This resource has 27 correlations with the National Standards.  
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• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Use data to construct a reasonable explanation.
    • Communicate investigations and explanations.
    • Design and conduct a scientific investigation.
    • Use appropriate tools and techniques to gather, analyze, and interpret data.
    • 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. (K-4)

• 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)
  • 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)
    • Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
    • Connect and integrate all pertinent aspects of science and science education. (NSES)
  • Design
    • Involves teachers in actively investigating phenomena that can be studied scientifically...(NSES)
    • Uses learning strategies appropriate to the intended goal. (NSDC)
  • Learning
    • Applies knowledge about human learning and change. (NSDC)
    • 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.
    • 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.
  • Teachers of science actively participate in the ongoing planning and development of the school science program.
    • Plan and develop the school science program.
    • Participate in decisions concerning the allocation of time and other resources to the science program.
    • Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.
  • 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.
    • Model and emphasize the skills, attitudes, and values of scientific inquiry.
    • Nurture collaboration among students.