This resource has 86 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 are made of one or more materials, such as paper, wood, and metal. (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)
    • 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)
    • Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. (5-8)
  • 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.
    • Objects change their motion only when a net force is applied. Laws of motion are used to calculate precisely the effects of forces on the motion of objects. (9-12)
    • 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)

• Life Science
  • 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)
    • Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. (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)
  • 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)
    • 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)
    • A behavioral response requires coordination and communication at many levels, including cells, organ systems, and whole organisms.
    • Behavioral response is a set of actions determined in part by heredity and in part from experience. (5-8)
    • An organism's behavior evolves through adaptation to its environment. (5-8)
    • How a species moves, obtains food, reproduces, and responds to danger are based in the species' evolutionary history (5-8)
  • Diversity and adaptations of organisms
    • 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.
    • 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.
  • Structure of the earth system
    • The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core. (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)

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • 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.
    • 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 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)
    • 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)

• Science and Technology
  • Abilities of technological design
    • Identify a simple problem.
    • Implementing proposed solutions
    • Evaluate a product or design.
    • Communicate a problem, design, and solution.
    • 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
    • Technological solutions are temporary; technologies exist within nature and so they cannot contravene physical or biological principles. (5-8)
    • Science and technology are reciprocal. (5-8)
    • Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. (5-8)
    • Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. (5-8)
    • Technology provides tools for investigations, inquiry, and analysis.
    • Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. (5-8)
    • Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction. (5-8)
    • Technological designs have constraints. Some constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics. (5-8)

• Science in Personal and Social Perspectives
  • Science and technology in society
    • Science influences society through its knowledge and world view. (5-8)
    • Technology influences society through its products and processes. (5-8)
    • Technology influences the quality of life and the people act and interact. (5-8)
    • Social needs, attitudes, and values influence the direction of technological development ways. (5-8)
    • Science and technology have advanced through contributions of many different people, in different cultures, at different times in history. (5-8)
    • Students should appreciate what science and technology can reasonably contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.

• History and Nature of Science
  • 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)

• 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
    • Build on the teacher's current science understanding, ability, and attitudes. (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
    • Orchestrate discourse among students about scientific ideas.
  • 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.