This resource has 55 correlations with the National Standards.  
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• 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)
    • The properties of objects can be used to separate or sort a group of objects or materials.
    • 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)
  • Position and motion of objects
    • The position of an object can be described by locating it relative to another object or the background. (K-4)
    • An object's motion can be described by tracing and measuring its position over time. (velocity) (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)

• 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 and environments
    • All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
  • Populations and ecosystems
    • Populations of organisms can be categorized by the function they serve in an ecosystem. (5-8)
    • Plants and some micro-organisms are producers--they make their own food. (5-8)
    • All animals, including humans, are consumers, which obtain food by eating other organisms. (5-8)
    • Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. (5-8)
    • Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. (5-8)
    • 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)

• 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)

• 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.
    • Identify questions that can be answered through scientific investigations.
    • Design and conduct a scientific investigation.
    • 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.
    • Use mathematics in all aspects of scientific inquiry.
  • Understandings about scientific inquiry
    • Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. (K-4)
    • Scientists use different kinds of investigations depending on the questions they are trying to answer.
    • Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
    • Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.
    • 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)
    • Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. (5-8)
    • Current scientific knowledge and understanding guide scientific investigations. (5-8)
    • Mathematics is important in all aspects of scientific inquiry. (5-8)
    • Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. (5-8)

• History and Nature of Science
  • Nature of science
    • Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models. Those ideas are not likely to change greatly in the future. (5-8)
    • Although all scientific ideas are tentative and subject to change and improvement in principle, for most major ideas in science, there is much experimental and observational confirmation. (5-8)
    • It is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, theoretical models, and the explanations proposed by other scientists. As scientific knowledge evolves, major disagreements are eventually resolved through such interactions between scientists. (5-8)
    • Evaluation includes reviewing the experimental procedures, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. (5-8)

• Process Standards for Professional Development
  • Research-Based
    • Prepares educators to apply research to decision making. (NSDC)
    • Occur in a variety of places where effective science teaching can be illustrated and modeled, permitting teachers to struggle with real situations and expand their knowledge and skills in appropriate contexts. (NSES)
    • Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
    • Provide opportunities to learn and use the skills of research to generate new knowledge about science and the teaching and learning of science. (NSES)
    • Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (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 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.