This resource has 23 correlations with the National Standards.  
[HIDE CORRELATIONS]

• Earth Science
  • Objects in the sky
    • The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described.
    • The sun provides the light and heat necessary to maintain the temperature of the earth.
  • Changes in earth and sky
    • Objects in the sky have patterns of movement.
    • The sun appears to move across the sky in the same way every day, but its path changes slowly over the seasons.
    • The moon moves across the sky on a daily basis much like the sun.
    • The observable shape of the moon changes from day to day in a cycle that lasts about a month.
  • Earth in the solar system
    • The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. (5-8)
    • The sun, an average star, is the central and largest body in the solar system. (5-8)
    • Most objects in the solar system are in regular and predictable motion. (5-8)
    • The motions of most objects in the solar system explain such phenomena as the day, the year, phases of the moon, and eclipses.
    • 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)
    • Gravity alone holds us to the earth's surface and explains the phenomena of the tides. (5-8)
    • The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle. (5-8)
    • Seasons result from variations in the amount of the sun's energy hitting the surface, due to the tilt of the earth's rotation on its axis and the length of the day. (5-8)
  • Origin and evolution of the universe
    • The "big bang" theory places the origin between 10 and 20 billion years ago, when the universe began in a hot dense state; according to this theory, the universe has been expanding ever since. (9-12)

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Think critically and logically to make the relationships between evidence and explanations.
    • Recognize and analyze alternative explanations and predictions.
    • Formulate and revise scientific explanations and models using logic and evidence. (9-12)

• Process Standards for Professional Development
  • Evaluation
    • Uses multiple sources of information to guide improvement and demonstrate its impact. (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 engage in ongoing assessment of their teaching and of student learning.
    • Analyze assessment data to guide teaching.
    • Use multiple methods and systematically gather data about student understanding and ability.