Standards Curriculum Map
Bourbon County Schools
Level: 4th
Grade and/or Course: Science
Updated:
e.g. = Example only
Days
Unit/Topic
Standards
Activities
Days 121
Classifying Living
Things, Structures
and Functions,
Life Cycles,
Heredity
Classifying Living Things
 Develop a
SC-04-3.4.2 Students should understand
that things in the environment are classified
as living, nonliving, and once living. Living
things differ from nonliving things.
Organisms are classified into groups by
using various characteristics (e.g., body
coverings, body structures).
classification system
to categorize
organisms (e.g.,
living, nonliving;
vertebrate,
invertebrate;
herbivore, omnivore,
carnivore; fruits,
vegetables; live
bearers, egg
bearers; water/air
breathers).
 In a Science
Notebook, group
organisms from a
specific environment
into groups (e.g.,
mammals, birds,
fish, insects).
Learning Targets (“I
Can” Statements)
Vocabulary
air, animal, basic
need,
characteristic
(inherited/learned),
death,
development,
diversity,
environment, food,
function, growth,
life cycle, light,
living, nonliving,
nutrient, offspring,
once living,
organism, parent,
plant, reproduction,
structure, survival,
water, classify,
collect data,
communicate,
design experiment,
form hypothesis,
identify variables,
infer, measure,
observe, organize
data, predict
1
Structure and Function
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.
 Dissect and




examine parts of a
seed. Determine
which parts grow.
Plant a bean or pea
seed to observe
development
through
reproduction.
Discuss the
functions of the
body structures of
an animal (e.g.,
cricket, fish, bird).
Examine the teeth
of a carnivore
(meat-eater),
herbivore (planteater), or omnivore
(both meat- and
plant-eater).
Discuss how
scientists use
structures to learn
about animals.
Identify adaptive
structures that
determine how an
animal survives in a
particular
environment (e.g.,
many plants in the
dessert have long
roots; many animals
in the arctic tundra
2
Life Cycles
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. Observations of actual
organisms or models of organisms’ life
cycles should be used to classify and make
inferences about an organism. DOK 3
have thick fur and
fatty tissue).
 Observe and record
the growth and
development of
plants through one
complete life cycle
in a Science
Notebook.
 Sequence the
changes in plant
structures during
the life cycle of a
plant.
 Observe and
compare the egg,
larva, pupa, and
adult stages of
several different
insects (e.g., ant,
ladybug, mealworm,
butterfly) using the
living insects,
models, and
diagrams. Record
changes in a
Science Notebook.
 Observe and
compare the life
cycles of several
different animals
(e.g., frog, chick,
fish) using the living
animals, models,
and diagrams.
Record changes in
3
Inherited and Learned
Characteristics
SC-04-3.4.4 Students will identify some
characteristics of organisms that are
inherited from the parents and others that
are learned from interactions with the
environment.
Observations of plants and animals yield the
conclusion that organisms closely resemble
their parents at some time in their life cycle.
Some characteristics (e.g., the color of
flowers, the number of appendages) are
passed to offspring. Other characteristics
are learned from interactions with the
environment such as the ability to ride a
bicycle, and these cannot be passed on to
the next generation. Explorations related to
inherited versus learned characteristics
should offer opportunities to collect data and
draw conclusions about various groups of
organisms.
Days
Unit/Topic
Days
22-40
Environments,
Beneficial and
Harmful
Environmental
Change, Food
Chains, Sun’s
Light and Heat
Standards
Environments
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
a Science
Notebook.
 Experiment to see if
seeds of one kind
always produce the
same kind.
 Collect data to
determine what
characteristics
students have
learned from their
environments and
what characteristics
they have inherited
from their parents.
Activities
 Investigate an
organism’s optimum
conditions and
environmental
preferences (e.g.,
Will a class pet
spend more time in a
cold area of the cage
or a warm area?).
 Design an
Learning Targets (“I
Can” Statements)
Vocabulary
animal, beneficial
change,
ecosystem,
environment,
food, harmful
change, heat,
human
interaction, light,
organism, plant,
predator, prey
4
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.
Beneficial and Harmful
Environmental Change
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
experiment and
graph the behavioral
response of an
organism to
environmental
factors (e.g. water,
light, temperature, or
chemicals).
 Observe grass
grown in light and in
darkness. Display
results in a chart in a
Science Notebook.
List environmental
factors that might
influence the kind of
organisms that live in
a selected
environment.
reproduce,
survive, Sun,
classify, collect
data,
communicate,
design
experiment, form
hypothesis,
identify variables,
infer, measure,
observe,
organize data,
predict
 Place a board on a
grassy area. Observe
and record changes
in plants and animal
populations under the
board over several
weeks.
 Set up a terrarium or
aquarium and
observe organisms
over time. Identify any
changes in the
environment caused
by the organisms.
 Identify a real world
problem (e.g., effects
of acid rain on plant
5
situations/dilemmas can be proposed.
Food Chains
SC-04-4.6.1 Students will analyze patterns
and make generalizations about the basic
relationships of plants and animals in an
ecosystem (food chain).
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, including the flow of energy, can be
used to discover patterns within ecosystems.
growth, effects of an
oil spill on organisms
in the environment).
Design and
experiment to test a
possible solution.
 Differentiate
between the ways
producers and
consumers get or
produce their own
food.
 Create food chains
from several
different
environments (e.g.,
fresh water, open
field, forest).
 Describe how plants
and animals
(including people)
depend upon each
other for life. Give a
variety of examples.
 Trace the transfer of
energy in food from
plants to plant-eaters
and animal-eaters.
Predict what would
happen if an organism
was removed from a
food chain (e.g., If
rabbits were removed,
what might the impact
be on the foxes and
grass in the woods?)
6
Sun’s Light and Heat
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.
 Graph the time of


sunrise and sunset
over a period of
weeks. Identify a
pattern in the time
change.
Design an
experiment to find
out how the Sun’s
light affects plant
growth. (Include
such variables as
angle, time, and
exposure.)
Explain how most
organisms would
not be able to
survive without
sunlight.
7
Days
Unit/Topic
41-53
Fossils
Common Core Standards
Activities
Fossils
 Examine rock
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.
samples from
around the banks of
the Kentucky River.
Discuss evidence of
fossils present in the
rocks.
 Discuss the river
environment at the
time the fossils were
living.
 Examine models of
fossilized teeth.
Compare those
teeth to animals
living today. Make
inferences regarding
the similarities and
differences.
 Teacher-created
imitation fossils are
made by placing
bones, shells, sticks,
single leaves or
other material in
plaster of paris.
When dry, students
dig out the unknown
fossils to determine
their identities.
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.
Learning Targets (“I
Can” Statements)
Vocabulary
environment,
earth materials,
fossil, organism,
classify, collect
data,
communicate,
design
experiment, form
hypothesis,
identify variables,
infer, measure,
observe,
organize data,
predict
8
Using evidence
collected, students
will also make
inferences about the
organisms’
environments.
 Examine the
footprints of
classmates made in
clay, dirt, or paint to
understand that
scientists can
identify animals by
the footprints they
leave behind.
 Observe models of
animals that no
longer exist to
discover how those
animals were
adapted for life.
Examine defensive
features, teeth, and
body shapes to
gather information
and infer how those
animals lived.
Days
Unit/Topic
54-69
Earth Materials as
Resources and
Fast and Slow
Earth Changes
Common Core Standards
Earth Materials as Resources
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.
Activities

Research ways
early Kentucky
inhabitants used
earth materials to
fashion tools (e.g.,
mortars), create
art (e.g.,
Learning Targets (“I
Can” Statements)
Vocabulary
apparent
movement, EarthSun system,
seasons, sky,
sundial, classify,
collect data,
communicate,
design experiment,
9
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.


Fast and Slow Earth Changes
SC-04-2.3.2 Students 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
sculptures, paints),
and clothing items
(e.g., beads, pins).
Compare soil
samples taken from
around the school
grounds. Test
capacity to support
plant growth by
planting identical
seeds in each soil
sample and
observing growth
patterns.
Take an “Earth
Materials Walk” in
and around the
state capital
building in
Frankfort,
Kentucky. Collect
data about the use
of earth materials in
the capital’s
construction.
form hypothesis,
identify variables,
infer, measure,
observe, organize
data, predict
Use a threedimensional model
of a landform (e.g.,
volcano or
mountain). Predict
how the topography
might change over
time (fast or slow).
Use a stream table
as a model to
simulate different
landforms and
10
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.





demonstrate erosion
and its impact on the
earth’s surface.
Investigate how
vegetation affects
erosion by running
water over two soil
surfaces—one bare
and one planted with
grass. Compare the
amount of erosion
that occurs with
each.
Investigate how
different earth
materials are
impacted with
erosion by
conducting “rock
races” to observe
the deposition
characteristics of
various earth
materials.
Use stream tables
as a model to
investigate how
flooding impacts the
surface of the earth.
Go on an
observation walk to
locate the effects or
“tracks” of natural
processes such as
erosion or
weathering.
Use vinegar to
simulate acid rain.
Investigate how
chemical weathering
affects the mineral
11
Days
Unit/Topic
Standards
calcite, an earth
material.
 Demonstrate how
wind can erode sane
and other earth
materials by blowing
on sand in a stream
table.
Students design and
build a windbreak
and test its
effectiveness in
preventing wind
erosion.
Activities
70-82
Earth-Sun
System
Earth-Sun System
 Describe the
SC-04-2.3.4 Students will identify patterns,
recognize relationships, and draw
conclusions about the Earth-Sun system by
interpreting a variety of
representations/models (e.g., diagrams,
sundials, distance of sun above horizon) of
the sun’s apparent movement in the sky.
Changes in movement of objects in the sky
have patterns that can be observed,
described, and modeled. The Sun appears
to move across the sky in the same way
every day, but the Sun’s apparent path
changes slowly over seasons. Data
collected can be used to identify patterns,
recognize relationships, and draw
conclusions about the Earth and Sun
system.


relative positions of
shadows at various
times of the day.
Choreograph the
movement and
revolution of the
earth to
demonstrate the
reasons why
seasons change.
Make a sun dial
using simple
materials (plunger
handle or dowel
rod) to observe,
describe, and
record the
apparent relative
position and
motion of the sun
during the day
Learning Targets (“I
Can” Statements)
Vocabulary
apparent
movement,
Earth-Sun
system, seasons,
sky, sundial,
classify, collect
data,
communicate,
design
experiment, form
hypothesis,
identify variables,
infer, measure,
observe,
organize data,
predict
12
Moon Cycle
SC-04-2.3.5 Students should understand
that the moon appears to move across the
sky on a daily basis much like the Sun. The
observable shape of the moon can be
described as it changes from day to day in a
cycle that lasts about a month.
Days
Unit/Topic
Days
83-EOY
Weather
Standards
SC-04-2.3.3 Students will represent and
interpret weather and weather data in order
to make generalizations and/or predictions
about weather changes from day to day and
over seasons.
Weather changes from day to day and over
seasons. Weather can be described by
observations and measurable quantities
such as temperature, wind direction and
speed, and precipitation. Data can be
displayed and used to make predictions.
Activities
 Construct weathermeasuring devices
to measure aspects
of local weather.
 Chart national
weather patterns on
a map and explain
how these relate to
local conditions.
 Identify patterns of
change in local
weather related to
changes in
barometric pressure,
temperature, clouds,
wind speed and
direction, and
precipitation. Use
patterns to predict
weather.
 Share weather
forecasts on school
news show or class
newspaper.
 Collect weather data
Learning Targets (“I
Can” Statements)
Vocabulary
seasons,
weather, weather
data (includes
temperature,
wind direction,
wind speed,
precipitation),
weather patterns
13
from Buenos Aires, a
city in the southern
hemisphere located
at about the same
distance from the
equator as
Lexington. Analyze
seasonal change for
the two cities.
91-99
States Of Matter
 Observe and explain
SC-04-1.1.1
Students will explain how matter, including
water, can be changed from one state to
another.
the changes in an
ice cube over time.
 Investigate the
effects of placing ice
cubes in different
locations for melting
(e.g., in a cup of
water, in sunshine,
on the table, in your
hands.)
 Observe an ice cube
keeper. Evaluate its
effectiveness and
communicate the
results.
 Describe the
sequence of events
in a change process.
 Classify common
materials as solids,
liquids, and gases.
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.
cooling, heating,
matter, states of
matter (including
solid, liquid, gas),
water, classify,
collect data,
communicate,
design
experiment, form
hypothesis,
identify variables,
infer, measure,
observe,
organize data,
predict
14
Days
Unit/Topic
100-126
Heat, Light,
Electricity (Series
and Parallel
Circuits)
Common Core Standards
Heat
SC-04-4.6.5 Students will
 identify ways that heat can be produced
(e.g. burning, rubbing) and properties of
materials that conduct heat better than
others ;
 describe the movement of heat between
objects.
Heat can be produced in many ways such
as burning or rubbing. Heat moves from a
warmer object to a cooler one by contact
(conduction) or at a distance. Some
materials absorb and conduct heat better
than others. Simple investigations can
illustrate that metal objects conduct heat
better than wooden objects.
Activities
 Differentiate between
materials that are
heat conductors (e.g.,
metals, water) and
insulators (e.g.,
plastic, wood).
 Graph the length of
time it takes an ice
cube to melt. Identify
ways to speed up or
slow down the rate of
melting (e.g., put the
ice in an insulating
container, change the
surface area of the
ice by crushing it).
 Pour hot water into
similar-sized
containers (e.g.,
metal, Styrofoam,
glass, plastic). Hold
color cards/liquid
crystal paper on the
exterior of the
container to see how
much heat is
Learning Targets (“I
Can” Statements)
Vocabulary
absorb, burning,
conduct,
conductor (metal,
water), heat,
insulator (plastic,
wood), materials,
movement,
properties,
rubbing (friction),
temperature
(freezing and
boiling points of
water)
15
Light
SC-04-4.6.4 Students will
 analyze models/representations of light
in order to generalize about the behavior
of light.
 represent the path of light as it interacts
with a variety of surfaces (reflecting,
refracting, absorbing).
Light can be observed as traveling in a
straight line until it strikes an object. Light
can be reflected by a shiny object (e.g.,
mirror, spoon), refracted by a lens (e.g.,
magnifying glass, eyeglasses), or absorbed
by an object (e.g., dark surface).
conducted through
the material. Record
the temperature and
graph the heat lost in
a Science Notebook.
 Observe convection
currents in water by
adding red food
coloring to hot water
on one side of a
container and blue
food coloring to cold
water on the other
side.
Place several wax dots
along a metal rod.
Hold one end of the rod
above a candle and to
demonstrate the
transfer of heat through
the rod.
 Explore refraction,
reflection, and
absorption of light
using simple
materials (e.g.,
transparency film,
copy paper, tissue
paper and
construction paper,
water, oil, prism,
magnifying glass,
eyeglasses).
 Use a flashlight and
reflective surfaces
(e.g., mirror,
aluminum foil, metal
spoon, pan) to reflect
absorb, color
(black, white),
interaction, light,
object, path of
light (straight line
until it strikes an
object), reflect,
refract, surface
(opaque,
translucent,
transparent),
16
Series and Parallel Circuits
SC-04-4.6.3 Students will evaluate a variety
of models/representations of electrical
circuits (open, closed, series, and/or parallel)
to
 make predictions related to changes in
the system;
 compare the properties of conducting
and non-conducting materials.
Electricity in circuits can produce light, heat,
and sound. Electrical circuits require a
complete conducting path through which an
electrical current can pass. Analysis of a
light from one object’s
surface to another.
Vary the surface and
color of the object.
Predict and describe
the differences.
 Predict the color,
(including black and
white) which absorbs
or reflects the most
heat energy when a
thermometer is
positioned under
several different
colors of construction
paper and placed in
the sun for an hour or
more. Record results
in a Science
Notebook.
 Explore a variety of
surfaces to find the
common properties of
materials that best
reflect light.
 Complete an
electrical circuit using
a battery, a bulb and
wires. Draw a
diagram of the
components and
describe evidence of
their interactions.
Record observations
and diagrams in a
Science Notebook.
 Illustrate both closed
conducting path,
conductor,
electrical circuit
(open, closed,
series, parallel),
electrical current,
electricity
(produces light,
heat, sound,
magnetic effects),
insulator (or nonconductor), model,
properties, system
(battery, bulb,
wire), classify,
17
variety of circuit models creates an
opportunity to make predictions about
circuits, as well as to demonstrate an
understanding of the concepts of open and
closed circuits and basic conducting and
non-conducting materials.
Days
Unit/Topic
127-151
Straight-line
Motion, Push and
Pull Forces, and
Sound
Common Core Standards
Straight-line Motion
and open circuits
discovered from
experimentation.
 Classify conductors
(e.g., metal, liquid)
and insulators (e.g.,
plastic, wood) based
on the material.
 Complete parallel and
series circuits. Draw
a diagram of the flow
of energy through the
components of the
system.
Activities
Learning Targets (“I
Can” Statements)
Vocabulary

measure and
record changes.
distance, force
(pushes and
pulls), motion,
position
SC-04-1.2.1 Students will interpret or
represent data related to an object’s straightline motion in order to make inferences and
predictions of changes in position and/or
time.
An object’s motion can be described by
measuring its change in position over time
such as rolling different objects (e.g.,
spheres, toy cars) down a ramp. Collecting
and representing data related to an object’s
motion provides the opportunity to make
comparisons and draw conclusions.
Push and Pull Forces
SC-04-1.2.2 Students will infer causes and
effects of pushes and pulls (forces) on
collect data,
communicate,
design experiment,
form hypothesis,
identify variables,
infer, measure,
observe, organize
data, predict


Vary the height of
the ramp and roll
spheres down.
Measure the
speed or the
distance the
sphere rolls.
Collect data in a
Science
Notebook.
Use different sizes
and masses of
objects dropped
from the same
height at the same
time to explore the
force of gravity.
explain how force
causes movement.
Describe and
predict the path of
18
objects based on representations or
interpretations of straight-line
movement/motion in charts, graphs, and
qualitative comparisons.
The position and motion of objects can be
changed by pushing or pulling. The amount
of change is related to the force (defined as
the strength of the push or pull) and the
mass of the object(s) used. The force with
which a ball is hit illustrates this principle.
Cause and effect relationships, along with
predicted consequences related to the
strength of pushes and pulls (force) on an
object’s position and motion should be
explored and qualitatively compared.



moving objects
Identify the
variables that
change the
direction and rate
of moving objects.
Use common
sport activities
(tennis, kickball,
soccer, and/or
baseball, tug-o’war) to
demonstrate how
the rate of motion
is affected by the
strength of the
push or pull force.
Design an
experiment using
different spheres
(metal, plastic,
wooden) and a
ramp to determine
if mass is related
to the speed and
motion of an
object rolling
down the ramp.
Design an
experiment where
the amount of
force applied to an
object is the
independent
variable and time
or distance
use tools to collect
data.
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
Sound
SC-04-1.2.3 Students will:
 explain that sound is a result of
vibrations, a type of motion;
 describe pitch (high, low) as a
difference in sounds that are
produced and relate that to the
rate of vibration.
Vibration is a type of motion that can
be observed, described, measured
and compared. Sound is produced
by vibrating objects. The pitch of the
sound can be varied by changing the
rate of vibration. The relationship
between rates of vibration and the
produced sound can be described
traveled is the
dependent
variable.
Drag a tub full of
metal washers
and a tub full of
cotton balls a
certain distance.
Use a spring scale
to measure the
force needed to
move the two
masses.
 Vary the volume of
water in a bottle to
determine the effect
on the pitch
produced. Use
findings to predict
the pitch produced
by an untested
volume of water.
 Experiment with
thicker and thinner
or shorter and longer
rubber bands to
compare the
variations of
vibration.
 Use tuning forks,
xylophones, or other
percussion
explain how
vibrations affect
pitch.
motion, pitch (high
and low), sound,
vibration, classify,
collect data,
communicate,
design experiment,
form hypothesis,
identify variables,
infer, measure,
observe, organize
data, predict
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and graphed.
instruments explore
vibrations and the
sounds produced.
 Pluck the end of
ruler extended
beyond the edge of
a table. Vary the
length of the ruler to
hear changes in
pitch and observe
vibrations.
 Compare the sound
a tuba makes to the
sound of a trumpet.
Explain why the
sounds are different.
 Record data in a
table in a Science
Notebook.
 Explore and
compare sounds
through solids,
liquids, and gases.
 Use a Slinky to
demonstrate sound
waves.
draw conclusions
about what affects
motion and sound.
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Days
Unit/Topic
152-175
Environments and
Harmful/Beneficial
Environmental
Changes
Common Core Standards
Environments
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 data.
Activities
 Investigate to make
inferences regarding
an organism’s
optimum conditions
and environmental
preferences
(light/dark,
damp/dry, and
cold/warm). Begin
the process with
finding students’
environmental
preferences.
 Design an
experiment and
graph the behavioral
response of an
organism to
environmental
factors (e.g. water,
light, temperature).
 Place a board on a
grassy area.
Observe and record
changes in plants
and animal
populations under
the board over
several weeks.
 Identify adaptive
structures that
determine how an
animal survives in its
environment
Learning Targets (“I
Can” Statements)
Vocabulary
animal,
environment,
human
interaction with
the environment
(beneficial or
harmful),
organism, plant,
reproductive
success,
survival, classify,
collect data,
communicate,
design
experiment, form
hypothesis,
identify variables,
infer, measure,
observe,
organize data,
predict
explain how
adaptations help
organisms to
survive.
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Beneficial & Harmful
Environmental Changes
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.
 Develop and discuss
solutions to the
harmful impact of
human interaction
with the environment
(e.g., cleaning an oil
spill, reconstruction
following coal mining
in Kentucky).
describe ways
people impact their
environment.
 Research the impact
of construction or
development on a
particular
environment.
Discuss how
changes to the
environment are
beneficial and
harmful.
decide if
something is
beneficial or
harmful.
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