This resource has 83 correlations with the National Standards.  
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• Physical Science
  • Conservation of energy and increase in disorder
    • The total energy of the universe is constant. (9-12)
    • Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. (9-12)
    • Energy can never be destroyed. (9-12)
    • As energy transfers occur, the matter involved becomes steadily less ordered. (9-12)
    • All energy can be considered to be either kinetic energy, which is the energy of motion; potential energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves. (9-12)
    • Heat consists of random motion and the vibrations of atoms, molecules, and ions. (9-12)
    • The higher the temperature, the greater the atomic or molecular motion. (9-12)
    • Everything tends to become less organized and less orderly over time. (9-12)
    • In all energy transfers, the overall effect is that the energy is spread out uniformly. Examples are the transfer of energy from hotter to cooler objects by conduction, radiation, or convection and the warming of our surroundings when we burn fuels. (9-12)

• 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)
    • Humans and other organisms have senses that help them detect internal and external cues. (K-4)
    • The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). (K-4)
    • Organisms can survive only in environments in which their needs can be met. (K-4)
    • The world has many different environments, and distinct environments support the life of different types of organisms. (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)
    • Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. (K-4)
  • Organisms and environments
    • All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
    • An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment.
    • 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.

• Earth Science
  • Structure of the earth system
    • 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)
    • Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to the oceans. (5-8)
    • The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. (5-8)
    • The atmosphere has different properties at different elevations. (5-8)
    • Clouds, formed by the condensation of water vapor, affect weather and climate. (5-8)
    • Global patterns of atmospheric movement influence local weather. (5-8)
    • Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. (5-8)
  • Earth's history
    • The earth processes we see today, including erosion, movement of lithospheric plates, and changes in atmospheric composition, are similar to those that occurred in the past. (5-8)
    • Earth history is also influenced by occasional catastrophes, such as the impact of an asteroid or comet. (5-8)
  • Earth in the solar system
    • The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. (5-8)
    • The sun, an average star, is the central and largest body in the solar system. (5-8)
    • 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.
    • 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)
    • Seasons result from variations in the amount of the sun's energy hitting the surface, due to the tilt of the earth's rotation on its axis and the length of the day. (5-8)

• Science in Personal and Social Perspectives
  • Personal health
    • Security involves feelings of confidence and lack of anxiety and fear.
    • Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no.

• Process Standards for Professional Development
  • Evaluation
    • Uses multiple sources of information to guide improvement and demonstrate its impact. (NSDC)
    • Recognition of the history, culture, and organization of the school environment. (NSES)
    • Options that recognize the developmental nature of teacher professional growth and individual and group interests, as well as the needs of teachers who have varying degrees of experience, professional expertise, and proficiency. (NSES)
    • Continuous program assessment that captures the perspectives of all those involved, uses a variety of strategies, focuses on the process and effects of the program, and feeds directly into program improvement and evaluation. (NSES)
    • Integration and coordination of the program components so that understanding and ability can be built over time, reinforced continuously, and practiced in a variety of situations. (NSES)
    • Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
  • 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)
  • Collaboration
    • Provides educators with the knowledge and skills to collaborate. (NSDC)
    • Collaboration among the people involved in programs, with clear respect for the perspectives and expertise of each. (NSES)
    • Encourage and support teachers in efforts to collaborate. (NSES)

• Content Standards
  • Equity
    • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (NSDC)
  • Family Involvement
    • Provides educators with knowledge and skills to involve families and other stakeholders 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.
    • Develop a framework of yearlong and short-term goals for students.
    • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
    • Work together as colleagues within and across disciplines and grade levels.
  • 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 of science engage in ongoing assessment of their teaching and of student learning.
    • Analyze assessment data to guide teaching.
    • Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
    • Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.
    • Use multiple methods and systematically gather data about student understanding and ability.
    • Guide students in self-assessment.
  • 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.
    • Ensure a safe working environment.
    • 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.
    • 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.
    • Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
    • Model and emphasize the skills, attitudes, and values of scientific inquiry.
    • Display and demand respect for the diverse ideas, skills, and experiences of all students.
    • Nurture collaboration among students.