Elementary school curriculum
Middle school curriculum
High school curriculum
Elementary curriculum
SC-04-1.1.1
- Students will explain how matter, including water, can be changed from one state to another.
Materials can exist in different states--solid, liquid and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling. Resulting cause and effect relationships should be explored, described and predicted. DOK 3
SC-EP-1.1.3
- Students will describe the properties of water as it occurs as a solid, liquid or gas.
Matter (water) can exist in different states--solid, liquid and gas. Properties of those states of matter can be used to describe and classify them. DOK 2
SC-EP-2.3.1
- Students will 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. Minerals that make up rocks have properties of color, luster and hardness. Soils have properties of color, texture, the capacity to retain water and the ability to support plant growth. Water on Earth and in the atmosphere can be a solid, liquid or gas. DOK 2
SC-04-2.3.1
- Students will classify earth materials by the ways that they are used; explain how their properties make them useful for different purposes.
Earth materials provide many of the resources humans use. The varied materials have different physical properties that can be used to describe, separate, sort and classify them. Inferences about the unique properties of the earth materials yield ideas about their usefulness. For example, some are useful as building materials (e.g., stone, clay, marble), some as sources of fuel (e.g., petroleum, natural gas), or some for growing the plants we use as food. DOK 2
SC-05-2.3.1
- Students will describe the circulation of water (evaporation and condensation) from the surface of the Earth, through the crust, oceans and atmosphere (water cycle);
explain how matter is conserved in this cycle.
Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans and atmosphere in what is known as the water cycle. This cycle maintains the world’s supply of fresh water. Students should have experiences that contribute to the understanding of evaporation, condensation and the conservation of matter. DOK 2
SC-04-2.3.2
- will 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).
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. Analyzing the changes to identify cause and effect relationships helps to define and understand the consequences. DOK 3
SC-05-2.3.2
- Students will explain interactions of water with Earth materials and results of those interactions (e.g., dissolving minerals, moving minerals and gases).
Water dissolves minerals and gases and may carry them to the oceans. DOK 3
SC-EP-3.4.1
- Students will explain the basic needs of organisms.
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. DOK 2
SC-04-3.4.1
- Students will compare the different structures and functions of plants and animals that contribute to the growth, survival and reproduction of the organisms;
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, holding, seeing and talking. Evidence about the relationship between structure and function should be used to make inferences and draw conclusions. DOK 3
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.
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 to sort, classify, compare and describe organisms. DOK 2
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.
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. Models of organisms’ life cycles should be used to classify and make inferences about an organism. DOK 3
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, reproduction and death. The details of a life cycle are different for different organisms. Observations of different life cycles should be made in order to identify patterns and recognize similarities and differences. DOK 2
SC-EP-3.5.1
- Students will describe fossils as evidence of organisms that lived long ago, some of which may be similar to others that are alive today.
Fossils found in Earth materials provide evidence about organisms that lived long ago and the nature of the environment at that time. Representations of fossils provide the basis for describing and drawing conclusions about the organisms and basic environments represented by them. DOK 3
SC-04-3.5.1
- Students will use representations of fossils to draw conclusions about the nature of the organisms and the basic environments that existed at the time;
make inferences about the relationships to organisms that are alive today.
Fossils found in Earth materials provide evidence about organisms that lived long ago and the nature of the environment at that time. Representations of fossils provide the basis for describing and drawing conclusions about the organisms and basic environments represented by them. DOK 3
SC-05-3.5.1
- Students will describe 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 populations of organisms.
Biological change over time accounts for the diversity of populations developed through gradual processes over many generations. Examining cause and effect relationships between enhanced survival/reproductive success and biological adaptations (e.g., changes in structures, behaviors, and/or physiology), based on evidence gathered, creates the basis for explaining diversity. DOK 2
SC-05-3.5.2
- Students will understand that 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.
SC-EP-4.6.2
- Students will describe evidence of the sun providing light and heat to the Earth.
Simple observations and investigations begin to reveal that the Sun provides the light and heat necessary to maintain the temperature of Earth. Based on those experiences, the conclusion can be drawn that the Sun’s light and heat are necessary to sustain life on Earth. DOK 2
SC-04-4.6.2
- Students will analyze data/evidence of the Sun providing light and heat to earth;
use data/evidence to substantiate the conclusion that the Sun’s light and heat are necessary to sustaining life on Earth.
Simple observations, experiments and data collection begin to reveal that the Sun provides the light and heat necessary to maintain the temperature of Earth. Evidence collected and analyzed should be used to substantiate the conclusion that the sun’s light and heat are necessary to sustain life on Earth. DOK 3
SC-EP-4.7.1
- Students will describe the cause and effect relationships existing between organisms and their environments.
The world has many different environments. 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. DOK 2
SC-04-4.7.1
- Students will make predictions and/or inferences based on patterns of evidence related to the survival and reproductive success of organisms in particular environments.
The world has many different environments. Distinct environments support the lives of different types of organisms. 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 to discover patterns and resulting cause and effect relationships between organisms and their environments (e.g., structures and behaviors that make an organism suited to a particular environment). Connections and conclusions should be made based on the data. DOK 3
SC-04-4.7.2
- Students will describe human interactions in the environment where they live;
classify the interactions as beneficial or harmful to the environment using data/evidence to support conclusions.
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 (e.g., dams benefit some aquatic organisms but are detrimental to others). By evaluating the consequences of change using cause and effect relationships, solutions to real life situations/dilemmas can be proposed. DOK 3
SC-05-4.7.2
- Students will understand that a population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem.
SS-EP-4.1.3
- Students will describe how different factors (e.g. rivers, mountains) influence where human activities are located in the community.
SS-04-4.1.3
- Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in Kentucky.
SS-05-4.1.3
- Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in the United States.
SS-05-4.1.4
- Students explain how factors in one location can impact other locations (e.g., natural disasters, building dams).
SS-EP-4.2.1
- Students will describe places on Earth’s surface by their physical characteristics (e.g., climate, landforms, bodies of water).
SS-04-4.2.1
- Students will compare regions in Kentucky and the United States by their human characteristics (e.g., language, settlement patterns, beliefs) and physical characteristics (e.g., climate, landforms, bodies of water). DOK 2
SS-EP-4.3.1
- Students will describe patterns of human settlement in places and regions on the Earth’s surface.
SS-04-4.3.1
- Students will describe patterns of human settlement in regions of Kentucky and explain how these patterns were/are influenced by physical characteristics (e.g., climate, landforms, bodies of water). DOK 2
SS-05-4.3.1
- Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water). DOK 2
SS-EP-4.4.1
- Students will describe ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing). DOK 1
SS-04-4.4.1
- Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of Kentucky and explain its impact on the environment today. DOK 3
SS-05-4.4.1
- Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment. DOK 3
SS-EP-4.4.2
- Students will describe how the physical environment can both promote and restrict human activities.
SS-04-4.4.2
- Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of Kentucky. DOK 2
SS-05-4.4.2
- Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion). DOK 2
SS-05-4.4.3
- Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational).
SS-EP-5.1.1
- Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past.
SS-04-5.1.1
- Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. DOK 2
SS-05-5.1.1
- Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives. DOK 3
