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-04-2.3.2 | describe and explain consequences of changes to the surface of the Earth, including some common fast changes (e.g., landslides, volcanic eruptions, earthquakes), and some common slow changes (e.g., erosion, weathering). |
| 4 | SC-04-2.3.2a | The surface of the Earth changes. Some changes are due to slow processes such as erosion or weathering. Some changes are due to rapid processes such as landslides, volcanic eruptions and earthquakes. |
| 4 | SC-04-2.3.3 | make generalizations and/or predictions about weather changes from day to day and over seasons based on weather data. |
| 4 | SC-04-3.4.1a | compare the different structures and functions of plants and animals that contribute to the growth, survival and reproduction of the organisms; |
| 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-04-4.7.1a | patterns of evidence related to the survival and reproductive success of organisms in particular environments. |
| 4 | SC-04-4.7.1b | Distinct environments support the lives of different types of organisms. |
| 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-U-1 | ecosystems are defined by the relationships that occur within them. These relationships can be determined through observation of the organisms and their environment. |
| 4 | SC-4-EU-S-4 | slow changes to earthês surface (e.g., erosion and weathering) |
| 4 | SC-4-EU-U-3 | the surface of the Earth is always changing through both fast and slow processes. These changes may be steady, repetitive or irregular. Careful analysis of data from past events allows the prediction of expected consequences |
| 4 | SC-4-I-S-1 | cause and effect relationships existing between organisms and their environments |
| 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-S-6 | support or defend positions on real world environmental problems |
| 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-UD-S-2 | structures and related functions of a variety of plants and animals in order to establish classification schemes |
| 4 | SC-4-UD-S-5 | questions about the diversity of living things using information from a variety of print and non-print sources |
| 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-05-2.3.2a | Students will explain interactions of water with Earth materials and results of those interactions (e.g., dissolving minerals, moving minerals and gases). |
| 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-S-3 | ways that organisms cope with fluctuations (e.g. temperature, precipitation, change in food sources) in their environments |
| 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-UD-U-1 | animals and plants have a great variety of body plans and internal structures that contribute to their being able to meet their needs. |
| Primary | SC-EP-2.3.1 | describe earth materials (solid rocks, soils, water and gases of the atmosphere) using their properties. Earth materials include solid rocks and soils, water and the gases of the atmosphere. |
| Primary | SC-EP-2.3.1c | Water on Earth and in the atmosphere can be a solid, liquid or gas. |
| Primary | SC-EP-2.3.2 | describe patterns in weather and weather data in order to make simple predictions based on those patterns discovered. |
| Primary | SC-EP-2.3.2a | Weather changes from day to day and over seasons. |
| 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-S-4 | occurrences in the environment that illustrate change (e.g., erosion, earthquakes, weather phenomena, human intrusion) |
| 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-BC-U-3 | some changes are so slow or so fast that they are hard to see. |
| Primary | SC-P-ET-S-3 | basic relationships of plants and animals in an ecosystem (simple food chains and webs) |
| 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-EU-U-2 | Students will understand that some events in nature have a repeating pattern. Weather changes from day to day, but things such as temperature or precipitation tend to be similar (high, medium or low) in the same months every year. |
| Primary | SC-P-I-S-1 | characteristics of an ecosystem |
| Primary | SC-P-I-S-2 | how organisms depend on their environments |
| 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-1 | the world has many different environments. Distinct environments support the lives of different types of organisms. |
| 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-2 | identify the characteristics that define a habitat |
| 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-1.3.2 | identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supp |
| Primary | SS-EP-4.1.1 | Students will use geographic tools (e.g., maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the community. |
| Primary | SS-EP-4.1.2 | use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earthês surface and use relative location. |
| Primary | SS-EP-4.2.1 | places on Earthês surface by their physical characteristics (e.g., climate, landforms, bodies of water). |
| Primary | SS-P,4&5-G-U-1 | use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help interpret information, understand and analyze patterns, spatial data and geographic issues. |
| Primary | SS-P-E-S-1a | investigate and give examples of resources |
| Primary | SS-P-G-S-1c | identify major landforms (e.g., continents, mountain ranges) and major bodies of water (e.g., oceans, rivers) |
| Primary | SS-P-G-S-2 | Students will investigate the Earthês surface using print and non-print sources (e.g., books, magazines, films, Internet, geographic tools): |
| Primary | SS-P-G-S-2a | locate and describe places (e.g., local environments, different habitats) using their physical characteristics (e.g., landforms, bodies of water) |
