Alignment to Standards for KY
Grade | Number | Standard |
---|---|---|
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-04-3.4.1a | 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-04-4.7.1a | 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-04-4.7.2b | classify the interactions as beneficial or harmful to the environment using data/evidence to support conclusions. |
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-5 | describe and compare contributing factors and consequences of fast changes to earthês surface (e.g., landslides, earthquakes, floods) |
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-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-4 | any single action can be both beneficial and harmful to different organisms in an ecosystem. |
4 | SC-4-UD-S-5 | questions about the diversity of living things using information from a variety of print and non-print sources |
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 | draw conclusions about the effects of changes to populations in an ecosystem. |
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-I-S-1 | populations and communities within various ecosystems |
5 | SC-5-I-S-3 | cause/effect relationship of altering a particular population of organisms within an ecosystem |
5 | SC-5-I-U-1 | Changes to any population may affect the other populations in that ecosystem. |
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-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-3.4.1 | Organisms have basic needs. For example, animals need air, water and food; plants need air, water, nutrients and light. Organisms can survive only in environments in which their needs can be met. |
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-I-S-1 | characteristics of an ecosystem |
Primary | SC-P-I-S-2 | how organisms depend on their environments |
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-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-1 | Students will describe the basic needs of organisms and explain how these survival needs can be met only in certain environments |
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-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-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) |
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) |