Orchard Gold Star Science 4-10 Curriculum BundleOrchard Gold Star’s Science curriculum promotes the development and understanding of fundamental concepts in life, earth, and physical

Targ

eted

Edu

catio

nal S

oftw

are

arge

ted

Educ

atio

nal S

oftw

are

Targ

eted

Edu

catio

nal S

oftw

are

TOrchard Gold Star

Science 4-10CurriculumBundleTeacher’s Guide

SCIENCE 4-10Version 4.3 or Newer

�

Table of Contents

Introduction ............................................................................................................................................................................................. 4

Bundle Overview ..................................................................................................................................................................................... 5

Skill Trees and Implementation/Integration Ideas ............................................................................................................................. 7

Accessing Assignments ........................................................................................................................................................................... 8

Biology Concepts 126SC-130SC ............................................................................................................................................................. 9

Introduction .................................................................................................................................................................................... 10

Using Biology Concepts .................................................................................................................................................................11

Accessing Student Portfolio Data ................................................................................................................................................ 14

Life Science 132SC-136SC...................................................................................................................................................................... 15

Introduction ................................................................................................................................................................................... 16

Using Life Science ......................................................................................................................................................................... 17

Science Concepts 101SC-104SC ............................................................................................................................................................ 19

Introduction ....................................................................................................................................................................................25

Using Science Concepts .................................................................................................................................................................25

Scientific Thinking 131SC ................................................................................................................................................................... 29

Introduction ....................................................................................................................................................................................29

Using Scientific Thinking ..............................................................................................................................................................29

Lessons .............................................................................................................................................................................................30

SkillBuilder Programs 147SB-149SB ................................................................................................................................................... 32

Introduction ....................................................................................................................................................................................35

Using General Science Concepts and Biology Exit Skills .........................................................................................................35

The Menu Bar .................................................................................................................................................................................36

Playing the Games .........................................................................................................................................................................36

Program Parameters ......................................................................................................................................................................38

Reading in Science 214CC .....................................................................................................................................................................39

Introduction ....................................................................................................................................................................................40

Using Reading in Science .............................................................................................................................................................. 41

Activities .......................................................................................................................................................................................... 41

Program Parameters ......................................................................................................................................................................43

License and Warranty ............................................................................................................................................................................46

�

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.

Many of Orchard Gold Star’s Science Skill Trees may serve as alternative means of presenting new or difficult-to-teach material. For example, Scientific Thinking breaks down the steps in the general scientific process so students can learn about and complete each part in a sequential, meaningful environment and then practice the general process in independent explorations and simulations within other Science Skill Trees. In addition, Orchard Gold Star’s Science Skill Trees may empower educators by providing useful resource tools such as video vocabulary and Internet links that can extend everyday classroom activities.

The Skill Trees found in the Science curriculum bundle include:

Science Concepts 101SC Life Science Concepts102SC Earth Science Concepts103SC Physical Science Concepts: Matter104SC Physical Science Concepts: Energy

Biology Concepts 126SC Ecology127SC Cellular Respiration128SC Photosynthesis129SC Life & Non-Life130SC Pollution

Scientific Thinking131SC Scientific Thinking

Life Science132SC Classification of Living Things133SC The Human Body134SC Cells and Tissues135SC Green Plants136SC Genetics and Heredity

SkillBuilder Programs147SB General Science Concepts 4-6148SB General Science Concepts 7-8149SB Biology Exit Skills

Critical Concepts214CC Reading in Science

Introduction

�

Each Skill Tree in the 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.

Biology Concepts

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. 127SC Cellular RespirationStudents investigate the breakdown of enzymes and the process of fermentation. Students will define energy and cellular respiration, understand the process of cellular res-piration, and explain anaerobic and aerobic respiration.

126SC EcologyAs they complete activities involving the carbon and water cycles, students will compare and contrast photosynthesis and respiration, explain how plants and animals are depen-dent on each other, and understand the conditions needed for evaporation and condensation.

129SC Life & Non-LifeWhile 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 existence of life on Mars.

128SC PhotosynthesisActivities involve plant pigmentation and plant leaves. Stu-dents will understand the nature of light, define the visible spectrum, explain the role of plant pigments, and under-stand how water flows from roots to leaves.

130SC PollutionActivities focus on different types of pollution. Students explore the conditions of air, land, and water pollution; pre-dict the effects of rainfall on smog conditions; understand how smog affects living organisms; and investigate which materials are biodegradable and why.

Life Science

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.

134SC Cells and TissuesStudents will learn about binary fission, discover cells and tissues, and explore the functions of cells and tissues.

132SC Classification of Living ThingsStudents will understand the reasons for classification, explore the concept of species, learn the five-kingdom system, and define the Dichotomous Key.

136SC Genetics and HeredityStudents will examine sexual reproduction, understand Mendel’s Laws of Heredity and Punnett Squares, and explore the terms genotype and phenotype.

135SC Green PlantsStudents will understand the function of green plants, explore the various parts of a green plant, and identify the edible parts of food plants.

133SC The Human BodyStudents will examine and explore the digestive, circula-tory, respiratory, excretory, skeletal, muscular, and nervous systems.

Science Concepts

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.

102SC Earth Science ConceptsStudents will explore such topics as weather, space, rocks, minerals, and erosion.

101SC Life Science ConceptsStudents will explore habitats and communities, under-stand the diversity of living things, and investigate the human body.

104SC Physical Science Concepts: EnergyStudents will explore topics related to energy including sound and light, electricity, conservation of energy, pulleys and gears, motion, forces, and simple machines and mechanisms.

103SC Physical Science Concepts: MatterStudents will explore the properties of and changes in materials, understand structures, and examine flight and the properties of air.

Bundle Overview

�

131SC Scientific Thinking

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

SkillBuilder Programs

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

147SB General Science Concepts 4-6Students will understand scientific data collection; solve problems by applying scientific and technological informa-tion; and practice measurement, estimation, and classifica-tion techniques.

148SB General Science Concepts 7-8Students will understand the properties of life, earth, space, and physical science; and observe, interpret, identify, and predict data and outcomes.

149SB Biology Exit SkillsStudents will study DNA and genetic engineering, extinction and reproduction, homeostasis, ecosystems, and biotechnology.

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.

Bundle Overview (cont.)

New!

�

Skill Trees and Implementation/Integration Ideas

Skill Trees Objectives Implementation/Integration IdeasBiology 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.

Life Science Classification of Living Things 132SC The Human Body 133SC 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 create a Punnett Square based on fictitious characteristics and have them predict results.

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.

Scientific Thinking 131SC 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.

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.

Reading 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.

�

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.

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

� Click OK.

A screen showing the available Skill Trees appears.

� Click on a Skill Tree name, and then click OK to launch the program.

Accessing Information on Assigned Skill Trees

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

The available Skill Trees are shown.

2 Right-click (Windows) or Control+click (Macintosh) on any of the Skill Trees listed.

A Program Info screen appears with the Skill Tree name, subject, grade level, type, and completion time.

� Click OK to return to the list of Skill Trees.

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 StudentHaving students enter Orchard using a specific login name 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 login name and password, if required, and click OK.

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

A screen showing your available Skill Trees for that class appears.

� Click on a Skill Tree name, and then click OK to launch the program.

Accessing Assignments

†Guest mode may be disabled by your Orchard administrator.

*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 Macintosh users, the Orchard icon is also located by default in the Dock.

�

Cellular Respiration

SKILLS 5-10Understand 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 5-10Describe 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 5-10Classify examples as either living or nonliving •Understand the characteristics of life: nutrition, movement, excretion, synthesis, respira-tion, sensitivity, growth, and reproduction

•

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

•

Biology Concepts 12�SC-1�0SC

Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12EcologyCellular RespirationPhotosynthesisLife & Non-LifePollution

Enrichment Core Remedial

10

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 investiga-tions; 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 any-thing 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 pro-vides 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 envi-ronment.

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 5-10Understand 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 5-10Identify 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 12�SC-1�0SC (cont.)

11


Using Biology Concepts

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

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.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.

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.

� 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 Contro button.

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

••

•

•

12

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.

� Click the Preview Activity tab, or click the Preview Activity button below the Introduction text box to con-tinue.

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. � 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.

� 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 differ-ent topics. Each unit includes a brief written introduction, a short video demonstration, and two on-screen writing exer-cises 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

1�

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.

� 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.

� 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.


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

� 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.

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

� 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 stu-dent’s score appears.

� 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.

1�


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.

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

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

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

� 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.

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

1�

Cells and Tissues Grades 5-10

SKILLS 5 6 7 8 9 10Identify 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 Grades 5-10

SKILLS 5 6 7 8 9 10Understand 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 Grades 5-10

SKILLS 5 6 7 8 9 10Define 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 1�2SC – 1��SC

Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12Class. of Living ThingsThe Human BodyCells & TissuesGreen PlantsGenetics & Heredity


1�

Introduction

Life Science is a series of interactive tutorials using an inter-active 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 demonstra-tions 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 struc-ture 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 consolida-tion 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 pres-ent. 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-king-dom 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 simula-tions showing meiosis, mitosis, and plant growth. In addi-tion, they work with genotype information and Punnett Squares.

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. Fol-lowing a thorough analysis of photosynthesis, the place of the green plant in the ecology of our planet is emphasized

Green Plants Grades 5-10

SKILLS 5 6 7 8 9 10Name 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 Grades 5-10

SKILLS 5 6 7 8 9 10Identify 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 1�2SC – 1��SC (cont.)

1�


through a careful examination of food chains, pyramids, and nets, and an exploration of the classification of organ-isms 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 Science

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.

� 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:

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

Classification of Living Things 132SC1. Introduction to Classification2. Binomial Nomenclature3. The Major Divisions4. The Classification Bank5. The Dichotomous Key

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

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

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

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

1�


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, signify-ing that you may click on the term for a description. Click READING to continue reading the text in the Reading sec-tion on the right-hand side of the screen.

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

� Click Hear It to hear the term spoken.

� 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, high-lighted 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.

1�

Earth Science Concepts Grades 4-9

SKILLS 4 5 6 7 8 9Rocks 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 meta-morphic

• • • • • •

Relate the characteristics of rocks and minerals to their uses • • • • • •Compare rocks and minerals from the local environment with those from else-where

• • • • • •

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 • • • • • •

WeatherDescribe 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 con-densation

• • • • • •

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

• • • • • •

SpaceDemonstrate 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 ScienceEarth ScienceMatter Energy


Science Concepts 101SC – 10�SC

20

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 Grades 4-9

SKILLS 4 5 6 7 8 9Habitats and Communities

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

• • • • • •

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, carni-vore, 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 BodyUnderstand 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 ThingsUse 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 – 10�SC (cont.)

Earth Science Concepts (cont.) Grades 4-9

21

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 observa-tions

• • • • • •

Physical Science Concepts: Energy Grades 4-9

SKILLS 4 5 6 7 8 9Pulleys 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 LightRecognize 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.) Grades 4-9

22

Conservation of EnergyDemonstrate 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 MechanismsCompare 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.) Grades 4-9

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 trans-formed 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

• • • • • •


2�

4 5 6 7 8 9Motion

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 pro-duce 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.) Grades 4-9

Physical Science Concepts: Matter Grades 4-9

SKILLS 4 5 6 7 8 9Flight 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.) • • • • • •


2�

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 modi-fications 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 sub-jected 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 prod-uct

• • • • • •

Properties and Changes of MaterialsIdentify 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.) Grades 4-9


2�


Introduction

The Science Concepts series is a comprehensive, cur-riculum-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 knowl-edge 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 Concepts

After logging in, select a Science Concepts program from the menu and click OK. In the Science Concepts Skill Trees, students explore a variety of Exhibits.

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.

2�


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 sec-tion, 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 experi-ment 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 indi-cated 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 experi-ment (not available in every Hall).

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

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

2�


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 Vocabu-lary 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 vocabu-lary buttons.

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.

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

� 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.

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

Note: Click Reset Quiz to clear your answers and begin again.

� 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 includ-ing assessment tools, additional lessons, suggested video resources, and more.

Word Search Click Word Search to complete a word search puzzle con-taining key terms explored in the program. Click on a letter

2�


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.

•••

2�

Scientific Thinking 1�1SC

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 deci-sions and think critically.

The scientific method includes: stating a problem, design-ing an experiment, conducting observations, using numeric calculations, constructing graphs and data tables, and pre-dicting 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 simu-lations 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 Thinking

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.

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

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

SKILLS 5 6 7 8 9 10Correct 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 Grades 5-10

Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12Scientific Thinking Unit 1Scientific Thinking Unit 2


�0

In the Problem Statement, you’ll learn the important ele-ments 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 vari-ables, 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 includ-ing 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 deter-mine 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 prac-tice interpreting information presented in different ways, including comparing the nutritional information for two different products.

Prediction and Forecasting teaches the differences in pre-dicting 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 1�1SC (cont.)

� 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

�1

Scientific Thinking 1�1SC (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 previ-ous 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 conclu-sion 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 when-ever 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.

�2

SkillBuilder Programs 1��SB – 1��SB

General Science Concepts 4-6 Grades 4-6

SKILLS 4 5 6Scientific 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 DataIdentify 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 ProblemsIdentify 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 Grades 7-8

SKILLS 7 8Scientific 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 proper-ties

• •

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 DataIdentify 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 ProblemsRelate objects, scientific principles, and activities to daily life • •Apply scientific knowledge to interpret consumer information obtained from tables, labels, and adver-tisements

• •

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 • •

SkillBuilder Programs 1��SB – 1��SB (cont.)

��

SKILLS HSUnderstand 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 High School


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

Selecting Skills

If “Students Select Skills” is enabled in the program settings, 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 settings], 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 settings; see 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 10 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 10 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 settings. See 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.)

� If you wish to end the lesson and leave the Orchard Manager, select Exit (Windows) or Quit SkillBuilder (Macintosh).

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 (Macintosh).

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.

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

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

� Click the Play button to play Arthropod.

The Arthropod game screen appears.

� 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.

��


� 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.

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

� 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.

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

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

� 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.

� 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.

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

� 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.


� 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.

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

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

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

The Stepping Stones game screen appears.

� 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.

� Pick up gems to get extra points.

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


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.

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

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

� 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.

� Use the arrow keys to move through the castle.

� Pick up coins by moving over them.

Flashing red coins are worth more points.

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


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 settings 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.

� Select a SkillBuilder program, and click Edit.

The settings screen appears.

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

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

� 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%).

� 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.

� 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.

� 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 settings and return to the Orchard Manager.

��

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 IdeaUnderstanding/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 •

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

SequenceUnderstanding/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 21�CC


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 • • • • • ♦ ♦

Inference • • • • • ♦ ♦

Informational reading • • • • • ♦ ♦

Main idea • • • • • ♦ ♦

Sequence • • • • • ♦ ♦

Vocabulary • • • • • ♦ ♦

• Recommended ♦ Review and Reinforcement

�0

Reading in Science 21�CC (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 level

By 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.

�1

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 Level14 8

11-13 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. Ques-tions 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 incom-plete sentences and multiple-choice questions. These selec-tions focus on synonyms, multiple-meaning words, and discovering meanings through context clues.

Details selections include passages, charts, and tables, fol-lowed 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 ques-tions require deciding which event preceded, followed, or depended upon another.

Help Screen

After the first time you log in to 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 Science

Navigation


�2

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.

� 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.

� 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.

� 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 settings for this program, log into the Orchard Manager as a teacher.

2 Select a class, and click OK.

� 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.

� Select Reading in Science 214CC, and click Edit.

A settings screen appears, showing the available program segments and options.


��

� 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.

� 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.

� 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.

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

� 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.


��

Copyright © Siboney Learning Group and its licensors.All rights reserved.

License and Warranty

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

Siboney Learning Group’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.

SIBONEY LEARNING GROUP 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. SIBONEY LEARNING GROUP 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 SIBONEY LEARNING GROUP 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 2000/ME/XP/NT/Vista are registered trademarks of Microsoft Corporation. QuickTime is a registered trademark of Apple, Inc. Java is a registered trademark of Sun Microsystems, Inc.

Siboney Learning Group’s LICENSOR(S) MAKES NO WARRANTIES, EXPRESSED OR IMPLIED, INCLUDING WITH-OUT LIMITATION THE IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PUR-POSE, REGARDING THE SOFTWARE. Siboney Learning Group’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 WAR-RANTIES IS NOT PERMITTED BY SOME JURISDICTIONS. THE ABOVE EXCLUSION MAY NOT APPLY TO YOU.

IN NO EVENT WILL Siboney Learning Group’s LICENSOR(S), AND THEIR DIRECTORS, OFFICERS, EMPLOYEES OR AGENTS (COLLECTIVELY Siboney Learning Group’s LICENSOR) BE LIABLE TO YOU FOR ANY CONSEQUENTIAL, INCIDENTAL OR INDIRECT DAMAGES (INCLUDING DAMAGES FOR LOSS OF BUSINESS PROFITS, BUSINESS INTER-RUPTION, LOSS OF BUSINESS INFORMATION, AND THE LIKE) ARISING OUT OF THE USE OR INABILITY TO USE THE SOFTWARE EVEN IF Siboney Learning Group’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. SIBONEY LEARNING GROUP’S licensor’s liability to you for actual damages from any cause whatsoever, and regardless of the form of the action [whether in contract, tort (including negligence), product liability or otherwise], will be limited to $50.

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

Orchard is the result of the talents of many people: teachers, designers, programmers, quality assurance specialists, and graphic artists. 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. Macintosh screens may differ slightly.

Copyright © 2007 Siboney Learning Group

GSSCM2 08/07

Orchard Software is Published by:

325 N. Kirkwood RoadSuite 200Saint Louis, MO 631221-888-726-8100

www.orchardsoftware.com

Documents

Orchard Gold Star Science 4-10 Curriculum BundleOrchard Gold Star’s Science curriculum promotes the development and understanding of fundamental concepts in life, earth, and physical