This resource has 140 correlations with the National Standards.  
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• 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)
    • The observable properties of objects can be measured using tools, such as rulers, balances, and thermometers. (K-4)
    • Objects are made of one or more materials, such as paper, wood, and metal. (K-4)
    • Objects can be described by the properties of the materials from which they are made. (K-4)
    • The properties of objects can be used to separate or sort a group of objects or materials.
  • Properties and changes of properties in matter
    • A substance has characteristic properties, such as density, a boiling point, and solubility. (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)
  • Position and motion of objects
    • The position of an object can be described by locating it relative to another object or the background. (K-4)
    • An object's motion can be described by tracing and measuring its position over time. (velocity) (K-4)
    • The position and motion of objects can be changed by pushing or pulling. (K-4)
  • Light, heat, electricity, and magnetism
    • 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)
  • Transfer of Energy
    • Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced. (5-8)
  • Motion and Forces
    • 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)

• 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)
    • Organisms can survive only in environments in which their needs can be met. (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)
    • Humans and other organisms have senses that help them detect internal and external cues. (K-4)
    • The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). (K-4)
    • Organisms can survive only in environments in which their needs can be met. (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)
  • Organisms and environments
    • All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
    • An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment.
    • When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
  • Structure and function in living systems
    • Living systems at all levels of organization demonstrate the complementary nature of structure and function (5-8)
    • Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems (5-8)
    • All organisms are composed of cells--the fundamental unit of life (5-8)
    • Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. (5-8)
    • This requires that cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. (5-8)
    • Specialized cells perform specialized functions in multicellular organisms. (5-8)
    • Groups of specialized cells cooperate to form a tissue, such as a muscle. (5-8)
    • Different tissues are in turn grouped together to form larger functional units, called organs. (5-8)
    • Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. Others are the result of damage by infection by other organisms. (5-8)
  • 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)

• Earth Science
  • Properties of earth materials
    • Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
    • The varied Earth materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food.
    • Earth materials provide many of the resources that humans use.
    • 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.
    • Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time.
  • 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
    • The surface of the earth changes.
    • Some changes to the surface of the Earth are due to slow processes, such as erosion and weathering
    • Some changes to the surface of the Earth are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes
    • Weather changes from day to day and over the seasons.
    • Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation.
    • 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.
  • Structure of the earth system
    • Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle. (5-8)
    • Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from the motions of lithospheric plates. (5-8)
    • Some changes in the solid earth can be described as the "rock cycle." (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)
    • Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. (5-8)
    • Clouds, formed by the condensation of water vapor, affect weather and climate. (5-8)
    • Global patterns of atmospheric movement influence local weather. (5-8)
  • Earth's history
    • Fossils provide important evidence of how life and environmental conditions have changed (5-8)
  • Earth in the solar system
    • 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.
    • 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)

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Ask a question about objects, organisms, and events in the environment. (K-4)
    • Plan and conduct a simple investigation. (K-4)
    • Employ simple equipment and tools to gather data and extend the senses. (K-4)
    • Use data to construct a reasonable explanation.
    • Communicate investigations and explanations.
    • Identify questions that can be answered through scientific investigations.
    • 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.
    • Recognize and analyze alternative explanations and predictions.
    • Communicate scientific procedures and explanations.
    • Use mathematics in all aspects of scientific inquiry.
  • Understandings about scientific inquiry
    • Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. (K-4)
    • Scientists use different kinds of investigations depending on the questions they are trying to answer.
    • Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
    • Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.
    • 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 make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations. (K-4)
    • Scientists review and ask questions about the results of other scientists' work. (K-4)
    • Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. (5-8)
    • Current scientific knowledge and understanding guide scientific investigations. (5-8)
    • Different scientific domains employ different methods, core theories, and standards to advance scientific knowledge (5-8)
    • Mathematics is important in all aspects of scientific inquiry. (5-8)
    • Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations. (5-8)
    • Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. (5-8)
    • The scientific community accepts and uses such explanations until displaced by better scientific ones. When such displacement occurs, science advances.
    • Science advances through legitimate skepticism. Asking questions and querying other scientists' explanations is part of scientific inquiry. (5-8)
    • Scientists evaluate the explanations proposed by other scientists by examining evidence, comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. (5-8)
    • Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data. All of these results can lead to new investigations. (5-8)

• Science and Technology
  • Abilities of technological design
    • Identify a simple problem.
    • Propose a solution.
    • Implementing proposed solutions
    • Evaluate a product or design.
    • Communicate a problem, design, and solution.
    • Identify appropriate problems for technological design.
    • Design a solution or product.
    • Implement a proposed design.
    • Evaluate completed technological designs or products
    • Communicate the process of technological design
  • Understanding about science and technology
    • People have always had questions about their world. Science is one way of answering questions and explaining the natural world.
    • People have always had problems and invented tools and techniques (ways of doing something) to solve problems.
    • Trying to determine the effects of solutions helps people avoid some new problems.
    • Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.
    • Scientific inquiry and technological design have similarities and differences. (5-8)
  • Distinguish between natural and human made objects
    • Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life.

• Science in Personal and Social Perspectives
  • Personal health
    • Individuals have some responsibility for their own health. Students should engage in personal care--dental hygiene, cleanliness, and exercise--that will maintain and improve health.
    • Understandings include how communicable diseases, such as colds, are transmitted and some of the body's defense mechanisms that prevent or overcome illness.
    • Nutrition is essential to health.
    • Students should understand how the body uses food and how various foods contribute to health.
    • Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat.
    • Regular exercise is important to the maintenance and improvement of health. (5-8)
    • The benefits of physical fitness include maintaining healthy weight, having energy and strength for routine activities, good muscle tone, bone strength, strong heart/lung systems, and improved mental health. (5-8)
  • 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.
    • Some resources are produced from basic resources, such as food, fuel, and building materials.
    • The supply of many resources is limited.
    • If used, resources can be extended through recycling and decreased use.
  • Science and technology in society
    • Science influences society through its knowledge and world view. (5-8)
    • Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment. (5-8)
    • Societal challenges often inspire questions for scientific research, and social priorities often influence research priorities through the availability of funding for research. (5-8)

• 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.
    • Although men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much more remains to be understood. Science will never be finished.
    • Many people choose science as a career and devote their entire lives to studying it.
    • Many people derive great pleasure from doing science.
  • 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)
    • Scientists do and have changed their ideas about nature when they encounter new experimental evidence that does not match their existing explanations.