This resource has 55 correlations with the National Standards.  
[HIDE CORRELATIONS]

• Physical Science
  • Properties of objects and materials
    • 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)
    • Objects can be described by the properties of the materials from which they are made. (K-4)
  • Properties and changes of properties in matter
    • 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
    • An object's motion can be described by tracing and measuring its position over time. (velocity) (K-4)
    • The size of the change of position and motion is related to the strength of the push or pull. (K-4)
    • Sound is produced by vibrating objects. (K-4)
    • The pitch of the sound can be varied by changing the rate of vibration. (K-4)
    • The position and motion of objects can be changed by pushing or pulling. (K-4)
  • Light, heat, electricity, and magnetism
    • Electricity in circuits can produce light, heat, sound, and magnetic effects. (K-4)
    • Electrical circuits require a complete loop through which an electrical current can pass. (K-4)
  • Transfer of Energy
    • Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced. (5-8)
  • Motion and Forces
    • The motion of an object can be described by its position, direction of motion, and speed. (5-8)

• Life Science
  • The characteristics of organisms
    • 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)
  • Organisms and environments
    • All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
    • 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
    • Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment (5-8)

• Earth Science
  • Objects in the sky
    • The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described.
  • Changes in earth and sky
    • The surface of the earth changes.
    • Some changes to the surface of the Earth are due to slow processes, such as erosion and weathering
    • The sun appears to move across the sky in the same way every day, but its path changes slowly over the seasons.
    • 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.
  • Earth in the solar system
    • Most objects in the solar system are in regular and predictable motion. (5-8)
    • The motions of most objects in the solar system explain such phenomena as the day, the year, phases of the moon, and eclipses.

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Ask a question about objects, organisms, and events in the environment. (K-4)
    • Plan and conduct a simple investigation. (K-4)
    • 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.
    • Communicate scientific procedures and explanations.

• Science and Technology
  • Abilities of technological design
    • Identify a simple problem.
    • Propose a solution.
    • Implementing proposed solutions
    • Evaluate a product or 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
    • Scientists and engineers often work in teams with different individuals doing different things that contribute to the results. This understanding focuses primarily on teams working together and secondarily, on the combination of scientist and engineer teams.

• Science in Personal and Social Perspectives
  • Types of resources
    • The supply of many resources is limited.
    • If used, resources can be extended through recycling and decreased use.
  • Changes in environments
    • Pollution is a change in the environment that can influence the health, survival, or activities of organisms, including humans.
  • 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
    • Students should understand the risks associated with chemical hazards (pollutants in air, water, soil, and food). (5-8)
  • Science and technology in society
    • Technology influences society through its products and processes. (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)

• History and Nature of Science
  • Science as a human endeavor
    • Men and women have made a variety of contributions throughout the history of science and technology.
    • 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)
    • Some scientists work in teams, and some work alone, but all communicate extensively with others. (5-8)