This resource has 35 correlations with the National Standards.  
[HIDE CORRELATIONS]

• Physical Science
  • 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)
    • The size of the change of position and motion is related to the strength of the push or pull. (K-4)
    • The position and motion of objects can be changed by pushing or pulling. (K-4)

• 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.
    • 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.
    • When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
    • 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.
  • Populations and ecosystems
    • 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.
  • Diversity and adaptations of organisms
    • Millions of species of animals, plants, and microorganisms are alive today. (5-8)
    • Biological evolution accounts for the diversity of species developed through gradual processes over many generations (5-8)

• Earth Science
  • Properties of earth materials
    • Earth materials are solid rocks and soils, water, and the gases of the atmosphere.

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • 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
    • Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. (K-4)
    • Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).

• Science in Personal and Social Perspectives
  • Changes in environments
    • 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.

• History and Nature of Science
  • Science as a human endeavor
    • Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning, insight, energy, skill, and creativity--as well as on scientific habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (5-8)

• 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)

• 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.