This resource has 18 correlations with the National Standards.  
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• Life Science
  • Regulation and behavior
    • 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)
  • Molecular basis of heredity
    • In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A, G, C, and T). (9-12)
  • Interdependence of organisms
    • Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. (9-12)
    • Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected. (9-12)

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Ask a question about objects, organisms, and events in the environment. (K-4)
    • Use appropriate tools and techniques to gather, analyze, and interpret data.
    • Think critically and logically to make the relationships between evidence and explanations.

• Science in Personal and Social Perspectives
  • Populations, resources, and environments
    • Causes of environmental degradation and resource depletion vary from region to region and from country to country. (5-8)
  • Risks and benefits
    • Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include applying probability estimates to risks and comparing them to estimated personal and social benefits. (5-8)
    • Important personal and social decisions are made based on perceptions of benefits and risks. (5-8)
  • Natural resources
    • Increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed. (9-12)

• 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)
    • Scientists do and have changed their ideas about nature when they encounter new experimental evidence that does not match their existing explanations.
  • Nature of scientific knowledge
    • Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available. (9-12)

• 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.
  • 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.