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• Fill in the product title and check off the standards that apply to this product.
• Limit your selections to standards that this resource was specifically designed to address, and not those that are addressed in only a cursory or superficial manner.

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Please select specific standards this product addresses in the checklists below:

I. National Science Education Content Standards

K-12 Unifying Concepts and Processes
K-4 Science Content Standards
Grades 5-8 Science Content Standards
Grades 9-12 Science Content Standards

II. National Geography Education

III. National Mathematics Education

IV. National Technology Education

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National Science Education Standards

Science Content Standards
http://www.nap.edu/readingroom/books/nses/html/overview.html#content

 Grades K-4 Content Standards

Science as Inquiry (Std A)

Abilities necessary to do scientific inquiry
Understanding about scientific inquiry

Physical Science (Std B)

Properties of objects and materials
Position and motion of objects
Light, heat, electricity, and magnetism

Life Science (Std C)

The characteristics of organisms
Life cycles of organisms
Organisms and environments

Earth and Space Science (Std D)

Properties of earth materials
Objects in the sky
Changes in earth and sky

Science and Technology (Std E)

Abilities of technological design
Understanding about science and technology
Abilities to distinguish between natural objects and objects made by humans

Science in Personal and Social Perspectives (Std F)

Personal health
Characteristics and changes in populations
Types of resources
Changes in environments
Science and technology in local challenges

History and Nature of Science (Std G)

Science as a human endeavor

Unifying Concepts and Processes

Understanding and abilities aligned with the following concepts and processes:
Systems, order, and organization
Evidence, models, and explanation
Constancy, change, and measurement
Evolution and equilibrium
Form and function

Grades 5-8 Content Standards

Science as Inquiry (Std A)

Abilities necessary to do scientific inquiry
Understanding about scientific inquiry

Physical Science (Std B)

Properties and changes of properties in matter
Motions and forces
Transfer of energy

Life Science (Std C)

Structure and function in living systems
Reproduction and heredity
Regulation and behavior
Populations and ecosystems
Diversity and adaptations of organisms

Earth and Space Science (Std D)

Structure of the earth system
Earth's history
Earth in the solar system

Science and Technology (Std E)

Abilities of technological design
Understanding about science and technology

Science in Personal and Social Perspectives (Std F)

Personal health
Populations, resources, and environments
Natural hazards
Risks and benefits
Science and technology in society

History and Nature of Science (Std G)

Science as a human endeavor
Nature of science
History of science

Unifying Concepts and Processes

Understanding and abilities aligned with the following concepts and processes:
Systems, order, and organization
Evidence, models, and explanation
Constancy, change, and measurement
Evolution and equilibrium
Form and function

Grades 9-12 Content Standards

Science as Inquiry (Std A)

Abilities necessary to do scientific inquiry
Understanding about scientific inquiry

Physical Science (Std B)

Structure of atoms
Structure and properties of matter
Chemical reactions
Motions and forces
Conservation of energy and increase in disorder
Interactions of energy and matter

Life Science (Std C)

The cell
Molecular basis of heredity
Biological evolution
Interdependence of organisms
Matter, energy, and organization in living systems
Behavior of organisms

Earth and Space Science (Std D)

Energy in the earth system
Geochemical cycles
Origin and evolution of the earth system
Origin and evolution of the universe

Science and Technology (Std E)

Abilities of technological design
Understanding about science and technology

Science in Personal and Social Perspectives (Std F)

Personal health
Personal and community health
Population growth
Natural resources
Environmental quality
Natural and human-induced hazards
Science and technology in local, national, and global challenges

History and Nature of Science (Std G)

Science as a human endeavor
Nature of scientific knowledge
Historical perspectives

Unifying Concepts and Processes

Understanding and abilities aligned with the following concepts and processes:
Systems, order, and organization
Evidence, models, and explanation
Constancy, change, and measurement
Evolution and equilibrium
Form and function

Geography for Life: National Geography Standards, 1994

The World in Spatial Terms

Geography studies the relationships between people, places, and environments by mapping information about them into a spatial context. The geographically informed person knows and understands:
1. How to use maps and other geographic representations, tools and technologies to acquire, process, and report information from a spatial perspective
2. How to use mental maps to organize information about people, places, and environments in a spatial context
3. How to analyze the spatial organization of people, places, and environments on Earth’s surface

Places and Regions

The identities and lives of individuals and people are rooted in particular places and in those human constructs called regions. The geographically informed person knows and understands:
4. The physical and human characteristics of places
5. That people create regions to interpret Earth’s complexity
6. How culture and experience influence people’s perceptions of places and regions

Physical Systems

Physical processes shape Earth’s surface and interact with plant and animal life to create, sustain, and modify ecosystems. The geographically informed person knows and understands:
7. The physical processes that shape the patterns of Earth’s surface
8. The characteristics and spatial distribution of ecosystems on Earth’s surface

Human Systems

People are central to geography in that human activities help shape Earth’s surface, human settlements and structures are part of Earth’s surface, and humans compete for control of Earth’s surface. The geographically informed person knows and understands:
9. The characteristics, distribution, and migration of human populations on Earth’s surface
10. The characteristics, distribution, and complexity of Earth’s cultural mosaics
11. The patterns and networks of economic interdependence on Earth’s surface
12. The processes, patterns, and functions of human settlement
13 How the forces of cooperation and conflict among people influence the division and control of Earth’s surface

Environment and Society

The physical environment is modified by human activities, largely as a consequence of the ways in which human societies value and use Earth’s natural resources, and human activities are also influenced by Earth’s physical features and processes. The geographically informed person knows and understands:
14. How human actions modify the physical environment
15. How physical systems affect human systems
16. The changes that occur in the meaning, use, distribution, and importance of resources

The Uses of Geography

Knowledge of geography enables people to develop an understanding of the relationships between people, places, and environments over time — that is, of Earth as it was, is, and might be. The geographically informed person knows and understands:
17. How to apply geography to interpret the past
18. How to apply geography to interpret the present and plan for the future

Principles and Standards for School Mathematics

National Council of Teachers of Mathematics (NCTM), 2000
http://standards.nctm.org/document/prepost/cover.htm

This set of Standards proposes the mathematics concepts that all students should have the opportunity to learn. Each of these ten Standards applies across all grades, prekindergarten through grade 12. Even though each of these ten Standards applies to all grades, emphases and expectations will vary both within and between the grade bands (K-2, 3-5, 6-8, 9-12). For instance, the emphasis on number is greatest in prekindergarten through grade 2, and by grades 9-12, number receives less instructional attention. Also the total time for mathematical instruction will be divided differently according to particular needs in each grade band - for example, in the middle grades, the majority of instructional time would address algebra and geometry.

STANDARD 1: NUMBER AND OPERATION

Mathematics instructional programs should foster the development of number and operation sense so that all students—
understand numbers, ways of representing numbers, relationships among numbers, and number systems;
understand the meaning of operations and how they relate to each other;
use computational tools and strategies fluently and estimate appropriately.

STANDARD 2: PATTERNS, FUNCTIONS, AND ALGEBRA

Mathematics instructional programs should include attention to patterns, functions, symbols, and models so that all students—
understand various types of patterns and functional relationships;
use symbolic forms to represent and analyze mathematical situations and structures;
use mathematical models and analyze change in both real and abstract contexts.

STANDARD 3: GEOMETRY AND SPATIAL SENSE

Mathematics instructional programs should include attention to geometry and spatial sense so that all students—
analyze characteristics and properties of two- and three-dimensional geometric objects;
select and use different representational systems, including coordinate geometry and graph theory;
recognize the usefulness of transformations and symmetry in analyzing mathematical situations;
use visualization and spatial reasoning to solve problems both within and outside of mathematics.

STANDARD 4: MEASUREMENT

Mathematics instructional programs should include attention to measurement so that all students—
understand attributes, units, and systems of measurement;
apply a variety of techniques, tools, and formulas for determining measurements.

STANDARD 5: DATA ANALYSIS, STATISTICS, AND PROBABILITY

Mathematics instructional programs should include attention to data analysis, statistics, and probability so that all students—
pose questions and collect, organize, and represent data to answer those questions;
interpret data using methods of exploratory data analysis;
develop and evaluate inferences, predictions, and arguments that are based on data;
understand and apply basic notions of chance and probability.

STANDARD 6: PROBLEM SOLVING

Mathematics instructional programs should focus on solving problems as part of understanding mathematics so that all students—
build new mathematical knowledge through their work with problems;
develop a disposition to formulate, represent, abstract, and generalize in situations within and outside mathematics;
apply a wide variety of strategies to solve problems and adapt the strategies to new situations;
monitor and reflect on their mathematical thinking in solving problems.

STANDARD 7: REASONING AND PROOF

Mathematics instructional programs should focus on learning to reason and construct proofs as part of understanding mathematics so that all students—
recognize reasoning and proof as essential and powerful parts of mathematics;
make and investigate mathematical conjectures;
develop and evaluate mathematical arguments and proofs;
select and use various types of reasoning and methods of proof as appropriate.

STANDARD 8: COMMUNICATION

Mathematics instructional programs should use communication to foster understanding of mathematics so that all students—
organize and consolidate their mathematical thinking to communicate with others;
express mathematical ideas coherently and clearly to peers, teachers, and others;
extend their mathematical knowledge by considering the thinking and strategies of others;
use the language of mathematics as a precise means of mathematical expression.

STANDARD 9: CONNECTIONS

Mathematics instructional programs should emphasize connections to foster understanding of mathematics so that all students—
recognize and use connections among different mathematical ideas;
understand how mathematical ideas build on one another to produce a coherent whole;
recognize, use, and learn about mathematics in contexts outside of mathematics.

STANDARD 10: REPRESENTATION

Mathematics instructional programs should emphasize mathematical representations to foster understanding of mathematics so that all students—
create and use representations to organize, record, and communicate mathematical ideas;
develop a repertoire of mathematical representations that can be used purposefully, flexibly, and appropriately;
use representations to model and interpret physical, social, and mathematical phenomena.

Standards for Technological Literacy:
Content for the Study of Technology

International Technology Education Association (ITEA)
http://www.iteawww.org/TAA/Publications/STL/STLMainPage.htm

The Nature of Technology

Standard 1: Students will develop an understanding of the characteristics and scope of technology.
Standard 2: Students will develop an understanding of the core concepts of technology.
Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.

Technology and Society

Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology.
Standard 5: Students will develop an understanding of the effects of technology on the environment.
Standard 6: Students will develop an understanding of the role of society in the development and use of technology.
Standard 7: Students will develop an understanding of the influence of technology on history.

Design

Standard 8: Students will develop an understanding of the attributes of design.
Standard 9: Students will develop an understanding of engineering design.
Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

Abilities of a Technological World

Standard 11: Students will develop abilities to apply the design process.
Standard 12: Students will develop abilities to use and maintain technological products and systems.
Standard 13: Students will develop abilities to assess the impact of products and systems.

The Designed World

Standard 14: Students will develop an understanding of and be able to select and use medical technologies.
Standard 15: Students will develop an understanding of and be able to select and use agricultural and related biotechnologies.
Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies.
Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies.
Standard 18: Students will develop an understanding of and be able to select and use transportation technologies.
Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies.
Standard 20: Students will develop an understanding of and be able to select and use construction technologies.