This resource has 35 correlations with the National Standards.  
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• Physical Science
  • Motion and Forces
    • Catapults are an ancient military device made for hurling projectiles. They are made from a variety of simple machines.

• 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)
  • Life cycles of organisms
    • Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. (K-4)
    • Plants and animals closely resemble their parents. (K-4)
    • Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. (K-4)
  • Regulation and behavior
    • All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. (5-8)
    • Regulation of an organism's internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive (homeostasis). (5-8)
    • 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.
    • An organism's behavior evolves through adaptation to its environment. (5-8)
    • How a species moves, obtains food, reproduces, and responds to danger are based in the species' evolutionary history (5-8)
  • Populations and ecosystems
    • Populations of organisms can be categorized by the function they serve in an ecosystem. (5-8)
    • Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. (5-8)
  • Diversity and adaptations of organisms
    • Millions of species of animals, plants, and microorganisms are alive today. (5-8)
    • Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. (5-8)
    • Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment (5-8)

• Earth Science
  • Properties of earth materials
    • Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
  • Changes in earth and sky
    • Weather changes from day to day and over the seasons.
  • Structure of the earth system
    • Destructive forces include weathering and erosion. (5-8)
  • Earth in the solar system
    • The motions of most objects in the solar system explain such phenomena as the day, the year, phases of the moon, and eclipses.

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Employ simple equipment and tools to gather data and extend the senses. (K-4)
    • 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)

• 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)

• 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.
  • 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.