This resource has 20 correlations with the National Standards.  
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• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Ask a question about objects, organisms, and events in the environment. (K-4)
    • Employ simple equipment and tools to gather data and extend the senses. (K-4)
    • Use appropriate tools and techniques to gather, analyze, and interpret data.
    • Develop descriptions, explanations, predictions, and models using evidence.
  • Understandings about scientific inquiry
    • Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
    • Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)

• Context of Professional Development
  • Learning Communities
    • Organizes adults into learning communities whose goals are aligned with those of the school and district. (NSDC)
  • Leadership
    • Support the sharing of teacher expertise by preparing and using mentors, teacher advisers, coaches, lead teachers, and resource teachers to provide professional development opportunities. (NSES)

• Process Standards for Professional Development
  • Evaluation
    • Continuous program assessment that captures the perspectives of all those involved, uses a variety of strategies, focuses on the process and effects of the program, and feeds directly into program improvement and evaluation. (NSES)
    • Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
  • Research-Based
    • Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
    • Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
  • Design
    • Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
  • Learning
    • Build on the teacher's current science understanding, ability, and attitudes. (NSES)
    • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
  • Collaboration
    • Provides educators with the knowledge and skills to collaborate. (NSDC)
    • Collaboration among the people involved in programs, with clear respect for the perspectives and expertise of each. (NSES)

• Content Standards
  • Equity
    • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (NSDC)
  • Quality Teaching
    • Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)

• Teaching Standards
  • Teachers of science plan an inquiry-based science program for their students.
    • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.