS1.2 | Engineering Design | 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. | 5 | |||||||||||||||||||||
49 | Tennessee Academic Standards for Science | 5.ETS1.3 | Engineering Design | Describe how failure provides valuable information toward finding a solution. | 5 | |||||||||||||||||||||
50 | Tennessee Academic Standards for Science | 5.ETS2.1 | Links Among Engineering, Technology, Science, and Society | Use appropriate measuring tools, simple hand tools, and fasteners to construct a prototype of a new or improved technology. | 5 | Natural Resources | ||||||||||||||||||||
51 | Tennessee Academic Standards for Science | 5.ETS2.2 | Links Among Engineering, Technology, Science, and Society | 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 | 5 | The Nature of Science; further extension in MS unit: Sun-Earth System & Solar System Gravity | ||||||||||||||||||||
52 | Tennessee Academic Standards for Science | 5.ETS2.3 | Links Among Engineering, Technology, Science, and Society | Identify how scientific discoveries lead to new and improved technologies. | 5 | Natural Resources | ||||||||||||||||||||
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