This resource has 73 correlations with the National Standards.  
[HIDE CORRELATIONS]

• Physical Science
  • Properties of objects and materials
    • Objects have many observable properties, including the ability to react with other substances. (K-4)
    • Objects have many observable properties, including size, weight, shape, color, and temperature. (K-4)
    • 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)
  • Properties and changes of properties in matter
    • A substance has characteristic properties, such as density, a boiling point, and solubility. (5-8)
    • In chemical reactions, the total mass is conserved. (5-8)
  • Chemical Reactions
    • Catalysts, such as metal surfaces, accelerate chemical reactions. (9-12)
  • 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
    • Light travels in a straight line until it strikes an object. (K-4)
    • Light can be reflected by a mirror, refracted by a lens, or absorbed by the object. (K-4)
    • Heat can move from one object to another by conduction. (K-4)
    • Electricity in circuits can produce light, heat, sound, and magnetic effects. (K-4)
    • Electrical circuits require a complete loop through which an electrical current can pass. (K-4)
    • Magnets attract and repel each other and certain kinds of other materials. (K-4)
    • 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)
    • 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
    • Catapults are an ancient military device made for hurling projectiles. They are made from a variety of simple machines.
    • Objects change their motion only when a net force is applied. Laws of motion are used to calculate precisely the effects of forces on the motion of objects. (9-12)
    • The magnitude of the change in motion can be calculated using the relationship F = ma, which is independent of the nature of the force. (9-12)
    • Whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object. (9-12)
    • Gravitation is a universal force that each mass exerts on any other mass. (9-12)
    • The strength of the gravitational attractive force between two masses is proportional to the masses and inversely proportional to the square of the distance between them. (9-12)
    • The strength of the force is proportional to the charges and, as with gravitation, inversely proportional to the square of the distance between them. (9-12)
    • Unbalanced forces will cause changes in the speed or direction of an object's motion. (Acceleration) (5-8)
  • Conservation of energy and increase in disorder
    • 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)
  • Interactions of energy and matter
    • Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter. (9-12)
    • Electromagnetic waves result when a charged object is accelerated or decelerated. (9-12)
    • Electromagnetic waves include radio waves (the longest wavelength), microwaves, infrared radiation (radiant heat), visible light, ultraviolet radiation, x-rays, and gamma rays. (9-12)
    • Each kind of atom or molecule can gain or lose energy only in particular discrete amounts and thus can absorb and emit light only at wavelengths corresponding to these amounts. (9-12)
    • In some materials, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all. (9-12)
    • Semiconducting materials have intermediate behavior. (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)
    • 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)
  • Regulation and behavior
    • Behavior is one kind of response an organism can make to an internal or environmental stimulus. (5-8)
    • A behavioral response requires coordination and communication at many levels, including cells, organ systems, and whole organisms.
  • Populations and ecosystems
    • A population consists of all individuals of a species that occur together at a given place and time. (5-8)
    • All populations living together and the physical factors with which they interact compose an ecosystem. (5-8)
    • 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)
    • Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. (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)
    • 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.
    • Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. (5-8)
    • Healthy ecosystems ensure a healthy biosphere by regulating the flow of energy and the cycling of nutrients.
    • Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. (5-8)
  • Matter, energy, and organization in living systems
    • Living systems require a continuous input of energy to maintain their chemical and physical organizations. With death, and the cessation of energy input, living systems rapidly disintegrate. (9-12)
    • Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). (9-12)
    • Energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes. (9-12)
    • Matter and energy are conserved in each change. (9-12)

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

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • 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.
    • Use mathematics in all aspects of scientific inquiry.
  • 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)

• History and Nature of Science
  • Science as a human endeavor
    • Men and women have made a variety of contributions throughout the history of science and technology.

• Process Standards for Professional Development
  • Research-Based
    • Prepares educators to apply research to decision making. (NSDC)
  • Design
    • Uses learning strategies appropriate to the intended goal. (NSDC)
  • 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)

• Teaching Standards
  • Teachers of science guide and facilitate learning. In doing this, teachers
    • 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.