This resource has 33 correlations with the National Standards.  
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• Physical Science
  • Properties of objects and materials
    • Materials can exist in different states--solid, liquid, and gas. (K-4)
  • 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)

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Use data to construct a reasonable explanation.
    • Communicate investigations and explanations.
    • 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)
    • Recognize and analyze alternative explanations and models. (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. (K-4)
    • Mathematics is essential in scientific inquiry. (9-12)

• History and Nature of Science
  • Science as a human endeavor
    • Individuals and teams have contributed and will continue to contribute to the scientific enterprise. (9-12)
    • Doing science or engineering can be as simple as an individual conducting field studies or as complex as hundreds of people working on a major scientific question or technological problem. (9-12)
  • Nature of science
    • Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models. Those ideas are not likely to change greatly in the future. (5-8)
    • Although all scientific ideas are tentative and subject to change and improvement in principle, for most major ideas in science, there is much experimental and observational confirmation. (5-8)
  • Nature of scientific knowledge
    • Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as scientists strive for the best possible explanations about the natural world. (9-12)

• Process Standards for Professional Development
  • Research-Based
    • Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
  • 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
    • Build on the teacher's current science understanding, ability, and attitudes. (NSES)
    • 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 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.
    • Orchestrate discourse among students about scientific ideas.
    • Challenge students to accept and share responsibility for their own learning.
    • 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.
  • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
    • Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community.
    • Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
    • Nurture collaboration among students.