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Evaluating Tremont's Impact
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TN Standards in Science | TN Standards in Social Studies
NC Standards in Science | NC Standards in Social Studies
In order to help teachers and administrators choose lessons that best meet the needs of their students,
Tremont has correlated the lessons found in our curriculum, "Connecting People and Nature", to grade level academic standards for Tennessee and North Carolina. Please keep in mind that these correlations are a work in progress. We intend to assign correlations for all academic areas for grades 4-8 in each of the states that border Tennessee, as well as Ohio, Florida, and some other home states of our school groups. If you have any questions or comments, or if you would like us to e-mail you an Excel spreadsheet that can be sorted, please contact us.
Correlation Values: 1 = Lesson touches on this concept,
2 = Lesson covers this concept in some depth,
3 = Lesson thoroughly addresses this concept
| Subject | Grade | Objective Number | Objective | Correlation Value | GSMIT Lesson |
| Science | 5 | 2.02 | Assess the needs, benefits, distribution, pollution, and cost associated with society's use of energy. | 1 | Creative Expressions |
| Science | 5 | 3.01 | Summarize changes to the earth caused by erosion, weathering, and mass wasting. | 1 | Creative Expressions |
| Science | 6 | 3.04 | Associate the revolution of Earth around the sun and the tilt of Earth's axis with the seasons. | 1 | Creative Expressions |
| Science | 6 | 4.01 | "Describe the flow of energy and matter in natural systems: Energy flows through ecosystems, from the sun through producers to consumers to decomposers. Matter is transferred from one organism to another. Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and non-living environments. | 1 | Creative Expressions |
| Science | 7 | 0 | Creative Expressions has no appropriate correlations for 7th grade | 0 | Creative Expressions |
| Science | 5 | 1.05 | Explain and evaluate some ways that humans affect ecosystems. Habitat reduction due to development. Pollutants. Increased nutrients. | 2 | Earthquest |
| Science | 5 | 1.07 | Determine how materials are recycled in nature. | 1 | Earthquest |
| Science | 6 | 0 | Earthquest has no appropriate correlations for 6th grade | 0 | Earthquest |
| Science | 7 | 0 | Earthquest has no appropriate correlations for 7th grade | 0 | Earthquest |
| Science | 5 | 1.01 | Describe and compare several common ecosystems (communities of organisms and their interaction with the environment). | 2 | Forest in Winter |
| Science | 5 | 1.02 | Determine the function of organisms within the population of the ecosystem: producers, consumers, and decomposers. | 2 | Forest in Winter |
| Science | 5 | 1.03 | Evaluate the variety of organisms an ecosystem can support. | 2 | Forest in Winter |
| Science | 5 | 1.05 | Determine the interaction of organisms within an ecosystem. | 3 | Forest in Winter |
| Science | 5 | 1.06 | Explain and evaluate some ways that humans affect ecosystems (habitat reduction due to development, pollutants, increased nutrients). | 2 | Forest in Winter |
| Science | 5 | 1.07 | Determine how materials are recycled in nature. | 2 | Forest in Winter |
| Science | 6 | 4.01 | "Describe the flow of energy and matter in natural systems: Energy flows through ecosystems, from the sun through producers to consumers to decomposers. Matter is transferred from one organism to another. Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and non-living environments. | 2 | Forest in Winter |
| Science | 6 | 4.02 | Evaluate the significant role of decomposers. | 2 | Forest in Winter |
| Science | 6 | 4.03 | Examine evidence that green plants make food. | 2 | Forest in Winter |
| Science | 6 | 4.05 | Evaluate designed systems for ability to enable growth of certain plants and animals. | 1 | Forest in Winter |
| Science | 6 | 7.01 | Describe ways in which organisms interact with each other and with non-living parts of the environment: coexistence/cooperation/competition, symbiosis, mutual dependence. | 3 | Forest in Winter |
| Science | 6 | 7.02 | Investigate factors that determine the growth and survival of organisms including: light, temperature range, mineral availability, soil/rock type, water, energy. | 2 | Forest in Winter |
| Science | 6 | 7.03 | Explain how changes in habitat may affect organisms. | 3 | Forest in Winter |
| Science | 6 | 7.05 | Examine evidence that overpopulation by any species impacts the environment. | 1 | Forest in Winter |
| Science | 6 | 7.06 | Investigate processes which, operating over long periods of time, have resulted in the diversity of plant and animal life present today | 3 | Forest in Winter |
| Science | 7 | 0 | Forest in Winter has no appropriate correlations for 7th grade | 0 | Forest in Winter |
| Science | 5 | 1.01 | Describe and compare several common ecosystems (communities of organisms and their interaction with the environment). | 2 | Geology |
| Science | 5 | 1.04 | Discuss and determine the role of light, temperature, and soil composition in an ecosystem's capacity to support life. | 1 | Geology |
| Science | 5 | 1.05 | Determine the interaction of organisms within an ecosystem. | 2 | Geology |
| Science | 5 | 1.06 | Explain and evaluate some ways that humans affect ecosystems (habitat reduction due to development, pollutants, increased nutrients). | 2 | Geology |
| Science | 5 | 1.07 | Determine how materials are recycled in nature. | 2 | Geology |
| Science | 5 | 2.01 | Identify and analyze forces that cause change in landforms over time, including water and ice, wind, and gravity. | 3 | Geology |
| Science | 5 | 2.02 | Investigate and discuss the role of the water cycle and how movement of water over and through the landscape helps shape landforms. | 3 | Geology |
| Science | 5 | 2.03 | Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in farming. | 3 | Geology |
| Science | 5 | 2.04 | Describe the deposition of eroded material and its importance in establishing landforms, including deltas and flood plains. | 3 | Geology |
| Science | 5 | 2.05 | Discuss how the flow of water and the slope of the land affect erosion. | 3 | Geology |
| Science | 5 | 2.07 | Discuss and analyze how humans influence erosion and deposition in local communities, including school grounds, as a result of clearing land, planting vegetation, and building dams. | 3 | Geology |
| Science | 5 | 3.01 | Investigate the water cycle including the processes of evaporation, condensation, precipitation, and run-off. | 1 | Geology |
| Science | 5 | 3.06 | Discuss and determine the influence of geography on weather and climate: mountains, sea breezes, water bodies. | 1 | Geology |
| Science | 6 | 3.01 | Evaluate the forces that shape the lithosphere, including: crustal plate movement, folding and faulting, deposition, volcanic activity, and earthquakes. | 3 | Geology |
| Science | 6 | 3.02 | Examine earthquake and volcano patterns. | 3 | Geology |
| Science | 6 | 3.04 | Describe the processes which form and the uses of earth materials (rock cycle, minerals, characteristics of rocks, economic use of rocks and minerals, value of gems and precious metals, common gems, minerals, precious metals and rocks found in North Carolina). | 3 | Geology |
| Science | 6 | 3.05 | Analyze soil properties that can be observed and measured to predict soil quality including: color, horizon profile, infiltration, soil temperature, structure, consistency, texture, particle size, pH, fertility, soil moisture. | 1 | Geology |
| Science | 6 | 3.06 | Evaluate ways in which human activities have affected Earth's pedosphere and the measures taken to control the impact: vegetative cover, agriculture, land use, nutrient balance, soil as a vector. | 1 | Geology |
| Science | 6 | 3.08 | Conclude that the good health of environments and organisms requires: monitoring of the pedosphere, taking steps to maintain soil quality, stewardship. | 2 | Geology |
| Science | 6 | 4.01 | "Describe the flow of energy and matter in natural systems: Energy flows through ecosystems, from the sun through producers to consumers to decomposers. Matter is transferred from one organism to another. Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and non-living environments. | 1 | Geology |
| Science | 6 | 4.02 | Evaluate the significant role of decomposers. | 3 | Geology |
| Science | 6 | 7.01 | Describe ways in which organisms interact with each other and with non-living parts of the environment: coexistence/cooperation/competition, symbiosis, mutual dependence. | 2 | Geology |
| Science | 6 | 7.02 | Investigate factors that determine the growth and survival of organisms including: light, temperature range, mineral availability, soil/rock type, water, energy. | 3 | Geology |
| Science | 6 | 7.03 | Explain how changes in habitat may affect organisms. | 3 | Geology |
| Science | 7 | 1.05 | Analyze evidence to: explain observations, make inferences and predictions, develop the relationship between evidence and explanation. | 2 | Geology |
| Science | 7 | 5.01 | Interpret ways in which rocks, fossils, and ice cores record Earth's geologic history and the evolution of life, including: geologic time scale, index fossils, law of superposition, unconformity, evidence for climate change, extinction of species, catastrophic events. | 2 | Geology |
| Science | 7 | 5.03 | Examine evidence that the geologic evolution has had significant global impact including: distribution of living things, major geological events, mechanical and chemical weathering. | 2 | Geology |
| Science | 5 | 1.01 | Describe and compare several common ecosystems (communities of organisms and their interaction with the environment). | 3 | Life in the Forest |
| Science | 5 | 1.02 | Determine the function of organisms within the population of the ecosystem: producers, consumers, and decomposers. | 2 | Life in the Forest |
| Science | 5 | 1.03 | Evaluate the variety of organisms an ecosystem can support. | 3 | Life in the Forest |
| Science | 5 | 1.04 | Discuss and determine the role of light, temperature, and soil composition in an ecosystem's capacity to support life. | 1 | Life in the Forest |
| Science | 5 | 1.05 | Determine the interaction of organisms within an ecosystem. | 3 | Life in the Forest |
| Science | 5 | 1.05 | Explain and evaluate some ways that humans affect ecosystems. Habitat reduction due to development. Pollutants. Increased nutrients. | 2 | Life in the Forest |
| Science | 5 | 2.05 | Discuss how the flow of water and the slope of the land affect erosion. | 1 | Life in the Forest |
| Science | 6 | 4.01 | "Describe the flow of energy and matter in natural systems: Energy flows through ecosystems, from the sun through producers to consumers to decomposers. Matter is transferred from one organism to another. Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and non-living environments. | 3 | Life in the Forest |
| Science | 6 | 4.02 | Evaluate the significant role of decomposers. | 3 | Life in the Forest |
| Science | 6 | 4.03 | Examine evidence that green plants make food. | 2 | Life in the Forest |
| Science | 6 | 4.04 | Evaluate the significance of photosynthesis to other organisms: | 3 | Life in the Forest |
| Science | 6 | 7.01 | Describe ways in which organisms interact with each other and with non-living parts of the environment: coexistence/cooperation/competition, symbiosis, mutual dependence. | 3 | Life in the Forest |
| Science | 6 | 7.02 | Investigate factors that determine the growth and survival of organisms including: light, temperature range, mineral availability, soil/rock type, water, energy. | 3 | Life in the Forest |
| Science | 6 | 7.03 | Explain how changes in habitat may affect organisms. | 3 | Life in the Forest |
| Science | 6 | 7.04 | Evaluate data related to human population growth, along with problems and solutions | 1 | Life in the Forest |
| Science | 6 | 7.05 | Examine evidence that overpopulation by any species impacts the environment. | 2 | Life in the Forest |
| Science | 6 | 7.06 | Investigate processes which, operating over long periods of time, have resulted in the diversity of plant and animal life present today | 2 | Life in the Forest |
| Science | 7 | 0 | Life in the Forest has no appropriate correlations for 7th grade | 0 | Life in the Forest |
| Science | 5 | 0 | Orienteering has no appropriate correlations for 5th grade | 0 | Orienteering |
| Science | 5 | 2.06 | Identify and use models, maps, and aerial photographs as ways of representing landforms. | 3 | Orienteering |
| Science | 6 | 0 | Orienteering has no appropriate correlations for 6th grade | 0 | Orienteering |
| Science | 7 | 0 | Orienteering has no appropriate correlations for 7th grade | 0 | Orienteering |
| Science | 5 | 1.01 | Describe and compare several common ecosystems (communities of organisms and their interaction with the environment). | 3 | Stream Ecology |
| Science | 5 | 1.02 | Determine the function of organisms within the population of the ecosystem: producers, consumers, and decomposers. | 3 | Stream Ecology |
| Science | 5 | 1.03 | Evaluate the variety of organisms an ecosystem can support. | 3 | Stream Ecology |
| Science | 5 | 1.04 | Discuss and determine the role of light, temperature, and soil composition in an ecosystem's capacity to support life. | 2 | Stream Ecology |
| Science | 5 | 1.05 | Determine the interaction of organisms within an ecosystem. | 3 | Stream Ecology |
| Science | 5 | 1.06 | Explain and evaluate some ways that humans affect ecosystems (habitat reduction due to development, pollutants, increased nutrients). | 3 | Stream Ecology |
| Science | 5 | 2.01 | Identify and analyze forces that cause change in landforms over time, including water and ice, wind, and gravity. | 2 | Stream Ecology |
| Science | 5 | 2.03 | Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in farming. | 1 | Stream Ecology |
| Science | 5 | 2.04 | Describe the deposition of eroded material and its importance in establishing landforms, including deltas and flood plains. | 1 | Stream Ecology |
| Science | 5 | 2.07 | Discuss and analyze how humans influence erosion and deposition in local communities, including school grounds, as a result of clearing land, planting vegetation, and building dams. | 3 | Stream Ecology |
| Science | 5 | 3.06 | Discuss and determine the influence of geography on weather and climate: Mountains, sea breezes, water bodies. | 2 | Stream Ecology |
| Science | 6 | 3.08 | Conclude that the good health of environments and organisms requires: Monitoring of the pedosphere. Taking steps to maintain soil quality. Stewardship. | 1 | Stream Ecology |
| Science | 6 | 4.02 | Evaluate the significant role of decomposers. | 1 | Stream Ecology |
| Science | 6 | 4.04 | Evaluate the significance of photosynthesis to other organisms: | 3 | Stream Ecology |
| Science | 6 | 7.01 | Investigate factors that determine the growth and survival of organisms including: light, temperature range, mineral availability, soil/rock type, water, energy. | 3 | Stream Ecology |
| Science | 6 | 7.02 | Investigate factors that determine the growth and survival of organisms including: light, temperature range, mineral availability, soil/rock type, water, energy. | 3 | Stream Ecology |
| Science | 6 | 7.03 | Explain how changes in habitat may affect organisms. | 3 | Stream Ecology |
| Science | 6 | 7.05 | Examine evidence that overpopulation by any species impacts the environment. | 1 | Stream Ecology |
| Science | 6 | 7.06 | Investigate processes which, operating over long periods of time, have resulted in the diversity of plant and animal life present today | 3 | Stream Ecology |
| Science | 7 | 1.01 | Identify and create questions and hypotheses that can be answered through scientific investigations. | 1 | Stream Ecology |
| Science | 7 | 2.04 | Apply tenets of technological design to make informed consumer decisions about: products, processes, systems | 1 | Stream Ecology |
| Science | 5 | 1.02 | Determine the function of organisms within the population of the ecosystem: producers, consumers, and decomposers. | 1 | Trees are Tremendous |
| Science | 5 | 1.05 | Determine the interaction of organisms within an ecosystem. | 1 | Trees are Tremendous |
| Science | 6 | 4.01 | "Describe the flow of energy and matter in natural systems: Energy flows through ecosystems, from the sun through producers to consumers to decomposers. Matter is transferred from one organism to another. Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and non-living environments. | 1 | Trees are Tremendous |
| Science | 6 | 4.02 | Evaluate the significant role of decomposers. | 1 | Trees are Tremendous |
| Science | 6 | 4.03 | Examine evidence that green plants make food. | 1 | Trees are Tremendous |
| Science | 6 | 4.04 | Evaluate the significance of photosynthesis to other organisms: | 1 | Trees are Tremendous |
| Science | 6 | 7.03 | Explain how changes in habitat may affect organisms. | 1 | Trees are Tremendous |
| Science | 7 | 0 | Trees are Tremendous has no appropriate correlations for 7th grade | 0 | Trees are Tremendous |
| Science | 5 | 3.02 | Compare and contrast the stages of stream erosion and the valleys they produce. | 2 | Weather |
| Science | 5 | 3.05 | Compile and use weather data to establish a climate record and reveal any trends. | 3 | Weather |
| Science | 6 | 0 | Weather has no appropriate correlations for 6th grade | 0 | Weather |
| Science | 7 | 3.05 | Examine evidence that atmospheric properties can be studied to predict atmospheric conditions and weather hazards: Humidity, Temperature, Wind speed and direction, Air pressure, Precipitation, Tornados, Hurricanes, Floods, Storms | 3 | Weather |
| Science | 7 | 3.06 | Assess the use of technology in studying atmospheric phenomena and weather hazards, Satellites, Weather maps, Predicting, Recording, Communicating information about conditions. | 3 | Weather |