This resource has 35 correlations with the National Standards.  
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• Physical Science
  • Properties of objects and materials
    • Materials can exist in different states--solid, liquid, and gas. (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
    • Sound is produced by vibrating objects. (K-4)
    • The pitch of the sound can be varied by changing the rate of vibration. (K-4)
  • Light, heat, electricity, and magnetism
    • Heat can be produced in many ways, such as burning, rubbing, or mixing one substance with another. (K-4)
  • Transfer of Energy
    • Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. (5-8)
    • Energy is transferred in many ways. (5-8)
    • Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. (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)
    • 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)
  • Structure and function in living systems
    • Living systems at all levels of organization demonstrate the complementary nature of structure and function (5-8)
  • Reproduction and heredity
    • Plants also reproduce sexually--the egg and sperm are produced in the flowers of flowering plants. (5-8)
  • Populations and ecosystems
    • Plants and some micro-organisms are producers--they make their own food. (5-8)
    • Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. (5-8)
    • Biotic parts of an ecosystem include animals, plants, and microorganisms. (5-8)

• Earth Science
  • Properties of earth materials
    • Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
    • Earth materials provide many of the resources that humans use.
  • Changes in earth and sky
    • The sun appears to move across the sky in the same way every day, but its path changes slowly over the seasons.
  • Earth in the solar system
    • 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 as Inquiry
  • Abilities necessary to do scientific inquiry
    • Ask a question about objects, organisms, and events in the environment. (K-4)
    • Use data to construct a reasonable explanation.
    • Communicate investigations and explanations.
    • Use appropriate tools and techniques to gather, analyze, and interpret data.
    • Think critically and logically to make the relationships between evidence and explanations.
  • 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)

• Process Standards for Professional Development
  • 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)

• 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.
  • 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.