This resource has 49 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)
    • The characteristic properties of a substance are independent of the amount of the sample. (5-8)
    • A mixture of substances often can be separated into the original substances using one or more of the characteristic properties. (5-8)
    • Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. (5-8)
    • Substances often are placed in categories or groups if they react in similar ways; metals are an example of such a group. (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
    • Electricity in circuits can produce light, heat, sound, and magnetic effects. (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)
    • Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. (5-8)
    • Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object—emitted by or scattered from it—must enter the eye. (5-8) (5-8)
  • Motion and Forces
    • The motion of an object can be described by its position, direction of motion, and speed. (5-8)
    • 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)

• 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)
    • Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems (5-8)
    • All organisms are composed of cells--the fundamental unit of life (5-8)
    • Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. (5-8)
    • Specialized cells perform specialized functions in multicellular organisms. (5-8)
    • Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole. (5-8)
  • Reproduction and heredity
    • A human cell contains many thousands of different genes. (5-8)
    • Hereditary information is contained in genes, located in the chromosomes of each cell. (5-8)
  • Regulation and behavior
    • Behavior is one kind of response an organism can make to an internal or environmental stimulus. (5-8)
  • Populations and ecosystems
    • Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. (5-8)

• Earth Science
  • Properties of earth materials
    • Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
  • Structure of the earth system
    • Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from the motions of lithospheric plates. (5-8)
    • Some changes in the solid earth can be described as the "rock cycle." (5-8)
    • Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. (5-8)
    • Global patterns of atmospheric movement influence local weather. (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)
  • Origin and evolution of the earth system
    • Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. (9-12)
    • Current methods of measuring geologic time include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed. (9-12)

• 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.
    • Develop descriptions, explanations, predictions, and models using evidence.
    • 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)

• 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.
  • 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.
    • 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.