Maximum opportunity is provided for students to do "what-ifs?" as a primary approach to inquiry. Students observe and compare the results.

Emphasis is placed upon students describing the results of tests and communicating the results.

Doing experiments or "fair tests" is one of four major themes supported by SNOOPS.

Students have multiple experiences doing fair tests through which they learn to identify and control variables and they also report their results

Students learn about inquiry using the age-appropriate thinking processes of observing, communicating, and comparing. Communications to the video program help students do critical analysis.

Students compare their results with their peers across the country as well as with current scientific knowledge.

Responses to the video help students articulate the procedures used.

The Nature of inquiry is explored by using the methods of science including finding patterns, doing fair tests, building models, and relating form and function.

Students compare their results with their peers across the country as well as with current scientific knowledge.

Responses to the video help students articulate the procedures used.

All investigations begin with the students asking questions about interesting phenomena.

All investigations begin with the students asking questions about interesting phenomena.

Using simple equipment and tools to gather data and extend the senses.

Using data to construct a reasonable explanation.

Communicating investigations and explanations.

Students use magnifiers, magnets, water tables, and charts to make observations and / or organize observations of an events, objects, and organisms.

Data is collected by students and data is provided from the video investigations.

Students communicate weekly with the video or with other students both from their school and from other schools. Take home investigations extend communication into the home.

Students use magnifiers, measurement tools, and charts, physical grids to make observations and/ or organize observations of an events, objects, and organisms.

Data is collected by students and data is provided from the video investigations.

Students communicate weekly with the video or with other students both from their school and from other schools. Take home investigations extend communication into the home.

Students use data to develop a point of view and recommend solutions to problems.

Students communicate weekly with the video or with other students both from their school and from other schools. Take home investigations extend communication into the home.

The GALAXY Classroom curriculum is inquiry based.

The GALAXY Classroom curriculum is inquiry based.

Scientists review and ask questions about the results of other scientists' work.

Monthly, students review others work and compare results and ideas to their ideas.

Monthly, students review others work and compare results and ideas to their ideas.

Monthly, students review others work and compare results and ideas to their ideas.

Physical Science

Children's natural curiosity leads them to explore the world by observing and manipulating common objects and materials in their environment. They use their senses to identify characteristics of various materials and then use measurement tools to quantify them.

Students natural curiosity is supported as they explore their immediate world through the video series set in an apartment building and also through in school and take home investigations. Their investigations involve comparing and sorting materials.

Students travel to unique sites within the US via video to expand opportunities to explore the natural world. The video leads students to hands-on investigations through which they use tools and their senses to measure, compare, sort, and classify the materials. The situations have been proven to build on the students' natural curiosity.

Students often explore science related phenomena.

Students try to guess the system for classifying. Students are encouraged to use all senses when observing and comparing phenomena.

A primary theme involves building models to explain things that move. We explore a moving briefcase, small toy cars invented by the students themselves, and the planets. The track mysterious sounds.

Students are encouraged to use all senses when observing phenomena.

Properties of Objects and Materials

* Objects have many observable properties, such as size, mass, shape, color, temperature, and the ability to react with other substances. These properties can be measured using tools such as metric rulers, balances, and thermometers.

Identify and compare the mass, dimensions, and volume of solids, liquids and animals in standard and nonstandard units.

Observe and compare the results of evaporation of mixtures.

In class discussions and mock scientific conventions, students develop the properties of materials and evaluate observations and measurements made by others.

Students observe characteristics of a chemical change where gas, heat, and color change are produced.

* Objects are made of one or more materials. The properties of these materials can be used to separate or classify a group of objects.

* Materials can exist in different states - solid, liquid, and gas. Some common materials can be changed from one state to another by heating or cooling. .

Build towers, sort and classify materials based on properties.

Water is explored in all states. Students create rules to organize solids and liquids as they begin to recognize characteristics of both..

Explore the properties of oobleck, bubble solutions, mud, artifacts, materials used in chemical reactions. Sort and classify by properties.

Materials are frozen and states of matter are explored through chemical reactions in which a gas is produced.

Connections to Academic Expectation 2.2 Patterns and 2.6 Change Over Time

Students make observations and measure physical properties (e.g., color, texture) of various objects and materials (Patterns). They use these characteristics to classify and compare the materials (Patterns). They also investigate the physical changes that various types of matter undergo (Change Over Time).

Similarities an differences are explored as students find patterns on properties.

Mixtures help students explore change over time.

Doing experiments to describe and compare materials and finding patterns as evidence are two of the major organizing themes of Galaxy.

Positions and Motions of Objects

* The position of an object can be described by comparing it to another object or the background.

Students explore the motion of planets and investigate "who's moving?"

* The position and motion of objects can be changed by pushing or pulling. The amount of the change is related to the strength of the push or pull.

* Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration.

Students invent power sources for toy cars and compare then results.

Students investigate the source of mysterious sounds and compare sounds.

Connections to Academic Expectation 2.4 Models and Scale 2.6 Change Over Time
Students investigate the motion and position of objects, how that motion is described and measured, and forces that influence, changes in the object's motion or position (Change Over Time). Various physical models are used to provide concrete experiences relating motion and force (Models and Scale).

Forces to move objects are compared. Students' explorations are models to understand motion of solids and liquids. Students invent ways to keep liquids from moving (dripping).

The theme "Building Models" specifically sets up investigations to develop relationship based thinking regarding force and motion. Peregrine Falcons extend the investigation to locomotion as we relate form and function.

Bridge building helps students explore how to keep things from moving (falling).

Forms of Energy (Light, Heat, Electricity, and Magnetism)

* Light travels in a straight line until it strikes an object. Light can be reflected, refracted, or absorbed by the object.

Transparent, translucent and opaque are explored in solids and liquids investigations.

Light is explored as a component of a theater. Making shadows, using mirrors, and scrims for scenery are introduced.

* Electricity in circuits can produce light, heat, sound, and magnetic effects. Electrical circuits require a complete loop through which an electrical current can pass.

* Magnets attract and repel each other and certain kinds of other materials.

Magnetism is explored as a property of materials. .

Students design a warning device with electric components, using conceptual models.

Magnetic attraction is explored as a way of making things move.

Connections to Academic Expectations 2.2 Patterns; 2.3 Systems; 2.4 Models and Scale; 2.5 Constancy 2.6; Change Over Time.
Students observe and measure the behaviors and effects of light, heat, electricity, and magnetism in order to lay the foundation for an understanding of energy and energy transfers (Patterns, Systems, Models and Scale, Change Over Time). Students compare the behaviors of light, heat, electricity, and magnetism under different conditions and evaluate the results. Using these types of energy in combination builds an understanding of systems and their component parts (Systems, Constancy).

Change over time, constancy, and patterns are the organizing themes that support these explorations.

Models, patterns, and systems are the organizing themes that support these explorations.

Life Science

"How do plants get food? How many different animals are there? Why do some animals eat other animals? What is the largest plant?" These questions represent children's natural interest and sense of wonder, leading them to direct experiences with living things, their life cycles, and their habitats.

Students natural interest is promoted by using insects and other living organisms provide direct experiences with living things, their needs, and their habitats.

Students natural interest is drawn upon to lead into conducting humane experiments involving observing behaviors, responses to environmental variables, and food sources.

Creating habitats, raising, and caring for animals help children discover the conditions for and needs of living organisms.

Students build terrariums and observer interactions of organisms in the environment.

Investigating the first reintroduction of Peregrine Falcons into a city as well as a variety of classroom animals helps students to create an understanding of the needs of animals as well as forms of adaptation that are important for meeting those needs.

Students create habitats for other animals.

The experiences and activities throughout grades P-4 provide a concrete foundation for the progressive development in the later grades of major biological concepts.

These experiences presented in the Galaxy inquiry based approach also help students develop a "can do" attitude toward learning. This results in

These experiences presented in the Galaxy inquiry based approach also help students develop a "can do" attitude toward learning.

The Characteristics of Organisms

* Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can only survive in environments in which their needs can be met.

* Each plant or animal has structures which serve different functions in growth and survival.

* Living organisms are classified into groups by using various features.

Finding, describing and observing these needs are the focus of the investigations. A terrarium habitat provides investigations of plants and animals

Students compare creature features related to survival strategies of many different animals.

Animals are classified by finding and use creature features.

The needs of organisms are the basis for the investigations of classroom animals including crayfish, and small mammals.

The investigations of the Peregrine Falcons focus on form and function related to survival.

Also students distinguish between living and non-living things found in a mock archeological dig and provide justification for these distinctions.

The themes constancy, change over time, and patterns are the primary themes that support the life science investigations.

The themes systems, patterns, and models are the primary themes that support the life science investigations.

Life Cycles of Organisms

* Plants and animals have life cycles. The details of a life cycle are different for different organisms.

* Plants and animals closely resemble their parents.

Raising insects and maintaining terrariums are the basis for exploring life cycles.

Reproduction is observed.

The life cycles of classroom animals are studied. The investigations of the Peregrine Falcons involves their reproductive cycle.

The themes constancy, change over time, and patterns are the primary themes that support the life science investigations.

The themes systems, patterns, and models are the primary themes that support the life science investigations.

Organisms and Their Environments

* Plants make their own food. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.

Students care for earthworms, isopods, ants, snails, and other animals in the classroom.

Students maintain crayfish and other animals in the classroom. They observe and discuss the needs of peregrine falcons in nature.

* All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or to other organisms; others are beneficial.

* Some kinds of organisms that once lived on Earth have completely disappeared. Fossils provide evidence about plants and animals that lived long ago and the nature of the environment at that time.

The themes constancy, change over time, and patterns are the primary themes that support the life science investigations.

The themes systems, patterns, and models are the primary themes that support the life science investigations.

Earth and Space Sciences

Young students make observations and collect data about many everyday events and have direct experiences with nearby materials. Soils, rocks, water, and air - and their properties - are fundamental components of the Earth and its many subsystems.

Students are encouraged to create rock collections, compare rocks to other materials, and investigate soils as a foundation of a terrarium

Adventures take students to explore a desert, a wetland on the Hudson River and to a central city. They identify components of the systems.

Earth's Components

* Earth materials are solid rocks and soils, water, and the gases of the atmosphere.

* The surface of the earth changes. Changes can be due to slow processes (weathering and erosion) and/or rapid processes (landslides and volcanic eruptions).

Students explore rocks and water.

Environments are explored to identify their components.

The relationship of volcanic eruptions to the life of the Anasazi is one of the video mysteries to explore.

* Soil is made of weathered rock, plant and animal remains, and contains living organisms. Soils have properties of color, texture, the capacity to retain water, and the ability to support the growth of many kinds of plants.

* Earth materials provide many of the resources that humans use. Many materials can be recycled and used again, sometimes in different forms.

* Earth is unique among the planets in having enough oxygen in its atmosphere and large amounts of water, in liquid form, to sustain life. Oceans cover most of the earth's surface.

* Water on the earth can be a solid, liquid, or gas and can go back and forth from one form to the other. If water is changed from one state to another, the amount (mass) of water remains constant.

Students explore, describe, and compare components of soils.

Students explore solutions, mixtures, dissolving, evaporation and properties of water.

Mud is explored as students try to find out what is in the mud. The problem of oil on the water uncovers a problem of changes caused by humans. Students are encouraged to do a national mud study involving schools around the country.

The Earth is compared to other planets.

Comparing a desert and a marsh provides opportunities to explore the effects of water.

* Air is a substance in the form of a gas, which surrounds us and takes up space and whose movement we feel as wind.

* Weather can change from day to day and over the seasons. Weather can be described by observations and measurable quantities, such as temperature, wind direction and speed, and precipitation.

Students are encouraged to do Earth studies with other classrooms across the country including making weather observations and comparing geology.

The themes constancy, change over time, and patterns are the primary themes that support the life science investigations.

The themes models, systems, and patterns, are the primary themes that support the life science investigations.

Objects in the Sky

* The earth, along with eight other major planets orbit the sun. Many planets, including the earth, have at least one moon that orbits them.

* The sun is a star and the only one in our solar system. The sun provides the light and heat that maintain the temperature of the earth. The sun's light and heat are necessary to sustain life on the earth.

* Objects in the sky have patterns of movement that can be observed and described. For example, 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.

The earth in space as a part of the solar system is explored.

The sun is explored as the center of the solar system. Students create models to explain the raising and setting sun.

The movement of the Moon, Sun, and stars are traced as part of a system that includes earth. Students track the movement of stars and make a star clock. Explanations for phases of the moon are developed.

Connections to Academic Expectations 2.2 Patterns; and 2.3 Systems
Students progress from an investigation of tangible objects and materials close at hand to larger concepts of the role of the sun and the Earth's place in the Solar System (Systems). Students identify patterns and trends relating to observations they make of the sun and moon and their apparent movements across the sky. They identify and explain the relationships between these movements and positions to changes in seasons (Patterns)

The themes systems, patterns, and models are the primary themes that support the life science investigations.