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5.1
All students will learn to identify systems of interacting components
and understand how their interactions combine to produce the overall
behavior of the system.
5.2
All students will develop problem-solving, decision-making, and
inquiry skills, reflected by formulating usable questions and hypotheses,
planning experiments, conducting systematic observations, interpreting
and analyzing data, drawing conclusions, and communicating results.
5.3
All students will develop an understanding of how people of various
cultures have contributed to the advancement of science and technology,
and how major discoveries and events have advanced science and technology.
5.4.
All students will develop an understanding of technology as an application
of scientific principals.
5.5
All students will integrate mathematics as a tool for problem-solving
in science, and as a means of expressing and/or modeling scientific
theories.
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New
Jersey Science Standards
|
Finders,
Seekers, Science Keepers (Grades K-1)
|
Fixer
Uppers (Grades 1-2)
|
S.N.O.O.P.S
(Grades 4-5)
|
| 5.1
All students will learn to identify systems of interacting
components and understand how their interactions combine
to produce the overall behavior of the system. |
Students explore science in the context of the real world
and, as a result, explore in the context of a larger system.
The explore Water, light and sound, weather, and living
habitats as systems with several components. |
Exploring
materials and habitats for living organisms in the context
of the real world of the students establishes an understanding
of the interaction of the components within systems. |
Adventures take students to explore a desert, a wetland
on the Hudson River and to a central city. They identify
components of the systems. |
By
the end of grade 4:
1. Recognize that most things are made of components that
, when assembled, can do things they could not do separately.
|
Air and weather, animal habitats, and gardens are explored
as systems. |
Terrariums,
the living environment (system) of the students, a garden,
and insect communities are explored as systems. |
Ecosystems, the interdependence of humans and the environment,
and mechanical systems are explored. |
| 2.
Recognize that, since the components of a system usually
influence one another, a system may not work if a component
is missing. |
Students
build their own systems and discover the need for all
components |
Students build
their own systems and discover the need for all components |
Students
build their own systems and discover the need for all
components |
| 3.
Diagram the components of a system. |
Fax
responses provide many opportunities to diagram systems. |
Fax responses
provide many opportunities to diagram systems. |
Fax
responses provide many opportunities to diagram systems. |
Additional
standards for
grade 5 as contained for "by grade 8":
4. Describe components of a system and how they influence
one another. |
NA |
NA |
Students build mechanical devices in Theme 3 and explore
ecosystems in Theme 4. |
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|
New
Jersey Science Standards
|
Finders,
Seekers, Science Keepers (Grades K-1)
|
Fixer
Uppers (Grades 1-2)
|
S.N.O.O.P.S
(Grades 4-5)
|
| 5.2
All students will develop problem-solving, decision-making,
and inquiry skills, reflected by formulating usable questions
and hypotheses, planning experiments, conducting systematic
observations, interpreting and analyzing data, drawing
conclusions, and communicating results. |
Galaxy is
age appropriate and thus provides problems and opportunities
for students to ask understandable questions that lead
to authentic inquiry.
Trying things
to find out what happens begins science inquiry that
uses the scientific thinking processes of observing,
communicating and comparing supports the inquiry.
|
Galaxy is
age appropriate and thus provides problems and opportunities
for students to ask understandable questions that lead
to authentic inquiry.
Science
investigations are developed by doing "what-ifs?" to
explore the natural world as we explore solids, liquids,
mixtures, and creature features. Special emphasis is
given to sorting and classifying .
|
Galaxy is
age appropriate and thus provides problems and opportunities
for students to ask understandable questions that lead
to authentic inquiry.
Science
investigations include finding patterns, doing fair
tests, building models, and relating form and function.
Special emphasis is given to classifying and relating.
|
By
the end of grade 4:
1. State a problem about the natural world in the form
of a question. |
One of Galaxys greatest strengths is that all investigations
begin with the students asking questions of natural phenomena
in real world contexts. |
One of Galaxys
greatest strengths is that all investigations begin with
the students asking questions of natural phenomena in
real world contexts. |
One of Galaxys greatest strengths is that all investigations
begin with the students asking questions of natural phenomena
in real world contexts. |
| 2.
Develop strategies and skills for information-gathering
and problem-solving, using appropriate tools and technologies.
|
Students
use "collections" of everyday materials to try things
to find out about their questions. |
Students use
magnifiers to observe small solids, rulers to measure
insects, balances to compare mass of materials, computers
for researching animal features, and lab ware for manipulating
materials. |
Students
use measurement tools, charts, physical grids, and physical
models to make observations and/ or organize observations
of an events, objects, and organisms. |
| 3.
Use technology to present the design and results of investigation |
Galaxy provides
a vehicle for every student to announce the results
of investigations. They have an authentic audience.
This is one of the most innovative aspects of Galaxy.
Monthly,
students review others work and compare results and
ideas to their ideas.
|
Galaxy provides
a vehicle for every student to announce the results
of investigations. They have an authentic audience.
This is one of the most innovative aspects of Galaxy.
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.
|
Galaxy provides
a vehicle for every student to announce the results
of investigations. They have an authentic audience.
This is one of the most innovative aspects of Galaxy.
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.
|
| 4.
Keep a journal record of observations, recognizing patterns
of observations and summarizing findings. |
Students
repeatedly draw, graph results, and write stories and
poems. Student responses via video allow students to compare
their findings to those of other students. |
Journals,
faxes or e-mails, and data collection during hands-on
inquiry provide records of observation. Emphasis is placed
upon students describing the results of tests and communicating
the results. Distribution of student data provides opportunities
to summarize findings. |
Journals,
faxes or e-mails, and data collection during hands-on
inquiry provide records of observation. Distribution of
student data provides opportunities to summarize findings.
Students create a national fingerprint data base and share
data on several projects form school to school. |
|
Additional
standards for
grade 5 as contained for "by grade 8":
6. Identify
problems that can be solved by conducting experiments.
7. Design
and conduct experiments incorporating the use of a control.
8. Collect
and organize data to support the results of an experiment.
9. Communicate
experimental findings using words, charts, graphs, pictures,
and diagrams.
10. Evaluate
the strengths and weaknesses of claims, arguments. and
data.
|
NA |
NA |
Doing experiments
or "fair tests" is one of four major themes supported
by S.N.O.O.P.S. Students have multiple experiences doing
fair tests through which they learn to identify and
control variables and they also report their results.
They do experiments to compare mud samples in a polluted
marsh, compare bubble solutions, investigate chemical
reactions, and develop the natural laws of Oobleck a
very unusual substance.
Students
regularly develop explanations based on their experiments
and are encouraged to explain the results such discussing
the meaning of the results.
Weekly students
communicate their data to the video program and/or to
other schools.
|
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to Top
|
New
Jersey Science Standards
|
Finders,
Seekers, Science Keepers (Grades K-1)
|
Fixer
Uppers (Grades 1-2)
|
S.N.O.O.P.S
(Grades 4-5)
|
| 5.3
All students will develop an understanding of how people
of various cultures have contributed to the advancement
of science and technology, and how major discoveries and
events have advanced science and technology. |
Multiculturalism is deeply
imbedded in Galaxy. Not only do students experience
science as something done by all people, but all
students see themselves as a part of the a
larger science community.
Evaluations
show that Galaxy works for all kids.
|
Multiculturalism is deeply
imbedded in Galaxy. Not only do students experience
science as something done by all people, but all
students see themselves as a part of the a
larger science community.
Evaluations
show that Galaxy works for all kids.
|
Multiculturalism is deeply
imbedded in Galaxy. Not only do students experience
science as something done by all people, but all
students see themselves as a part of the a
larger science community.
Evaluations
show that Galaxy works for all kids.
|
By
the end of grade 4:
1. Hear, read, write, and talk about scientists and inventors
in historical context. |
Students meet many diverse people as sources of ideas
to guide inquiry and build knowledge. |
Students
meet many diverse people as sources of ideas to guide
inquiry and build knowledge. |
Students meet many diverse people as sources of ideas
to guide inquiry and build knowledge. |
| 2.
Recognize that scientific ideas and knowledge have come
from men and women of all cultures. |
Video
adventures provide contact with a very diverse group of
people who introduce students to science content. |
The video
provides a very multicultural group of students and adults
that become partners with student in classrooms in doing
science. |
Students
explore the contributions of many cultures in developing
knowledge of the solar system and understanding the natural
world. |
Additional
standards for
grade 5 as contained for "by grade 8":
3. Recognize that scientific theories emerge over time,
depend on the contributions of many people, and reflect
the social and political climate of their time. |
NA |
NA |
Students travel to unique sites within the US via video
to explore the natural world. Students meet many people
who contribute to building knowledge as they engage in
discussing multiple perspectives about several environmental
issues and the mystery of the Anasazi! |
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to Top
|
New
Jersey Science Standards
|
Finders,
Seekers, Science Keepers (Grades K-1)
|
Fixer
Uppers (Grades 1-2)
|
S.N.O.O.P.S
(Grades 4-5)
|
| 5.4.
All students will develop an understanding of technology
as an application of scientific principals. |
Students incorporate faxing, e-mailing, and the use of
satellite video distribution as an important and authentic
component of science inquiry. |
Students
incorporate faxing, e-mailing, and the use of satellite
video distribution as an important and authentic component
of science inquiry. |
Students incorporate faxing, e-mailing, and the use of
satellite video distribution as an important and authentic
component of science inquiry. |
By
the end of grade 4:
1. Develop. skill in the use of tools for everyday purposes.
|
Hands-on inquiry with real problems in real world context
requires students to use materials as tools to solve problems.
Example: How do you move water or make unusual ice cubes? |
Hands-on
inquiry with real problems in real world context requires
students to use materials as tools to solve problems.
Example: How do you mix paint? or How can we build an
animal habitat? |
Hands-on inquiry with real problems in real world context
requires students to use materials as tools to solve problems.
Example: How do you determine the composition of mud?
or How do you create theater lighting? |
| 2.
Demonstrate how tools are used to do things better and
more easily or to do tasks that could not otherwise be
done. |
Teeth
as tools are explored, fans are used to create air flow,
and materials are selected for many different purposes
depending upon the application. |
Steam is used
to help peal off wall paper, ways of building towers are
explored, and a club house is constructed using invented
tools. |
The
GALAXY Classroom curriculum is inquiry based. |
| 3.
Examine and compare toys and other familiar objects and
explain how they work. |
Collections
of everyday materials are used solve such problems as
how to make different sounds or find out how things fly. |
Students explore
the fixing up of an apartment building and thus examine
how their house "works" including, water system, material
usage and recycling, and the making of a garden. |
Toys
are used as models to explain different types of motion. |
| 4.
Find and report on examples of how technology helps people. |
Galaxy
technology is used by the students to do the program.
Additionally the video provides weekly examples of the
application of technology in the real world. |
Galaxy technology
is used by the students to do the program. Additionally
the video provides weekly examples of the application
of technology in the real world. |
Galaxy
technology is used by the students to do the program.
Additionally the video provides weekly examples of the
application of technology in the real world. |
Additional
standards for
grade 5 as contained for "by grade 8":
5. Describe how tools of today are different from those
of the past but may be modifications of ancient tools.
6. Describe how technology expands the ability of scientists
and others to make measurements and observations.
7. Design and build simple mechanical devices to demonstrate
scientific principles. |
NA |
NA |
Students
compare the life and tools of the ancient Anasazi.
Computers
are used to predict the future by helping find patterns.
Students
design an alarm system and construct models such as
bridges and toy cars.
|
Back
to Top
|
New
Jersey Science Standards
|
Finders,
Seekers, Science Keepers (Grades K-1)
|
Fixer
Uppers (Grades 1-2)
|
S.N.O.O.P.S
(Grades 4-5)
|
| 5.5
All students will integrate mathematics as a tool for
problem-solving in science, and as a means of expressing
and/or modeling scientific theories. |
Measuring, counting, graphing, estimating, and computation
are used as a language of science. |
Measuring, counting, graphing, estimating, and computation
are used as a language of science. |
Measuring, counting, graphing, estimating, and computation
are used as a language of science. |
By
the end of grade 4:
1. Judge whether estimates, measurements, and computation
of quantities are reasonable. |
Students estimate volumes, numbers of seeds, sound quality,
and volumes of liquids. |
Students identify
and compare the mass, dimensions, and volume of
solids, liquids and animals in standard and nonstandard
units. |
Estimation is used to judge distances, create models,
and predict the impact of some pollutants. |
| 2.
Use a variety of measuring instruments, emphasizing appropriate
units. |
Standard
and nonstandard units of measurement are repeatedly
used. |
Standard
and non standard units of measurement are repeatedly used.
|
Standard
and non standard units of measurement are repeatedly used. |
| 3.
Use mathematical skills and concepts in ordering, counting,
identifying, measuring, and describing. |
Counting
and comparing based on size weight, and shape is regularly
used. |
Identify and compare
the mass, dimensions, and volume of solids, liquids
and animals in standard and nonstandard units. |
Mathematics
is featured as a language of Science and communication
to and from the video emphasizes use of mathematical skills. |
| 4.
Use tables and graphs to represent and interpret data. |
Graphing
and charting information in many ways is a weekly part
of Galaxy. |
Graphing
and charting information in many ways is a weekly part
of Galaxy. |
Graphing
and charting information in many ways is a weekly part
of Galaxy. |
Additional
standards for
grade 5 as contained for "by grade 8":
5. Recognize and comprehend the orders of magnitude associated
with large and small physical quantities.
6. Express experimental data in several equivalent forms
such as integers, fractions, decimals, and percents. |
|
|
Compare
the behavior models to the real thing as we explore the
solar system and model airplanes.
Tabulation
of data both in the classroom and from faxes is presented
as integers, fractions, decimals, and percents.
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