|
Strand: Inquiry
|
Science
as Inquiry
|
| Topic:
Science Inquiry, Process Skills and Problem Solving |
The
Scientific Thinking Processes |
| Standard:
Asks questions, makes and keeps simple records of observations,
sorts objects, communicates with others, and makes predictions
and uses estimation and measurement. |
Using
a constructivist approach, inherent in all aspects of
Galaxy programming, student inquiry is established through
utilization of the Scientific Thinking Processes. The
following processes are the fundamental underpinnings
of all Galaxy hands-on/minds-on investigations: observing,
communicating, comparing, organizing, relating, inferring,
and applying. |
| Topic:
Reference Skills |
|
| Standard:
Uses books and other media to obtain information related to
science concepts. |
Students
will use the following medium to research and communicate
their findings: internet, fax, email, literature connections,
and video interactivity. |
| Topic:
Safety |
|
| Standard:
Identifies and practices accepted safety procedures in manipulating
science materials and equipment. |
Safety
is inherent in all aspects of Galaxy hands-on investigations
and teacher/student safety procedures are listed in all
Teacher guides. Additionally, characters in the video
series refer to safety categories such as loud sound,
bright light, not tasting foreign substances, wafting
as a way to safely smell foreign substances, washing hands/germs,
safety procedures during sever weather, etc. |
| Topic:
Activities/Tools |
|
| Standard:
Actively engages in the learning process via hands-on/minds-on
science activities. Uses appropriate tools to collect and analyze
data and solve problems. |
All
Galaxy investigations require hands-on/minds-on implementation. |
|
|
|
Strand: Physical
Science
|
Physical
Science
|
| Topic:
Structure of Matter |
|
| Standard:
Sorts collections of matter by any physical characteristic.
Classifies objects according to pairs of opposite physical properties
such as large, small; heavy, light; sink, float; hot, cold;
wet, dry; or light, dark. |
Packy's
Corner: Designed as a weekly classroom station or center. Students
are able to act independently in Packy's Corner to sort and
form classifications. This center is based on the character
"Packy the Pack Rat" from Science Seekers. Throughout
the course of the year students will sort: dark/light, hold
air/do not hold air, sink/float, land animals/water animals,
track footprints, healthy/unhealthy foods. |
| Topic:
Structure of Matter |
|
| Standard:
Sorts by shape, color, size and texture. Differentiates matter
based on contrasts in physical characteristics such as color,
texture, size or shape. |
Theme
4: Feed the Needs of Pets and Seeds. Students will sort seeds by the following physical characteristics: size,
shape, color, texture. |
| Topic:
Structure of Matter |
|
| Standard:
Predicts properties of matter and test predictions. Constructs
groups of objects by demonstrating characteristics, such as
sink/float, bend/rigid, attracted/not attracted by magnet. Demonstrates
that air takes up space and has mass by testing these properties
using activities, such as using balloons or sitting on inflated
large bags |
Theme
6: Air, Wind, Weather, Stars. Students will conduct a
variety of investigations to observe, compare, sort and
describe air, wind, weather, and stars. They will investigate
how to hold air and move it, how air can move objects,
what weather they have experienced, and the patterns of
stars in the night sky. |
| Topic:
Energy and Its Transformation: Light/Color |
|
| Standard:
Recognizes, describes and compares colors and sorts by color
families. Identifies, names and groups objects by color. |
See
Finders, Seekers, Science Keepers/Blue-Theme 1. |
| Topic:
Energy and Its Transformation: Light/Color |
|
| Standard:
Identifies relationship between light and shadows, and predicts
occurrence of shadows. Makes shadows with objects and tells
where shadows will occur. Identifies objects based on their
size and shape of their shadows. |
See
Finders, Seekers, Science Keepers/Blue-Theme 3 |
| Topic:
Energy and Its Transformation: Light/Color |
|
| Standard:
Observes sources of light and variations in shadows. Locates
source of light causing shadows. Identifies how shadows change
as light source changes location in relationship to the object.
|
See
Finders, Seekers, Science Keepers/Blue-Theme 3 |
|
|
|
Strand: Life
Science
|
|
| Topic:
The Living World: Living Things |
|
| Standard:
Describes differences between living and nonliving things, and
classifies things as living or nonliving. Sorts examples of
objects into living and nonliving categories, using the following
criteria: movement, growth, reproduction and requirements for
food/nutrition, water, and air. |
Theme
4: Feed the Needs of Pets and Seeds. Packy's Corner-sort
seeds, animals, land/water animals. Extended hands-on
investigations: start a class zoo. |
| Topic:
The Living World: Living Things |
|
| Standard:
Recognizes basic needs of most living things. Compares common
needs between a plant and animal (such as sunshine, air, food,
and water). |
Theme
4: Feed the Needs of Pets and Seeds. Students will setup habitats
for their own pet hermit crab, compare living needs of birds/reptiles/mammals/plants. |
| Topic:
The Living World: Living Things |
|
| Standard:
Recognizes factors leading to the survival of living things.
Describes the conditions affecting survival of species, including
changes in climate, availability of shelter, food, air, water,
and human encroachment. |
Theme
4: Feed the Needs of Pets and Seeds. Students will setup habitats
for their own pet hermit crab, compare living needs of birds/reptiles/mammals/plants. |
| Topic:
The Living World: Human Body |
|
| Standard:
Uses senses to sort and classify colors, shapes, sizes, sounds,
tastes, odors, textures, and temperatures. Categorizes objects
according to color, shape, size, sound, taste, odor, texture,
and temperature, using the five senses. |
Theme
2: Body Works. Students will explore taste/smell/touch/sound/visual
differences through the following hands-on investigations:
Tasty Smells, Tongue Taste Test, Hide-a-Smell, Sneeze
catchers. |
| Topic:
The Living World: Human Body |
|
| Standard:
Interprets and distinguishes a variety of audio, visual, and
tactile stimuli. Identifies the meaning of various sensory stimuli,
such as traffic lights, stop signs, sirens, speed breakers,
bells, railroad crossings, and gestures. |
See
Finders, Seekers, Science Keepers/Blue-Theme 3 |
|
|
|
Strand: Earth/Space
Science
|
|
| Topic:
Earth Materials |
|
| Standard:
Recognizes and names common earth materials, such as soil, rocks,
water, and air. |
Students
will compare and test the following earth materials in
their quest to make the perfect aquarium habitat: sand,
gravel, soil, water, air. |
| Topic:
Earth Materials |
|
| Standard:
Sorts rocks and soils by color, size, and texture. |
Students
will compare and test the following earth materials in
their quest to make the perfect aquarium habitat: sand,
gravel, soil, water, air. |
| Topic:
Earth Materials |
|
| Standard:
Recognizes features and characteristics of the Earth's surface.
Identifies common surface features such as oceans, lakes, mountains
and others through audiovisuals, models or direct observation.
|
During
each episode of FSSK Red, students will be exposed to
real world applications as the characters in the program
use on-line video footage to explore the world around
them. (See lakes/ocean life/slow motion sneezes/healthy
food etc.) |
|
|
