This resource has 33 correlations with the National Standards.  
[HIDE CORRELATIONS]

• 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)
  • 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)
    • The position and motion of objects can be changed by pushing or pulling. (K-4)
  • 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)
    • Whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object. (9-12)
    • Gravitation is a universal force that each mass exerts on any other mass. (9-12)
    • The strength of the gravitational attractive force between two masses is proportional to the masses and inversely proportional to the square of the distance between them. (9-12)
    • Most observable forces such as those exerted by a coiled spring (elasticity) or friction may be traced to electric forces acting between atoms and molecules. (9-12)
    • Unbalanced forces will cause changes in the speed or direction of an object's motion. (Acceleration) (5-8)
    • The motion of an object can be described by its position, direction of motion, and speed. (5-8)
    • Motion can be measured and represented on a graph.
    • An object that is not being subjected to a force will continue to move at a constant speed and in a straight line. (inertia) (5-8)
    • If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. (5-8)

• Earth Science
  • Earth in the solar system
    • Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. (5-8)
    • Gravity alone holds us to the earth's surface and explains the phenomena of the tides. (5-8)
    • The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle. (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)
    • Develop descriptions, explanations, predictions, and models using evidence.
    • Think critically and logically to make the relationships between evidence and explanations.
    • Use technology and mathematics to improve investigations and communications. (9-12)
    • Communicate and defend a scientific argument. (9-12)
  • Understandings about scientific inquiry
    • Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.

• Process Standards for Professional Development
  • Research-Based
    • Prepares educators to apply research to decision making. (NSDC)
    • Connect and integrate all pertinent aspects of science and science education. (NSES)
  • Design
    • Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)

• Teaching Standards
  • Teachers of science plan an inquiry-based science program for their students.
    • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
  • Teachers of science engage in ongoing assessment of their teaching and of student learning.
    • Analyze assessment data to guide teaching.
    • Use multiple methods and systematically gather data about student understanding and ability.
  • 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.