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-04-3.4.3 | 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-04-4.6.1a | 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-04-4.7.1a | 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-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-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-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-5 | Students will understand that some likenesses between parents and offspring are inherited (e.g. eye color) and some likenesses are learned (e.g. speech patterns in people). |
| 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-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-EU-U-6 | technology extends the ability of people to understand the universe. Most tools of today are different than those of the past, but may also be modifications of much older tools. |
| 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-3.4.3 | 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-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-4.7.1a | 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-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-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-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 | SC-P-UD-U-4 | the offspring all living things are very much like their parents, but not exactly alike. |
| 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-4.4.1 | ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing). |
| 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. |
