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-04-2.3.3 | make generalizations and/or predictions about weather changes from day to day and over seasons based on weather data. |
| 4 | SC-04-3.4.1b | 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-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-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-05-3.5.1 | 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-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-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-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-2.3.2 | 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-4.7.1a | 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-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-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-4.1.1 | 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-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. |
