This resource has 94 correlations with the National Standards.  
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• 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)
    • 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)
    • Materials can exist in different states--solid, liquid, and gas. (K-4)
    • Some common materials, such as water, can be changed from one state to another by heating or cooling. (K-4)
  • Properties and changes of properties in matter
    • A substance has characteristic properties, such as density, a boiling point, and solubility. (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)
  • Light, heat, electricity, and magnetism
    • Electricity in circuits can produce light, heat, sound, and magnetic effects. (K-4)
    • Magnets attract and repel each other and certain kinds of other materials. (K-4)
  • Motion and Forces
    • Catapults are an ancient military device made for hurling projectiles. They are made from a variety of simple machines.
    • 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)

• Life Science
  • The characteristics of organisms
    • Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. (K-4)
    • Organisms can survive only in environments in which their needs can be met. (K-4)
    • 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)
    • The world has many different environments, and distinct environments support the life of different types of 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.
    • 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.
    • Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms.
  • Populations and ecosystems
    • A population consists of all individuals of a species that occur together at a given place and time. (5-8)
    • All populations living together and the physical factors with which they interact compose an ecosystem. (5-8)
    • Populations of organisms can be categorized by the function they serve in an ecosystem. (5-8)
    • Biotic parts of an ecosystem include animals, plants, and microorganisms. (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.

• Earth Science
  • Properties of earth materials
    • Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
    • Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply.
  • Changes in earth and sky
    • Weather changes from day to day and over the seasons.
  • Structure of the earth system
    • Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. (5-8)
    • Soils are often found in layers, with each having a different chemical composition and texture. (5-8)
    • Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." (5-8)
    • Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. (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)
    • Communicate investigations and explanations.
    • Develop descriptions, explanations, predictions, and models using evidence.
    • Think critically and logically to make the relationships between evidence and explanations.
    • Recognize and analyze alternative explanations and predictions.
    • Use mathematics in all aspects of scientific inquiry.
  • 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)

• Science and Technology
  • Abilities of technological design
    • Identify appropriate problems for technological 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
    • People have always had questions about their world. Science is one way of answering questions and explaining the natural world.
    • People have always had problems and invented tools and techniques (ways of doing something) to solve problems.
    • Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.
    • Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. (5-8)

• Science in Personal and Social Perspectives
  • Personal health
    • Safety and security are basic needs of humans.
    • Safety involves freedom from danger, risk, or injury.
    • Individuals have some responsibility for their own health. Students should engage in personal care--dental hygiene, cleanliness, and exercise--that will maintain and improve health.
  • Types of resources
    • Resources are things that we get from the living and nonliving environment to meet the needs and wants of a population.
    • Some resources are basic materials, such as air, water, and soil.
    • Some resources are produced from basic resources, such as food, fuel, and building materials.
    • The supply of many resources is limited.
    • If used, resources can be extended through recycling and decreased use.
  • Changes in environments
    • Environments are the space, conditions, and factors that affect an individual's and a population's ability to survive and their quality of life.
    • Changes in environments can be natural or influenced by humans. Some changes are good, some are bad, and some are neither good nor bad.
    • Pollution is a change in the environment that can influence the health, survival, or activities of organisms, including humans.
    • Some environmental changes occur slowly, and others occur rapidly.
    • Students should understand the different consequences of changing environments in small increments over long periods as compared with changing environments in large increments over short periods.
  • Science and technology in local challenges
    • People continue inventing new ways of doing things, solving problems, and getting work done.
    • New ideas and inventions often affect other people; sometimes the effects are good and sometimes they are bad.
    • It is helpful to try to determine in advance how ideas and inventions will affect other people.
    • Science and technology have greatly improved food quality and quantity, transportation, health, sanitation, and communication.
    • The benefits of science and technology are not available to all of the people in the world.
  • Populations, resources, and environments
    • When an area becomes overpopulated, the environment will become degraded due to the increased use of resources. (5-8)
    • Causes of environmental degradation and resource depletion vary from region to region and from country to country. (5-8)
  • Science and technology in society
    • Science influences society through its knowledge and world view. (5-8)
    • Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment. (5-8)
    • The effect of science on society is neither entirely beneficial nor entirely detrimental. (5-8)

• Process Standards for Professional Development
  • Research-Based
    • 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)
    • Uses learning strategies appropriate to the intended goal. (NSDC)

• 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.
    • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
  • 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.
    • 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.
    • Structure the time available so that students are able to engage in extended investigations.
    • Create a setting for student work that is flexible and supportive of science inquiry.
    • Make the available science tools, materials, media, and technological resources accessible to students.
    • Identify and use resources outside the school.
    • Engage students in designing the learning environment.
  • 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.
  • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
    • Display and demand respect for the diverse ideas, skills, and experiences of all students.