This resource has 72 correlations with the National Standards.  
[HIDE CORRELATIONS]

• 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)
  • Structure and properties of matter
    • Atoms may be bonded together into molecules or crystalline solids. (9-12)
    • Solids, liquids, and gases differ in the distances and angles between molecules or atoms and therefore the energy that binds them together. (9-12)
    • In solids the structure is nearly rigid; in liquids molecules or atoms move around each other but do not move apart; and in gases molecules or atoms move almost independently of each other and are mostly far apart. (9-12)
    • Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including synthetic polymers, oils, and the large molecules essential to life. (9-12)
  • 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 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)
  • 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)
    • To see an object, light from that object--emitted by or scattered from it--must enter the eye.
    • Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced. (5-8)
    • Heat, light, mechanical motion, or electricity might all be involved in energy transfers. (5-8)
    • The sun's energy arrives as light with a range of wavelengths, consisting of visible light, infrared, and ultraviolet radiation. (5-8)
  • Motion and Forces
    • 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)
    • Electricity and magnetism are two aspects of a single electromagnetic force. (9-12)
    • Moving electric charges produce magnetic forces, and moving magnets produce electric forces. (9-12)
    • The effects of moving electric charges help students to understand electric motors and generators. (9-12) (Electricity)
    • 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)
  • 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)
    • In all energy transfers, the overall effect is that the energy is spread out uniformly. Examples are the transfer of energy from hotter to cooler objects by conduction, radiation, or convection and the warming of our surroundings when we burn fuels. (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)
    • The energy of electromagnetic waves is carried in packets whose magnitude is inversely proportional to the wavelength. (9-12)

• Life Science
  • Biological evolution
    • Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms. (9-12)

• 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.
    • 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)
    • Scientists usually inquire about how physical, living, or designed systems function. (9-12)

• History and Nature of Science
  • Science as a human endeavor
    • Science and technology have been practiced by people for a long time.
    • Men and women have made a variety of contributions throughout the history of science and technology.
    • Women and men of various social and ethnic backgrounds--and with diverse interests, talents, qualities, and motivations--engage in the activities of science, engineering, and related fields such as the health professions. (5-8)
  • 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)

• Process Standards for Professional Development
  • Evaluation
    • Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
  • Research-Based
    • Prepares educators to apply research to decision making. (NSDC)
    • Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
  • Design
    • Involves teachers in actively investigating phenomena that can be studied scientifically...(NSES)
    • 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)
  • Learning
    • Build on the teacher's current science understanding, ability, and attitudes. (NSES)
    • Applies knowledge about human learning and change. (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.
    • 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.
    • Orchestrate discourse among students about scientific ideas.
    • Recognize and respond to student diversity and encourage all students to participate fully in science learning.
  • 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.
    • Ensure a safe working environment.
  • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
    • Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community.
    • Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
    • Model and emphasize the skills, attitudes, and values of scientific inquiry.
    • Display and demand respect for the diverse ideas, skills, and experiences of all students.
    • Nurture collaboration among students.