This resource has 120 correlations with the National Standards.  
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• 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 can be described by the properties of the materials from which they are made. (K-4)
  • Properties and changes of properties in matter
    • A substance has characteristic properties, such as density, a boiling point, and solubility. (5-8)
    • The characteristic properties of a substance are independent of the amount of the sample. (5-8)
    • A mixture of substances often can be separated into the original substances using one or more of the characteristic properties. (5-8)
    • Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. (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)
    • 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)
    • 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)
    • To see an object, light from that object--emitted by or scattered from it--must enter the eye.
    • Heat, light, mechanical motion, or electricity might all be involved in energy transfers. (5-8)
  • Motion and Forces
    • The magnitude of the change in motion can be calculated using the relationship F = ma, which is independent of the nature of the force. (9-12)
    • Unbalanced forces will cause changes in the speed or direction of an object's motion. (Acceleration) (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)
    • 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.
    • When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
    • 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.
  • 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)
    • 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)
    • Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. (5-8)
    • This requires that cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. (5-8)
    • Specialized cells perform specialized functions in multicellular organisms. (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)
    • The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another. (5-8)
  • Regulation and behavior
    • Regulation of an organism's internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive (homeostasis). (5-8)
    • Behavior is one kind of response an organism can make to an internal or environmental stimulus. (5-8)
  • Diversity and adaptations of organisms
    • Millions of species of animals, plants, and microorganisms are alive today. (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.
  • Changes in earth and sky
    • 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
    • Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle. (5-8)
    • Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from the motions of lithospheric plates. (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 has different properties at different elevations. (5-8)
    • Clouds, formed by the condensation of water vapor, affect weather and climate. (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)

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Ask a question about objects, organisms, and events in the environment. (K-4)
    • Use data to construct a reasonable explanation.
    • Communicate investigations and explanations.
    • Identify questions that can be answered through scientific investigations.
    • 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.
    • Use mathematics in all aspects of scientific inquiry.
  • 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
    • Evaluate a product or design.
    • 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
    • Communicate the process of technological design
  • Understanding about science and technology
    • People have always had questions about their world. Science is one way of answering questions and explaining the natural world.
    • 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.

• Science in Personal and Social Perspectives
  • Changes in environments
    • Pollution is a change in the environment that can influence the health, survival, or activities of organisms, including humans.

• History and Nature of Science
  • Science as a human endeavor
    • Science and technology have been practiced by people for a long time.
    • Men and women have made a variety of contributions throughout the history of science and technology.
    • Although men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much more remains to be understood. Science will never be finished.
    • Women and men of various social and ethnic backgrounds--and with diverse interests, talents, qualities, and motivations--engage in the activities of science, engineering, and related fields such as the health professions. (5-8)
    • Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning, insight, energy, skill, and creativity--as well as on scientific habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (5-8)
  • 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)
    • Scientists do and have changed their ideas about nature when they encounter new experimental evidence that does not match their existing explanations.
    • It is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, theoretical models, and the explanations proposed by other scientists. As scientific knowledge evolves, major disagreements are eventually resolved through such interactions between scientists. (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
    • Prepares educators to apply research to decision making. (NSDC)
    • Connect and integrate all pertinent aspects of science and science education. (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)

• Content Standards
  • Equity
    • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (NSDC)
  • 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.
    • Develop a framework of yearlong and short-term goals for 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.
    • Focus and support inquiries while interacting with students.
    • 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 of science engage in ongoing assessment of their teaching and of student learning.
    • Analyze assessment data to guide teaching.
    • Use multiple methods and systematically gather data about student understanding and ability.
    • Guide students in self-assessment.
  • 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.
    • Identify and use resources outside the school.
  • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
    • Model and emphasize the skills, attitudes, and values of scientific inquiry.
    • Display and demand respect for the diverse ideas, skills, and experiences of all students.
    • Nurture collaboration among students.