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.
    • Objects have many observable properties, including size, weight, shape, color, and temperature.

• Life Science
  • Structure and function in living systems
    • Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. Others are the result of damage by infection by other organisms.

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Employ simple equipment and tools to gather data and extend the senses.
    • 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.
    • Formulate and revise scientific explanations and models using logic and evidence. (9-12)
  • 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.

• Science and Technology
  • Understanding about science and technology
    • Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.
    • Science and technology are reciprocal.
    • Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique.
    • Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed.
    • New technologies often extend the current levels of scientific understanding and introduce new areas of research. (9-12)
    • Creativity, imagination, and a good knowledge base are all required in the work of science and engineering. (9-12)

• Science in Personal and Social Perspectives
  • Risks and benefits
    • Important personal and social decisions are made based on perceptions of benefits and risks.
  • Science and technology in society
    • Science and technology have advanced through contributions of many different people, in different cultures, at different times in history.
  • Sci and Tech in local, natl, and global challenges
    • Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge. (9-12)
    • Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. (9-12)
    • Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. (9-12)

• History and Nature of Science
  • Science as a human endeavor
    • Science is not separate from society but rather science is a part of society. (9-12)

• 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 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.