South Carolina Science Standards

   Grade 3

Strand 1 - Characteristics 

Organisms demonstrate characteristic properties that determine how they function and adapt to their environment.

A. Construct classification schemes for nonliving and living things, according to teacher or student  developed criteria.

. The student will construct classification schemes for nonliving and living things.

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. The student will describe characteristics of living and nonliving things.

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. The student will compare and contrast living and nonliving things.

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B. Determine the basic needs and functions of living things.

. The student will compare similarities and differences among living things.

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. The student will classify living things into plant and animal kingdoms.

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. The student will identify cause and effect relationships.

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C. Investigate the relationship between living things and their habitats.

. The student will investigate and understand relationships among organisms and their environments in aquatic and terrestrial food chains. Key concepts include:  producer, consumer, decomposer; herbivore, carnivore, omnivore; and predator-prey.

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. The student will state generalizations about the characteristics of living things as they relate to their environment.

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. The student will predict habitats based on the characteristics of living things.

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Strand 2 - Interactions

Organisms interact with each other and with their environment.

A. Investigate and analyze ways in which living things interact with each other and with the environment.

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. The student will compare and describe growth of living things based on observations and measurements over time including stages of development and life
cycles.

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. The student will observe living things in their natural habitats.

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. The student will predict ways living things will interact with each other and the environment.

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 B. Interpret a food chain.

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C. Investigate characteristics and behaviors of plants and animals that help them to survive in  specific environments.

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Strand 3 - Change 

Organisms change over time.

A. Observe similarities and differences in the growth and development of living things throughout their life cycles.

. The student will compare characteristics of and understand basic sequences and cycles occurring in nature. Key concepts include animal and plant life cycles.

. The student will compare growth based on observations and measurements over time.

. The student will describe the growth and development of a specific plant or animal.

B. Make inferences about the ways in which living things can cause changes in the environment over time.

. The student will investigate and understand that environments support a diversity of plants and animals that share limited resources. Key concepts include: water-related environments (pond, marshland, swamp, stream, river, and ocean environments);  dry-land environments (desert, grassland, rainforest, and forest environments); population and community; and environments that change due to changes in populations and behaviors of specific organisms.

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. The student will identify changes in the environment.

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. The student will identify possible causes of changes in the environment.

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. The student will predict ways in which the environment may change due to changes in  populations and behaviors of specific organisms.

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D. Predict and investigate how living things may adapt structurally and behaviorally to changing  environmental conditions.

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 . The student will investigate, predict how, and understand that behavioral and physical  adaptations allow animals to respond to life needs and functions and changing environmental conditions. Key concepts include:

 ¨ methods of gathering and storing food, finding shelter, defending themselves, and rearing young; 

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¨ effects of natural forces: wind, rain, water, air, sunlight, and temperature; 
dormancy.

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 ¨ how animals and plants adjust to changing weather conditions; and dormancy.

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 ¨ hibernation, migration, camouflage, mimicry, instinct, and learned behavior.

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. The student will identify ways living things adapt to survive in changing environmental  conditions.

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. The student will describe how an organism has adapted to the changing environment.

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   Grade 4

Strand 1 - Characteristics 

Organisms demonstrate characteristic properties that determine how they function and adapt to their  environment.

A. Understand the cellular basis of animal and plant structure and function.

. The student will investigate and understand basic plant anatomy and life processes.
Key concepts include: 

 ¨ the structures of typical plants (leaves, stems, roots, and flowers); 

 ¨ processes and structures involved with reproduction (pollination, stamen, pistil, sepal, embryo, spore, and seed); 

 ¨ photosynthesis (chlorophyll and carbon dioxide); and dormancy.

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B. Distinguish among major groups of organisms.

. The student will classify organisms as belonging to plant or animal kingdoms.

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D. Identify and characterize organisms according to the functions they serve in the environment.

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. The student will describe the roles of producers, decomposers, consumers, prey, and predators.

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D. Investigate how organisms may adapt structurally, functionally, and behaviorally to different  environments (e.g., fish have gills to survive in water).

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. The student will investigate and understand how plants and animals in an ecosystem  interact with one another and with the nonliving environment. Key concepts include  behavioral and structural adaptations.

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Strand 2 - Interactions 

Organisms interact with each other and with their environment.

A. Describe how animals behave and interact within groups (schools, flocks, packs, hives, and herds).

. The student will investigate and understand how plants and animals in an ecosystem interact with one another and with the nonliving environment. Key concepts include organization of communities.

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B. Describe relationships among organisms through the use of food chains and food webs.

. The student will investigate and understand how plants and animals in an ecosystem interact with one another and with the nonliving environment. Key concepts include:  flow of energy through food webs including the dynamics, roles, and interactions of predator-prey, consumer, producer, and decomposer.

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C. Evaluate the impact of the environment on populations of organisms.

. The student will investigate and understand how plants and animals in an ecosystem  interact with one another and with the nonliving environment. Key concepts include: habitats and niches;  the impact of the environment on populations of organisms; and the influence of human activity on ecosystems.

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Strand 3 - Change

Organisms change over time.

A. Identify and describe the different stages of development occurring in organisms over time.

. The student will investigate and understand how plant and animals in an ecosystem interact with one another and with the nonliving environment. Key concepts include life cycles.

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B. Recognize the importance of fossils for understanding the nature of populations presently on the Earth.

. The student will investigate and understand how plants and animals in an ecosystem interact with one another and with the nonliving environment. Key concepts include the importance of fossils of plants and animals.

C. Explain how animal and plant populations are changing today as a result of changes in their environments.

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