This resource has 12 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.
  • Understandings about scientific inquiry
    • Different scientific domains employ different methods, core theories, and standards to advance scientific knowledge (5-8)

• Process Standards for Professional Development
  • Research-Based
    • Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
  • Design
    • Uses learning strategies appropriate to the intended goal. (NSDC)
  • Learning
    • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)

• 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.
    • 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.
  • Teachers of science engage in ongoing assessment of their teaching and of student learning.
    • Use multiple methods and systematically gather data about student understanding and ability.
  • 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.
  • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
    • Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
    • Nurture collaboration among students.