science 4-10 curriculum bundle - orchard software science.pdf · · 2013-10-237dujhwhg...
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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.
10
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
Reading in Science 214CC (cont.)
11
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..
Reading in Science 214CC (cont.)
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.
Reading in Science 214CC (cont.)
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.
Reading in Science 214CC (cont.)
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
Enrichment Core Remedial
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
•
Science Concepts 101SC–104SC (cont.)
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
•
Science Concepts 101SC–104SC (cont.)
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.) •
Science Concepts 101SC–104SC (cont.)
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.)
Science Concepts 101SC–104SC (cont.)
20
Science Concepts 101SC–104SC (cont.)
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
Science Concepts 101SC–104SC (cont.)
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..
Science Concepts 101SC–104SC (cont.)
23
Science Concepts 101SC–104SC (cont.)
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
Enrichment Core Remedial
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
Biology Concepts 126SC-130SC (cont.)
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..
Biology Concepts 126SC-130SC (cont.)
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..
Biology Concepts 126SC-130SC (cont.)
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
Biology Concepts 126SC-130SC (cont.)
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
Enrichment Core Remedial
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
Enrichment Core Remedial
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
Life Science 132SC–136SC (cont.)
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
Life Science 132SC–136SC (cont.)
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
Enrichment Core Remedial
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
General Science Concepts and Biology Exit Skills 147SB–149SB (cont.)
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 •
General Science Concepts and Biology Exit Skills 147SB–149SB (cont.)
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.
General Science Concepts and Biology Exit Skills 147SB–149SB (cont.)
41
General Science Concepts and Biology Exit Skills 147SB–149SB (cont.)
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.
General Science Concepts and Biology Exit Skills 147SB–149SB (cont.)
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.
. When.the.game.is.over,.your.score.is.shown.along.with.the.top.ten.scores.
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.
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.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.
. When.the.game.is.over,.your.score.is.shown.along.with.the.top.ten.scores.
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.
1 To.get.instructions,.click.the.Instructions.button..
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.
General Science Concepts and Biology Exit Skills 147SB–149SB (cont.)
43
General Science Concepts and Biology Exit Skills 147SB–149SB (cont.)
. 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.
General Science Concepts and Biology Exit Skills 147SB–149SB (cont.)
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..
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GSSCM4..07/10
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