This resource has 38 correlations with the National Standards.  
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• Physical Science
  • Properties of objects and materials
    • 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.
  • Position and motion of objects
    • The position and motion of objects can be changed by pushing or pulling. (K-4)
  • Light, heat, electricity, and magnetism
    • Light travels in a straight line until it strikes an object. (K-4)
    • Light can be reflected by a mirror, refracted by a lens, or absorbed by the object. (K-4)
    • 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)
    • 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)
  • Organisms and environments
    • All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial.

• Earth Science
  • Properties of earth materials
    • Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
    • The varied Earth materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food.
  • Objects in the sky
    • The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described.
    • The sun provides the light and heat necessary to maintain the temperature of the earth.

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Ask a question about objects, organisms, and events in the environment. (K-4)
    • Plan and conduct a simple investigation. (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.
    • Design and conduct a scientific investigation.
    • Develop descriptions, explanations, predictions, and models using evidence.
    • Think critically and logically to make the relationships between evidence and explanations.

• Science and Technology
  • Abilities of technological design
    • Identify a simple problem.
    • Propose a solution.
    • Implementing proposed solutions
    • Evaluate a product or design.
  • Understanding about science and technology
    • People have always had problems and invented tools and techniques (ways of doing something) to solve problems.
    • Trying to determine the effects of solutions helps people avoid some new problems.

• History and Nature of Science
  • Science as a human endeavor
    • Science and technology have been practiced by people for a long time.
    • Many people choose science as a career and devote their entire lives to studying it.
    • Many people derive great pleasure from doing science.

• 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)

• 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.
    • 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 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.