Tennessee and National Standards
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Learning Progressions: Ladders to Understanding
Proof Points…
In the early to mid nineteen nineties, national professional organizations in all the major content areas such as the National Council of Teachers of Mathematics, the National Academy of Sciences, the National Council of Teachers of English, and others prepared highly crafted statements about what all students need to know or be able to do at the end of their K-12 education. Fine grained educational benchmarks for particular grade clusters were established. Later, state education agencies wrote their own curriculum standards that generally mirrored national standards but included modifications to address unique concerns. For example, historical events or geological conditions special to a particular state might receive greater emphasis in these documents. Some local communities adopted their own set of standards.A basic tenet of the standards reform movement was that following their adoption, all students would be provided with classroom instruction, curriculum materials, and assessments that were directly aligned with the promulgated standards. Within a reasonable period of time, standards-based, standardized testing programs would be instituted. This comprehensive effort was designed to improve student performance by raising student and teacher accountability.
Future generations of educators will ultimately assess the ultimate impact of reform efforts that occurred during the past twenty years. For now, the responsibility of the classroom teacher is to implement a curriculum that properly prepares students to meet the rigorous demands of the standards to which they and their students are held accountable. An essential precursor for meeting this responsibility is for teachers to thoroughly immerse themselves in the study of state and national standards documents. Standards Tools can help teachers develop a better grasp of what is expected of them and their students.
The Way it Works…
Fortunately, many of the National Standards documents for Science and Mathematics are available online. Teachers will find that these outstanding resoures offer a wealth of research-backed information on curriculum, assessment, and student learning.The Standards area also includes time-saving WebLinks to locations where the most up-to-date versions of every state's standards can be accessed. Searching through All State Standards enables an opportunistic teacher to gain a 50-state perspective of the standards movement and take advantage of resources that may be available at these web sites.
Standard 1 : Cells (Life Science)
View this standard as a learning progression
Conceptual Strand
All living things are made of cells that perform functions necessary for life.
Guiding Question
How are plant and animals cells organized to carry on the processes of life?
Grade Learning Expectations
GLE 0007.1.1 Recognize that many things are made of parts.
Checks for Understanding
0007.1.1 Use puzzles to determine that there are many parts that make up a whole.
0007.1.2 Use building blocks to create a whole from the parts.
0007.1.3 Take apart an object and describe how the parts work together.
State Performance Indicators
Grade Learning Expectations
GLE 0107.1.1 Recognize that living things have parts that work together.
GLE 0107.1.2 Use tools to examine different body parts (e.g., skin, eyes, hair, fingernails, ears) and plant structures.
Checks for Understanding
0107.1.1 Combine pictures of major body parts to assemble a complete animal.
0107.1.2 Communicate the effect of using tools like magnifiers when examining different body parts.
0107.1.3 Make diagrams to record and communicate observations.
State Performance Indicators
Grade Learning Expectations
GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts that use food, water, and air to survive.
Checks for Understanding
0207.1.1 Design a new living thing and explain how it would acquire food, water, and air.
State Performance Indicators
Grade Learning Expectations
GLE 0307.1.1 Use magnifiers to make observations of specific plant and body parts and describe their functions.
Checks for Understanding
0307.1.1 Use a magnifier to investigate and describe the function of root hairs, stem cross sections, and leaf veins.
0307.1.2 Use a magnifier to investigate and describe the function of skin pores, hair follicles, finger nails, veins, and cuticles, etc.
State Performance Indicators
SPI 0307.1.1 Identify specific parts of a plant and describe their function.
Standard 1 : Cells (Life Science)
View this standard as a learning progression
Conceptual Strand
All living things are made of cells that perform functions necessary for life.
Guiding Question
How are plant and animals cells organized to carry on the processes of life?
Grade Learning Expectations
GLE 0007.1.1 Recognize that many things are made of parts.
Checks for Understanding
0007.1.1 Use puzzles to determine that there are many parts that make up a whole.
0007.1.2 Use building blocks to create a whole from the parts.
0007.1.3 Take apart an object and describe how the parts work together.
State Performance Indicators
Grade Learning Expectations
GLE 0107.1.1 Recognize that living things have parts that work together.
GLE 0107.1.2 Use tools to examine different body parts (e.g., skin, eyes, hair, fingernails, ears) and plant structures.
Checks for Understanding
0107.1.1 Combine pictures of major body parts to assemble a complete animal.
0107.1.2 Communicate the effect of using tools like magnifiers when examining different body parts.
0107.1.3 Make diagrams to record and communicate observations.
State Performance Indicators
Grade Learning Expectations
GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts that use food, water, and air to survive.
Checks for Understanding
0207.1.1 Design a new living thing and explain how it would acquire food, water, and air.
State Performance Indicators
Grade Learning Expectations
GLE 0307.1.1 Use magnifiers to make observations of specific plant and body parts and describe their functions.
Checks for Understanding
0307.1.1 Use a magnifier to investigate and describe the function of root hairs, stem cross sections, and leaf veins.
0307.1.2 Use a magnifier to investigate and describe the function of skin pores, hair follicles, finger nails, veins, and cuticles, etc.
State Performance Indicators
SPI 0307.1.1 Identify specific parts of a plant and describe their function.
Grade Learning Expectations
GLE 0407.1.1 Recognize that cells are the building blocks of all living things.
Checks for Understanding
0407.1.1 Use illustrations or direct observations to compare and contrast the basic structures of plant and animal cells.
0407.1.2 Create a basic model of the cell that illustrates different cell structures and describes their functions.
State Performance Indicators
SPI 0407.1.1 Compare basic structures of plant and animal cells.
Standard 1 : Cells (Life Science)
View this standard as a learning progression
Conceptual Strand
All living things are made of cells that perform functions necessary for life.
Guiding Question
How are plant and animals cells organized to carry on the processes of life?
Grade Learning Expectations
GLE 0007.1.1 Recognize that many things are made of parts.
Checks for Understanding
0007.1.1 Use puzzles to determine that there are many parts that make up a whole.
0007.1.2 Use building blocks to create a whole from the parts.
0007.1.3 Take apart an object and describe how the parts work together.
State Performance Indicators
Grade Learning Expectations
GLE 0107.1.1 Recognize that living things have parts that work together.
GLE 0107.1.2 Use tools to examine different body parts (e.g., skin, eyes, hair, fingernails, ears) and plant structures.
Checks for Understanding
0107.1.1 Combine pictures of major body parts to assemble a complete animal.
0107.1.2 Communicate the effect of using tools like magnifiers when examining different body parts.
0107.1.3 Make diagrams to record and communicate observations.
State Performance Indicators
Grade Learning Expectations
GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts that use food, water, and air to survive.
Checks for Understanding
0207.1.1 Design a new living thing and explain how it would acquire food, water, and air.
State Performance Indicators
Grade Learning Expectations
GLE 0307.1.1 Use magnifiers to make observations of specific plant and body parts and describe their functions.
Checks for Understanding
0307.1.1 Use a magnifier to investigate and describe the function of root hairs, stem cross sections, and leaf veins.
0307.1.2 Use a magnifier to investigate and describe the function of skin pores, hair follicles, finger nails, veins, and cuticles, etc.
State Performance Indicators
SPI 0307.1.1 Identify specific parts of a plant and describe their function.
Grade Learning Expectations
GLE 0407.1.1 Recognize that cells are the building blocks of all living things.
Checks for Understanding
0407.1.1 Use illustrations or direct observations to compare and contrast the basic structures of plant and animal cells.
0407.1.2 Create a basic model of the cell that illustrates different cell structures and describes their functions.
State Performance Indicators
SPI 0407.1.1 Compare basic structures of plant and animal cells.
Grade Learning Expectations
GLE 0507.1.1 Distinguish between the basic structures and functions of plant and animal cells.
Checks for Understanding
0507.1.1 Label drawings of plant and animals cells.
0507.1.2 Compare and contrast the basic structures and functions of plant and animal cells.
State Performance Indicators
SPI 0507.1.1 Identify the major parts of plant and animal cells such as, the nucleus, cell membrane, cell wall, and cytoplasm.
SPI 0507.1.2 Compare and contrast basic structures and functions of plant and animal cells.
Standard 1 : Cells (Life Science)
View this standard as a learning progression
Conceptual Strand
All living things are made of cells that perform functions necessary for life.
Guiding Question
How are plant and animals cells organized to carry on the processes of life?
Grade Learning Expectations
GLE 0007.1.1 Recognize that many things are made of parts.
Checks for Understanding
0007.1.1 Use puzzles to determine that there are many parts that make up a whole.
0007.1.2 Use building blocks to create a whole from the parts.
0007.1.3 Take apart an object and describe how the parts work together.
State Performance Indicators
Grade Learning Expectations
GLE 0107.1.1 Recognize that living things have parts that work together.
GLE 0107.1.2 Use tools to examine different body parts (e.g., skin, eyes, hair, fingernails, ears) and plant structures.
Checks for Understanding
0107.1.1 Combine pictures of major body parts to assemble a complete animal.
0107.1.2 Communicate the effect of using tools like magnifiers when examining different body parts.
0107.1.3 Make diagrams to record and communicate observations.
State Performance Indicators
Grade Learning Expectations
GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts that use food, water, and air to survive.
Checks for Understanding
0207.1.1 Design a new living thing and explain how it would acquire food, water, and air.
State Performance Indicators
Grade Learning Expectations
GLE 0307.1.1 Use magnifiers to make observations of specific plant and body parts and describe their functions.
Checks for Understanding
0307.1.1 Use a magnifier to investigate and describe the function of root hairs, stem cross sections, and leaf veins.
0307.1.2 Use a magnifier to investigate and describe the function of skin pores, hair follicles, finger nails, veins, and cuticles, etc.
State Performance Indicators
SPI 0307.1.1 Identify specific parts of a plant and describe their function.
Grade Learning Expectations
GLE 0407.1.1 Recognize that cells are the building blocks of all living things.
Checks for Understanding
0407.1.1 Use illustrations or direct observations to compare and contrast the basic structures of plant and animal cells.
0407.1.2 Create a basic model of the cell that illustrates different cell structures and describes their functions.
State Performance Indicators
SPI 0407.1.1 Compare basic structures of plant and animal cells.
Grade Learning Expectations
GLE 0507.1.1 Distinguish between the basic structures and functions of plant and animal cells.
Checks for Understanding
0507.1.1 Label drawings of plant and animals cells.
0507.1.2 Compare and contrast the basic structures and functions of plant and animal cells.
State Performance Indicators
SPI 0507.1.1 Identify the major parts of plant and animal cells such as, the nucleus, cell membrane, cell wall, and cytoplasm.
SPI 0507.1.2 Compare and contrast basic structures and functions of plant and animal cells.
Grade Learning Expectations
No learning expectations at this grade level
Checks for Understanding
State Performance Indicators
Grade Learning Expectations
GLE 0707.1.1 Make observations and describe the structure and function of organelles found in plant and animal cells.
GLE 0707.1.2 Summarize how the different levels of organization are integrated within living systems.
GLE 0707.1.3 Describe the function of different organ systems and how collectively they enable complex multicellular organisms to survive.
GLE 0707.1.4 Illustrate how cell division occurs in sequential stages to maintain the chromosome number of species.
GLE 0707.1.5 Observe and explain how materials move through simple diffusion.
Checks for Understanding
0707.1.1 Examine and describe plant and animal cells using compound microscopes.
0707.1.2 Identify the function of the major plant and animal cellular organelles.
0707.1.3 Make a Venn diagram to compare the structures and functions of an animal cell with a city or school.
0707.1.4 Build a 3-D model of a cell.
0707.1.5 Construct a poster that illustrates the hierarchy among cells, tissues, organs, organ systems, and organisms.
0707.1.6 Describe the function of different organ systems.
0707.1.7 Explain how different organ systems interact to enable complex multicellular organisms to survive.
0707.1.8 Apply the idea of the division of labor to explain why living things are organized into cells, tissues, organs, and organ systems.
0707.1.9 Model the movement of chromosomes during plant cell division.
0707.1.10 Design a demonstration that illustrates how materials move across a semi-permeable membrane by simple diffusion.
Standard 2 : Interdependence (Life Science)
You are here: Tennessee Science Standards Life Science Interdependence