This resource has 121 correlations with the National Standards.  
[HIDE CORRELATIONS]

• Physical Science
  • Properties of objects and materials
    • Objects have many observable properties, including the ability to react with other substances. (K-4)
    • 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)
    • Materials can exist in different states--solid, liquid, and gas. (K-4)
    • Some common materials, such as water, can be changed from one state to another by heating or cooling. (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
    • The position of an object can be described by locating it relative to another object or the background. (K-4)
    • An object's motion can be described by tracing and measuring its position over time. (velocity) (K-4)
    • The size of the change of position and motion is related to the strength of the push or pull. (K-4)
    • Sound is produced by vibrating objects. (K-4)
    • The pitch of the sound can be varied by changing the rate of vibration. (K-4)
    • The position and motion of objects can be changed by pushing or pulling. (K-4)
  • Light, heat, electricity, and magnetism
    • Heat can move from one object to another by conduction. (K-4)
    • Heat can be produced in many ways, such as burning, rubbing, or mixing one substance with another. (K-4)
  • Transfer of Energy
    • Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. (5-8)
    • Energy is transferred in many ways. (5-8)
    • Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. (5-8)
    • Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object—emitted by or scattered from it—must enter the eye. (5-8) (5-8)
    • Heat, light, mechanical motion, or electricity might all be involved in energy transfers. (5-8)
  • Motion and Forces
    • Catapults are an ancient military device made for hurling projectiles. They are made from a variety of simple machines.
    • Unbalanced forces will cause changes in the speed or direction of an object's motion. (Acceleration) (5-8)
    • The motion of an object can be described by its position, direction of motion, and speed. (5-8)
    • Motion can be measured and represented on a graph.
    • An object that is not being subjected to a force will continue to move at a constant speed and in a straight line. (inertia) (5-8)
    • If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. (5-8)

• 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)
    • Humans and other organisms have senses that help them detect internal and external cues. (K-4)
    • The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). (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)
  • Organisms and environments
    • All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
    • An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment.
  • 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)
  • Reproduction and heredity
    • Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. (5-8)
    • Some organisms reproduce asexually (5-8)
    • Some organisms reproduce sexually. (5-8)
    • In many species, including humans, females produce eggs and males produce sperm. (5-8)
    • Plants also reproduce sexually--the egg and sperm are produced in the flowers of flowering plants. (5-8)
    • An egg and sperm unite to begin development of a new individual. That new individual receives genetic information from its mother (via the egg) and its father (via the sperm). (5-8)
    • Sexually produced offspring never are identical to either of their parents. (5-8)
    • Every organism requires a set of instructions for specifying its traits (5-8)
    • Heredity is the passage of these instructions from one generation to another. (5-8)
    • Each gene carries a single unit of information. (5-8)
    • Hereditary information is contained in genes, located in the chromosomes of each cell. (5-8)
    • The characteristics of an organism can be described in terms of a combination of traits. (5-8)
    • Some traits are inherited and others result from interactions with the environment. (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)
  • Diversity and adaptations of organisms
    • Millions of species of animals, plants, and microorganisms are alive today. (5-8)
    • Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry. (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.
    • 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.
    • Earth materials provide many of the resources that humans use.
    • Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply.
  • 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.
  • Changes in earth and sky
    • The surface of the earth changes.
    • Some changes to the surface of the Earth are due to slow processes, such as erosion and weathering
    • 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.
    • Objects in the sky have patterns of movement.
    • The sun appears to move across the sky in the same way every day, but its path changes slowly over the seasons.
    • The moon moves across the sky on a daily basis much like the sun.
    • The observable shape of the moon changes from day to day in a cycle that lasts about a month.
  • Structure of the earth system
    • Land forms are the result of a combination of constructive and destructive forces. (5-8)
    • Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment. (5-8)
    • Destructive forces include weathering and erosion. (5-8)
    • Some changes in the solid earth can be described as the "rock cycle." (5-8)
    • Old rocks at the earth's surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues. (5-8)
    • Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. (5-8)
    • Soils are often found in layers, with each having a different chemical composition and texture. (5-8)
    • Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." (5-8)
    • Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. (5-8)
    • The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. (5-8)
    • The atmosphere has different properties at different elevations. (5-8)
  • Earth in the solar system
    • The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. (5-8)
    • Most objects in the solar system are in regular and predictable motion. (5-8)
    • The motions of most objects in the solar system explain such phenomena as the day, the year, phases of the moon, and eclipses.
    • 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)
    • Seasons result from variations in the amount of the sun's energy hitting the surface, due to the tilt of the earth's rotation on its axis and the length of the day. (5-8)

• 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.
    • Identify questions that can be answered through scientific investigations.
    • Design and conduct a scientific investigation.
    • 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.
  • 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. (K-4)

• Science and Technology
  • Abilities of technological design
    • Identify a simple problem.
    • Propose a solution.
    • Implementing proposed solutions
    • Communicate a problem, design, and solution.
    • Identify appropriate problems for technological design.
    • Design a solution or product.
    • Implement a proposed design.
    • Evaluate completed technological designs or products
  • 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.
    • 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.
    • Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. (5-8)
  • Distinguish between natural and human made objects
    • Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life.

• 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)
  • Learning
    • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (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.
  • 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.
    • Focus and support inquiries while interacting with students.
    • Orchestrate discourse among students about scientific ideas.
    • Recognize and respond to student diversity and encourage all students to participate fully in science learning.
  • 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.