This resource has 101 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)
    • Materials can exist in different states--solid, liquid, and gas. (K-4)
    • Some common materials, such as water, can be changed from one state to another by heating or cooling. (K-4)
  • Properties and changes of properties in matter
    • 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
    • An object's motion can be described by tracing and measuring its position over time. (velocity) (K-4)
    • Sound is produced by vibrating objects. (K-4)
    • The pitch of the sound can be varied by changing the rate of vibration. (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
    • Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. (5-8)
    • 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)
    • 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)
    • Organisms can survive only in environments in which their needs can be met. (K-4)
    • The world has many different environments, and distinct environments support the life of different types of organisms. (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.
    • All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial.
  • 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)
  • Regulation and behavior
    • Behavior is one kind of response an organism can make to an internal or environmental stimulus. (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
    • 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)
    • Populations of organisms can be categorized by the function they serve in an ecosystem. (5-8)
    • Plants and some micro-organisms are producers--they make their own food. (5-8)
    • All animals, including humans, are consumers, which obtain food by eating other organisms. (5-8)
    • Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. (5-8)
    • Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. (5-8)
    • For ecosystems, the major source of energy is sunlight. (5-8)
    • Energy passes from organism to organism in food webs (5-8)
    • Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. (5-8)
  • Diversity and adaptations of organisms
    • 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
    • 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
    • Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment. (5-8)
    • Destructive forces include weathering and erosion. (5-8)
  • Earth in the solar system
    • 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.

• 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.
    • Communicate scientific procedures and explanations.
  • 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)

• 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
    • Women and men of all ages, backgrounds, and groups engage in a variety of scientific and technological work.
    • Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction. (5-8)

• Science in Personal and Social Perspectives
  • Personal health
    • Nutrition is essential to health.
    • Nutrition requirements vary with body weight, age, sex, activity, and body functioning. (5-8)
    • Maintaining environmental health involves establishing or monitoring quality standards related to use of soil, water, and air.
  • Types of resources
    • The supply of many resources is limited.
    • If used, resources can be extended through recycling and decreased use.
  • Changes in environments
    • Changes in environments can be natural or influenced by humans. Some changes are good, some are bad, and some are neither good nor bad.
    • Pollution is a change in the environment that can influence the health, survival, or activities of organisms, including humans.
  • Science and technology in local challenges
    • Science and technology have greatly improved food quality and quantity, transportation, health, sanitation, and communication.
  • Populations, resources, and environments
    • Causes of environmental degradation and resource depletion vary from region to region and from country to country. (5-8)
  • Natural hazards
    • Human activities can induce hazards through resource acquisition. Such activities accelerate many natural changes. (5-8)
    • Natural hazards can present personal and societal challenges because misidentifying the change or incorrectly estimating the rate and scale of change may result in either too little attention and significant human costs or too much cost for unneeded preventive measures. (5-8)
  • Risks and benefits
    • Students should understand the risks associated with chemical hazards (pollutants in air, water, soil, and food). (5-8)
  • Science and technology in society
    • Science influences society through its knowledge and world view. (5-8)
    • Social needs, attitudes, and values influence the direction of technological development ways. (5-8)
    • Science and technology have advanced through contributions of many different people, in different cultures, at different times in history. (5-8)

• History and Nature of Science
  • Science as a human endeavor
    • 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)
    • Some scientists work in teams, and some work alone, but all communicate extensively with others. (5-8)
    • Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning, insight, energy, skill, and creativity--as well as on scientific habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (5-8)

• 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)
  • Learning
    • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)

• 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 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.
    • Make the available science tools, materials, media, and technological resources accessible to students.