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Orchard Gold Star

Science 4-10Curriculum Bundle

Teacher’s Guide

SCIENCE 4-10Version 4.5 or Newer

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Table of Contents

Introduction................................................................................................................................................................................................3Bundle.Overview.......................................................................................................................................................................................4Implementation.Ideas................................................................................................................................................................................6Accessing.Assignments.............................................................................................................................................................................7. Entering.Orchard.as.a.Pre-Enrolled.Student.................................................................................................................................7. Entering.Orchard.as.a.Guest............................................................................................................................................................7. Accessing.Information.on.Assigned.Programs.............................................................................................................................7Critical Concepts ................................................................................................................................................................................ 8-13Reading.in.Science.214CC.........................................................................................................................................................................8. Introduction........................................................................................................................................................................................9. Using.Reading.in.Science................................................................................................................................................................10. Activities............................................................................................................................................................................................10. Program.Parameters........................................................................................................................................................................12Science Concepts .............................................................................................................................................................................. 14-36Science.Concepts.101SC-104SC..............................................................................................................................................................14. Introduction......................................................................................................................................................................................20. Using.Science.Concepts...................................................................................................................................................................20Biology.Concepts.126SC-130SC.............................................................................................................................................................24. Introduction......................................................................................................................................................................................25. Using.Biology.Concepts..................................................................................................................................................................26. Accessing.Student.Portfolio.Data..................................................................................................................................................29Scientific.Thinking.131SC.A/B..............................................................................................................................................................30.. Introduction......................................................................................................................................................................................30. Using.Scientific.Thinking................................................................................................................................................................30 Lessons...............................................................................................................................................................................................32Life.Science.132SC-136SC.......................................................................................................................................................................33. Introduction......................................................................................................................................................................................34.. Using.Life.Science............................................................................................................................................................................35SkillBuilders ..................................................................................................................................................................................... 37-43General.Science.Concepts.and.Biology.Exit.Skills.147SB-149SB.......................................................................................................37.. Introduction......................................................................................................................................................................................40. Using.General.Science.Concepts.and.Biology.Exit.Skills...........................................................................................................40 The.Menu.Bar...................................................................................................................................................................................41 Playing.the.Games...........................................................................................................................................................................41. Program.Parameters........................................................................................................................................................................43License.and.Warranty.............................................................................................................................................................................44

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Introduction

Orchard.Gold.Star’s.Science.curriculum.promotes.the.development.and.understanding.of.fundamental.concepts.in.life,.earth,.and.physical.sciences,.connections.between.science.and.technology,.and.the.nature.of.science.and.scientific.inquiry.stressed.in.the.National Science Education Standards.of.the.National.Teachers.of.Science.Association..Orchard.Gold.Star’s.4-10.Science.Bundle.provides.instruction,.practice,.and.review.of.key.skills.via.multimedia.materials.including.video,.graphics,.text,.sound,.and.appropriate.Web.links.to.related.science.information..

Orchard.Gold.Star’s.Science.curriculum.can.be.implemented.effectively.in.a.variety.of.classroom.settings..Because.Orchard.Gold.Star.programs.offer.diversity.and.flexibility,.they.can.be.used.in.either.single-computer.or.lab.settings..In.the.classroom,.teachers.may.use.many.of.the.Orchard.Gold.Star.Skill.Trees.as.lesson.introductions.or.discussion.starters..In.full.lab.settings,.Orchard.Gold.Star.is.structured.enough.to.be.used.independently.by.students.and.flexible.enough.to.be.used.by.the.teacher.or.lab.coordinator.for.a.group.lesson.

The.Skill.Trees.found.in.the.Science.curriculum.bundle.include:

Critical Concepts

Reading.in.Science.214CC

Science Concepts

Science.ConceptsLife.Science.Concepts.101SCEarth.Science.Concepts.102SCPhysical.Science.Concepts:.Matter.103SCPhysical.Science.Concepts:.Energy.104SC

Biology.Concepts.Ecology.126SCCellular.Respiration.127SCPhotosynthesis.128SCLife.&.Non-Life.129SCPollution.130SC

Scientific.ThinkingScientific.Thinking.Unit.1.and.2.131SC.A/B

Life.ScienceClassification.of.Living.Things.132SCThe.Human.Body.Part.I.and.II.133SC.A/BCells.and.Tissues.134SCGreen.Plants.135SCGenetics.and.Heredity.136SC.

SkillBuilders

General.Science.Concepts.4-6.147SBGeneral.Science.Concepts.7-8.148SBBiology.Exit.Skills.149SB

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Each.Skill.Tree.in.the.4-10.Science.Bundle.uses.a.dynamic.multimedia.approach.to.help.students.explore.and.learn.key.concepts.in.the.science.curriculum..The.Science.Skill.Trees.can.be.used.either.to.supplement.core.instruction.or.as.a.core.instructional.option..

Critical Concepts

214CC Reading in Science.

Students.will.develop.reading.comprehension.in.the.area.of.science.and.improve.skills.needed.to.read.content-specific.textbooks.

Science Concepts

Science Concepts 101SC-104SC

Extensive.use.of.video.and.interactive.simulations.invite.students.to.explore.key.topics..The.lessons.focus.on.vocabulary.development.and.information.found.in.every.school’s.science.curriculum.

LifeScienceConcepts101SC

Students.will.explore.habitats.and.communities,.understand.the.diversity.of.living.things,.and.investigate.the.human.body.

EarthScienceConcepts102SC

Students.will.explore.such.topics.as.weather,.space,.rocks,.minerals,.and.erosion.

PhysicalScienceConcepts:Matter103SC

Students.will.explore.the.properties.of.and.changes.in.materials,.understand.structures,.and.examine.flight.and.the.properties.of.air.

PhysicalScienceConcepts:Energy104SC

Students.will.explore.topics.related.to.energy.including.sound.and.light,.electricity,.conservation.of.energy,.pulleys.and.gears,.motion,.forces,.and.simple.machines.and.mechanisms.

Biology Concepts 126SC-130SC

In.Biology.Concepts,.students.become.active...................note-takers,.problem.solvers,.and.real.scientists.as.they.work.through.engaging.activities..The.programs.constantly.challenge.students.to.hypothesize,.analyze.data,.and.draw.conclusions.

Ecology126SC

As.they.complete.activities.involving.the.carbon.and.water.cycles,.students.will.compare.and.contrast.photosynthesis.and.respiration,.explain.how.plants.and.animals.are.dependent.on.each.other,.and.understand.the.conditions.needed.for.evaporation.and.condensation.

CellularRespiration127SC

Students.will.investigate.the.breakdown.of.enzymes.and.the.process.of.fermentation..Students.will.define.energy.and.cellular.respiration,.understand.the.process.of.cellular.respiration,.and.explain.anaerobic.and.aerobic.respiration.

Photosynthesis128SC

Activities.involve.plant.pigmentation.and.plant.leaves..Students.will.understand.the.nature.of.light,.define.the.visible.spectrum,.explain.the.role.of.plant.pigments,.and.understand.how.water.flows.from.roots.to.leaves.

Life&Non-Life129SC

While.working.through.activities.on.living.and.nonliving.organisms,.students.will.distinguish.between.life.and.....non-life,.determine.the.characteristics.of.living.and.nonliving.organisms,.and.research.the.potential.of.the.existence.of.life.on.Mars.

Pollution130SC

Activities.focus.on.different.types.of.pollution..Students.will.explore.the.conditions.of.air,.land,.and.water.pollution;.predict.the.effects.of.rainfall.on.smog.conditions;.understand.how.smog.affects.living.organisms;.and.investigate.which.materials.are.biodegradable.and.why.

Scientific Thinking Unit 1 and 2 131SC A/B

Students.will.make.and.test.hypotheses,.design.experiments,.and.formulate.conclusions.while.discovering.how.to.use.science.to.make.decisions.and.think.critically..

Life Science 132SC-136SC

Interactive.tutorials.use.a.multimedia.approach.to.teach.key.concepts.in.the.life.sciences..Each.lesson.uses.video.clips.and.monitors.comprehension.and.vocabulary.recognition.with.short.quizzes.

ClassificationofLivingThings132SC

Students.will.understand.the.reasons.for.classification,.explore.the.concept.of.species,.learn.the.five-kingdom.system,.and.define.the.Dichotomous.Key.

TheHumanBodyPartIandII133SCA/B

Students.will.examine.and.explore.the.digestive,.circulatory,.respiratory,.excretory,.skeletal,.muscular,.and.nervous.systems.

CellsandTissues134SC

Students.will.learn.about.binary.fission.and.will.explore.the.properties.and.functions.of.cells.and.tissues.

Bundle Overview

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GreenPlants135SC

Students.will.understand.the.function.of.green.plants,.explore.the.various.parts.of.a.green.plant,.and.identify.the.edible.parts.of.food.plants.

GeneticsandHeredity136SC

Students.will.understand.Mendel’s.Laws.of.Heredity.and.Punnett.Squares.and.explore.the.terms.genotype.and.phenotype.

SkillBuilders

These.programs.help.prepare.students.to.master.skills.found.on.tests.given.in.classrooms.today..Students.receive.feedback.in.meaningful.contexts.

General Science Concepts 4-6 147SB

Students.will.understand.scientific.data.collection;.solve.problems.by.applying.scientific.and.technological.information;.and.practice.measurement,.estimation,.and.classification.techniques.

General Science Concepts 7-8 148SB

Students.will.understand.the.properties.of.life,.earth,.space,.and.physical.science;.and.observe,.interpret,.identify,.and.predict.data.and.outcomes.

Biology Exit Skills 149SB

Students.will.study.DNA.and.genetic.engineering,.extinction.and.reproduction,.homeostasis,.ecosystems,.and.biotechnology..

Bundle Overview (cont.)

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Implementation Ideas

Skill Trees Objectives Implementation IdeasReading.in.Science.214CC Develop.the.following.skill.

areas:.main.idea,.details,.vocabulary,.inference,.and.sequence..Develop.strong.funadmental.reading.comprehension.skills.in.the.area.of.science.

Ask.students.to.bring.in.articles.related.to.science.in.everyday.living..Instruct.them.to.write.unfamiliar.words.on.notecards.and.put.their.definitions.on.the.reverse.side.

Science.Concepts..Life.Science.101SC..Earth.Science.102SC..Matter.103SC..Energy.104SC

Explore.the.building.blocks.of.Earth;.the.properties.of.energy.including.electricity,.motion,.and.forces;.and.the.properties.of.flight.and.air..

Produce.a.poster.that.educates.students.on.how.knowing.the.properties.of.energy.and.its.conservation.can.help.us.become.more.productive.in.our.daily.lives..Have.students.create.a.presentation.on.their.favorite.travel.destination.using.physical.or.earth.science.terminology.

Biology.Concepts..Ecology.126SC...Cellular.Respiration.127SC...Photosynthesis.128SC..Life.&.Non-Life.129SC..Pollution.130SC

Become.active.note-takers,.problem-solvers,.and.practicing.scientists.using.engaging.activities..Hypothesize,.analyze.data,.and.draw.conclusions..

Have.students.choose.an.area.of.interest.within.a.program.and.then.develop.the.next.lesson.for.the.class..Use.the.structure.of.the.Skill.Trees.to.design.the.assignments’.requirements,.but.allow.students.to.research.other.areas.of.the.topics.to.extend.their.knowledge.and.application.skills..

Scientific.Thinking.131SC.A/B Make.and.test.hypotheses,.design.experiments,.and.use.science.to.make.decisions.and.think.critically.

Instruct.students.to.write.the.steps.of.the.scientific.process.in.their.lab.notebooks.or.journals..Ask.students.to.describe.in.detail.three.examples.of.when.the.use.of.the.scientific.process.may.be.beneficial.in.real.life.

Life.Science..Classification.of.Living...........Things.132SC..The.Human.Body.133SC.A/B..Cells.&.Tissues.134SC..Green.Plants.135SC..Genetics.&.Heredity.136SC

Learn.key.topics.including.the.components.of.cells.and.tissues;.understand.the.function.and.structure.of.green.plants;.learn.the.five-kingdom.system;.explore.genotype.and.phenotype;.and.examine.the.respiratory,.digestive,.and.circulatory.systems..

Introduce.a.terrarium.of.living.plants.and.organisms.into.your.classroom..Ask.your.students.to.do.a.special.study.of.their.favorite.organism.and.later.compare.organisms.in.terms.of.structure,.habitat,.and.behavior..Ask.students.to.define,.describe,.and.draw.a.picture.of.each.of.the.vocabulary.terms.introduced.in.the.Skill.Tree..Allow.students.to.create.their.own.review.worksheets.using.the.information.they.have.learned..Instruct.students.to.create.a.Punnett.Square.based.on.fictitious.characteristics.and.have.them.predict.results..

General.Science.Concepts.4-6...147SBGeneral.Science.Concepts.7-8...148SBBiology.Exit.Skills.149SB

Develop.and.master.skills.in.areas.such.as.scientific.data.collection;.measurement,.estimation,.and.classification.techniques;.properties.of.life,.earth,.space,.and.physical.science;.and.ecosystems,.biotechnology,.and.genetics..

Ask.students.to.design.a.multiple-choice.test.with.an.accurate.answer.key.based.on.concepts.learned.in.the.SkillBuilder.programs..Have.students.create.a.checklist.of.questions.they.would.like.to.answer.before.they.enter.the.assigned.Skill.Tree..Allow.time.at.the.end.of.the.computer.session.to.see.if.they.can.answer.any.of.their.own.questions.or.to.see.if.they.can.add.new.questions.to.the.list.for.the.next.session..

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Accessing Assignments

For.information.on.management.system.functions,.such.as.adding.students.and.assigning.students.to.classes,.see.your.Orchard Gold Star Teacher’s Guide.

Entering Orchard as a Pre-Enrolled Student

Having.students.enter.Orchard.using.a.specific.username.not.only.allows.you.to.monitor.student.progress.through.the.variety.of.records.that.are.kept.on.each.student,.but.it.also.allows.students.to.access.individualized.assignments.tailored.to.their.specific.needs.Note: A student must be enrolled in at least one class within the Orchard Manager to use this option.

1.. Double-click.on.the.Orchard.icon.to.open.the.login.screen.*.

2.. Enter.your.username.and.password,.if.required,.and.click.OK.

3.. If.you.are.enrolled.in.more.than.one.class,.you.will.be.asked.to.select.a.class..Click.OK.

. A.screen.showing.your.available.programs.for.that.class.appears..(If.only.one.program.was.assigned,.it.will.automatically.launch.).

4.. Click.on.a.program.name,.and.then.click.OK.to.launch.it.

Entering Orchard as a Guest

By.entering.Orchard.as.a.Guest,.students.can.quickly.access.all.available.Orchard.programs..This.method.requires.little.teacher.involvement..However,.keep.in.mind.that.when.students.use.Orchard.in.the.Guest.mode,.no.names,.records,.or.bookmarks.are.kept..Therefore,.it.is.not.recommended.that.students.frequently.use.this.option.†

1.. Double-click.on.the.Orchard.icon.to.open.the.login.screen.*

2.. Click.the.Guest.button.

3.. Enter.the.name.by.which.you.would.like.to.be.called.

4.. Click.OK.. A.screen.showing.the.available.programs.appears..

5.. Click.on.a.program.name,.and.then.click.OK.to.launch.it.

Accessing Information on Assigned Programs

Instructors.can.access.information.on.assigned.Skill.Trees.and.tests.1.. Have.the.student.log.in.and.select.a.class.

2.. Right-click.(Windows).or.Control+click.(Mac.OS.X).on.any.of.the.Skill.Trees.or.tests..

. A.Details.screen.appears.with.the.program.name,.subject,.grade.level,.type,.completion.time,.exhausts,.portfolio,.and.OS.X.Native.(Mac),.as.well.as.any.correlated.standards,.if.available..

3.. Click.OK.to.return.to.the.list.of.programs.†Guest mode may be disabled or assigned a password by your Orchard administrator. If your Orchard license is limited to a specific number of users, the Guest button will be inaccessible.

*The Orchard icon is located by default in the OrchGS folder. For Windows users, the Orchard icon is also located by default in the Start Menu. For Mac OS X users, the Orchard icon is also located by default in the Dock when the Manager is launched.

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Skills 4-8

Details

Understanding.importance.of.details •Selecting.the.most.important.details •Organizing.details.chronologically •

Inference

Understanding.meaning.of.an.inferred.idea •Inferring.a.specific.outcome.from.a.general.account •

Main Idea

Understanding/identifying.the.main.idea.of.a.paragraph •Identifying.an.appropriate.title.for.a.story’s.main.idea •Choosing.the.correct.sentence.to.state.the.main.idea •

Vocabulary

Understanding.how.to.find.out.words’.meanings •Using.synonyms/antonyms.as.learning.devices •Interpreting.meaning.using.context.clues •

Sequence

Understanding/identifying.sequence •Arranging.three.or.more.sentences.in.sequential.order •Answering.questions.based.on.reading.a.sequence.order •Selecting.an.appropriate.title.from.reading.a.sequence.of.events •

Reading in Science 214CC

Enrichment Core Remedial

K 1 2 3 4 5 6 7 8 9 10-12/Adult

Reading.in.Science.214CC

Literacy.Level1.5-2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10-12/

AdultDetails • • • • • r r

Inference • • • • • r r

Informational.reading • • • • • r r

Main.idea • • • • • r r

Sequence • • • • • r r

Vocabulary • • • • • r

• Recommended r Review.and.Reinforcement

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Reading in Science 214CC (cont.)

Introduction

Reading in Science is.a.diagnostic.and.prescriptive.tutorial.program.that.develops.reading.comprehension.in.the.area.of.science.and.meets.the.recommendations.of.the.latest.research.on.reading.intervention..Combining.both.assessment.and.remediation,.the.program.is.especially.effective.in.developing.and.improving.the.skills.needed.to.read.content-area.textbooks.as.well.as.job-related.technical.manuals.Reading in Science first.diagnoses.each.learner’s.developmental.skill.level.in.the.areas.of.main.idea,.details,.vocabulary,.inference,.and.sequence..Once.these.levels.are.determined,.the.learner.is.automatically.prescribed.individualized.instruction.at.his.or.her.appropriate.level.The.Orchard.Manager.advances.or.remediates.learners.as.needed..This.instructionally.efficient.method.ensures.the.development.of.strong.fundamental.comprehension.skills.while.helping.to.raise.reading.scores.The.nonfiction-based.reading.passages.include.text,.graphs,.charts,.tables,.maps,.and.schedules..The.lessons.assist.learners.with.the.transition.to.textbooks.and.other.print.material,.preparing.them.for.state.competency.tests.as.well.as.the.GED.and.national.reading.objectives..LevelsThis.program.features.several.types.of.educational.levels..First,.there.is.the.instructional.level.of.the.curriculum..The.content.of.the.five.levels.in.each.skill.area.parallels.that.which.is.recommended.in.state.curriculum.guides.and.that.which.is.used.in.major.science.textbook.series.for.the.appropriate.grades..For.example,.Level.8.of.Inference.contains.material.that.would.normally.be.introduced.in.the.eighth.grade.Next.is.the.readability.level,.which.has.been.controlled.and.set.at.levels.appropriate.to.each.unit..The.Bormuth.and.Fry.Readability.Indexes.were.used.to.evaluate.and.test.passage.readability.levels.The.interest.level.of.the.text.itself.ranges.from.middle.school.to.adult,.Adult.Basic.Education.(ABE),.and.GED,.with.obvious.readability.constraints.The.careful.fusion.of.these.levels.makes.Reading in Science a.valuable.program.for.developmental.use.in.middle.school.and.secondary.grades.and.for.remedial.use.in.community.college.and.ABE.courses..

Prerequisites A.student.must.be.reading.at.the.4.0.reading.level.or.working.in.tandem.with.someone.at.that.level..No.other.prerequisites.are.needed.to.run.and.understand.the.program.How Levels of Difficulty Were DeterminedAll.items,.including.those.on.the.diagnostic.tests,.were.tested.with.approximately.250.secondary-level.students..The.items.were.then.ranked.according.to.difficulty.(measured.by.student.performance).and.correlated.with.standardized.test.scores.in.reading.comprehension.on.the.Comprehensive.Test.of.Basic.Skills.(CTBS).and.SAT.Approximate Times Diagnostic.Tests:.15-20.minutes.for.each.test.Skill.Area.Programs:.20-30.minutes.per.levelBy.beginning.at.his.or.her.own.proficiency.level.and.advancing.to.the.next.levels.on.the.basis.of.his.or.her.success,.a.user.should.be.reasonably.successful.at.each.level..In.any.event,.a.given.level.will.take.longer.to.complete.for.a.student.who.is.doing.well.than.for.a.student.who.is.“kicked.out”.by.the.program.for.not.maintaining.the.mastery.percentage.(the.default.setting.is.80%).Rationale The.rate.of.language.arts.development.varies.greatly.from.student.to.student.and.is.dependent.upon.many.factors.beyond.a.teacher’s.control..Although.teaching.the.same.content.to.all.learners.at.the.same.time.is.a.fairly.effective.diagnostic.process,.nearly.all.learners.need.additional.reinforcement,.practice,.and.review..In.classes.where.there.is.a.wide.range.of.proficiency.levels,.where.learners.come.from.diverse.backgrounds,.and.where.home.and.community.factors.may.inhibit.retention,.a.program.like.Reading in Science enables.the.busy.teacher.to.provide.manageable,.individualized.instruction..In.addition,.this.program.gives.each.learner.the.opportunity.to.master.language.arts.skills.at.his.or.her.own.pace.

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PretestsThe.first.time.you.select.a.skill,.you.will.take.a.14-item.placement.test..The.Pretest.does.not.give.you.any.feedback.on.your.performance,.but.it.determines.the.level.at.which.you.will.start.in.the.program..Note: The default setting is that students begin by taking a Pretest. Teachers may disable the pretest. See Program Parameters for more information.

Number Correct Starting Level

14 811-13 78-10 64-7 50-3 4

Click.the.Reading.button.to.return.to.the.passage.from.the.glossary.or.from.a.question.screen.

Click.the.Questions.button.to.return.to.the.questions.from.the.reading..

Click.the.Glossary.button.to.access.the.glossary.for.the.current.activity.

Click.the.Help.button.to.get.information.on.navigation.in.the.lessons.and.how.to.use.the.Glossary.

Click.the.Hear.It.icon.to.have.the.information.on.the.screen.read.to.you.

Click.the.arrow.buttons.on.the.bottom.of.the.screen.to.move.backward.and.forward.through.the.activity.

Activities

Reading in Science.is.comprised.of.five.skill.areas:.Inference,.Vocabulary,.Details,.Main.Idea,.and.Sequence..Inference selections.include.informative.passages..Questions.on.the.given.information.focus.on.inferring.feelings,.determining.commonality,.identifying.elements.that.don’t.belong,.and.figuring.out.who.or.what.something.is.Vocabulary material.includes.passages.followed.by.incomplete.sentences.and.multiple-choice.questions..These.selections.focus.on.synonyms,.multiple-meaning.words,.and.discovering.meanings.through.context.clues.Details selections.include.passages,.charts,.and.tables.followed.by.fill-in.and.multiple-choice.questions.focusing.on.specific.details.Main Idea.lessons.involve.reading.a.passage.and.then.choosing.the.most.appropriate.title.for.a.story.or.pointing.out.the.main.idea.of.a.particular.section.of.a.passage.Sequence lessons.include.paragraphs.followed.by.questions.asking.for.words.or.phrases.to.make.fill-ins.sequentially.correct..Passages.are.conveyed.in.specific.order,.and.questions.require.deciding.which.event.preceded,.followed,.or.depended.upon.another.

Help Screen

After.the.first.time.you.log.into.Reading in Science,.you.will.see.the.Help.screen.containing.a.brief.overview.of.program.features..This.screen.may.be.accessed.at.any.time.by.clicking.the.Help.button.on.the.Main.Menu.

Main Menu

When.you.have.completed.the.initial.pretest.for.each.activity,.the.circle.in.the.Pretest.column.will.change.from.a.green.circle.with.an.arrow.to.a.filled.orange.circle.indicating.completion..The.column.indicating.level.will.have.a.partially.filled.orange.circle.showing.that.you.have.not.completed.that.activity..(The.circle.will.be.filled.when.it.is.completed.).

Using Reading in ScienceThe.following.instructions.will.show.you.how.to.complete.the.program.from.a.student’s.perspective..

Navigation


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Pretest

1 .Click.Inference.(or.another.activity).on.the.Main.Menu..This.will.launch.the.Inference.Diagnostic.Test,.containing.four.passages.with.3-4.questions.each..Your.score.determines.your.initial.level.for.this.activity..

2.Read.the.passage,.and.then.answer.a.series.of.questions.that.follow..Click.on.the.number.of.your.answer.choice..Click.the.right.arrow.to.move.to.the.next.question..

Note: Once you have answered a question, you may not go back and change your answer.

3..When.you.are.finished.answering.a.group.of.questions.about.the.first.passage,.you.will.see.a.second,.third,.and.fourth.passage,.each.with.a.series.of.questions.for.a.total.of.14.questions..

4..When.you.complete.the.pretest.for.the.activity.you.have.chosen,.you.will.see.a.screen.showing.your.score.and.initial.level.for.that.activity..A.circle.will.apear.in.the.level.column.on.the.Main.Menu.indicating.your.level..To.advance.to.the.next.level,.you.must.achieve.the.mastery.percentage.set.by.the.teacher.(see.Program.Parameters)..The.default.mastery.percentage.is.80.percent..

At.the.point.at.which.you.have.lost.too.many.points.to.achieve.mastery.for.the.level.you.are.working.on,.the.lesson.automatically.discontinues..If.you.complete.a.level.with.a.score.at.or.above.the.mastery.percentage,.you.are.assigned.to.the.next.level..If.you.score.lower.than.the.mastery.percentage,.or.if.the.level.is.discontinued.because.of.a.low.score,.you.will.repeat.the.previous.level.for.remediation..If.the.Instructional.Alerts.feature.is.set.(see.Program.Parameters),.multiple.activity.failures.will.result.in.a.message.sent.to.the.teacher.in.the.Orchard.Manager..

Lessons

After.the.Pretest,.the.activity.begins.at.your.prescribed.level..Each.lesson.has.16.questions.worth.32.points..

1 Read.a.short.passage,.using.the.arrow.buttons.to.move.among.the.pages.(or.press.Enter/Return).

Click.on.the.underlined.words.to.see.their.definitions.in.the.glossary..

. After.reading.the.definition.in.the.glossary,.click.the.Reading.button.to.return.to.the.passage..


12

2 Click.the.right.arrow.to.see.the.entire.passage..Read.the.question,.and.click.on.the.number.of.the.correct.answer..You.will.get.two.points.for.each.correct.response..Click.the.Reading.button.to.review.the.text,.if.needed..Click.the.right.arrow.button.to.check.your.work..You.may.keep.track.of.your.points.at.the.bottom.of.the.screen..

If.you.choose.the.wrong.answer,.you.are.prompted.to.try.again..If.you.answer.correctly.on.a.second.attempt,.you.will.earn.one.point..If.you.answer.incorrectly,.you.are.given.the.correct.answer.and.a.brief.explanation..You.also.will.be.taken.back.to.the.original.passage.where.the.information.needed.to.answer.the.question.is.located..

. Note: When a student completes or discontinues a level, he or she will be told how many points he or she earned for that session. If the level is completed at or above the mastery percentage, the student is assigned to the next level. If not, the student is assigned to the next lower level. He or she may continue working or exit the program. When the student returns to the program, it will automatically bookmark the student’s place.

3..When.you.are.finished.answering.all.of.the.questions,.you.will.see.a.screen.showing.your.score..

. If.you.get.a.high.enough.score,.you.will.advance.to.the.next.level.until.you.complete.all.of.the.levels.for.an.activity..Continue.with.the.Inference.activity.or.click.Menu.to.return.to.the.Main.Menu.and.select.another.activity..

. If.you.get.too.many.questions.wrong,.you.will.start.the.previous.level.again..The.level.you.did.not.pass.will.show.a.green.circle.with.an.arrow.in.it..

Note: Teachers may set the mastery percentage to determine the percentage of questions students must correctly answer to advance to the next level in an activity.

Program Parameters

To.customize.students’.learning.experiences,.several.program.parameters.are.available.for.Reading in Science.

1 To.change.the.parameters.for.this.program,.log.into.the.Orchard.Manager.as.a.teacher..

2 Select.a.class,.and.click.OK..3.. Click.Edit.Class.Parameters.on.the.Class.tab,.or.select.

a.student.and.click.Edit.Student.Parameters.on.the.Students.tab..

. You.will.see.a.list.of.programs.to.choose.from..4.. Select.Reading in Science 214CC,.and.click.Edit... A.settings.screen.appears,.showing.the.available.

program.segments.and.options.


13

5.. To.change.the.mastery.percentage,.click.and.drag.the.slider.to.the.desired.percentage..The.default.mastery.percentage.is.80.percent..To.advance.to.the.next.level.in.an.activity,.the.student.must.answer.this.percentage.of.questions.correctly..

6 By.default,.students.will.have.access.to.all.skills.and.will.start.each.skill.by.taking.a.pretest..To.eliminate.user.access.to.certain.skills,.click.to.uncheck.the.boxes.for.those.skills.under.Skill.Settings..

7.. To.change.the.users’.initial.assignment.in.a.skill,.click.the.arrow.in.the.drop-down.menu.under.Skill.Settings.and.select.either.Pretest.or.a.specific.level..

Note: If Pretest is indicated here, students will start the skill by taking the pretest, which will assign them to a level based on their performance. If you choose a level, all students assigned the skill will begin at that level, regardless of ability.

8.. Use.the.Sound.checkbox.under.Sound.Settings.to.enable.or.disable.sound.(i.e.,.the.ability.to.hear.the.activity.and.instructions.read.aloud)..

9. If.you.set.the.Instructional.Alerts.feature.under.Instructional.Settings,.you.will.receive.a.message.when.the.student.exits.the.program.if.he.or.she.does.not.achieve.the.mastery.percentage.for.an.activity.more.than.the.selected.number.of.times..The.default.setting.is.3;.you.may.select.1-9.times.from.the.drop-down.menu..Select.the.number.of.times.the.student.may.fail.to.achieve.the.mastery.percentage.before.you.receive.a.message.in.the.Messages.tab..

Use.the.Level.Progression.drop-down.menu.to.change.the.progression.of.instructional.flow:

. Continuous: The.student.moves.directly.into.the.next.activity.in.the.skill.after.completing.an.activity..If.the.student.fails.to.reach.the.mastery.percentage,.he.or.she.returns.immediately.to.the.previous.activity..The.default.setting.is.Continuous..

. Return to Skills: When.the.student.completes.the.activity,.he.or.she.is.sent.to.the.Main.Menu.screen..

10.Click.OK.to.return.to.the.Orchard.Manager.


14

Earth Science Concepts

SKILLS 4-9

Rocks and Minerals

Describe.the.difference.between.minerals.and.rocks. •Classify.rocks.and.minerals.according.to.chosen.criteria,.relying.on.observations. •Recognize.that.there.are.three.classes.of.rocks:.igneous,.sedimentary,.and.metamorphic

•

Relate.the.characteristics.of.rocks.and.minerals.to.their.uses •Compare.rocks.and.minerals.from.the.local.environment.with.those.from.elsewhere

•

Describe.the.effect.of.wind,.water,.and.ice.on.the.landscape.and.identify.natural.phenomena.that.cause.rapid.and.significant.change.in.the.landscape

•

Investigate.and.describe.ways.in.which.soil.is.formed.from.rocks •Identify.and.describe.fossils.and.explain.how.they.are.formed •Describe.examples.of.modern.technologies.and.their.effect.on.the.landscape. •

Weather

Describe.weather.in.terms.of.temperature,.wind.speed,.precipitation,.and.cloud.cover

•

Demonstrate.that.air.takes.up.space,.has.weight,.and.expands.when.heated •Describe.the.Earth’s.water.cycle.in.terms.of.precipitation,.evaporation,.and.condensation

•

Identify.patterns.in.indoor.and.outdoor.air.movement.(pressure) •Describe.the.key.factors.of.a.variety.of.weather.systems •Relate.the.transfer.of.energy.from.the.sun.to.weather.conditions •Demonstrate.an.understanding.of.major.climatic.factors.and.weather.patterns. •Examine.how.weather.forecasts.influence.human.activity •Describe.how.humans.have.adapted.to.a.variety.of.weather.conditions •Identify.the.effects.of.air.pressure.on.weather.patterns •Explain.how.climate.and.weather.conditions.influence.choice.of.construction.materials.

•

Space

Demonstrate.an.understanding.of.the.movement.of.solar.system.bodies.and.the.resulting.observable.patterns.of.change

•

Using.models.and.simulations,.investigate.the.physical.characteristics.of.and.relationship.between.components.of.the.solar.system

•

Describe.physical.characteristics.of.the.sun,.planets,.moons,.comets,.asteroids,.and.meteors

•

Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12Life.Science.101SCEarth.Science.102SCMatter.103SC.Energy.104SC


Science Concepts 101SC–104SC

15

4-9

Demonstrate.how.Earth’s.motion.causes.the.day.and.night.cycle.and.how.Earth’s.revolution.causes.the.seasonal.cycle

•

Observe.and.explain.how.the.relative.positions.of.Earth,.the.moon,.and.the.sun.are.responsible.for.the.moon.phases,.eclipses,.and.tides

•

Describe.how.astronauts.are.able.to.meet.their.basic.needs.in.space •Identify.constellations.in.the.night.sky •Identify.the.bodies.in.space.that.emit.light.and.those.that.reflect.light •

Life Science Concepts

SKILLS 4-9

Habitats and Communities

Classify.organisms.according.to.their.role.in.a.food.chain.(e.g.,.producer,.consumer)

•

Demonstrate.an.understanding.of.a.food.chain.as.a.system.in.which.energy.from.the.sun.is.transferred.eventually.to.animals;.classify.animals.as.omnivore,.carnivore,.or.herbivore

•

Describe.structural.adaptations.of.plants.and.animals.to.their.environment •Recognize.that.animals.and.plants.are.dependent.on.and.adapted.to.their.habitats •Classify.plants.and.animals.observed.in.local.habitats.according.to.similarities.and.differences

•

Human Body

Understand.the.structure.and.function.of.the.respiratory,.circulatory,.digestive,.excretory,.and.nervous.systems.

•

Investigate.the.structure.and.function.of.the.major.organs.of.the.five.systems •Demonstrate.an.understanding.of.the.factors.that.contribute.to.good.health •Describe.the.body’s.defenses.against.infections •Demonstrate.how.the.skeletal,.muscular,.and.nervous.systems.work.together. •Describe.the.role.of.the.skin •Identify.the.cell.as.the.basic.unit.of.life •Compile.and.graph.data.on.bodily.functions,.nutritional.value,.etc. •Identify.components.of.a.balanced.diet •Describe.the.types.of.nutrients.within.foods •Interpret.nutritional.information.to.make.healthy.food.choices •Describe.some.types.of.medical.technology •Explain.what.happens.to.excess.nutrients.not.used.by.the.body •Describe.examples.of.technologies.developed.to.improve.living.conditions •

Diversity of Living Things

Use.classification.systems.to.understand.the.diversity.and.interrelationships.of.living.things

•

Investigate.classification.systems.and.life.processes •Describe.ways.in.which.classification.systems.can.be.used.in.everyday.life •Recognize.the.essential.difference.between.cold-.and.warm-blooded.animals •

Science Concepts 101SC–104SC (cont.)

Earth Science Concepts (cont.)

16

4-9

Identify.and.describe.the.characteristics.of.vertebrates;.use.these.characteristics.to.classify.vertebrates.as.mammals,.birds,.amphibians,.reptiles,.and.fish

•

Identify.and.describe.the.characteristics.of.invertebrates;.classify.invertebrates.into.phyla

•

Compare.the.characteristics.of.vertebrates.and.invertebrates •Compare.the.characteristics.of.different.kinds.of.arthropods. •Describe.microscopic.living.things.using.appropriate.tools.to.assist.with.observations

•

Physical Science Concepts: Energy

SKILLS 4-9

Pulleys and Gears

Demonstrate.an.understanding.of.the.characteristics.of.pulleys.and.gears •Design.and.make.pulley.systems.and.gear.systems.and.investigate.how.motion.is.transferred.from.one.system.to.another

•

Identify.ways.in.which.different.systems.function.and.identify.appropriate.criteria.to.be.considered.when.designing.and.making.such.systems

•

Using.observations,.describe.the.functions.of.pulley.systems.and.gear.systems. •Using.observations,.describe.how.rotary.motion.in.one.system.is.transferred.to.rotary.motion.in.another.in.the.same.structure

•

Using.observations,.describe.how.gears.operate.in.one.plane.and.in.two.planes. •Demonstrate.awareness.of.mechanical.advantage.by.using.a.variety.of.pulleys.and.gears

•

Sound and Light

Recognize.and.describe.how.different.materials.affect.light. •Classify.materials.as.transparent,.translucent,.or.opaque •Demonstrate.how.opaque.materials.absorb.light.and.thereby.cast.shadows •Investigate,.through.explorations,.ways.in.which.different.properties.of.materials,.such.as.their.shape,.affect.the.nature.of.sound

•

Identify.and.describe,.using.observations,.physical.changes.in.a.material.that.can.alter.the.sound.it.makes

•

Using.observations,.identify.a.variety.of.materials.through.which.sound.can.travel. •Describe.how.the.human.ear.is.designed.to.detect.vibrations •Compare.the.range.of.sounds.heard.by.humans.to.that.heard.by.other.animals •Demonstrate.and.describe.how.the.pitch.and.loudness.of.sounds.can.be.modified •Identify.objects.by.the.sounds.they.make •Relate.vibrations.to.sound.production •Compare.how.vibrations.travel.through.a.variety.of.solids.and.liquids.and.through.air

•


Life Science Concepts (cont.)

17

4-9

Conservation of Energy

Demonstrate.an.understanding.of.the.importance.of.energy.conservation •Design.and.construct.devices.that.use.a.form.of.energy.to.meet.a.specific.need.or.want,.and.investigate.how.the.energy.is.transferred.to.a.specific.output

•

Evaluate.reasons.for.conserving.natural.resources;.identify.ways.of.conserving.energy

•

Distinguish.between.a.renewable.and.a.non-renewable.source.of.energy •Investigate.ways.energy.can.be.stored.for.later.use •Describe.how.energy.is.stored.and.transferred.in.a.given.device.or.system. •Recognize.that.energy.cannot.be.created.or.destroyed.but.can.only.change.form. •Operate.a.mechanical.device.or.system.that.uses.a.sensory.or.time-based.input.and.describe.how.energy.is.transferred.to.a.specified.output

•

Forces, Simple Machines, and Mechanisms

Compare.the.force.needed.to.lift.a.load.manually.with.force.needed.when.using.a.simple.machine

•

Identify.the.fulcrum,.the.load,.and.the.effort.force.when.using.a.lever •Compare.a.single.pulley.system.with.a.multiple.pulley.system •Identify.and.measure.forces.acting.on.a.structure.and.describe.their.effects. •Assess.the.effect.of.modifying.subsystems.interacting.within.a.system. •

Physical Science Concepts: Energy (cont.)

Describe.how.different.mechanisms.are.designed.for.specific.functions •Recognize.the.advantages.and.disadvantages.of.using.various.mechanisms.with.respect.to.the.amount.of.energy.they.require.to.move.or.lift.a.given.load

•

Describe.examples.of.technologies.based.on.simple.machines.developed.to.improve.living.conditions

•

Identify.positive.and.negative.effects.of.familiar.technologies •Describe.how.technological.products.can.be.used.to.conserve.natural.resources •

Electricity

Understand.that.electrical.energy.can.be.transformed.into.other.forms.of.energy •Design.and.construct.a.variety.of.electrical.circuits;.investigate.ways.in.which.electrical.energy.is.transformed.into.other.forms.of.energy

•

Identify.uses.of.electricity.in.the.home.and.community;.evaluate.the.impact.of.these.on.both.our.quality.of.life.and.the.environment

•

Investigate.ways.in.which.electrical.energy.is.transformed.into.other.forms.of.energy.

•

Compare.the.conductivity.of.a.variety.of.solids.and.liquids •Identify,.through.experimentation,.ways.in.which.chemical.energy.can.be.transformed.into.electrical.energy

•

Compare.the.characteristics.of.current.and.static.electricity •Describe.the.relationship.between.electricity.and.magnetism.in.an.electromagnetic.device

•

Identify,.through.observation,.the.effects.of.using.different.types.of.core.materials.in.building.an.electromagnet

•

Identify.different.types.of.switches.that.are.used.to.control.electrical.devices.and.explain.the.key.differences.among.them

•


18

4-9

Motion

Demonstrate.an.understanding.of.different.kinds.of.motion •Design.and.make.devices;.investigate.how.mechanisms.transform.motion.and.energy •Identify.modifications.to.improve.the.design.and.production.method.of.systems.that.have.moving.mechanisms

•

Using.observations,.describe.ways.in.which.mechanical.devices.and.systems.produce.a.linear.output.from.a.rotary.input

•

Describe.how.levers.alter.the.direction.of.motion •Demonstrate.an.understanding.of.how.systems.of.levers.transmit.motion.and.force •Demonstrate.awareness.that.friction.transforms.kinetic.energy.into.heat.energy •Investigate.ways.of.reducing.friction.so.that.an.object.can.be.moved.more.easily •Describe.modifications.that.could.improve.the.action.of.a.variety.of.devices.in.the.home.

•

Understand.the.impact.moving.mechanisms.have.on.the.environment.and.living.things

•

Compare.the.effort.required.to.move.a.load.with.different.devices.and.systems •Describe.how.various.devices.and.systems.have.been.used.by.different.cultures.to.meet.similar.needs

•

Physical Science Concepts: Energy (cont.)

Physical Science Concepts: Matter

SKILLS 4-9

Flight and Properties of Air

Demonstrate.an.understanding.of.the.properties.of.air •Investigate.the.principles.of.flight •Identify.design.features.in.products.or.structures.that.make.use.of.the.properties.of.air •Identify.the.characteristics.and.adaptations.that.enable.birds.and.insects.to.fly •Describe.and.justify.the.design.differences.between.aircraft.and.spacecraft •Describe.and.demonstrate.how.lift.is.affected.by.the.shape.of.a.surface •Describe.and.demonstrate.methods.of.altering.the.drag.in.flying.devices •Describe.the.role.of.lift.in.overcoming.the.force.of.gravity •Describe.the.means.of.propulsion.for.flying.devices •Identify.the.main.components.of.an.airplane •Recognize.that.gravity.does.not.depend.upon.the.presence.of.air •Demonstrate.an.understanding.that.gases.expand.to.fill.a.space •Demonstrate.that.air.expands.when.heated •Describe.how.unbalanced.forces.are.used.to.steer.airplanes.and.spacecraft •Describe.the.evolution.of.the.airplane.engine.(or.other.devices).over.time •Describe.the.various.roles.that.airplanes.serve.in.our.society •Describe.various.methods.of.air.transportation.(dirigibles,.helicopters,.hovercraft,.etc.) •


19

4-9

Identify.and.describe.historical.events.and.milestones.in.the.history.of.flight •Structures

Demonstrate.an.understanding.of.the.effect.of.forces.acting.on.different.structures •Design.and.make.load-bearing.structures.and.investigate.the.forces.acting.on.them •Evaluate.the.design.of.systems.that.include.structures.and.mechanisms;.identify.modifications.to.improve.their.effectiveness

•

Identify.and.measure.forces.acting.on.a.structure.and.describe.their.effects •Identify.parts.of.a.structure.under.tension.and.those.under.compression.when.subjected.to.a.load

•

Describe.measures.to.ensure.the.safety.of.students.and.others •Identify.specific.considerations.in.the.actual.manufacture.of.a.product •Identify.problems.arising.in.the.design.and.creation.of.a.product.and.how.these.could.have.been.avoided.or.resolved

•

Describe.the.consequences.of.having.limited.time.and.materials.when.making.a.product

•

Properties and Changes of Materials

Identify.and.describe.changes.to.materials.that.are.and.are.not.reversible. •Describe.changes.observed.in.the.properties.of.materials.when.the.materials.interact.with.one.another.

•

Describe.examples.of.interactions.between.materials.that.result.in.the.production.of.a.gas.

•

Identify.the.three.states.—.solid,.liquid,.and.gas.—.and.give.examples.of.each •Identify.the.characteristic.properties.of.each.of.the.three.states.of.matter.and.group.materials.on.the.basis.of.these.properties.

•

Identify.melting,.freezing,.condensation,.and.evaporation.as.reversible.changes •Using.observations,.describe.non-reversible.changes.occurring.when.some.materials.are.heated.

•

Investigate.and.describe.the.changes.in.relative.volume,.shape,.and.temperature.of.materials.when.pressure.is.applied.to.them.

•

Recognize,.based.on.observation,.that.melting.and.evaporation.require.heat •

Physical Science Concepts: Matter (cont.)


20


Introduction

The.Science Concepts.series.is.a.comprehensive,.curriculum-based.science.program.targeting.intermediate.to.middle-school.students..Each.Science Concepts.Skill.Tree.allows.students.to.explore.a.variety.of.Exhibits.and.their.respective.Halls..Within.each.Hall,.students.read.about.different.concepts,.events,.and.famous.scientists,.and.they.are.encouraged.to.apply.their.knowledge.to.activities.such.as.puzzles,.experiments,.and.journaling.opportunities..In.addition,.students.explore.science.career.opportunities.and.learn.new.vocabulary.words.associated.with.each.Hall.

The.Science Concepts.series.introduces.students.to.the.exciting.world.of.science..Each.Skill.Tree.encourages.students.to.learn.new.facts.and.ideas,.explore.concepts.through.activities.and.experiments,.and.test.their.knowledge.with.vocabulary.and.content.quizzes..

Upon.completion.or.in.conjunction.with.the.activities.in.a.program,.students.may.review.vocabulary.words.or.test.their.skills.and.knowledge.with.an.exhibit.quiz.or.a.vocabulary.quiz..

The.following.is.a.list.of.Science Concepts.Skill.Trees.and.their.respective.exhibits:

Life.Science.Concepts.101SC:. . Habitats.and.Communities. . Human.Body. . Diversity.of.Living.Things

Earth.Science.Concepts.102SC:. . Weather. . Space. . Rocks.and.Minerals

Physical.Science.Concepts.-.Matter.103SC:. . Properties.and.Changes.in.Materials. . Structures.. . Flight.and.the.Properties.of.Air

Physical.Science.Concepts.-.Energy.104SC:. . Sound.and.Light. . Electricity.. . Conservation.of.Energy. . Pulleys.and.Gears. . Motion. Forces,.Simple.Machines,.and.

Mechanisms.

Using Science ConceptsThe.following.instructions.will.show.you.how.to.complete.the.programs.from.a.student’s.perspective..

After.logging.in,.select.a.Science.Concepts.program.from.the.menu.and.click.OK..1.. In.the.Pavilion,.you.will.find.a.variety.of.exhibits..

Click.on.an.Exhibit.to.enter.it.

. A.guide.explains.more.about.the.Exhibit..

. Note: If you wish, click Leave Pavilion to return to the Orchard Manager.

2.. Click.on.a.Hall.to.enter.it.

. Once.inside.a.Hall,.you.will.find.many.exciting..learning.opportunities..

Note: If you wish, click Back to Pavilion to return to the Pavilion.

21


The.Hall.menu.contains.the.following.options:•. Click.on.a.button.with.a.topic.name.to.learn.more.

about.a.particular.topic..•. Click.Vocabulary.Explorer.to.go.to.the.Vocabulary.

section,.which.reviews.key.words.covered.by.the.Exhibit..

•. Click.Exhibit.Quiz.to.answer.questions.about.the.Exhibit..

•. Click.Vocabulary.Quiz.to.answer.questions.about.vocabulary.terms.covered.in.the.Exhibit..

•. Click.Web.Extensions.to.view.additional.online.resources.about.the.topics.in.the.Exhibit.Note: Close the browser to return to the program screen.

•. Click.Word.Search.to.work.on.a.word.search.activity.with.words.relating.to.the.Exhibit..

NavigationNavigate.using.the.buttons.on.the.bottom.of.the.screen.

The JournalUse.the.journal.to.record.thoughts,.questions,.and.experiment.results.

To.create.a.new.journal.page.(New),.open.a.previously.saved.journal.entry.(Open),.save.a.journal.entry.(Save),.print.a.journal.entry.(Print),.or.return.to.the.Hall.(Quit),.use.the.corresponding.buttons.at.the.bottom.of.the.screen..

The Navigation MapThe.navigation.map.allows.you.to.quickly.jump.to.another.location.within.the.Exhibit..Your.current.location.is.indicated.by.a.red.square.in.front.of.the.Exhibit.or.Hall.title..

•. Click.on.a.blue.square.to.jump.to.that.location.in.the.program.

•. Click.Back.to.the.Pavilion.to.return.to.the.Pavilion..•. Click.Exit.to.return.to.the.Orchard.Manager..

VocabularyThere.are.vocabulary.words.associated.with.each.Exhibit..In.the.Halls,.you.will.find.words.written.in.blue..

1.. Click.on.a.blue.word.to.access.a.vocabulary.box..Read.the.definition.

Click.on.this.button.to.return.to.the.Exhibit.menu.

Click.on.this.button.to.access.the.journal.

Click.on.this.button.to.return.to.the.previous.page.

Click.on.this.button.to.advance.to.the.next.page.

Click.on.this.button.to.access.the.calculator.

Click.on.this.button.to.access.the.navigation.map.

Click.on.this.button.to.learn.more.about.a.topic.or.a.famous.scientist.(not.available.in.every.Hall).

If.available,.click.on.an.icon.to.view.instructions.for.an.experiment.(not.available.in.every.Hall).

Click.on.this.button.to.learn.a.scientific.fact.(not.available.in.every.Hall).

Click.on.this.button.to.learn.about.a.scientific.career.(not.available.in.every.Hall).

22

2.. Click.on.the.speak.button.to.hear.the.word.pronounced..

Vocabulary ExplorerOnce.you.have.explored.each.of.the.Halls.within.an.Exhibit,.you.may.review.the.vocabulary.by.clicking.on.the.Vocabulary.Explorer.button.on.the.Exhibit.menu.

1.. Click.on.a.word.to.access.a.vocabulary.box..Read.the.definition.

2.. Click.on.the.speak.button.in.the.upper.right-hand.corner.to.hear.the.word..pronounced.

Note: Click on the vocabulary box to close it. You may use the forward and backward buttons to access all of the vocabulary words.

.Vocabulary QuizWhen.you.are.finished.reviewing.the.vocabulary.for.the.Exhibit,.take.a.vocabulary.quiz.to.test.your.knowledge..(You.may.access.the.Vocabulary.Quiz.at.any.time.from.the.Exhibit.menu.)

1.. Click.on.the.Vocabulary.Quiz.button.on.the.Exhibit.menu.to.begin.

2.. Read.the.question.and.click.on.the.answer.box.to.open.the.drop-down.menu..

3.. Click.and.hold.the.mouse.button.to.select.your.answer..

4.. When.you.have.answered.a.group.of.five.questions,.you.may.click.on.the.Check.My.Work.button.to.review.your.answers,.check.your.score,.and.review.the.correct.answers..Click.Next.5.Questions.to.advance.to.the.next.group..You.may.also.click.Exit.if.you.wish.to.return.to.the.Exhibit.menu,.or.click.Reset.Quiz.to.start.over..

Exhibit QuizWhen.you.have.finished.exploring.each.of.the.Halls.within.an.Exhibit,.you.may.take.the.Exhibit.Quiz,.a.quiz.related.to.the.content.in.the.Exhibit..(You.may.access.the.Exhibit.Quiz.at.any.time.from.the.Exhibit.menu.)

1.. Click.on.the.Exhibit.Quiz.button.on.the.Exhibit.menu.to.begin.

2.. Read.the.question.and.click.the.answer.box.to.open.the.drop-down.menu.

.3.. Click.and.hold.the.mouse.button.to.select.your.answer... Note: Click Reset Quiz to clear your answers and begin

again.

4.. When.you.have.answered.all.the.questions,.you.may.click.on.the.Check.My.Work.button.to.review.your.answers,.check.your.score,.and.review.the.correct.answers..You.may.also.click.Exit.if.you.wish.to.return.to.the.Exhibit.menu..

Web ExtensionsClick.Web.Extensions.to.view.online.resources.including.assessment.tools,.additional.lessons,.suggested.video.resources,.and.more..


23


Word Search Click.Word.Search.to.complete.a.word.search.puzzle.containing.key.terms.explored.in.the.program..Click.on.a.letter.to.select.it.(you.must.start.at.the.beginning.of.a.word)..Click.on.a.letter.again.to.deselect.it..Once.you.have.found.a.word,.the.boxes.will.turn.green,.and.the.word.will.appear.under.the.Word.Found.List..You.may.search.for.words.forwards,.backwards,.horizontally,.vertically,.and.diagonally..

•. Click.Help.to.view.the.Word.Search.Help.screen..•. Click.Exit.to.return.to.the.Exhibit.menu..•. Click.New.Puzzle.to.generate.a.new.word.search.

puzzle.with.new.words..

.

24

Cellular Respiration

SKILLS 5-10

Understand.the.definition.of.energy.and.how.it.is.released.during.cellular.respiration •Describe.the.difference.between.breathing.and.respiration •Understand.the.function.of.the.cell.and.its.components •Understand.the.roles.of.mitochondria,.ATP,.and.enzymes.in.cellular.respiration •Understand.and.describe.anaerobic.respiration,.aerobic.respiration,.and.the.respiration/photosynthesis.cycle

•

Ecology SKILLS 5-10

Describe.the.carbon-oxygen.cycle •Describe.and.define.photosynthesis •Compare/contrast.photosynthesis.and.respiration •Explain.how.plants.and.animals.are.dependent.on.one.another •Define.the.terms.predator.and.prey.and.describe.their.relationship •Understand.how.a.graph.conveys.information.and.interpret.this.information •Describe.the.water.cycle •Understand.and.compare.evaporation.and.condensation •List.several.forms.of.precipitation •Explain.how.a.greenhouse.can.produce.a.water.cycle •

Life and Non-Life

SKILLS 5-10

Classify.examples.as.either.living.or.nonliving •Understand.the.characteristics.of.life:.nutrition,.movement,.excretion,.synthesis,.respiration,.sensitivity,.growth,.and.reproduction

•

Discuss.the.possibility.of.creating.life.in.the.laboratory.or.finding.life.elsewhere.in.the.universe

•

Biology Concepts 126SC-130SC

Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12Ecology.126SCCellular.Respiration.127SCPhotosynthesis.128SCLife.&.Non-Life.129SCPollution.130SC


25

Introduction

Biology Concepts consists.of.instructional.video.units.and.a.scientific.inquiry.section.that.includes.both.video.segments.and.writing.activities..Each.program.also.contains.a.vocabulary.word.list.and.review.section,.both.of.which.are.supported.by.video.segments.to.give.students.reinforcement.and.immediate.feedback.In.the.Biology.Concepts.Through.Discovery.series,.students.become.active.note-takers,.problem-solvers,.and.scientists.as.they.work.through.engaging.activities..These.programs.challenge.students.to.think.critically.as.they.hypothesize,.analyze.data,.and.draw.conclusions..Science.education.standards.are.met.as.different.activities.help.students.to.think.critically;.design.scientific.investigations;.make.predictions;.develop.explanations.based.on.investigations;.and.gather,.analyze,.and.interpret.data..All.programs.are.suitable.for.grades.5.through.10.and.also.for.older.learners.and.ELL.students.Cellular Respiration.is.the.process.that.releases.energy.from.food.molecules.for.all.life.activities..Without.cellular.respiration,.life.would.be.completely.different.from.anything.we.know..It.is.important.for.students.to.understand.that.cellular.respiration.is.fundamental.to.life.as.we.know.it.and.to.understand.how.it.takes.place.

In.order.to.study.biology—the.study.of.life—students.must.first.have.a.good.understanding.of.what.life.is..However,.the.question.of.what.distinguishes.life.from.non-life.does.not.occur.to.most.biology.students..Life and Non-Life provides.the.basic.information.that.is.the.essential.background.for.the.study.of.biology..Ecology.and.Pollution concern.the.relationships.of.living.things.to.their.environments.on.Earth..People.are.among.the.living.things.that.interact.with.their.environments.and.depend.on.them..By.understanding.the.environment,.people.can.make.informed.choices.about.things.that.are.done.that.might.have.an.impact.on.the.surrounding.environment.Photosynthesis is.the.process.by.which.green.plants.capture.and.store.the.energy.of.the.sun..The.stored.energy.is.eventually.converted.to.food.products.that.are.used.by.living.things.to.carry.out.all.of.their.life.activities..If.green.plants.did.not.carry.out.photosynthesis,.life.on.Earth.would.be.drastically.different..Photosynthesis.is,.therefore,.an.essential.unit.in.the.study.of.biology.

Pollution

SKILLS 5-10

Understand.issues.of.pollution.in.air,.on.land,.and.in.water •Understand.threats.of.smog,.global.warming,.erosion,.pesticides,.and.poor.garbage.disposal

•

Describe.how.water.treatment.facilities.treat.sewage.and.industrial.wastes •Understand.why.many.species.are.endangered.or.extinct •Describe.the.consequences.of.clear-cutting.and.habitat.destruction.on.ecosystems •Investigate.renewable.energy.sources.such.as.solar,.hydroelectric,.wind,.geothermal,.and.nuclear.fission.and.fusion;.discuss.their.advantages.and.drawbacks

•

SKILLS 5-10

Identify.the.raw.materials.used.by.plants.to.carry.out.photosynthesis:.sunlight,.water,.and.carbon.dioxide

•

Identify.the.end.products.of.photosynthesis:.glucose.and.oxygen •Understand.the.photosynthesis-respiration.cycle •Be.familiar.with.photochemistry.and.the.possible.applications.of.photosynthesis •

Photosynthesis

Biology Concepts 126SC-130SC (cont.)

26


Using Biology ConceptsThe.following.instructions.will.show.you.how.to.complete.the.programs.from.a.student’s.perspective..1.. After.logging.in,.select.the.program.you.wish.to.use.

from.the.menu,.and.click.OK.... From.the.Main.Menu.and.internal.program.screens,.

you.have.access.to.the.following.options:.•. Click.Help.to.view.the.Help.screen.for.the.section.you.

are.in..•. Select.or.deselect.the.Show.Subtitles.box.if.you.wish.

to.show.or.hide.the.subtitles.below.the.videos..(This.option.is.selected.by.default.)

•. Select.or.deselect.Read.Prompts.if.you.wish.to.have.the.text.you.point.to.on.the.screen.with.your.mouse.read.aloud.or.not.voiced..(This.option.is.selected.by.default.)

•. Click.Print.(where.available).to.print.the.screen.or.text.you.are.viewing..

•. Click.Quit.(on.the.Main.Menu).to.exit.the.program.and.return.to.the.Orchard.Manager..

•. Click.Main.Menu.on.the.internal.program.screens.to.return.to.the.Main.Menu.screen.

2.. To.get.started,.select.Video,.Inquiry,.Video.Vocabulary,.or.Review.from.the.Main.Menu..

Note: Although any of the sections may be entered and viewed in any order, it is suggested that you complete the Video units before utilizing the Inquiry or Review sections.

VideoThe.Video.units.provide.a.brief.overview.of.each.topic..The.Biology Concepts programs.include.the.following.Video.sections:Cellular RespirationUnit.1:.Energy.(3:46)Unit.2:.The.Cell’s.Work.(8:54)Unit.3:.Anaerobic/Aerobic.Respiration.(8:20)

EcologyUnit.1:.Introduction.&.Ecosystems.(6:15)Unit.2:.Nature’s.Cycles.(6:49)Unit.3:.Interactions.(5:44)Unit.4:.World.Biomes.&.Conclusion.(6:11)

Life and Non-LifeUnit.1:.The.Characteristics.of.Life.(5:51)Unit.2:.Can.We.Create.Life.in.the.Laboratory?.(1:35)Unit.3:.Extraterrestrial.Life.(6:05)

PhotosynthesisIntroduction.(3:05)Unit.1:.Raw.Materials.(3:29)Unit.2:.Products.(8:10)Unit.3:.What’s.in.Store?.(1:26)

PollutionIntroduction.(3:25)Unit.1:.Air.Pollution.(5:54)Unit.2:.Land.Pollution.(6:11)Unit.3:.Water.Pollution.(2:10)Unit.4:.Living.Resources.(3:08)Unit.5:.Alternative.Energy.Sources.(5:46)

1 To.access.a.video,.click.Video.on.the.Main.Menu.screen..

2 Click.on.a.unit,.and.then.click.the.Play.button.located.in.the.toolbar.below.the.video.screen..

3 Use.the.on-screen.controls,.as.needed:.•. Click.the.Pause.button.to.pause.the.video..•. To.advance.or.reverse.to.another.section.of.the.

video,.click.and.drag.the.sliding.play.bar.button..•. To.advance.or.reverse.by.one.second,.click.Pause.

and.then.the.right.or.left.step.button..•. To.adjust.the.volume,.click.the.Speaker.Control.

button..4 To.exit.the.Video.section,.click.the.Main.Menu.button.

27

Select Inquiry

1 Click.the.Inquiry.button.on.the.Main.Menu.to.access.the.Inquiry.section..

2 From.the.Select.Inquiry.tab,.use.the.radio.buttons.to.select.the.Inquiry.topic.of.your.choice..Read.the.brief.Introduction,.using.the.scroll.bar,.if.necessary,.to.view.all.of.the.text..

Tip: To hear the text read aloud, position your cursor over a block of text.

3 Click.the.Preview.Activity.tab,.or.click.the.Preview.Activity.button.below.the.Introduction.text.box.to.continue..

Preview Activity

1 Read.the.text.in.the.Activity.box,.and.then.enter.your.response.to.the.question.in.the.Explanation.box.

2 To.print.your.response,.click.the.Print.button..3 When.you.are.finished,.select.the.View.Inquiry.tab,.or.

click.the.View.Inquiry.button.below.the.Explanation.text.box.to.continue..

View Inquiry

1 To.view.the.Inquiry.video,.click.the.Play.button.on.the.video.control.bar..

2 Use.the.on-screen.controls,.as.needed:.•. Click.the.pause.button.to.pause.the.video.•. To.advance.or.rewind.to.another.section.of.the.

video,.click.and.drag.the.sliding.play.bar.button.on.the.video.control.panel..

•. To.advance.or.rewind.the.video.by.single.frames,.first.click.the.pause.button,.and.then.click.the.right.or.left.step.buttons..

•. To.adjust.the.volume,.click.the.speaker.control.button..

3 When.you.are.finished,.select.the.Postview.Activity.tab,.or.click.the.Postview.Activity.button..


InquiryIn.each.Biology Concepts.program,.the.Inquiry.section.consists.of.two.or.more.Inquiry.units.dealing.with.different.topics..Each.unit.includes.a.brief.written.introduction,.a.short.video.demonstration,.and.two.on-screen.writing.exercises.in.the.form.of.a.Preview.and.Postview.Activity,.both.of.which.require.critical.thinking.skills..These.responses.may.be.printed.using.the.Print.button.(where.available)..Each.student’s.name.will.appear.on.every.printed.sheet.

The.Inquiry.video.may.be.accessed.from.either.the.Preview.or.Postview.Activity.screens..However,.it.is.suggested.that.you.complete.the.Preview.Activity.before.viewing.the.Inquiry.video..The.Postview.Activity.should.be.completed.after.viewing.the.Inquiry.video..The.following.Inquiry.sections.are.included.in.the.Biology Concepts series:

Cellular RespirationEnzymes.InquiryFermentation.Inquiry

EcologyCarbon-Oxygen.Cycle.InquiryInteractions.InquiryWater.Cycle.Inquiry

Life and Non-LifeLife.on.Mars.InquirySensitivity.Inquiry

PhotosynthesisPlant.Leaves.InquiryPigment.Inquiry

PollutionSmog.InquiryBiodegradability.Inquiry

28

Postview Activity

1 Read.the.text.in.Activity.box,.and.then.enter.your.response.to.the.question.in.the.Explanation.box..

2 To.print.your.response,.click.the.Print.button..

3 To.exit.the.Inquiry.section,.click.Main.Menu.

Video VocabularyThe.Video.Vocabulary.section.lists.words.and.terms.used.in.the.video.units..For.each.word.or.term.listed,.students.are.able.to.hear.the.correct.pronunciation,.read.a.written.definition,.and.view.the.segment.of.the.video.where.the.term.is.used.

1 To.access.the.Video.Vocabulary.section,.click.Video.Vocabulary.on.the.Main.Menu.screen..

2 Use.the.scroll.bar.located.to.the.right.of.the.word.box.to.scroll.through.the.list.of.vocabulary.words..

3 Point.to.a.word.to.hear.it.read..Click.on.a.word.to.see.its.definition..

After.a.word.is.selected,.the.video.control.bar.will.appear.under.the.viewing.screen..


4 Click.the.play.button.to.view.a.brief.segment.of.video.where.the.term.is.discussed..

5 To.exit.the.Video.Vocabulary.section,.click.Main.Menu.

ReviewFor.each.Biology.Concepts.program,.the.Review.section.consists.of.10.multiple-choice.questions.based.on.the.video.units.in.the.program..

The.program.provides.immediate.feedback.for.each.of.the.students’.answers.as.well.as.immediate.access.to.the.segment.of.video.where.the.correct.answer.may.be.found..Each.student.has.the.option.of.printing.his.or.her.score..

1 To.access.the.Review.section,.click.Review.on.the.Main.Menu.screen..

2 Select.the.radio.button.next.to.the.answer.that.best.completes.the.sentence,.and.then.click.OK..The.questions.may.be.answered.in.any.order..Correct.answers.are.congratulated..For.incorrect.responses,.the.correct.answer.and.a.brief.explanation.are.given..

3 To.scroll.through.the.questions,.use.the.right.and.left.arrows..

4 To.review.a.brief.segment.of.video.where.the.answer.to.the.question.may.be.found,.click.Video.Review.Once.all.10.questions.have.been.answered,.the.student’s.score.appears..

5 Click.Main.Menu.to.return.to.the.Main.Menu.screen..Note: There are no program parameters for Biology.Concepts. Please use the options on the Main Menu and internal program screens described in the previous sections.

29


Accessing Student Portfolio Data

All Biology Concepts programs keep.portfolio.data,.which.may.be.viewed.in.the.Student.Portfolio.Report..

1 Log.in.and.click.on.the.Reports.tab..

2 Select.the.Student.Portfolio.Report,.and.click.View.Report..

3 Choose.the.student.for.whom.you.would.like.to.view.portfolio.data,.and.click.Next.

4 Select.the.Biology Concepts program.for.which.you.would.like.to.view.portfolio.data,.and.click.View.Report..

5 You.will.be.taken.to.the.Select.Inquiry.tab..Choose.an.inquiry.to.view.the.student’s.responses.to.the.preview.and.postview.activities.

6 Use.the.Print.button,.where.available,.to.print.the.student’s.responses,.if.desired.

. Note: To view a student’s score on the Review questions, see the Student Skill Tree Progress Report—Detail.

7 Click.Main.Menu.and.then.Quit.to.exit.the.portfolio.and.return.to.the.Orchard.Manager.

30

Scientific Thinking 131SC A/B

Introduction

The.science.process.skills.developed.through.Scientific Thinking engage.students.in.an.interactive.experience.that.allows.them.to.discover.how.to.use.science.to.make.decisions.and.think.critically.

The.scientific.method.includes:.stating.a.problem,.designing.an.experiment,.conducting.observations,.using.numeric.calculations,.constructing.graphs.and.data.tables,.and.predicting.and.forecasting..These.may.be.presented.as.separate.learning.experiences.or.as.related.steps.in.the.total.process.

Each.lesson.contains.a.series.of.interactive.laboratory.simulations.that.engage.students.in.the.specific.process.skill..The.concept.and.skill.are.defined.in.context.with.examples.that.test.the.students’.knowledge.while.allowing.them.to.discover.and.apply.the.information.

Using Scientific ThinkingThe.following.instructions.will.show.you.how.to.complete.the.programs.from.a.student’s.perspective..

1.. After.logging.in,.choose.Scientific Thinking Unit 1.or.2.from.the.menu,.and.click.OK.

2.. You.may.choose.whether.you.want.to.hear.audio.for.the.program..Choose.“Yes,.Sound.On”.or.“No,.Sound.Off”.and.click.OKAY..If.you.choose.Yes,.you.may.select.a.volume.level.(Loud,.Medium,.Soft,.or.No.Sound),.and.then.click.OKAY.

3.. When.the.program.begins,.you.are.introduced.to.the.three.lab.technicians..Click.the.forward.arrow.or.press.Enter.to.continue..

SKILLS 5-10

Correct.faulty.problem.statements •Formulate.improved.problem.statements •Observe.and.make.accurate.predictions •Design.experiments •Correct.errors.in.controlled.experiments •Draw.conclusions.based.on.experiments •Choose.the.correct.way.to.solve.a.problem •Perform.guided.numeric.equations.(+,.-,.x,./) •Read.data.tables •Interpret.data.tables •Graph.data.using.X.and.Y.axes •Interpret.graphs.to.answer.questions •Identify.a.quantitative.statement.and.relationship •Identify.a.qualitative.statement.and.relationship •Differentiate.between.a.qualitative.and.quantitative.statement •Record.experimental.data •Notice.errors.in.experimental.data •Interpret.experimental.data •Make.predictions.based.on.information •Identify.problems.with.certain.predictions •Notice.patterns.in.data •Forecast.and.predict.based.on.patterns •

Scientific Thinking Unit 1 and 2

Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12Scientific.Thinking.Unit.1.131SC-AScientific.Thinking.Unit.2.131SC-B


31

In.the.Problem Statement,.you’ll.learn.the.important.elements.of.a.problem.statement..You’ll.also.select.the.best.problem.statement.from.those.given.The.Process of Observation.helps.you.understand.the.important.factors.in.making.a.prediction..You’ll.also.learn.about.estimation,.the.relationship.between.observation.and.prediction,.and.how.to.determine.what.information.is.needed.to.make.a.prediction.In.the.Controlled Experiment,.you’ll.learn.the.differences.between.control.and.experimental.groups.and.how.to.set.up.a.controlled.study.Numeric Calculations.covers.measuring.devices,.units.of.measure,.and.converting.measurements.to.different.units.Constructing Data Tables.teaches.about.independent.variables,.dependent.variables,.and.how.items.are.placed.on.a.data.table.depending.on.which.type.of.variable.they.are.Graphing Data covers.the.different.types.of.graphs.including.bar.graphs,.circle.graphs,.line.graphs,.and.pictographs..You’ll.practice.reading.and.interpreting.the.information.on.graphs.Qualitative and Quantitative Relationships.describes.cause-and-effect.relationships.and.the.factors.that.determine.whether.the.relationship.described.is.quantitative.or.qualitative.Accuracy and Experimental Data discusses.experimental.error.and.factors.that.can.influence.the.accuracy.of.the.data.collected.In.Interpreting Graphs, Tables, and Diagrams,.you’ll.practice.interpreting.information.presented.in.different.ways,.including.comparing.the.nutritional.information.for.two.different.products.Prediction and Forecasting.teaches.the.differences.in.predicting.using.estimates,.patterns,.and.probability.

Completing the Lessons

Press.Enter.or.use.the.arrow.buttons.on.your.screen.to.navigate.through.the.lessons..Click.Quit.to.“quit.now,”.“see.your.scores.before.you.quit,”.or.“go.to.another.lesson.”.

As.you.progress.through.each.lesson,.you.will.be.asked.to.complete.several.different.types.of.exercises:.

•. Fill-ins.require.short,.one-word.answers..•. Multiple-choice.questions.require.you.to.choose.the.

most.appropriate.answer.from.a.list.of.possibilities..•. Questions.with.check.boxes.allow.more.than.one.

answer.to.be.selected..

Scientific Thinking 131SC A/B (cont.)

4.. Enter.your.first.name.and.press.Enter,.and.then.enter.your.last.name.and.press.Enter..

5.. Select.a.lesson.by.clicking.on.one.of.the.radio.buttons.on.the.Unit.menu..

Note: If you select Quit, you will have three options: ...see your scores? ...go to another lesson? and ...quit now?

Lessons

There.are.five.lessons.in.each.of.the.two.Scientific Thinking.units..You.may.repeat.each.lesson.as.many.times.as.you.wish..The.two.units.are.meant.to.complement.and.reinforce.each.other..

Unit 11..The.Problem.Statement2..The.Process.of.Observation3..The.Controlled.Experiment4..Numeric.Calculations5..Constructing.Data.Tables

Unit 21..Graphing.Data2..Qualitative.and.Quantitative.Relationships3..Accuracy.and.Experimental.Error4..Interpreting.Graphs,.Tables,.and.Diagrams5..Prediction.and.Forecasting

32

Scientific Thinking 131SC A/B (cont.)

When.presented.with.a.question,.click.on.the.radio.button.or.enter.your.response.

When.you.are.certain.of.your.answer.to.a.question,.click.the.forward.arrow.to.register.your.response..

Correct.responses.are.praised;.incorrect.responses.receive.explanations.of.the.correct.answer..You.may.change.your.answers.any.number.of.times..Only.when.the.correct.number.of.choices.has.been.selected.will.the.right.arrow.become.active..This.will.ensure.that.you.understand.what.the.question.is.asking.

ReviewThe.program.allows.you.to.go.back.and.retrace.or.rethink.a.step,.refer.to.a.chart.or.graph,.or.review.the.process.of.an.experiment..Use.the.left.arrow,.as.needed,.to.review.previous.screens..

Lab NotesThe.Lab.Notes.button.acts.as.a.glossary.for.words.that.may.be.unfamiliar.to.you..This.will.aid.you.in.finding.your.own.clues.and.using.context.clues.to.solve.some.of.the.problems..The.Lab.Notes.are.presented.in.alphabetical.order..

1 Use.the.scroll.bar.on.the.right.side.of.the.Lab.Notes.window.to.access.all.of.the.words.

2 Click.on.the.box.in.the.upper.left.corner.of.the.lab.notes.to.close.them.and.continue.with.the.lesson.

ScoresThe.score.for.each.lesson.will.be.displayed.at.the.conclusion.of.the.lesson..The.screen.will.contain.the.student’s.name,.the.title.of.the.lesson,.and.the.score.received..When.you.are.finished.with.a.lesson,.click.the.forward.arrow.to.check.your.score.and.choose.another.lesson..When.a.lesson.is.completed,.a.check.mark.appears.next.to.the.lesson.on.the.Unit.menu.screen..

Note: Teachers may wish to have the students contact them whenever a lesson is completed so that a record may be kept without printing the scores. This management places the emphasis on the process of learning rather than the importance of scores.

33

Cells and Tissues

SKILLS 5-10

Identify.and.describe.the.function(s).of.cell.membranes,.nuclei,.cytoplasm,.mitochondria,.organelles,.lysosomes,.vacuoles,.chloroplasts,.chromosomes,.DNA,.and.mitosis;.and.identify.chloroplasts.as.being.unique.to.green.plant.cells.

•

Describe.in.detail.the.processes.of.mitosis.and.binary.fission •Differentiate.between.the.roles.of.cellular.division.in.single-celled.versus.multicellular.organisms

•

Describe.two.functions.of.an.amoeba’s.pseudopod •Define.“tissue”.and.“organ,”.and.state.that.some.tissues.are.made.up.of.a.single.type.of.cell.while.others.are.not

•

Describe.the.structure.and.functions.of.smooth.and.striated.muscle.tissue,.blood.tissue,.neurons.and.nerve.tissue,.erythrocytes,.epithelial.tissue,.and.green.leaves

•

Classification of Living Things

SKILLS 5-10

Understand.the.need.for.and.value.of.organization •Understand.why.biologists.classify.things •Understand.and.describe.ancient.classification.systems •Understand.and.describe.Binomial.Nomenclature.and.the.concept.of.“species” •Become.familiar.with.the.modern.classification.system.and.its.five.kingdoms •Understand.the.evolutionary.trend.found.in.a.phylogenetic.tree •

Genetics and Heredity

SKILLS 5-10

Define.and.describe.the.stages.of.mitosis.and.meiosis.as.they.relate.to.asexual.and.sexual.reproduction

•

Describe.Mendel’s.pea.plant.experiments.and.identify.and.explain.the.laws.of.heredity.he.formulated

•

Define.and.explain.the.significance.of.genotype.and.phenotype •Use.the.Punnett.Square.to.predict.genotype •

Life Science 132SC–136SC

Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12Class..of.Living.Things.132SCThe.Human.Body.133SCCells.&.Tissues.134SCGreen.Plants.135SCGenetics.&.Heredity.136SC


34

Introduction

Life Science is.a.series.of.interactive.tutorials.using.an.interactive.multimedia.approach.to.teach.key.concepts..Content.is.divided.into.lessons.that.typically.run.between.10.and.15.minutes.and.allow.students.to.progress.at.their.own.pace..Each.lesson.makes.substantial.use.of.video.demonstrations.and.simulations.while.constantly.monitoring.student.comprehension.and.vocabulary.recognition.through.short.quizzes..Following.are.descriptions.of.components.of.the.Life.Science.Series.

Cells and Tissues begins.with.an.examination.of.the.structure.of.a.single.generalized.cell.and.goes.on.to.examine.the.functions.of.the.amoeba..The.three.fundamental.cell.parts.as.well.as.mitochondria,.lysosomes,.organelles,.and.vacuoles.are.explored..The.roles.of.chromosomes.and.DNA.are.examined,.and.mitosis.is.demonstrated..The.program.examines.the.specialization.of.cells.and.their.consolidation.into.tissues.with.emphasis.placed.on.the.structure.and.functions.of.epithelial,.smooth.muscle,.striated.muscle,.nerve,.blood,.and.green.plant.cells.and.tissues..

Classification of Living Things.is.a.comprehensive.study.of.the.science.of.taxonomy.from.ancient.times.to.the.present..It.presents.a.brief.history,.then.the.modern.system,.binomial.nomenclature,.scientific.naming,.and.the.major.taxa..A.graphic.model.provides.a.clear.presentation.of.the.major.divisions.including.the.most.up-to-date.five-kingdom.system.

Genetics and Heredity.presents.the.essential.concepts.of.reproduction.and.the.inheritance.of.traits.from.generation.to.generation.in.a.graphic.and.interactive.manner..Students.are.active.participants.in.learning.as.they.initiate.simulations.showing.meiosis,.mitosis,.and.plant.growth..In.addition,.they.work.with.genotype.information.and.Punnett.Squares.

Green Plants

SKILLS 5-10

Name.the.parts.of.a.green.plant.and.describe.the.function.of.each.of.the.following:.leaves,.stems,.roots,.vascular.tissue,.stomata,.epidermis,.intercellular.spaces,.chloroplasts,.chlorophyll,.xylem,.phloem,.cell.wall,.flower,.nectar,.petals,.sepals,.corolla,.calyx,.stamen,.anther,.filament,.pistil,.stigma,.ovary,.ovule,.pollen

•

Describe.in.detail.the.process.of.photosynthesis,.including.a.simple.chemical.formula •Describe.in.detail.sexual.reproduction.in.green.plants,.and.describe.the.significance.of.pollination,.fertilization,.zygotes,.embryos,.seeds,.fruit,.cross.pollination,.and.hybrids

•

Describe.the.significance.of.the.green.plant.in.the.ecology.of.Earth,.using.food.chains,.pyramids,.and.nets.to.show.the.transmission.of.energy.from.the.sun.through.producers.and.primary.and.secondary.consumers

•

Identify.methods,.uses,.advantages,.and.disadvantages.of.vegetative.reproduction.including.runners,.rhizomes,.stolons,.cuttings,.and.grafting;.define.stock,.scion,.and.regeneration

•

State.that.plants.move.in.response.to.outside.stimuli.and.that.such.movements.are.called.tropisms;.describe.phototropism.and.both.positive.and.negative.geotropisms

•

The Human Body SKILLS 5-10

Identify.and.describe.the.major.parts.of.the.digestive,.excretory,.respiratory,.circulatory,.skeletal,.and.nervous.systems,.and.the.different.types.of.muscles,.joints,.and.connective.tissues

•

Describe.the.essential.functions.of.each.of.the.seven.systems •State.the.ways.in.which.the.circulatory,.respiratory,.and.digestive.systems.are.interrelated •State.the.ways.in.which.the.skeletal,.muscular,.and.nervous.systems.are.interrelated •Describe.in.detail.the.workings.of.the.parts.of.each.of.the.systems,.the.workings.of.each.system.as.a.whole,.and.the.significance.of.each.system.to.the.welfare.of.the.body.as.a.whole

•

Life Science 132SC–136SC (cont.)

35


Green Plants begins.with.an.examination.of.green.plant.cells.and.moves.on.to.explore.the.parts.of.plants.with.a.detailed.look.at.leaves.as.the.centers.of.photosynthesis..Following.a.thorough.analysis.of.photosynthesis,.the.place.of.the.green.plant.in.the.ecology.of.our.planet.is.emphasized.through.a.careful.examination.of.food.chains,.pyramids,.and.nets,.and.an.exploration.of.the.classification.of.organisms.as.producers,.primary.consumers,.and/or.secondary.consumers.

The Human Body deals.with.the.essential.concepts.of.interrelated.body.systems.and.their.components..The Digestive System.introduces.the.parts.of.the.alimentary.canal.and.follows.a.piece.of.food.from.ingestion.to.absorption.and.excretion..The Respiratory System.deals.with.the.mechanics.and.function.of.respiration,.while.The Circulatory System.lesson.simulates.a.trip.through.three.separate.branches.of.the.bloodstream,.linking.digestion,.excretion,.and.respiration..The Skeletal System.explores.the.major.structures.of.the.skeleton,.their.functions,.and.their.design..The Muscular System.examines.the.three.types.of.muscle.and.pays.particular.attention.to.the.pairing.of.voluntary.muscles.which.move.skeletal.parts..The Nervous System.explores.the.structure.of.neurons,.the.brain,.and.the.spinal.cord,.and.examines.the.way.they.work.together.to.affect.motor.actions.and.gather.sensory.information.

Using Life ScienceThe.following.instructions.will.show.you.how.to.complete.the.programs.from.a.student’s.perspective..

After.logging.in,.select.the.Life Science.program.you.wish.to.use.from.the.menu,.and.click.OK...

1.. Once.you.have.chosen.a.program.in.the.Life.Science.series,.the.main.screen.for.that.program.appears..

. The.tool.menu.is.available.throughout.the.program.with.the.following.additional.options:•. File.menu:.Select.Quit.to.exit.the.program.and.

return.to.the.Orchard.Manager..•. Lessons.menu:.Select.the.lesson.you.wish.to.use..•. Options.menu:.Select.Sounds.if.you.wish.to.enable.

audio..(A.check.mark.will.appear.next.to.“Sounds”.to.indicate.it.is.enabled.[default.setting])..

•. Help.menu:.Select.About....to.view.copyright.and.contact.information.for.the.software..Select.How.to.Use.to.view.a.Help.screen.with.navigation.tips.and.other.information.on.how.to.use.the.program..

2 Click.the.forward.arrow.to.continue..

3 When.prompted,.choose.a.lesson.

The.lessons.are.designed.to.be.completed.sequentially;.however,.you.may.complete.the.lessons.in.any.order.and.as.many.times.as.you.like.

Lessons.for.the.five.Life.Science.programs.are.as.follows:

Classification of Living Things 132SC1..Introduction.to.Classification2..Binomial.Nomenclature3..The.Major.Divisions4..The.Classification.Bank5..The.Dichotomous.Key.The Human Body (Part I) 133SC-A1..The.Digestive.System2..The.Circulatory.System3..The.Respiratory.System

The Human Body (Part II) 133SC-B4..The.Skeletal.System5..The.Muscular.System6..The.Nervous.System

Cells and Tissues 134SC1..The.Structure.of.Cells2..Binary.Fission3..From.Cells.to.Tissues

Green Plants 135SC1..Parts.of.Green.Plants2..Food.Chains.and.Pyramids3..Flowers.and.Reproduction4..Plants.From.Parts

Genetics and Heredity 136SC1..Sexual.Reproduction2..Mendel’s.Laws.of.Heredity3..Genotype.vs..Phenotype4..Punnett.Squares

While.you.are.in.the.program,.click.on.Help.Line.to.access.help.topics.for.the.section.you.are.in..

36


ReadingEach.lesson.is.in.an.interactive.graphic/text.tutorial.format..

1.. To.progress.through.the.tutorial,.click.on.the.bottom.page.corners.in.the.Reading.box.to.move.forward.or.backward.

Video.graphics.supplement.many.of.the.tutorials..

2.. When.a.video.becomes.available,.click.Play.or.follow.the.instructions.to.view.it.as.many.times.as.you.like..You.may.stop.it.at.any.time.by.clicking.on.the.Stop.button.

GlossaryEach.lesson.has.a.group.of.vocabulary.terms.associated.with.it..

1.. Access.the.Glossary.section.by.clicking.GLOSSARY,.or.click.on.any.individual.underlined.term.in.the.Reading.section..

. Note: The cursor will appear as a magnifying glass, signifying that you may click on the term for a description. Click READING to continue reading the text in the Reading section on the right-hand side of the screen.

2.. Once.in.the.Glossary,.click.on.the.term.you.would.like.to.learn..

3.. Click.Hear.It.to.hear.the.term.spoken..

4.. Click.READING,.highlighted.in.yellow,.to.return.to.the.tutorial.

Think TankAt.various.points.during.the.tutorial,.the.program.will.ask.several.review.questions..These.Think.Tank.sections.are.for.students’.self-checking.only,.and.answers.are.not.recorded.

QuestionsAt.the.end.of.each.tutorial,.you.will.be.asked.if.you.would.like.to.review.the.lesson..If.you.click.Yes,.you.will.be.taken.back.to.the.beginning.of.the.tutorial..If.you.click.No,.you.will.be.instructed.to.click.on.the.QUESTIONS.button,.highlighted.in.yellow,.to.test.your.knowledge.of.that.lesson..

Questions.are.in.multiple-choice.format..The.program.keeps.a.running.total.of.points.for.correct.answers.in.the.lower-left.corner.box..Click.Go.On.to.advance.to.the.next.question..When.you.have.finished.answering.all.of.the.questions,.you.will.see.a.dialog.box.showing.your.score..Click.OK.to.return.to.the.Main.Menu.screen..

37

General Science Concepts and Biology Exit Skills 147SB–149SB

General Science Concepts 4-6

SKILLS 4-6

Scientific Data Collection

Observe.properties.and.patterns.of.objects,.organisms,.models,.phenomena,.and.events •Use.appropriate.equipment.and.materials •Measure.length,.weight/mass,.temperature,.and.events.over.time •Estimate.length,.weight/mass,.temperature,.and.time •Recognize.changes.in.objects,.organisms,.and.events.over.time •Arrange.time,.events,.and.activities.in.sequential.order •Classify.matter,.forces,.organisms,.actions,.and.events.according.to.similarities.and.differences •

Scientific Process of Data

Identify.and.describe.objects,.organisms,.and.events.according.to.their.properties •Record.data.on.graphs,.tables,.and.other.visuals •Obtain.information.from.various.resources •Interpret.data.about.objects,.organisms,.and.events •Interpret.data.on.graphs,.tables,.and.other.visuals •Form.definitions.of.objects,.organisms,.events,.and.processes.based.on.observations •Make.inferences.from.data •Form.generalizations.about.objects,.organisms,.relationships,.and.events •Predict.outcome(s).based.on.data.and.information •Draw.conclusions.from.observed.data •

Solving Problems

Identify.a.problem •Identify.and.manipulate.the.conditions.of.an.investigation •Set.up.and.conduct.simple.experiments.using.control.and.experimental.groups •Draw.conclusions.about.the.processes.of.an.investigation •Draw.conclusions.about.the.outcomes.of.an.investigation •Apply.scientific.and.technological.information.to.explain.natural.processes •Apply.scientific.and.technological.information.to.solve.problems.and.make.decisions •

Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12Gen..Science.4-6.147SBGen..Science.7-9.148SBBiology.Exit.Skills.149SB


38

General Science Concepts 7-8

SKILLS 7-8

Scientific Data Collection

Observe.properties.and.patterns.of.objects,.organisms,.models,.phenomena,.and.events •Estimate.and.measure.life.science.processes,.Earth/space.science.properties,.and.physical.science.properties

•

Arrange.events,.time,.and.activities.in.sequential.or.chronological.order •Classify.matter,.forces,.energy,.organisms,.actions,.and.events.according.to.similarities.and.differences •

Scientific Process of Data

Identify.and.describe.objects,.organisms,.events,.technology,.and.processes •Record.data.on.graphs,.tables,.maps,.and.other.visuals •Interpret.data.about.models,.objects,.organisms,.actions,.events,.and.processes. •Form.operational.definitions.based.on.observations.and.information •State.relationships.among.objects,.organisms,.and.events.using.operational.definitions •Make.inferences.from.data •Form.and.state.generalizations.about.objects,.organisms,.events,.and.phenomena •Predict.outcomes.based.on.scientific.data.and.information.and.trends.in.scientific.data •Select.equipment.and.materials.and.use.them.appropriately •Gather.metric.measurement.data •Identify.a.problem •Develop.a.hypothesis •

Solving Problems

Relate.objects,.scientific.principles,.and.activities.to.daily.life •Apply.scientific.knowledge.to.interpret.consumer.information.obtained.from.tables,.labels,.and.advertisements

•

Apply.scientific.and.technological.information.to.explain.natural.processes.and.phenomena •Apply.scientific.and.technological.information.to.solve.problems.and.make.decisions •

Identify.and.manipulate.the.conditions.of.an.investigation •Design.and.conduct.an.investigation.to.test.a.hypothesis •Recognize.and.describe.changes.in.objects,.organisms,.and.events.over.time •Draw.conclusions.about.the.processes.of.an.investigation •Draw.conclusions.about.the.outcomes.of.an.investigation.using.knowledge.to.explain.observations •

General Science Concepts and Biology Exit Skills 147SB–149SB (cont.)

39


SKILLS HS

Understand.patterns.of.inheritance.demonstrated.in.living.systems •Understand.DNA.and.its.role.in.the.transmission.of.genetic.information •Describe.the.interaction.of.genetic.information.and.the.environment •State.the.implications.of.genetic.engineering •Understand.extinction •Describe.evidence.of.natural.selection.and.adaptation •Explain.labels.of.organization •Understand.reproduction •Explain.development •Define.energy.and.describe.matter.interactions •Understand.homeostasis.and.feedback.mechanisms •Explain.environmental.factors:.how.they.affect.living.systems.and.their.limiting.factors •Define.carrying.capacity •Community.structure,.including.food.webs.and.their.constituents •Describe.interactions.among.living.systems,.including.humans •Conservation.and.use.of.biological.resources •Describe.ecosystems,.nutrient.cycles,.and.energy.flow •Investigate.biology-related.career.choices •Recognize.benefits.and.limitations.in.the.use.of.biotechnology •Use.habits.of.mind.such.as.curiosity,.openness.to.new.ideas,.and.skepticism.to.make.decisions.and.resolve.problems •Analyze.impacts.of.biological.research.and.technology.on.self,.society,.and.the.environment •Describe.relationships.between.biological.sciences.and.other.sciences •Demonstrate.safe.and.effective.laboratory.procedures.to.conduct.investigations •Select.equipment.and.materials.and.use.them.appropriately •Practice.conservation.in.the.use.of.materials.and.resources •Observe.biological.processes.and.interactions.in.laboratory.and.field.activities •

Biology Exit Skills

Use.observational.skills.in.collecting.data.to.recognize.patterns.in.nature •Measure.rates.in.biological.processes •Gather.data.using.appropriate.measurement •Use.data.to.classify.living.things.according.to.similarities.and.differences •Organize.data.on.graphs,.tables,.maps,.spreadsheets,.and.visuals •Interpret.data.on.graphs,.tables,.maps,.and.spreadsheets,.and.use.data.to.form.operational.definitions •Draw.inferences.from.biological.data •Form.hypotheses.and.use.scientific.evidence.and.information.to.analyze.and.critique.scientific.theories •Recognize.variables.in.biological.investigations •

Control.variables.in.biological.investigations •


40

IntroductionGeneral Science Concepts 4-6 and 7-8 and.Biology Exit Skills are.Completion.Skill.Trees.designed.to.test.students’.knowledge.of.key.skills.and.supplement.a.student’s.classroom.instruction.and.textbook..These.programs.have.a.series.of.carefully.selected.skill.levels..Teachers.may.choose.the.combination.of.skills.appropriate.for.their.student(s).or.allow.the.student(s).to.select.specific.skills/subskills..

Using General Science Concepts and Biology Exit Skills

The.following.instructions.will.show.you.how.to.complete.the.programs.from.a.student’s.perspective..

Selecting Skills

If.“Students.Select.Skills”.is.enabled.in.the.program.parameters,.you.will.be.able.to.select.skills.after.you.log.in..(“Students.Select.Sub-Skills”.must.also.be.selected.if.you.wish.to.allow.the.student(s).to.choose.subskills.as.well.)Note: You have the option of selecting skills/subskills only the first time you enter the Skill Tree or after you master a skill/subskill.

1 .Choose.the.skills.you.wish.to.work.on.by.selecting.the.checkboxes.next.to.the.skill(s)..(Click.on.the.skill.once.to.view.the.subskills.associated.with.that.skill.[Students.Select.Sub-Skills.must.also.be.selected.in.the.program.parameters],.and.click.on.it.again.to.select.it.).If.enabled,.you.may.select.or.deselect.specific.subskills.on.the.right-hand.side.of.the.screen..You.may.also.click.SELECT.ALL.or.SELECT.NONE.to.select.or.deselect.the.skills/subskills.all.at.once..

Note: The teacher may select or deselect specific skills/subskills in the program parameters. If any skills/subskills have been disabled, they will be grayed out. A star will appear next to any mastered skill/subskill.

2 .Click.OK.to.begin.the.test..QuestionsYou.will.receive.ten.questions.randomly.selected.from.the.chosen.skills/subskills..

. For.each.question,.choose.your.answer.and.click.OK,.or.type.the.letter.of.your.answer.and.press.Enter/Return.

. For.an.incorrect.response,.you’ll.receive.a.message.such.as.“No,.try.again.”.(In.some.SkillBuilders,.you’ll.get.a.hint.to.the.correct.solution.).You.will.get.one.more.chance.to.answer.correctly..For.a.correct.response.on.the.second.attempt,.you’ll.receive.a.congratulatory.message,.followed.by.a.brief.explanation.of.the.solution..If.your.second.answer.is.incorrect,.you.will.receive.the.solution.and.a.brief.explanation.•. Click.STOP.if.you.wish.to.end.the.test.early.and.go.

to.the.scores.screen.•. Click.HELP.to.view.instructions.for.the.program..•. Click.CALC.to.access.the.calculator.(if.enabled)...

Finishing the Program

. After.you.have.answered.the.questions.(or.click.STOP.to.end.the.test.early),.you.will.be.taken.to.the.scores.screen..The.screen.shows.the.subskill(s),.the.score.for.each,.and.the.cumulative.score.as.well.as.whether.or.not.the.subskill.was.mastered..(A.star.will.appear.in.the.Mastery.column.to.indicate.any.mastered.subskill.)

Note: You may need fewer than ten questions to master all assigned/selected skills and subskills and be taken to the scores screen..

The cumulative score indicates the overall score for a subskill each time a test has been taken covering the subskill; this score continues to count towards mastery. A student may master each question on a test that relates to a particular skill/subskill; however, mastery is achieved only when the minimum number of questions set in the program parameters is answered correctly. See Program Parameters.


41


1 .At.the.Scores.screen,.you.have.several.options:.

• . To.receive.more.problems.using.the.skills.already.assigned.but.not.yet.mastered.or.new.skills.chosen.at.the.skills.selection.screen,.click.Restart.(if.available)..

• . If.you.achieved.the.percentage.correct.to.play.a.reward.game,.click.GAMES..(The.default.percentage.is.80%.and.may.be.changed.in.the.program.parameters.).Select.the.button.corresponding.to.the.game.you.wish.to.play..(See.Playing.the.Games.for.instructions.on.how.to.play.the.games.).

• .Click.PRINT.to.print.your.scores.

2 .Click.EXIT.to.exit.the.program.and.return.to.the.Orchard.Manager..

. Note: If you exit the program after mastering all assigned skills, the Skill Tree will drop from your assignment list. For example, if the Skill Tree was assigned as a result of an assessment test, the program will be disabled after all assigned skills are completed.

If the program is assigned by the teacher and “Students Select Skills” is deselected, the Skill Tree will exhaust after all assigned skills are completed.

If the teacher assigns the Skill Tree and allows the student(s) to select skills, the program will disable after all available.skills are mastered, not just those which the student(s) chose at the skills selection screen (i.e., student(s) must master all available skills, assuming the minimum number of questions for each assigned skill/subskill are completed).

The teacher may re-enable the Skill Tree by selecting the Students tab, choosing a student, clicking Edit Student Assignments, and double-clicking on the Skill Tree name (it will be grayed out) in the Assignment Order list. At the dialog box, click Yes to restart the program.

The Menu BarYou.can.access.the.menus.at.the.top.of.the.screen.at.any.time.

The File Menu

1 . If.you.wish.to.print.the.scores.screen.at.the.end.of.the.lesson,.select.Print..(Select.Print.Setup.to.access.the.Print.dialog.box.)

2 . If.you.wish.to.end.the.lesson.early,.select.End.Lesson..(You.will.be.taken.to.the.scores.screen.)

3 . If.you.wish.to.end.the.lesson.and.leave.the.Orchard.Manager,.select.Exit.(Windows).or.Quit.SkillBuilder.(Mac.OS.X).

The Preferences Menu

1 . To.toggle.the.sound.on.or.off,.select.or.deselect.Sound.Enabled..

2 . Select.Skills...,.when.available,.to.choose.skills/subskills.to.work.on.

The Help Menu

1 . To.see.instructions.for.the.program,.select.Instructions..

2 . To.see.the.program.credits,.select.About.(Windows).or.About.SkillBuilder.from.the.SkillBuilder.menu.(Mac..OS.X)..

Playing the Games

Arthropod

The.object.of.Arthropod.is.to.eat.all.of.the.bugs.and.escape.through.the.hole.before.time.runs.out.

1 To.read.the.instructions,.click.the.Instructions.button..

2 You.may.choose.the.difficulty.level.by.clicking.the.Difficulty.Level.button.and.selecting.Easy,.Medium,.or.Hard..

3. You.can.view.the.top.ten.scores.by.clicking.the.Top.Ten.button..

4. If.you.wish.to.quit.without.playing.the.game,.click.Exit.

5. Click.the.Play.button.to.play.Arthropod.. The.Arthropod.game.screen.appears.

6. Use.the.arrow.keys.to.change.the.arthropod’s.direction... Note: Once you start the arthropod moving by pressing an

arrow key, you do not have to hold down the arrow keys to keep it moving in the desired direction.


42

7. Eat.as.many.bugs.as.you.can.during.the.allotted.time.by.moving.the.arthropod.over.them.

. Gold.bugs.are.worth.more.points..The.arthropod.grows.as.it.eats..

8. When.you.hear.the.frog.croak,.get.out.of.the.way.(the.frog.can.only.attack.straight.down)..

9. After.you.have.eaten.all.of.the.bugs,.leave.through.the.hole.at.the.left.side.of.the.screen.

10. If.you.wish.to.quit.early,.press.Esc.. The.game.stops.automatically.after.the.time.runs.out.

or.after.the.arthropod.“dies”.three.times.by.either.running.into.the.wall.or.getting.eaten.by.the.frog.

. When.the.game.is.over,.your.score.is.shown.along.with.the.top.ten.scores.

11. Click.OK.Racer

The.object.of.Racer.is.to.get.around.the.track.the.number.of.times.required.by.your.level.while.gaining.points.by.picking.up.gas.cans,.tools,.and.tires.along.the.way.

1 To.get.instructions,.click.the.Instructions.button..

2 You.may.choose.the.difficulty.level.by.clicking.the.Difficulty.Levels.button.and.selecting.Easy,.Medium,.or.Hard..

3. You.can.see.the.top.ten.scores.by.clicking.the.Top.Ten.button..

4. If.you.wish.to.quit.without.playing.the.game,.click.Exit.Game.

5. Click.the.Play.button.to.play.Racer.. The.Racer.game.screen.appears.. You’ll.hear.a.series.of.beeps.as.the.dots.in.the.upper.

left.corner.of.the.screen.turn.white.in.the.middle..When.the.final.dot.turns.white,.the.car.will.move.forward.

6. Use.the.arrow.keys.to.steer.the.car... Speed.bumps.will.slow.the.car.down,.and.mud.holes.

cause.the.car.to.skid.out.of.control.

7. Picking.up.gas.cans,.tools,.and.tires.as.you.go.around.the.track.will.give.you.extra.points.

8. If.you.wish.to.quit.early,.press.Esc.. The.game.stops.automatically.after.you.have.driven.

the.number.of.laps.required.for.the.level.or.when.the.time.runs.out.


9. Click.OK.

Stepping Stones

The.object.of.stepping.stones.is.to.turn.all.the.stones.from.blue.to.yellow.and.then.to.orange.by.stepping.on.them.before.time.runs.out.


2 You.may.choose.the.difficulty.level.by.clicking.the.Difficulty.Levels.button.and.selecting.Easy,.Medium,.or.Hard..

3. You.can.view.the.top.ten.scores.by.clicking.the.Top.Ten.button..

4. If.you.wish.to.quit.without.playing.the.game,.click.Exit.

5. Click.Play.As.Zade.or.Play.As.Zelda.to.play.Stepping.Stones.as.that.character.

. The.Stepping.Stones.game.screen.appears.

6. Use.the.arrow.keys.to.jump.from.stone.to.stone... Stones.turn.yellow.the.first.time.you.step.on.them.and.

orange.the.second.time..When.bananas.thrown.by.the.monkey.land.on.a.stone,.they.turn.the.stone.blue..Step.on.the.stone.again.to.turn.it.yellow.and.once.more.to.turn.it.orange..

7. Pick.up.gems.to.get.extra.points.

8. Avoid.the.jumping.monkey!.It.will.cause.you.to.stop.and.fall.off.of.the.stone.

9. If.you.wish.to.quit.early,.press.Esc.. The.game.stops.automatically.after.you.have.turned.

all.the.stones.orange,.when.time.runs.out,.or.when.you.fall.for.the.third.time.


10. Click.OK.

Treasure Hunt

The.object.of.Treasure.Hunt.is.to.gather.all.the.coins.and.escape.through.the.door.as.quickly.as.possible,.while.dodging.the.pirates.who.are.trying.to.catch.you.


2 You.can.choose.the.difficulty.level.by.clicking.the.Difficulty.Levels.button.and.selecting.Easy,.Medium,.or.Hard..

3. You.can.see.the.top.ten.scores.by.clicking.the.Top.Ten.button..

4. If.you.wish.to.quit.without.playing.the.game,.click.Exit.Game.

5. Click.the.Play.button.to.play.Treasure.Hunt.


43


. The.Treasure.Hunt.game.screen.appears.

. You.are.the.figure.at.the.top.of.the.screen.in.the.doorway..The.object.is.to.collect.the.coins.and.escape.without.being.caught.by.the.pirates..If.the.pirates.catch.you,.you.start.over.at.the.top.of.the.screen..You.get.three.chances.to.collect.the.coins.and.escape.

6. Use.the.arrow.keys.to.move.through.the.castle..

7. Pick.up.coins.by.moving.over.them.. Flashing.red.coins.are.worth.more.points.

8. When.you.have.collected.all.of.the.coins,.leave.through.the.doorway.at.the.top.of.the.screen.

9. If.you.wish.to.quit.early,.press.Esc.. The.game.stops.automatically.when.the.time.runs.out.

or.when.you.are.captured.by.the.pirates.three.times.. When.the.game.is.over,.your.score.is.shown,.along.

with.the.top.10.scores.

10...Click.OK.

Program Parameters

1 . To.change.the.parameters.for.these.programs,.log.into.the.Orchard.Manager.as.a.teacher.

2 . Click.Edit.Class.Parameters.on.the.Class.tab,.or.select.a.student.and.click.Edit.Student.Parameters.on.the.Students.tab..

. You.will.see.a.list.of.programs.to.choose.from..

3 . Select.a SkillBuilder.program,.and.click.Edit.. The.settings.screen.appears.

4 . Select.or.deselect.Sound.to.turn.the.music.and.sound.effects.on.or.off.

5 . Select.or.deselect.Calculator.to.make.it.available.or.unavailable.to.the.student(s)..

6 . Select.Game.if.you.would.like.to.allow.the.student(s).to.play.a.game.after.they.complete.the.program..Enter.the.percent.correct.the.student(s).must.achieve.to.be.able.to.play.a.reward.game.(the.default.is.80%).

7 . Select.Students.Select.Skills.and.Students.Select..........Sub-Skills.to.allow.students.to.choose.the.skills.and/or.subskills.they.would.like.to.work.on.from.those.which.you.enable.on.the.skills.selection.screen..

8 . Click.Skills.to.view.the.skills.selection.screen..The......left-hand.side.of.the.screen.shows.the.available.skills..The.subskills.appear.on.the.right-hand.side.of.the.screen.when.you.click.on.a.skill..The.first.time.you.click.on.a.skill,.the.subskills.for.that.skill.appear.on.the.right..The.second.time.you.click.on.a.skill,.all.subskills.for.that.skill.are.selected.(or.deselected).automatically..(You.may.also.click.SELECT.ALL.or.SELECT.NONE.to.select/deselect.them.all.at.once;.or,.click.DEFAULTS.to.restore.the.selections.to.their.default.settings.).Click.OK.to.return.to.the.settings.screen.

Important:.If.the.Students.Select.Skills.box.is.selected,.student(s).may.choose.from.those.skills.that.you.enable.on.the.skill.selection.screen...

9 . You.may.enter.the.minimum.number.of.questions.for.mastery.of.a.subskill.(1-10)..You.may.also.enter.the.percent.correct.of.the.number.of.questions.required.for.mastery.(1-100)..For.example,.if.you.set.the.minimum.number.of.questions.to.5.and.the.percent.correct.at.80%,.the.student(s).must.answer.80%.of.the.5.questions.for.that.subskill.correctly,.or.4.out.of.5..If.the.student.does.not.achieve.80%.in.5.questions,.he.or.she.will.continue.to.receive.questions.until.this.mastery.percentage.is.achieved..(Note:.If.the.student.answers.the.fourth.question.correctly,.achieving.80%,.he.or.she.will.still.get.the.fifth.question.because.5.is.the.minimum.number.of.questions.set.for.mastery.)

10 Click.OK.to.save.the.parameters.and.return.to.the.Orchard.Manager.


44

Copyright.©.Orchard.Learning.and.its.licensors.All.rights.reserved.

License and Warranty

Use.of.the.software.program.on.the.enclosed.discs.is.subject.to.the.terms.of.this.License.Agreement..By.using.this.software,.you.signify.that.you.have.read.the.Agreement.and.accept.its.terms.

Orchard.Learning’s.sole.warranty.to.you,.the.purchaser,.is.that.the.discs.provided.with.this.document,.when.used.with.the.specified.equipment.and.system.software,.will.perform.substantially.as.described.in.this.document.for.the.warranty.period..If.the.discs.are.found.to.be.defective,.the.full.extent.of.our.liability.is.the.replacement.of.the.discs.or.the.refund.of.your.money,.at.our.discretion,.upon.receipt.of.the.defective.discs;.before.returning.discs.to.us,.you.must.call.or.write.for.a.Return.Authorization.Number.

ORCHARD.LEARNING.makes.no.other.warranties,.oral.or.written,.expressed.or.implied,.including.but.not.limited.to.implied.warranties.of.merchantability.or.fitness.for.a.particular.purpose..This.limited.warranty.gives.you.specific.legal.rights,.and.you.may.also.have.other.rights,.which.vary.from.state.to.state..ORCHARD.LEARNING.shall.not.be.liable.for.damage.or.loss,.direct.or.indirect,.incidental.or.consequential,.resulting.from.the.use.of.or.the.inability.to.use.this.disc,.even.if.ORCHARD.LEARNING.has.been.notified.of.the.possibility.of.such.damage.or.loss..Such.damages.or.losses.include.but.are.not.limited.to.loss.of.profits.or.income.or.damages.or.costs.incurred.as.a.result.of.loss.of.time.or.data..Some.states.do.not.allow.the.exclusion.or.limitation.of.incidental.or.consequential.damages,.so.the.above.limitations.may.not.apply.to.you.

Mac.and.the.Mac.logo.are.trademarks.of.Apple,.Inc.,.registered.in.the.United.States.and.other.countries..Windows.XP/Vista/7.are.registered.trademarks.of.Microsoft.Corporation..QuickTime.is.a.registered.trademark.of.Apple,.Inc..Java.is.a.registered.trademark.of.Sun.Microsystems,.Inc..

Orchard.Learning’s.LICENSOR(S).MAKES.NO.WARRANTIES,.EXPRESSED.OR.IMPLIED,.INCLUDING.WITHOUT.LIMITATION.THE.IMPLIED.WARRANTIES.OF.MERCHANTABILITY.AND.FITNESS.FOR.A.PARTICULAR.PURPOSE,.REGARDING.THE.SOFTWARE..Orchard.Learning’s.LICENSOR(S).DOES.NOT.WARRANT,.GUARANTEE,.OR.MAKE.ANY.REPRESENTATIONS.REGARDING.THE.USE.OR.THE.RESULTS.OF.THE.USE.OF.THE.SOFTWARE.IN.TERMS.OF.ITS.CORRECTNESS,.ACCURACY,.RELIABILITY,.CURRENTNESS.OR.OTHERWISE..THE.ENTIRE.RISK.AS.TO.THE.RESULTS.AND.PERFORMANCE.OF.THE.SOFTWARE.IS.ASSUMED.BY.YOU..THE.EXCLUSION.OF.IMPLIED.WARRANTIES.IS.NOT.PERMITTED.BY.SOME.JURISDICTIONS..THE.ABOVE.EXCLUSION.MAY.NOT.APPLY.TO.YOU.

IN.NO.EVENT.WILL.Orchard.Learning’s.LICENSOR(S),.AND.THEIR.DIRECTORS,.OFFICERS,.EMPLOYEES.OR.AGENTS.(COLLECTIVELY.Orchard.Learning’s.LICENSOR).BE.LIABLE.TO.YOU.FOR.ANY.CONSEQUENTIAL,.INCIDENTAL,.OR.INDIRECT.DAMAGES.(INCLUDING.DAMAGES.FOR.LOSS.OF.BUSINESS.PROFITS,.BUSINESS.INTERRUPTION,.LOSS.OF.BUSINESS.INFORMATION,.AND.THE.LIKE).ARISING.OUT.OF.THE.USE.OR.INABILITY.TO.USE.THE.SOFTWARE.EVEN.IF.Orchard.Learning’s.LICENSOR.HAS.BEEN.ADVISED.OF.THE.POSSIBILITY.OF.SUCH.DAMAGES..BECAUSE.SOME.JURISDICTIONS.DO.NOT.ALLOW.THE.EXCLUSION.OR.LIMITATION.OF.LIABILITY.FOR.CONSEQUENTIAL.OR.INCIDENTAL.DAMAGES,.THE.ABOVE.LIMITATIONS.MAY.NOT.APPLY.TO.YOU..ORCHARD.LEARNING’S.licensor’s.liability.to.you.for.actual.damages.from.any.cause.whatsoever,.and.regardless.of.the.form.of.the.action.[whether.in.contract,.tort.(including.negligence),.product.liability.or.otherwise],.will.be.limited.to.$50.

Merriam-Webster’s.Intermediate.Dictionary;.copyright.©.2004.Merriam-Webster,.Incorporated;.is.published.under.license.with.Merriam-Webster,.Incorporated..

Orchard.is.the.result.of.the.talents.of.many.people..The.cost.of.developing.this.program.is.recovered.by.its.sale;.illegal.duplication.of.the.software.raises.the.cost.to.all.legitimate.users..Please.do.not.make.illegal.copies.

Program.screenshots.in.this.document.were.taken.from.the.Windows.version.of.the.software..Mac.OS.X.screens.may.differ.slightly..

Copyright©2010OrchardLearning

GSSCM4..07/10

OrchardSoftwareisPublishedby:

1694LarkinWilliamsRoadFenton,MO630261-888-726-8100

www.orchardsoftware.com

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