This resource has 71 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)
    • Objects are made of one or more materials, such as paper, wood, and metal. (K-4)
    • Objects can be described by the properties of the materials from which they are made. (K-4)
    • 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)
  • Structure and properties of matter
    • Solids, liquids, and gases differ in the distances and angles between molecules or atoms and therefore the energy that binds them together. (9-12)
    • In solids the structure is nearly rigid; in liquids molecules or atoms move around each other but do not move apart; and in gases molecules or atoms move almost independently of each other and are mostly far apart. (9-12)
  • Light, heat, electricity, and magnetism
    • Light can be reflected by a mirror, refracted by a lens, or absorbed by the object. (K-4)
  • Transfer of Energy
    • Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. (5-8)
  • Motion and Forces
    • Gravitation is a universal force that each mass exerts on any other mass. (9-12)
    • The strength of the gravitational attractive force between two masses is proportional to the masses and inversely proportional to the square of the distance between them. (9-12)
    • 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)
  • Interactions of energy and matter
    • Electromagnetic waves result when a charged object is accelerated or decelerated. (9-12)
    • Electromagnetic waves include radio waves (the longest wavelength), microwaves, infrared radiation (radiant heat), visible light, ultraviolet radiation, x-rays, and gamma rays. (9-12)

• Life Science
  • The characteristics of organisms
    • 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)
  • Structure and function in living systems
    • Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems (5-8)
    • All organisms are composed of cells--the fundamental unit of life (5-8)
    • Most organisms are single cells; other organisms, including humans, are multicellular. (5-8)
    • Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole. (5-8)
  • Populations and ecosystems
    • A population consists of all individuals of a species that occur together at a given place and time. (5-8)
    • All populations living together and the physical factors with which they interact compose an ecosystem. (5-8)
    • Populations of organisms can be categorized by the function they serve in an ecosystem. (5-8)
  • Diversity and adaptations of organisms
    • Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. (5-8)
    • Fossils indicate that many organisms that lived long ago are extinct. (5-8)
  • The cell
    • Cells have particular structures that underlie their functions. (9-12)
    • Every cell is surrounded by a membrane that separates it from the outside world. (9-12)
    • Cell function regulation allows cells to respond to their environment and to control and coordinate cell growth and division. (9-12)
  • Interdependence of organisms
    • Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. (9-12)

• Earth Science
  • Properties of earth materials
    • Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time.
  • Structure of the earth system
    • A watershed is entire areas of land that are drained by a river.
  • Earth's history
    • Fossils provide important evidence of how life and environmental conditions have changed (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)
    • The sun, an average star, is the central and largest body in the solar system. (5-8)
    • Most objects in the solar system are in regular and predictable motion. (5-8)
  • Origin and evolution of the earth system
    • The early earth was very different from the planet we live on today. (9-12)
    • Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. (9-12)
    • Current methods of measuring geologic time include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed. (9-12)

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Use data to construct a reasonable explanation.
    • 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.
    • Recognize and analyze alternative explanations and predictions.
    • Use technology and mathematics to improve investigations and communications. (9-12)
    • Formulate and revise scientific explanations and models using logic and evidence. (9-12)
    • Recognize and analyze alternative explanations and models. (9-12)
  • Understandings about scientific inquiry
    • Scientists use different kinds of investigations depending on the questions they are trying to answer.
    • 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)
    • Mathematics is important in all aspects of scientific inquiry. (5-8)
    • Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations. (5-8)
    • Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. (5-8)
    • Scientists usually inquire about how physical, living, or designed systems function. (9-12)
    • Conceptual principles and knowledge guide scientific inquiries. (9-12)
    • Scientists rely on technology to enhance the gathering and manipulation of data. (9-12)
    • In presenting data, graphs are used to convey comparisons or trends. (9-12)
    • Mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanations and communicating results. (9-12)

• Science in Personal and Social Perspectives
  • Characteristics and changes in populations
    • Human populations include groups of individuals living in a particular location.
    • The size of a human population can increase or decrease.
    • One important characteristic of a human population is the population density--the number of individuals of a particular population that lives in a given amount of space.
  • Population growth
    • Populations can increase through linear or exponential growth, with effects on resource use and environmental pollution. (9-12)

• History and Nature of Science
  • Science as a human endeavor
    • Science requires different abilities, depending on such factors as the field of study and type of inquiry. (5-8)
    • Science is not separate from society but rather science is a part of society. (9-12)

• 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)

• 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.
  • 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.
    • Identify and use resources outside the school.