This resource has 25 correlations with the National Standards.  
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• Physical Science
  • Properties of objects and materials
    • Objects have many observable properties, including the ability to react with other substances. (K-4)
    • Objects have many observable properties, including size, weight, shape, color, and temperature. (K-4)
    • Materials can exist in different states--solid, liquid, and gas. (K-4)

• 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.
    • Think critically and logically to make the relationships between evidence and explanations.
    • Use mathematics in all aspects of scientific inquiry.
  • 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)

• Process Standards for Professional Development
  • Research-Based
    • 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
    • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)

• Content Standards
  • 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 science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
    • Work together as colleagues within and across disciplines and grade levels.
  • Teachers of science guide and facilitate learning. In doing this, teachers
    • Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
    • Focus and support inquiries while interacting with students.
    • Orchestrate discourse among students about scientific ideas.
    • Challenge students to accept and share responsibility for their own learning.
    • Recognize and respond to student diversity and encourage all students to participate fully in science learning.
  • Teachers of science engage in ongoing assessment of their teaching and of student learning.
    • Analyze assessment data to guide teaching.
  • Teachers provide students with the time, space, and resources needed to learn science.
    • Create a setting for student work that is flexible and supportive of science inquiry.
  • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
    • Nurture collaboration among students.