This resource has 55 correlations with the National Standards.  
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• Physical Science
  • Properties of objects and materials
    • Objects have many observable properties, including size, weight, shape, color, and temperature. (K-4)
    • The observable properties of objects can be measured using tools, such as rulers, balances, and thermometers. (K-4)
    • Objects can be described by the properties of the materials from which they are made. (K-4)
    • The properties of objects can be used to separate or sort a group of objects or materials.
    • Materials can exist in different states--solid, liquid, and gas. (K-4)
  • Properties and changes of properties in matter
    • A substance has characteristic properties, such as density, a boiling point, and solubility. (5-8)
  • Position and motion of objects
    • Sound is produced by vibrating objects. (K-4)
    • The pitch of the sound can be varied by changing the rate of vibration. (K-4)
  • Light, heat, electricity, and magnetism
    • Magnets attract and repel each other and certain kinds of other materials. (K-4)

• Life Science
  • The characteristics of organisms
    • Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. (K-4)
    • Organisms can survive only in environments in which their needs can be met. (K-4)
    • Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. (K-4)
    • Organisms can survive only in environments in which their needs can be met. (K-4)
    • The world has many different environments, and distinct environments support the life of different types of organisms. (K-4)
  • Life cycles of organisms
    • Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. (K-4)
    • Plants and animals closely resemble their parents. (K-4)
    • Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. (K-4)
  • Structure and function in living systems
    • Living systems at all levels of organization demonstrate the complementary nature of structure and function (5-8)
    • Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems (5-8)
  • Regulation and behavior
    • All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. (5-8)
    • Behavior is one kind of response an organism can make to an internal or environmental stimulus. (5-8)
    • Behavioral response is a set of actions determined in part by heredity and in part from experience. (5-8)
    • An organism's behavior evolves through adaptation to its environment. (5-8)
    • How a species moves, obtains food, reproduces, and responds to danger are based in the species' evolutionary history (5-8)
  • Diversity and adaptations of organisms
    • Millions of species of animals, plants, and microorganisms are alive today. (5-8)
    • Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. (5-8)
    • Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment (5-8)

• Earth Science
  • Properties of earth materials
    • Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
  • Changes in earth and sky
    • Weather changes from day to day and over the seasons.
    • Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation.
    • The sun appears to move across the sky in the same way every day, but its path changes slowly over the seasons.
  • Structure of the earth system
    • Clouds, formed by the condensation of water vapor, affect weather and climate. (5-8)
  • Earth in the solar system
    • The sun, an average star, is the central and largest body in the solar system. (5-8)
    • The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle. (5-8)

• 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 data to construct a reasonable explanation.
    • Communicate investigations and explanations.
    • 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).
    • Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.
    • 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)

• Science and Technology
  • Abilities of technological design
    • Implement a proposed design.

• Process Standards for Professional Development
  • Design
    • Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
    • Uses learning strategies appropriate to the intended goal. (NSDC)

• 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)
  • Family Involvement
    • Provides educators with knowledge and skills to involve families and other stakeholders 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.
  • 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.
    • Orchestrate discourse among students about scientific ideas.
  • 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.
    • Make the available science tools, materials, media, and technological resources accessible to students.