Alignment to Standards for KY
| Grade | Number | Standard |
|---|---|---|
| 4 | SC-04-2.3.1 | classify earth materials by the ways that they are used; |
| 4 | SC-04-3.4.1b | make inferences about the relationship between structure and function in organisms. Each plant or animal has structures that serve different functions in growth, survival and reproduction. For example, humans have distinct body structures for walking |
| 4 | SC-04-4.6.1 | the basic relationships of plants and animals in an ecosystem (food chain). |
| 4 | SC-04-4.6.1a | Plants make their own food. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. |
| 4 | SC-04-4.6.1b | food chains, including the flow of energy, can be used to discover patterns within ecosystems. |
| 4 | SC-04-4.7.1a | patterns of evidence related to the survival and reproductive success of organisms in particular environments. |
| 4 | SC-04-4.7.2c | All organisms, including humans, cause changes in the environment where they live. Some of these changes are detrimental to the organism or to other organisms; other changes are beneficial |
| 4 | SC-4-ET-S-1 | observe/construct, analyze patterns and explain basic relationships of plants and animals in an ecosystem (e.g., food webs) |
| 4 | SC-4-ET-S-2 | food webs in order to draw conclusions about the relationship between the sunês heat and light and sustaining most life on Earth |
| 4 | SC-4-I-S-2 | how changes in the environment affect the plantsê and animalsê ability to survive |
| 4 | SC-4-I-S-5 | consequences of changes caused by humans or other organisms, and propose solutions to real life situations/dilemmas |
| 4 | SC-4-I-U-1 | all living things depend on their environment and other organisms within it for their survival. Certain patterns of behavior or physical features may help an organism survive in some environments yet perish in others. |
| 4 | SC-4-I-U-2 | environmental relationships extend beyond food (e.g. shelter, seed transport). |
| 4 | SC-4-I-U-3 | people impact their environment in both beneficial and harmful ways. Some of these impacts can be predicted, while others cannot. |
| 4 | SC-4-I-U-4 | any single action can be both beneficial and harmful to different organisms in an ecosystem. |
| 4 | SC-4-UD-U-2 | characteristics of living things can be used to sort them into various groups: the characteristics chosen to establish the grouping depend on the reason for the grouping. |
| 5 | SC-05-3.5.1 | cause and effect relationships between enhanced survival/reproductive success and particular biological adaptations (e.g., changes in structures, behaviors, and/or physiology) to generalize about the diversity of species. |
| 5 | SC-05-3.5.2 | all organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. |
| 5 | SC-05-4.7.1 | categorize populations of organisms according to the function they serve in an ecosystem (e.g., producers, consumers, decomposers); |
| 5 | SC-5-BC-S-2 | adaptations of various organisms to their environments through observations as well as print and non-print based resources |
| 5 | SC-5-BC-U-3 | successful organisms must be able to maintain the basic functions of life in response to normal environmental fluctuations (e.g. day/night, seasonal temperature changes, precipitation). |
| 5 | SC-5-I-U-2 | populations interact with each other in an ecosystem form a specific community, but there may be multiple communities within the same ecosystem. |
| 5 | SC-5-I-U-3 | matter and energy flow along multiple paths within a community |
| Primary | SC-EP-3.4.3 | Students will describe the basic structures and related functions of plants and animals that contribute to growth, reproduction and survival. |
| Primary | SC-EP-3.4.3a | Each plant or animal has observable structures that serve different functions in growth, survival and reproduction. For example, humans have distinct body structures for walking, holding, seeing and talking. These observable structures should be explored |
| Primary | SC-EP-4.6.1 | basic relationships of plants and animals in an ecosystem (food chains/interdependance). |
| Primary | SC-EP-4.6.2 | Plants make their own food. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. Basic relationships and connections between organisms in food chains can be used to discover patterns within ecosystems |
| Primary | SC-EP-4.7.1 | cause and effect relationships existing between organisms and their environments. |
| Primary | SC-EP-4.7.1a | When the environment changes some plants and animals survive and reproduce and others die or move to new locations. Examples of environmental changes resulting in either increase or decrease in numbers of a particular organism should be explored in order |
| Primary | SC-EP-4.7.1a | Organisms require an environment in which their needs can be met. When the environment changes some plants and animals survive and reproduce and others die or move to new locations. |
| Primary | SC-P-BC-U-2 | understand that living things are found almost everywhere on our planet, but organisms living in one place may be different from those found somewhere else. |
| Primary | SC-P-ET-S-3 | basic relationships of plants and animals in an ecosystem (simple food chains and webs) |
| Primary | SC-P-ET-S-7 | explore a variety of models (e.g., food chains, webs, circuit diagrams) |
| Primary | SC-P-ET-U-2 | all kinds of food that animals eat can be traced back to plants. Food chains/webs are useful models of these relationships. |
| Primary | SC-P-EU-S-2 | Students will explore how earth materials are used for certain things because of their properties |
| Primary | SC-P-EU-U-1 | people use a variety of earth materials for different purposes because of their different properties. All products that people use somehow come from the Earth. |
| Primary | SC-P-I-S-3 | the environment can be affected by the organisms living there |
| Primary | SC-P-I-S-4 | changes in an environment might affect plantsê and animalsê ability to survive |
| Primary | SC-P-I-S-5 | why some animals are endangered or extinct; why some areas are •protectedê) |
| Primary | SC-P-I-U-2 | when the environment changes, some plants and animals survive and reproduce, and others die or move to new locations. |
| Primary | SC-P-UD-S-3 | Students will investigate adaptations that enable animals and plants to grow, reproduce and survive (e.g., movements, body coverings, method of reproduction) |
| Primary | SC-P-UD-S-4 | Students will analyze structures of plants and animals to make inferences about the types of environments for which they are suited |
| Primary | SC-P-UD-U-2 | plants and animals have features that help them live in different environments. |
| Primary | SC-P-UD-U-3 | some animals are alike in the way they look and in the things they do, and others are very different from one another. |
| Primary | SS-EP-4.4.1 | ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing). |
| Primary | SS-P-E-S-1a | investigate and give examples of resources |
| Primary | SS-P-G-S-3 | ways people and animals modify the physical environment to meet their basic needs (e.g., clearing land to build homes versus building nests and burrows as shelters) |
