This resource has 38 correlations with the National Standards.  
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• Physical Science
  • 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
    • 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.

• 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)
  • 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. (K-4)
  • Organisms and environments
    • All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
  • Reproduction and heredity
    • Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. (5-8)
  • Populations and ecosystems
    • For ecosystems, the major source of energy is sunlight. (5-8)
    • Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. (5-8)
    • Energy passes from organism to organism in food webs (5-8)
    • The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.
    • Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. (5-8)
    • Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. (5-8)

• Earth Science
  • Changes in earth and sky
    • Objects in the sky have patterns of movement.
    • 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.
  • Structure of the earth system
    • Land forms are the result of a combination of constructive and destructive forces. (5-8)
    • Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment. (5-8)
    • Destructive forces include weathering and erosion. (5-8)
  • 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)
    • 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.
  • Understandings about scientific inquiry
    • 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)

• Process Standards for Professional Development
  • Research-Based
    • Prepares educators to apply research to decision making. (NSDC)
  • Design
    • Uses learning strategies appropriate to the intended goal. (NSDC)
  • Learning
    • Build on the teacher's current science understanding, ability, and attitudes. (NSES)
    • Applies knowledge about human learning and change. (NSDC)
    • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)

• 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 guide and facilitate learning. In doing this, teachers
    • Recognize and respond to student diversity and encourage all students to participate fully in science learning.
  • 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.
  • Teachers of science actively participate in the ongoing planning and development of the school science program.
    • Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.