Product Detail: NSTA Press Book

This resource has 19 correlations with the National Standards.  
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• Life Science
  • Populations and ecosystems
    • A population consists of all individuals of a species that occur together at a given place and time.
    • All populations living together and the physical factors with which they interact compose an ecosystem.
    • All animals, including humans, are consumers, which obtain food by eating other organisms.
    • Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem.
    • Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.
  • Interdependence of organisms
    • Organisms both cooperate and compete in ecosystems. (9-12)
    • Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected. (9-12)

• Science as Inquiry
  • Abilities necessary to do scientific inquiry
    • Ask a question about objects, organisms, and events in the environment.
    • Use data to construct a reasonable explanation.
    • 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 and defend a scientific argument. (9-12)

• Science in Personal and Social Perspectives
  • 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.
    • Students should understand the different consequences of changing environments in small increments over long periods as compared with changing environments in large increments over short periods.
  • Populations, resources, and environments
    • Causes of environmental degradation and resource depletion vary from region to region and from country to country.

• 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)

• Teaching Standards
  • 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.
    • Orchestrate discourse among students about scientific ideas.