This resource has 94 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)
    • Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. (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)
  • Position and motion of objects
    • An object's motion can be described by tracing and measuring its position over time. (velocity) (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)
  • Transfer of Energy
    • 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)
    • Unbalanced forces will cause changes in the speed or direction of an object's motion. (Acceleration) (5-8)
    • The motion of an object can be described by its position, direction of motion, and speed. (5-8)
    • Motion can be measured and represented on a graph.
    • 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)
    • If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. (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)
  • Interactions of energy and matter
    • Electromagnetic waves include radio waves (the longest wavelength), microwaves, infrared radiation (radiant heat), visible light, ultraviolet radiation, x-rays, and gamma rays. (9-12)

• Life Science
  • Reproduction and heredity
    • Each gene carries a single unit of information. (5-8)
    • Hereditary information is contained in genes, located in the chromosomes of each cell. (5-8)
    • The characteristics of an organism can be described in terms of a combination of traits. (5-8)
  • 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)
  • Diversity and adaptations of organisms
    • Millions of species of animals, plants, and microorganisms are alive today. (5-8)
  • Interdependence of organisms
    • Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. (9-12)
    • Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. (9-12)

• Earth Science
  • Properties of earth materials
    • Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
    • Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply.
  • Structure of the earth system
    • Some changes in the solid earth can be described as the "rock cycle." (5-8)
    • Old rocks at the earth's surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues. (5-8)
    • Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. (5-8)
    • Soils are often found in layers, with each having a different chemical composition and texture. (5-8)

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Ask a question about objects, organisms, and events in the environment. (K-4)
    • Employ simple equipment and tools to gather data and extend the senses. (K-4)
    • Communicate investigations and explanations.
    • Design and conduct a scientific investigation.
    • 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.
    • Use technology and mathematics to improve investigations and communications. (9-12)
  • 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)
    • Mathematics is essential in scientific inquiry. (9-12)
    • In presenting data, graphs are used to convey comparisons or trends. (9-12)

• Science and Technology
  • Abilities of technological design
    • Implementing proposed solutions
    • Design a solution or product.
    • Evaluate completed technological designs or products
    • Identify a problem or design an opportunity. (9-12)
  • Understanding about science and technology
    • Scientists and engineers often work in teams with different individuals doing different things that contribute to the results. This understanding focuses primarily on teams working together and secondarily, on the combination of scientist and engineer teams.
    • Scientific inquiry and technological design have similarities and differences. (5-8)
    • Technology provides tools for investigations, inquiry, and analysis.
    • Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. (5-8)

• Science in Personal and Social Perspectives
  • Types of resources
    • Resources are things that we get from the living and nonliving environment to meet the needs and wants of a population.
    • Some resources are basic materials, such as air, water, and soil.
    • If used, resources can be extended through recycling and decreased use.
  • Populations, resources, and environments
    • Causes of environmental degradation and resource depletion vary from region to region and from country to country. (5-8)
  • Natural resources
    • Human populations use resources in the environment in order to maintain and improve their existence. (9-12)
    • Natural resources have been and will continue to be used to maintain human populations. (9-12)
    • The earth does not have infinite resources. (9-12)
    • Increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed. (9-12)
    • Humans use many natural systems as resources. (9-12)
    • Natural systems have the capacity to reuse waste, but that capacity is limited. (9-12)
    • Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically. (9-12)
  • Environmental quality
    • A factor that influences environmental quality is resource use. (9-12)
    • A factor that influences environmental quality is overconsumption. (9-12)

• 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.
    • 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.
    • Challenge students to accept and share responsibility for their own learning.
    • 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.
    • Structure the time available so that students are able to engage in extended investigations.
    • Create a setting for student work that is flexible and supportive of science inquiry.
    • Make the available science tools, materials, media, and technological resources accessible to students.
    • Identify and use resources outside the school.
    • Engage students in designing the learning environment.
  • Teachers of science actively participate in the ongoing planning and development of the school science program.
    • Plan and develop the school science program.
    • Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.