This resource has 21 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.
    • Objects have many observable properties, including size, weight, shape, color, and temperature.
  • Light, heat, electricity, and magnetism
    • Light can be reflected by a mirror, refracted by a lens, or absorbed by the object.
  • Transfer of Energy
    • Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).

• Life Science
  • 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.
    • 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.
  • Organisms and environments
    • 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.
  • Diversity and adaptations of organisms
    • Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations.
    • Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment

• Earth Science
  • Changes in earth and sky
    • 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.

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Ask a question about objects, organisms, and events in the environment.
    • 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.

• Process Standards for Professional Development
  • Learning
    • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)

• Teaching Standards
  • 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.
  • 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.