This resource has 10 correlations with the National Standards.  
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• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Think critically and logically to make the relationships between evidence and explanations.

• Science in Personal and Social Perspectives
  • Changes in environments
    • Environments are the space, conditions, and factors that affect an individual's and a population's ability to survive and their quality of life.
    • Changes in environments can be natural or influenced by humans. Some changes are good, some are bad, and some are neither good nor bad.
    • Some environmental changes occur slowly, and others occur rapidly.
    • Students should understand the different consequences of changing environments in small increments over long periods as compared with changing environments in large increments over short periods.

• History and Nature of Science
  • Science as a human endeavor
    • Men and women have made a variety of contributions throughout the history of science and technology.
    • Although men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much more remains to be understood. Science will never be finished.
    • Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning, insight, energy, skill, and creativity--as well as on scientific habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (5-8)

• 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.
  • Teachers provide students with the time, space, and resources needed to learn science.
    • Make the available science tools, materials, media, and technological resources accessible to students.