Alignment to Standards for KY
| Grade | Number | Standard |
|---|---|---|
| 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-04-2.3.3a | Weather changes from day to day and over seasons. |
| 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-04-3.4.3 | Students will compare a variety of life cycles of plants and animals in order to classify and make inferences about an organism. |
| 4 | SC-04-3.4.3a | Plants and animals have life cycles that include the beginning of life, growth and development, reproduction and death. The details of a life cycle are different for different organisms. |
| 4 | SC-04-3.4.3b | Models of organismsê life cycles should be used to classify and make inferences about an organism. |
| 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-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-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-3 | Students will investigate and compare life cycles, especially reproductive characteristics (e.g., gestational periods, germination rates, number of offspring) and life expectancies of plants and animals to make inferences and/or draw conclusions about the |
| 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. |
| 4 | SC-4-UD-U-6 | Students will understand that all living things are produced from other living things. They grow and then eventually die. Before they die most living things create offspring, allowing their kind to continue. |
| 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-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). |
| 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-3.4.4 | Students will describe a variety of plant and animal life cycles to understand patterns of the growth, development, reproduction and death of an organism. Plants and animals have life cycles that include the beginning of life, growth and development, repr |
| 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-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-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-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-S-6 | Students will analyze and compare a variety of plant and animal life cycles in order to uncover patterns of growth, development, reproduction and death of an organism |
| 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-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) |
