| The Nature
of Matter 5 |
|
| Uses metric
tools to determine the density and volume of materials. |
S.N.O.O.P.S.
theme 2: Science is Doing Experiments to Describe and Compare Materials,
Weeks 7 & 8, GEMS: Chemical Reactions, pages 9-21. |
| Knows that
matter is conserved during heating and cooling. |
N/A |
| Knows that
different materials can be physically combined to produce different
substances. |
S.N.O.O.P.S.
theme 2: Science is Doing Experiments to Describe and Compare Materials,
Weeks 7 & 8, GEMS: Chemical Reactions, pages 9-21 |
| Knows the
differences and similarities between mixtures and solutions. |
S.N.O.O.P.S.
theme 2: Science is Doing Experiments to Describe and Compare Materials,
Weeks 4 & 6, GEMS: Bubbleology activity 1, Bubble Technology pages
5-10. |
| Knows that
materials made by chemically combining two or more substances have
properties that differ from the original materials. |
S.N.O.O.P.S.
theme 2: Science is Doing Experiments to Describe and Compare Materials,
Weeks 7 & 8, GEMS: Chemical Reactions, pages 9-21 |
| Knows the
difference between physical and chemical changes. |
S.N.O.O.P.S.
theme 2: Science is Doing Experiments to Describe and Compare Materials,
Weeks 7 & 8, GEMS: Chemical Reactions, pages 9-21 |
| Knows that
materials may be made of parts too small to be seen without magnification. |
S.N.O.O.P.S.
theme 2: Science is Doing Experiments to Describe and Compare Materials,
Week 3, Mud Testing, teacher guide pages12-13. |
| Energy 5 |
|
| Knows how
to trace the flow of energy in a system (for example, electricity
in a circuit to produce heat, light, sound, or magnetic fields). |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores electricity in
a circuit during theme 3, Magnetism & Electricity. |
| Knows that
energy can be described as stored energy (potential) or energy of
motion (kinetic). |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores electricity in
a circuit during theme 2, Force & Motion. |
| Extends and
refines use of a variety of tools to measure the gain or loss of energy. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores electrical energy
gain and loss during theme 3, Magnetism & Electricity. |
| Knows that
some materials conduct heat better than others. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores convection, radiation,
and conduction of heat transfer during theme 4, Heat & Simple Machines. |
| Understands
that convection, radiation, and conduction are methods of heat transfer. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores electrical energy
gain and loss during theme 4, Heat & Simple Machines. |
| Knows that
the limited supply of usable energy sources (for example, fuels such
as coal or oil) places great significance on the development of renewable
energy sources. |
N/A |
| Force and
Motion 5 |
|
| Uses scientific
tools (for example, stopwatch, meter stick, compass) to measure speed,
distance, and direction of an object. |
S.N.O.O.P.S.
theme 3: Science is Building Models to Explain and Invent Ideas, Week
4, classroom hands-on activity, The Great Pencil E-Racer Race, teacher
guide page 17. |
| Knows that
waves travel at different speeds through different materials. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores sound waves moving
through different densities of material during theme 1, Sound & Light. |
| Understands
the relationship between force and distance as it relates to simple
machines (for example, levers and fulcrums working to lift objects). |
S.N.O.O.P.S.
theme 3: Science is Building Models to Explain and Invent Ideas, Week
4, classroom hands-on activity, The Great Pencil E-Racer Race, teacher
guide page 17. |
| Knows that
objects do not change their motion unless acted upon by an outside
force. |
S.N.O.O.P.S.
theme 3: Science is Building Models to Explain and Invent Ideas, Week
4, classroom hands-on activity, The Great Pencil E-Racer Race, teacher
guide page 17. |
| Understands
how friction affects an object in motion. |
S.N.O.O.P.S.
theme 3: Science is Building Models to Explain and Invent Ideas, Week
4, classroom hands-on activity, The Great Pencil E-Racer Race, teacher
guide page 17. |
| Knows the
relationship between the strength of a force and its effect on an
object (for example, the greater the force, the greater the change
in motion; the more massive the object, the smaller the effect of
a given force). |
S.N.O.O.P.S.
theme 3: Science is Building Models to Explain and Invent Ideas, Week
4, classroom hands-on activity, The Great Pencil E-Racer Race, teacher
guide page 17. |
| Knows that
motion in space is different from motion on Earth due to changes in
gravitational force and friction. |
N/A |
| Understands
how inertia, gravity, friction, mass, and force affect motion. |
S.N.O.O.P.S.
theme 3: Science is Building Models to Explain and Invent Ideas, Week
4, classroom hands-on activity, The Great Pencil E-Racer Race, teacher
guide page 17. |
| Processes
that Shape the Earth 5 |
|
| Knows that
rocks are constantly being formed and worn away. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores weathering of
rocks during theme 8, Geology. |
| Understands
how atmospheric pressure affects the water cycle. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores the water cycle
in depth during theme 5, Air, Water, & Weather. |
| Understands
how eroded materials are transported and deposited over time in new
areas to form new features (for example, deltas, beaches, dunes). |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores the transportation
of eroded materials during theme 8, Geology. |
| Understands
that geological features result from the movement of the crust of
the Earth (for example, mountains, volcanic islands). |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores plate tectonics
during theme 8, Geology. |
| Understands
how the surface of the Earth is shaped by both slow processes (for
example, weathering, erosion, deposition) and rapid, cataclysmic events
(for example, earthquakes, tsunamis, volcanoes). |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores changing features
of the Earth's surface during theme 8, Geology. |
| Extends and
refines knowledge of ways people can reuse, recycle, and reduce the
use of resources to improve and protect the quality of life. |
N/A |
| Earth and
Space 5 |
|
| Knows the
orbit of the Earth is slightly elliptical and the Earth is closest
to the Sun in the Northern Hemisphere in winter. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores Earth's orbit
during theme 6, Above the Clouds. |
| Knows that
the angle that the rays of the Sun strike the surface of the Earth
determines the amount of energy received and thus the season of the
year. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores Earth's seasons
during theme 6, Above the Clouds. |
| Knows the
effect of the tilt of the Earth on polar climates. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers, explores different climate
area on the Earth during theme 6, Above the Clouds. |
| Knows the
relative positions of the Moon, Earth, and Sun during each of the
phases of the Moon. |
S.N.O.O.P.S.
theme 3: Science is Building Models to Explain and Invent Ideas, Program
week 7, GEMS: Earth, Moon, and Stars pages 17-31. |
| Knows that
the planets differ in size, characteristics, and composition and that
they orbit the Sun in our Solar System. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers explores size, characteristics,
and composition of planets during theme 6, Above the Clouds. |
| Knows the
arrangement of the planets and the asteroid belt in our Solar System. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers explores planet arrangement
and the asteroid belt during theme 6, Above the Clouds. |
| Processes
of Life 5 |
|
| Understands
how body systems interact (for example, how bones and muscles work
together for movement). |
N/A |
| Uses magnifying
tools to identify similar cells and different kinds of structures. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers explores cell structure
during theme 7, Living Things. |
| Knows the
parts of plants and animal cells. |
N/A |
| Understands
how similar cells are organized to form structures (for example, tissue,
organs) in plants and animals. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers explores cell organization
to form structures during theme 7, Living Things. |
| Knows that
many characteristics of an organism are inherited from the genetic
ancestors of the organism (for example, eye color, flower color). |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers explores similarities between
parent an offspring during theme 7, Living Things. |
| Knows that
some characteristics result from the organism's interactions with
the environment (for example, flamingos eat a certain crustacean that
causes their feathers to be pink). |
S.N.O.O.P.S.
theme 4: Science is Tracking Living Action to Relate Form and Function,
Program weeks 3-6, Crayfish Investigation. |
| How Living
Things Interact with Their Environment 5 |
|
| Understands
the various roles of single-celled organisms in the environment. |
N/A |
| Knows ways
in which protists interact with plants and animals in the environment. |
N/A |
| Understands
how changes in the environment affect organisms (for example, some
organisms move in, others move out; some organisms survive and reproduce,
others die). |
S.N.O.O.P.S.
theme 4: Science is Tracking Living Action to Relate Form and Function,
Program weeks 3-6, Crayfish Investigation. |
| Knows that
green plants use carbon dioxide, water, and sunlight energy to turn
minerals and nutrients into food for growth, maintenance, and reproduction. |
Galaxy Classroom's
3rd & 4th grade program, Movers & Shakers explores plant needs and
growth during theme 7, Living Things. |
| Knows that
adaptations to their environment may increase the survival of a species. |
S.N.O.O.P.S.
theme 4: Science is Tracking Living Action to Relate Form and Function,
Program weeks 3-6, Crayfish Investigation. |
| The Nature
of Science 5 |
|
| Understands
that although the same scientific investigation may give slightly
different results when it is carried out by different persons or at
different times or places, the general evidence collected from the
investigation should be replicable by others. |
S.N.O.O.P.S.
hands-on investigations have student teams collecting data on the
same scientific investigation. Through sharing of discoveries teams
discover that general evidence collected by all teams is very similar
for the same exploration. |
| Understands
that scientists use different kinds of investigations (for example,
observations of events in nature, controlled experiments) depending
on the questions they are trying to answer. |
S.N.O.O.P.S.
theme 1: Science is Finding Patterns as Evidence, Program weeks 1-8,
GEMS: Fingerprinting, Crime Lab Chemistry, & Investigating Artifacts. |
| Understands
the importance of accuracy in conducting measurements, and uses estimation
when exact measurements are not possible. |
All S.N.O.O.P.S.
explorations emphasize the importance of accuracy by student teams.
Presentation and supporting of conclusions based on team collected
data dictates accuracy. |
| Understands
the importance of communication among scientists (for example, informing
and becoming informed about scientific investigations in progress
and the work of others; exposing ideas to the criticism of others). |
All S.N.O.O.P.S.
explorations emphasize the importance of communicating results by
student teams modeling scientific processes. |
| Uses strategies
to review, compare and contrast, and critique scientific investigations. |
Throughout
the program year, S.N.O.O.P.S. hands-on investigations have student
teams collecting data on scientific investigations done in class.
Teams share discoveries and data collected to support findings. Other
teams can critique as well as compare and contrast their finding against
any given teams. |
| Knows that
an experiment must be repeated many times and yield consistent results
before the results are accepted. |
Many S.N.O.O.P.S.
hands-on investigations have student teams collecting data based on
repeated experiments in order to quantify results. |
| Uses sketches
and diagrams to propose scientific solutions to problems. |
Throughout
the program year, S.N.O.O.P.S. hands-on investigations have student
teams collecting data on scientific investigations done in class.
Data collection quite often takes the form of student sketches and
diagrams to better understand the content being explored. |
| Constructs
models to compare objects in science. |
Throughout
the program year, S.N.O.O.P.S. hands-on investigations have student
teams collecting data on scientific investigations done in class.
Data collection quite often takes the form of student sketches and
diagrams to better understand the content being explored. |
| Makes a prediction
for a new investigation using the data from a previous investigation. |
All 4 S.N.O.O.P.S.
themes have a number of explorations where student teams conduct primary
investigations, collect data and then use that information to conduct
further explorations based on the original findings. |
| Understands
that change is constantly occurring and uses strategies to analyze
different patterns of change. |
S.N.O.O.P.S.
theme 1: Science is Finding Patterns as Evidence, Program weeks 6-8,
GEMS: Investigating Artifacts. Students explore changes in a society
over an extended period of time based on middens. |
| Knows areas
in which technology has improved human lives (for example, transportation,
communication, nutrition, sanitation, health care, entertainment). |
N/A |
| Knows that
new inventions often lead to other new inventions and ways of doing
things. |
S.N.O.O.P.S.
theme 3: Science is Building Models to Explain and Invent Ideas, Program
weeks 1-8, Students design and invent a variety of devices to solve
specific challenges. Ideas and solutions are shared and built upon
throughout the theme. Improved designs result from the collaborations. |
| Selects appropriate
graphical representations (for example, graphs, charts, diagrams)
to collect, record, and report data. |
All 4 S.N.O.O.P.S.
themes have students constantly using graphical representations to
collect, record, and report data. Appropriate graphical representations
become second nature for students. |
| Understands
how a solution to one scientific problem can create another problem. |
S.N.O.O.P.S.
theme 3: Science is Building Models to Explain and Invent Ideas, Program
weeks 1-8, students design and invent a variety of devices to solve
specific challenges. By eliminating possibilities and solving specific
problems they are left with others. |
| Extends and
refines knowledge of ways that, through the use of science processes
and knowledge, people can solve problems, make decisions, and form
new ideas. |
All 4 S.N.O.O.P.S.
themes have students using science processes to unlock answers solve
problems, make decisions, and form new ideas. |
