Science 4-10 Curriculum Bundle - Orchard Software Science.pdf · · 2013-10-237DUJHWHG...

Orchard Gold Star

Science 4-10Curriculum Bundle

Teacher’s Guide

SCIENCE 4-10Version 4.5 or Newer

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

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

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

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.)

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..

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.

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

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.

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

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..

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.

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.

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.

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

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

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

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

Science Concepts 101SC–104SC

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.)

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

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

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

Physical Science Concepts: Energy

SKILLS 4-9

Pulleys and Gears

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

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

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

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

Sound and Light

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

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

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

Life Science Concepts (cont.)

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

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.) •

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.)

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.

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).

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..

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..

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

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.)

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.

Select Inquiry

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

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

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

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

Preview Activity

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

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

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

View Inquiry

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

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

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

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

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

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

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

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

Cellular RespirationEnzymes.InquiryFermentation.Inquiry

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

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

PhotosynthesisPlant.Leaves.InquiryPigment.Inquiry

PollutionSmog.InquiryBiodegradability.Inquiry

Postview Activity

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

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.

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

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.)

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..

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..

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

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.)

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 •

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.

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.

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

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

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

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

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

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

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

11. Click.OK.Racer

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

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

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

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

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

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

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

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

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

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

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

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

9. Click.OK.

Stepping Stones

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

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

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

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

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

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

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

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

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

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

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

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

10. Click.OK.

Treasure Hunt

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

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

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

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

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

. 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.

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.

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..

GSSCM4..07/10

OrchardSoftwareisPublishedby:

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