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Contents CHAPTER 1 GENERAL INFORMATION ............................................................................1

Overview...........................................................................................................................1Product Overview .............................................................................................................3

CHAPTER 2 PLATO LEARNING INSTRUCTIONAL STRATEGIES .............................9 Overview...........................................................................................................................9 Individualized Instruction ...............................................................................................11 Competency-Based Instruction.......................................................................................12CHAPTER 3 INSTRUCTOR ORIENTATION TO PLATO LEARNING COURSEWARE .........................................................................................................................................13 Overview.........................................................................................................................13 Implementation of Computer-Based Education..............................................................14 User Modes .....................................................................................................................16 Troubleshooting ..............................................................................................................17 Orienting the Learner......................................................................................................18 Navigating through the Courseware ...............................................................................22CHAPTER 4 LEARNING ACTIVITY AND QUESTION TYPES.....................................27 Overview.........................................................................................................................27 Lessons............................................................................................................................28 Applications ....................................................................................................................30 Tests ................................................................................................................................32 Question Types ...............................................................................................................33CHAPTER 5 TESTING STRATEGIES.................................................................................37CHAPTER 6 LEARNING AIDS.............................................................................................39 Overview.........................................................................................................................39 Calculator........................................................................................................................40 Conversion Tool..............................................................................................................42 Options/Mute ..................................................................................................................44 Options/Colors ................................................................................................................45 Glossary ..........................................................................................................................46 Help.................................................................................................................................48 Audio...............................................................................................................................50CHAPTER 7 PLATO EARTH AND SPACE SCIENCE COURSE SCOPE AND SEQUENCE...............................................................................................................................52 Overview.........................................................................................................................52 Unit 1: Looking at Earth’s Features................................................................................53 Unit 2: The Energetic Earth ............................................................................................55 Unit 3: Rocks and Soil ....................................................................................................58 Unit 4: Water in Our World ............................................................................................60 Unit 5: Weather and Atmospheric Processes..................................................................63 Unit 6: Earth, Space, and the Universe ...........................................................................66

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Chapter 1 General Information

Overview

Introduction The PLATO® Earth and Space Science curricula teach learners science

concepts and principles while meeting a majority of state standards and aligning closely with widely used textbooks.

Benefits The PLATO Earth and Space Science curricula help learners to learn

important standards-based content and apply knowledge to interactive problems and activities. The curricula does the following: • Provides learners enrolled in PLATO Earth and Space Science courses

with supplemental instruction. • Augments teachers' instruction and provides reinforcement. • Assists learners who need earth and space science as a prerequisite for

graduation or to fulfill unit completion criteria. • Provides learners with content knowledge aimed to improve achievement

on standardized, norm-referenced tests.

Assumptions This guide is written with the assumption that the instructor and learner are

familiar with a Web browser, including navigating to a specific Internet address or Uniform Resource Locator (URL).

Continued on next page

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General Information Overview, Continued

Using this guide This guide provides an overview of the structure and content of the PLATO

Earth and Space Science course. Because you play a key role in ensuring a positive experience for learners, it is important to review all sections of this guide.

Section Description

General Information Introduces the course. Read this material as an overview of the product.

PLATO Learning Instructional Strategies

Describes the three companion activities that are part of each PLATO Earth and Space Science topic, including how each is scored and how the score is reported.

Instructor Orientation to PLATO Learning Courseware

Suggests how to implement PLATO Earth and Space Science, discusses the available modes for previewing and using the course, and suggests ways to introduce learners to the course.

Learning Activity and Question Types

Describes the characteristics and scoring of the lessons, applications, and tests used in PLATO Earth and Space Science.

Testing Strategies Describes the kinds of learner assessment provided at various levels of the curriculum. Consult this section to get acquainted with the PLATO Learning approach to assessment.

Learning Aids Provides basic information for the instructor about PLATO Learning on-demand tools and Help features available when working in the courseware.

Scope and Sequence Identifies the units and topics in PLATO Earth and Space Science and lists objectives.

Contact us If you need help, please contact PLATO Learning Support using any of the

following methods: • Website: http://platosupport.plato.com/ • Support Request: http://platosupport.plato.com/SupportRequest.asp • Phone: 800-869-2200

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Product Overview Introduction PLATO Earth and Space Science PLATO Earth and Space Science With Assessments

Two learning paths are available in this course. • PLATO Earth and Space Science • PLATO Earth and Space Science with Assessments Note Learners should be assigned only one of the two learning paths. Designed with classroom implementation strategies in mind, this flexible implementation can facilitate whole class, small group or individualized instruction. Each topic includes a lesson, application and test. The test is “quiz like” and designed to meet the needs of many classroom situations. The PLATO Earth and Space Science course is divided into the following six units: • Unit 1: Looking at Earth's Features • Unit 2: The Energetic Earth • Unit 3: Rocks and Soil • Unit 4: Water in Our World • Unit 5: Weather and Atmospheric Processes • Unit 6: Earth, Space, and the Universe Each topic contains the same lesson and application as PLATO Earth and Space Science, however practice tests and a mastery test make this version ideal for structured individual learning situations such as credit recovery. The practice tests are activities that evaluate learner performance on a specific topic objective and report completion status when all items are answered correctly to the PLATO® Web Learning Network or PLATO® Pathways. If all items are not answered correctly, the learner is directed to remediate the topic objective in the lesson before retaking the practice test. The mastery test evaluates learner performance on all topic objectives and reports mastery if the student achieves a score of 80% or better. Note PLATO Earth and Space Science with Assessments is only available for PLATO management systems (including: PLATO Web Learning Network and PLATO Pathways)

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Product Overview, Continued

Terminology PLATO Earth and Space Science uses slightly different terminology when

describing the upper level structure of the course. Refer to the table below to see how the terminology relates to the more familiar terms found in PLATO Learning courseware. See page 20 for additional information.

PLATO Earth and Space Science

Terminology Pathways/PLATO Web Learning

Terminology Course Curricula Unit Course Topic Module Lesson Tutorial Activity Activity Application Application Test Test



Courseware features

The following design and presentation features are integrated into PLATO Learning courseware to benefit learners: • Animated graphics and interactions help illustrate objectives. In the

example below, the learner must answer the questions correctly before moving to the next application.

• Lessons, applications and tests help learners understand concepts and

principles that aid them in discovering connections among concepts. In tests, question randomization alters fixed pools of questions and their potential answers, thus greatly reducing repetitive item exposure.


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Courseware features (continued)

• Spiraling curricula helps learners build on what they know and gain

confidence in their abilities. • Navigation features are straightforward and easily identified. Users

navigate through lessons using the Navigation buttons that display on every page. Learners can go directly to any available scene within a lesson, or to any section of a topic by selecting an option on the Jump Menu as shown below.

Jump Menu page

• On-demand tools, including the Calculator and Conversion Tool, help

learners accomplish the goals of the course. Other tools allow learners to select color preferences, read-along text settings, and sound. For more information about these tools, see the Learning Aids chapter on page 39.


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Courseware features (continued) • Scaffolded instruction allows learners several opportunities to check

whether they understand unit objectives before advancing in the topic or unit.

• Modularity has been built in for alignments and time constraints. Topics

are short and focused on few objectives, thereby making alignments easy and accurate while agreeing with common instructional sequences.

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Chapter 2 PLATO Learning Instructional Strategies

Overview

Introduction PLATO curricula use an individualized, competency-based model that can

accommodate a diverse range of learner needs.

Benefits The PLATO approach to learning does the following:

• Encourages learners to study at their own level and move at their own

pace. • Creates a dynamic environment within which to practice and acquire

skills. • Provides a measurement of the learner's progress. • Promotes individual accountability.

Teaching device Like all PLATO curricula, PLATO Earth and Space Science consists of

individualized activities suitable to diverse learning situations. These activities include real-life examples and sophisticated graphics and interactions. All PLATO curricula require individualized responses to encourage concentration, maintain motivation, and increase proficiency.

Optional audio and read-along text

The PLATO Earth and Space Science course features optional audio and read-along text. Benefits of these features include the following: • Allows learners with reading difficulties to hear the text as they read

along. • Sets the pace of the instruction. • Allows learners to hear terminology pronounced and used in context. • Allows learners to see proper spelling and contextual use of scientific

terminology. • Allows learners with hearing difficulties to read along rather than depend

upon audio for delivered instruction. • Allows learners who do not need or want audio or read-along text to turn

off the options.


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PLATO Learning Instructional Strategies Overview, Continued

In this chapter This chapter includes the following topics.

Topic See Page Individualized Instruction 11Competency-Based Instruction 12

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Individualized Instruction

Introduction PLATO Learning recognizes that everyone learns at a different rate. With

individualized instruction, learners with a clear grasp of a concept can move quickly through the learning activities. However, if a learner is having trouble with a particular concept, he or she can repeat an activity.

Bookmarking If a learner exits a lesson or application activity early, a bookmark is

automatically placed in the section where the learner stopped. When learners restart the activity, they are able to enter the activity where they left off. Note: Bookmarking is not available in any of the test activities.

Feedback PLATO Learning courseware provides immediate feedback when the learner

answers a lesson or application question. Usually, if the answer is incorrect, the program provides helpful hints or feedback to steer learners in the right direction. If learners answer incorrectly a second time, they are given the correct answer with feedback and must then correctly answer the question before continuing. In certain cases, immediate feedback directs learners to the correct answer if they've answered incorrectly on the first attempt.

Learner goals It is common for learners to have different goals, particularly in an

individualized setting. PLATO Learning caters to every learner's needs. Learning activities are sequential to reinforce previously learned skills. The topics build upon each other; thus, it is strongly recommended that learners take them in order. However, the unique modularity of the PLATO Earth and Space Science courseware allows the instructor to assign individual programs based on specific needs and to accommodate learners who already know particular content by letting them bypass the topic and move on.

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Competency-Based Instruction

Introduction Competency-based instruction focuses on active learning. Learners

concentrate on fulfilling specific outcomes or objectives. Objectives describe particular, measurable behaviors.

Curriculum design

Standards-based curriculum design is written to address a number of objectives. For example: Learners will:

• identify types or causes of weathering. • match terms related to weathering, soil formation, and erosion to

their definitions. • distinguish between examples of mechanical and chemical

weathering. • determine the characteristic in which soils differ or select examples

of A, B, and C soil horizons given a list or illustrations. • discriminate between examples of weathering, soil formation, and

erosion. • predict which soil will be the most fertile given information about

the soil's composition or location. • select examples of why or how erosion could happen or be

prevented. • predict how weathering or soil formation will be affected by given

conditions.

These objectives allow for an exact way to measure learning.

Objectives The PLATO Earth and Space Science course has objectives at many different

levels, ranging from knowledge acquisition (simple remembering of a fact) to the analysis of ideas and the synthesis of concepts into new knowledge. As learners progress through a curriculum, they build upon previous knowledge.

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Chapter 3 Instructor Orientation to PLATO Learning Courseware

Overview

Introduction This chapter suggests ways to implement PLATO Earth and Space Science

into your classroom, discusses the available modes for previewing and for using the course (including troubleshooting), and suggests how to introduce learners to the course.


Topic See Page Implementation of Computer-Based Instruction 14User Modes 16Troubleshooting 17Orienting the Learner 18Navigating through the Courseware 22

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Implementation of Computer-Based Education

Introduction Effective programs using computer-based education (CBE) involve careful

planning, support for learners, and monitoring individuals' progress.

How to PLATO courseware is suitable no matter what amount of computer-based

education you want to use in your classroom. • As a primary means of delivering instruction, PLATO Learning provides

concept learning, practice, application, and testing opportunities. We encourage you to leverage your classroom time in a "guide on the side" role. You also may wish to assign pairs of learners to work through the lesson and applications together to engage in peer tutoring. However, tests should be taken individually.

• As a supplement to instruction, PLATO Learning presents alternative instructional activities for specific topics.

• As a complement to instruction, PLATO Learning delivers instructional activities that are difficult to do in other ways. For example, learners can refresh their prerequisite skills, while trainers teach specific procedures in a class setting.

Instructor roles Your role differs in the following ways for each of the three instructional

approaches: • Primary application changes your role the most. Because PLATO

courseware does much of the initial instruction, the full-time presence of an instructor is not necessary. Teachers build around the courseware.

• Supplemental application changes your role the least. The instructor performs familiar teaching activities using the computer as an alternate resource.

• Complementary application slightly changes your role. The teacher chooses and balances resources. CBE allows the teacher to incorporate the courseware along with the other resources (textbooks, lectures, discussions, independent projects) to deliver instruction.


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Implementation of Computer-Based Education, Continued

Tips Consider the following as you implement PLATO Earth and Space Science

into your classroom: • As FASTRACK will not automatically create prescriptions for the new

content, an alternative is to allow learners to take each topic test as a pretest to assure their understanding of the content.

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User Modes

Introduction PLATO Web Learning Network and PLATO Pathways manage the PLATO

Learning courseware and allow you access to the curriculum as an administrator or a learner.

Administrator mode

Administrator mode allows you to do the following: • Browse through all test questions in the test pool without randomization. • View correct answers.

Learner mode Learner mode allows access to PLATO topics as a learner. Learner mode is

the common PLATO user mode. Typically, learners must complete topic sections in order, and they must complete components (lesson, application and test) of each topic in order to advance to the next topic. In PLATO Earth and Space Science (without assessments) all activities are always open. In PLATO Earth and Space Science with Assessments, the Mastery Test can be taken first if desired, and if mastered, the other components (lesson, application, and practice tests) will not need to be completed before advancing to the next topic. If the Mastery Test is taken and not mastered, learners will be required to view the lesson before retaking the Mastery Test.

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Troubleshooting

Introduction You can identify each page in any PLATO Learning courseware by using the

Help/About option. This menu option displays a unique identifier that allows PLATO Support to better troubleshoot any problems you might have with the courseware. Be prepared to provide this information when you contact PLATO Support via email, phone, or the support site.

Tip If you send an email to PLATO Support or use the PLATO Support site, note

the entire contents of the Help/About display and add the information into an email or on the support site.

For more information

For more information about the Help/About option, refer to the Help section of this document on page 48.

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Orienting the Learner

Introduction Some learners may not be familiar with computer-based education (CBE).

Others may be familiar with CBE courses, but not with PLATO Learning courseware.

Checklist Use the following checklist to help orient learners to PLATO Learning

courseware.

Task Description Explain how they can proceed at their own pace. Explain how the course relates to each learner's educational

objectives. PLATO Learning will guide them through their studies.

Explain how to use the workstation and the mouse. • Describe how to perform mouse functions such as point, click,

double-click, and drag and drop. • Demonstrate how to sign on to the PLATO Learning system

and begin the assigned learning activities. Explain how to navigate through a PLATO Learning activity.

• Review the PLATO Learning page and its parts. • Show learners how to use the PLATO Learning tools such as

the Conversion Tool and the Calculator. Explain the activity types and how testing works.

• Explain that there are lessons, applications and tests for all

topics. Refer to the Learning Activity and Question Types chapter on page 27 for more information.

• Explain that learners take tests to demonstrate their understanding of the material. They can also take these tests as pretests to see if they already know the material.


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Orienting the Learner, Continued

Checklist (continued)

Task Description Explain how the PLATO Learning system tracks their progress.

• Describe how the system automatically keeps a record of their

completion of lessons, applications and tests through a unit or course.

• Describe the content of their performance reports. (These reports are available to you through PLATO Web Learning Network or PLATO Pathways. Detailed information for the administrator or instructor is provided in the on-demand Help feature and user guide for these products.)

Describe the bookmarking feature. • Explain that if learners exit a lesson or application without

completing it, a bookmark is automatically placed in the section where the learner stopped. When learners restart the lesson or application, they are able to enter where they left off. Bookmarking is not available in tests.


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Task Description Define the terms used below.

Term Definition

Course A study plan composed of units, topics, and learning activities arranged in a hierarchy.

Unit A major topical subdivision of a curriculum. For example, Looking at Earth’s Features.

Topic A learning activity centered on a several standards-related objectives. For example, Earth’s Composition.

Lesson An interactive presentation of content related to particular topic objectives.

Application One or more interactive activities designed to reinforce lesson content and prepare for the test.

Test A component of PLATO Earth and Space Science. An activity that evaluates learner performance on topic objectives and reports the learner's score to PLATO Web Learning Network or PLATO Pathways. Only two status settings are possible: completed or incomplete.

Practice Test A component of PLATO Earth and Space Science with Assessments. An activity that evaluates learner performance on a specific topic objective and reports completion status when all items are answered correctly to the PLATO Web Learning Network or PLATO Pathways. If all items are not answered correctly, the learner is directed to remediate the topic objective in the lesson before retaking the practice test. Only two status settings are possible: completed or incomplete.

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Mastery Test A component of PLATO Earth and Space Science with Assessments. An activity that evaluates learner mastery of all topic objectives and reports the learner's score to PLATO Web Learning Network or PLATO Pathways. Only two status settings are possible: mastery/complete or incomplete.

Bookmarking A programming feature that indicates where the learner exited a particular section of a PLATO Learning activity.

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Navigating through the Courseware

Introduction The course navigation is by activity. There are three different activities in

PLATO Earth and Space Science: • Lessons • Applications • Tests There are four different activities in PLATO Earth and Space Science with Assessments: • Lessons • Applications • Practice Tests • Mastery Test

Courseware features

The table below identifies the various features available to learners in lessons, applications and tests.

Option Description

Options Mute allows teachers and/or learners to turn the audio function off. Color alternatives allow users to change the background color of the user interface.

Tools Tool features allow learners to access resources (i.e., Calculator, Conversion Tool) to help them throughout the course. Note These tools are not available to the learner

during the test section. Refer to the Learning Aids chapter beginning on page 39 for more information on the tools available to learners.

Glossary Learners click on a unit vocabulary word to hear the word defined and pronounced. Note The Glossary is not available to the learner

during any of the test activities. Help Instructs learners how to use the features of lessons,

applications, tests, options, tools, navigation buttons, and the instructional strategies of the software.

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Navigating through the Courseware, Continued

Read along Optional read along feature allows limited English proficient (LEP) and/or deaf and hearing impaired learners to follow the script more easily. Note The read-along display is not available in tests.


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Lesson The table below describes a learner's progression through a lesson.

Note Learners can click the previous button at any time in a lesson. Doing so returns the learner to the beginning of their current scene. If learners click this button multiple times, they will be sent back one

scene per click. If the previous button is clicked and held, it acts as a fast rewind navigational feature and scrolls back through scenes more quickly.

Description Result

Learners selects the Lesson.

The first scene of the lesson plays. At the end of a scene the button appears).

Learners click the

/ button.

( button changes to upon a mouseover). The learner is sent to the next scene in the lesson. Learners may also click

the button at any time to advance to the next scene.

Learners click the Clicking the button at any time advances to the next scene. Clicking and

holding the forward button

button.

is a fast-forward navigational feature. Holding the mouse button down rapidly advances between the first parts of each scene.

Learners click the Click once to pause the lesson. Click again to resume the lesson.

button. At the completion of the final scene, clicking the

Learners click the button. button ( on mouseover)

will tell learners that they are on the final scene and ask them if they really want to exit. Learners click either Yes or No. A Yes will return the learner to the menu page.



Lesson (continued)

Description Result Learners click the The Jump Menu button allows the learner to

navigate within the topic table of contents to move to a scene of interest. button.

Learners click the The Exit button returns learners to the topic menu. A Completion Status reports to PLATO Web Learning Network or PLATO Pathways. button.

Application The table below identifies a learner's progression through an application.

Description Result Learner selects the Application.

The first application screen displays.

Learner clicks the Upon completion of the narrated audio instructions, or at any time during the instructions, clicking the

/ button. button

advances to the next screen of the current application. The learner interaction begins with the second screen.

Learner selects or clicks, holds and drags an answer to its appropriate location.

Feedback displays. The first wrong answer generates feedback stating they are incorrect and often provides help finding the correct answer. Typically, the second wrong answer generates feedback stating the correct answer and directs learners to select the correct answer. In some cases the first wrong answer feedback directs learners to the correct answer. Learners must correctly answer all questions. Once answered correctly, the

Learner clicks the button.

button appears with the correct answer feedback. Once an individual application set is complete, learners are prompted to continue to the next application set.

Learner clicks the button.

Completion of the last application question set reports completion status to PLATO Web Learning Network or PLATO Pathways.

Learner clicks the /

button.


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Tests The table below identifies a learner's progression through a test.

Description Result Learner selects Test, Practice Test, or Mastery Test.

The first question in the question set displays. Note Learner progress information

displays at the bottom of the page with each new question (e.g., Question 2 of 10).

In PLATO Earth and Space Science with Assessments, the objective for the question set for the practice test displays before the test begins.

Learner selects an answer.

Yes (if correct) or No (if incorrect) feedback displays. Learners only have one chance to answer each question.

Learner continues through the question set using the

The learner's score displays after the last question. Either a "Congratulations" or a "Keep Trying" certificate displays. /

button. Learner clicks the The learner's test certificate will print.

button. Completion status and/or a score report to PLATO Web Learning Network or PLATO Pathways.

Learner clicks the button to

exit the activity.

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Chapter 4 Learning Activity and Question Types

Overview

Introduction Each PLATO Earth and Space Science course consists of units containing a

number of learning activities and question types to support a variety of learning styles and needs.

In this chapter This chapter explains the purpose, components, use of, scoring, and reporting

for the following activities.

Topic See Page Lessons 28Applications 30Tests 32Question Types 33

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Lessons

Description Lessons include interactive instructional sequences for the various levels of

PLATO Earth and Space Science. Lessons have the following sections: • Introductory scene • Presentation • Conclusion scene(s)

Introductory scene

The introductory scene introduces the material that will be studied in the lesson. Lesson objectives are typically presented to learners as general points of study.

Presentation The presentation element of the lesson presents the content to the learner.

This section includes multimedia with audio, animation, graphics, and interactions to provide scaffolded instruction. The example below shows an interaction to illustrate an earth and space science principle (e.g., how the moon affects ocean tides on Earth).


Lessons, Continued

Conclusion scene(s)

The conclusion scenes typically summarize the main points/concepts and principles of the lessons.

Bookmarks If a learner exits a lesson activity early, a bookmark is automatically placed in

the section where the learner stopped. When a learner restarts the lesson, he or she is able to resume at the beginning of the scene or activity where they left off. Example When a learner exits an activity scene, a prompt displays upon re-entry. A learner will be able to go to the beginning of the last scene or activity visited prior to exiting. Otherwise, the learner will be returned to the first scene in that particular activity.

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Applications

Description An application is accessible to learners after completion of the lesson. All

applications include the following: • Directions page to explain the scenario • Activity-based on-screen review of the lesson • A set of questions with feedback

Objective The objective of every application is "to practice." The application gives

learners the opportunity to review the content taught in the lesson and to practice for the test.

Scoring Applications are not scored; however, a completion status is reported to

PLATO Pathways or PLATO Web Learning Network.


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Applications, Continued

Bookmarks If a learner exits an application activity early, a bookmark is automatically

placed in the section where the learner stopped. When learners restart the application activity, they re-enter at the beginning of the section where they exited the application. Note If a learner exits an application in the middle of a question set, there is

a prompt asking the learner if they choose to exit. When the learner re-enters the application, it will be at the beginning of the question set and he or she will be required to answer all the questions in that set again.

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Tests

Description A test evaluates performance on the topic objectives and reports the learner's

status and score to PLATO Pathways or PLATO Web Learning Network.

Questions Tests consist of questions drawn from a pool of test items. Questions come in

sets of approximately 6 per objective. Each time a learner logs on to a test, half of the questions in the bank for each objective are randomly assigned to the test. In PLATO Earth and Space Science with Assessments, the practice tests randomly ask 3 questions for each objective, and the mastery test assigns all test items for each objective to the learner. Note: Different topics have different test lengths.

Bookmarks Tests do not have bookmarking capabilities. Therefore, if a learner exits a

test early, the test is not completed, and the learner must re-take the test in order to complete it.

Scoring In PLATO Earth and Space Science (no assessments) a test score of 60% or

above demonstrates completion. In PLATO Earth and Space with Assessments, all questions in the practice tests must be answered correctly for completion status. Practice tests are not scored. For mastery tests, a score of 80% or above demonstrates completion and mastery. A status of "completed" or "not completed" and/or the score are reported to PLATO Pathways or PLATO Web Learning Network.

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Question Types

Introduction The PLATO Earth and Space Science course includes the following types of

questions: • Multiple Choice • Drag and Drop Note Variations of these question types may appear to be other types of

questions (e.g., Click the correct image). Not all question types exist in each lesson, application or test.

Feedback All questions provide feedback once the learner selects an answer. In some

cases, learners must supply several answers and click a button to check their work. The table below identifies the type of feedback a learner receives during the application sections depending on the response they give.

Response Feedback

Correct the first time Positive feedback (e.g., Great Job, Good Job, etc.) and a statement reaffirming the correct answer or describing the correct answer in a different manner.

Incorrect the first time Feedback stating the learner's selection is wrong, and typically a hint towards the correct answer, which prompts the learner to rethink the response.

Incorrect the second time Learners are directed to choose the correct answer. Learners cannot move forward until they select the correct answer and click the continue button.


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Question Types, Continued

Feedback (continued)

Below is an example of a learner incorrectly answering the question twice.

Note that the learner can see the correct answer indicated in FEEDBACK.



Multiple-Choice questions

Multiple-choice questions have three or more answer alternatives from which a learner chooses. Note PLATO Learning courseware contains a few two-choice questions:

yes/no, true/false. To select an answer, learners click the item or answer slot they believe contains the correct answer. Learners receive immediate feedback in applications and tests. The example below illustrates a four-choice, multiple-choice question in which the learner uses the graphic and the narration/text to help determine the correct answer.


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Drag and Drop Drag and Drop questions prompt learners to drag the correct answer to an

indicated location and are used for labeling diagrams, building structures, etc. Here are a few key points your learners should know about Drag and Drop questions: • Feedback is generated automatically once learners have dragged a label

into place. In some instances, more than one answer must be supplied and a check answer button must be clicked before feedback is generated.

• Where multiple answers are supplied, correct answers remain in place and incorrect answers will be returned to an options box.

The example below illustrates how a learner performs a Drag and Drop activity and feedback associated with a response.

Learner feedback displays once an answer is selected.

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Chapter 5 Testing Strategies

Introduction Tests, offered at the end of each topic, monitor each learner's progress and

record performance at the topic level. Each topic in PLATO Earth and Space Science contains one test. PLATO Earth and Space Science with Assessments features practice tests with questions correlated to specific objectives and a mastery test at the end of each topic. The learner must pass the test for each topic to achieve a status of completion in PLATO Earth and Space Science; in PLATO Earth and Space Science with Assessments, the learner must pass the mastery test for each topic to achieve a status of mastery and completion.

Questions PLATO Earth and Space Science:

Each test consists of questions taken from a larger pool of test questions. The questions and the answer choices of each question are randomized, so that learners who repeat a test will rarely see any order of items repeated. A score of 60% or more demonstrates completion in PLATO Earth and Space Science. PLATO Earth and Space Science with Assessments: Each topic has practice test banks of questions taken from a larger pool of questions correlated to specific objectives. Learners must answer all questions correctly in practice tests to demonstrate completion. A score of 80% or more demonstrates mastery in PLATO Earth and Space Science with Assessments.

Feedback Yes or No feedback appears after every answer and the learner knows

immediately if he or she has answered a question correctly. The learner receives a total score at the end of the test.

Pretesting Taking tests as pretests has the following advantages:

• Allows learners to move more quickly through the material they already

know. • May boost confidence when learners are aware they already know some

of the material.

Testing Strategies, Continued

Posttesting An alternate strategy for learners is to use the tests as post-tests only.

Learners first complete the lesson and application for a topic and then take the test. This approach is more appropriate for learners who are unfamiliar with the material, whose skill or knowledge levels are low, and those who may experience frustration or anxiety with pretests. Note In PLATO Earth and Space Science with Assessments the Mastery

Test can be taken as a pretest. If a student masters the test, they will not be required to complete the lesson and application for that topic.

Because PLATO Earth and Space Science was developed based on a

more open instructional model, reporting within the management systems behaves differently. While other PLATO courseware reports modules (units) as mastered if the pre-test is mastered, PLATO Earth and Space Science does not. Rather, when a student is given the Test as a pre-test, completing it results in a score and a status of "complete" for the test only. Successful completion of the pre-test does not automatically result in a completion status for the corresponding lesson and application activities. The teacher may, if so desired, mark those activities as complete.

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Chapter 6 Learning Aids

Overview

Introduction PLATO Learning courseware offers on-demand tools to learners as they work

within the activities.

System requirements

To use the PLATO Earth and Space Science course features, each workstation must have the following: • Macromedia Flash Player 7 • Headphones or external speakers • An audio card These are the standard equipment requirements for using the PLATO Earth and Space Science course. The same multimedia rules apply whether you are using speakers or headphones.


Topic See Page Calculator 40Conversion Tool 42Options/Mute 44Options/Colors 45Glossary 46Help 48Audio 50

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Calculator

The PLATO Earth and Space Science course includes an on-demand calculator for solving problems. It supports basic operations in case learners do not have access to a hand-held calculator.

Description

Accessing To access the Calculator, follow the step below

Step Action 1 Select Calculator from the Tools menu.

Result The Calculator displays.


Calculator, Continued

Functions The table below describes the features of the calculator.

Option Description Use this button to change the sign of the number (positive or negative). Use this button to clear the information you most recently entered into the calculator. Use this button to clear everything you entered into the calculator and start over with the operation. Use this button to clear any information stored in memory. Use this button to redisplay information stored in memory. Use this button to store information in memory.

Use this button to add information to the stored memory.

Use this button for square roots. Press this button after entering the number for which you want to know the square root.

Use this button for percents.

Use this button for reciprocals.

Use this button to close the calculator.

Note If the Calculator covers any onscreen information, it can be dragged to other locations on the screen. To move the Calculator, click and hold on any empty space on the Calculator as you drag it to the desired position.

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42

Conversion Tool

Some questions in the PLATO Earth and Space Science course may require learners to perform unit conversion from metric to metric, English to metric, or metric to English.

Description

Accessing To access the Conversion Tool, follow the steps below.

Step Action 1 Select Conversion Tool from the Tools menu.

Result The Conversion Tool displays.

Functions The table below describes the features of the conversion tool.

Option Description Use one of these buttons to choose the appropriate conversion type.

Use the pulldown menu on the left to select the units to convert from, then use the pulldown menu on the right to select units to convert to. Click in the empty box to the left of this menu and type in the numerical value of the unit you want to convert from.

Click this button to perform the conversion. The answer appears in the empty box on the right.


Conversion Tool, Continued

Functions (continued)

Description Option Use either button to close the Conversion Tool.

or

Note If the Conversion Tool covers any on-screen information, it can be dragged to other locations on the screen. To move the Conversion Tool, click and hold on any empty space on the tool as you drag it to the desired position.

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Options/Mute

The PLATO Earth and Space Science course narration and other sounds may be turned off using the Mute feature found in the Options menu.

Description

Accessing To access the Mute Option, follow the steps below.

Step Action 1 Click the Options menu.

Result The Options menu displays.

2 Select Mute to turn Mute off or on. A checkmark displays next to mute if mute is turned off.

Functions The table below describes the features of the mute option.

Option Description The default setting for announcing sound is on. If no sound is desired, click once on the mute button and the sound will turn off. The mute button functions as a toggle switch. To turn the sound on again, simply click the button again. When the program is muted, a check mark will appear beside the word Mute.

Note If the program is muted, all music, narration, and

right/wrong sound effects will be turned off.

Options/Colors

The PLATO Earth and Space Science interface can be customized to some degree using the Colors selection found in the Options menu.

Description

Accessing To access the Colors option, follow the steps below.



2 Select Colors and select the color preference.

Functions The table below describes the features of the color option.

Option Description The default color of the navigation buttons and the border around the interface is blue.

To change the color scheme, click once on any colored box listed beside the color option. A learner may change colors as often as desired. The color setting is not saved after the learner exits an activity.

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Glossary

Description The Glossary provides learners with written and announced definitions of

science terms used in each unit of PLATO Earth and Space Science.

Accessing To access the Glossary, follow the steps below.

Step Action 1 Click the Glossary menu.

Result The Glossary windows displays. There are two windows in the glossary.

Functions The table below describes the features of the glossary.

Option Description Click on any tab located along the bottom glossary window and an alphabetical list of terms in that section will be displayed.


Glossary, Continued


Description Option A Next button (>) may appear at the lower right of the bottom window. The Next button indicates that there are additional glossary words to view. After clicking Next, a Previous button (<) will appear. Clicking this button returns you to the previous window or you may click another alphabetical tab.

Click once on any word appearing in the bottom window and its definition will appear in the top window. You will also hear the correct pronunciation of the term.

Click on the speaker icon to hear the term again and to hear the definition. Note The program must not be muted (the toggle switch

is located under the Options menu) for sound to be heard.

You will resume the program at your last position when you exit the Glossary.

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Help

Description The Help menu displays user information regarding lessons, applications,

tests and program navigation.

Accessing To access Help, follow the steps below.

Step Action 1 Click the Help button.

Result The Help window displays.

2 Click the Exit button to close the Help window.

Functions The table below describes the features of the Help window.

Option Description Click on any topic or subtopic listed, a detailed explanation of that function will appear. Use the scroll bar located at the right to scroll down to view the complete topic and subtopic information.


Help, Continued


Description Option Clicking the Help About button displays a unique identifier that allows PLATO Support to better troubleshoot any problems you might have with the courseware. Refer to the entire contents of the About window when composing an email on the PLATO Support Web site.

Note For more information about how to contact PLATO

Support, refer to the Contact Us section on page 2.Click to exit the About window.

Click to exit the Help window.

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Audio

The PLATO Earth and Space Science course allows learners to listen to audio narration. Audio accompanies each scene in the lesson, describes the scenario and gives instructions in application, announces test questions, and pronounces and defines glossary terms. The default setting for the audio setting is on.

Description

Benefits Benefits of optional audio include the following:

• Allows learners with reading difficulties to hear the text and read along. • Sets the pace of the instruction. • Allows learners to hear terminology pronounced and used in context.

Accessing To access the Audio (Mute) Option, follow the steps below.



Functions The table below describes the features of the mute option.

Option Description The default setting for announcing sound is on. If no sound is desired click once on the mute button and the sound will turn off. The mute button functions as a toggle switch. To turn the sound on again, simply click the button again. When the program is muted, a checkmark displays next to Mute.

Note If the program is muted, all music, narration, and

right/wrong sound effects will be turned off.

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Chapter 7 PLATO Earth and Space Science Course

Scope and Sequence

Overview

Introduction This section identifies the instructional scope and sequence of the PLATO

Earth and Space Science course.

Factors The average time required for a learner to complete a topic depends on the

learner's reading rate, a learner's experience with computers and PLATO Learning courseware, and the difficulty level of the content. Learners may take anywhere from a few seconds to answer a simple practice or test item, to several minutes to answer a more complex item. You can use the following estimated time guidelines for each activity in a topic: • Lesson: 40 -50 minutes, some are more than one class period. • Application: 15-30 minutes • Test: 15-20 minutes • Practice Test: 5-10 minutes • Mastery Test: 45-60 minutes

In this chapter This chapter includes the following units.

Unit See Page Unit 1: Looking at Earth's Features 53Unit 2: The Energetic Earth 55Unit 3: Rocks and Soil 58Unit 4: Water in Our World 60Unit 5: Weather and Atmospheric Processes 63Unit 6: Earth, Space, and the Universe 66

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Unit 1: Looking at Earth's Features

Description The table below identifies the topics and their objectives included in the

Looking at Earth’s Features unit. Note Some of the objectives listed below are components of the application activities but are not tested. They are provided as reference for material that a topic can be expected to cover.

Topic Objective

• Earth's Composition

Learners will: • Match layers of the Earth with analogous

structures in other objects. • Distinguish between the core, mantle and crust

based on their composition or characteristics of density, temperature, or state of matter.

• Arrange layers of the Earth or categorize components that make up the lithosphere, mantle, and crust.

• Predict how changes in certain layers could affect other layers of the Earth.

• Supporting Life: Earth's Surface and Landforms

Learners will: • Identify or categorize parts of the Earth that make

up the hydrosphere, atmosphere, and biosphere. • Distinguish between examples of constructive and

destructive processes. • Identify examples of landforms or features

resulting from constructive and destructive forces. • Predict how changes in certain layers could affect

other layers of the Earth. • Determine the most likely outcomes on Earth's

surface, when given information about movements in the crust, hydrosphere or atmosphere.


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Unit 1: Looking at Earth's Features, Continued

• Mapping Learners will:

• Discriminate between examples of latitude and longitude, or parallels and meridians.

• Differentiate between required map elements. • Identify advantages and disadvantages of various

projections and globes. • Find a location on a map given coordinates or

provide coordinates for a given location on a map. • Determine the time in different time zones. • Find and interpret features on topographic maps. • Find and interpret features on road and political

maps.


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Unit 2: The Energetic Earth

Description The table below identifies the topics and their objectives included in The

Energetic Earth unit.

Topic Objective 1. Plate Tectonics

and Earth Movements

Learners will: • Distinguish between the roles of the crust,

lithosphere, and asthenosphere in tectonic movement.

• Distinguish process involved in seafloor spreading.

• Distinguish between convergent and divergent plate boundaries.

• Predict the result of a collision between two tectonic plates.

• Sequence the progression of landforms from Pangaea to the present distribution of the continents or make predictions about tectonic movements that could have led to continental changes over time.

• Evaluate a claim and choose the best explanation of whether or why the evidence supports the theory of plate tectonics.

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Unit 2: The Energetic Earth, Continued

2. Earthquakes Learners will: • Select examples of forces, energy transfers, or

motions that are most similar to earthquakes. • Choose options that correctly describe the focus,

hypocenter, epicenter or fault type, given an illustration of an earthquake.

• Identify examples of P, S, or surface waves based on illustrations or descriptions, or select missing pieces of information needed to describe the waves.

• Distinguish between P, S, and surface waves or determine which seismograms show earthquakes of the highest/lowest magnitude or least/greatest distance from a seismograph station.

• Select an explanation of how or why blocks of land or structures on land move along a certain fault type.

• Predict which of four areas is most likely to have an earthquake based on their location in relation to plate boundaries or past earthquake activity.

• Assign intensity or magnitude values to earthquakes given information about damage, movement, or witness accounts.

• Predict the type or likelihood of damage in certain areas or how earthquake preparedness can prevent damage or injury.

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Unit 2: The Energetic Earth, Continued

3. Volcanoes Learners will: • Discriminate pyroclastic material from lava flows. • Distinguish between examples of explosive and

non-explosive eruptions. • Distinguish between classifications of volcanic

activity. • Distinguish between types of volcanoes. • Indicate whether an explosive or non-explosive

eruption will occur given magma composition or vice versa.

• Select the type of volcanic material that erupts, the type of volcano erupting, or the magma composition given information about a volcano or eruption.

• Predict where volcanoes are likely to occur. • Predict the effects of volcanic activity on the

environment or landscape.

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Unit 3: Rocks and Soil


Rocks and Soil unit.

Topic Objective 1. Rocks and the

Rock Cycle Learners will: • Match terms used in studying rocks and minerals

to their definitions. • Identify examples of minerals used in science,

society, or industry. • Distinguish between igneous, sedimentary, and

metamorphic rocks based on descriptions of how they formed.

• Distinguish between mineral and non-mineral objects.

• Identify or choose examples of factors used to classify rocks.

• Distinguish between intrusive & extrusive igneous rocks.

• Distinguish between clastic, organic, and chemical sedimentary rocks.

• Distinguish between foliated and unfoliated metamorphic rocks.

• Predict whether the crystals of a particular type of mineral will be large or small depending on how the mineral cooled.

• Select the proper explanation of why or how igneous, sedimentary, and metamorphic rocks form.

• Sequence possible steps in the rock cycle.

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Unit 3: Rocks and Soil, Continued

2. Weathering, Soil, and Erosion

Learners will: • Identify types or causes of weathering. • Match terms related to weathering, soil formation,

and erosion to their definitions. • Distinguish between examples of mechanical and

chemical weathering. • Determine the characteristic in which soils differ

or select examples of A, B, and C soil horizons given a list or illustrations.

• Discriminate between examples of weathering, soil formation, and erosion.

• Predict which soil will be the most fertile given information about the soil's composition or location.

• Select examples of why or how erosion could happen or be prevented.

• Predict how weathering or soil formation will be affected by given conditions.

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Unit 4: Water in Our World


Water in Our World unit.

Topic Objective 1. The Cycle

and Movements of Water

Learners will: • Match terms used in studying water and its

movements to their definitions. • Distinguish between the crest, trough, wavelength,

amplitude and period of waves. • Discriminate between different types of currents

and different types of waves. • Distinguish between examples of places where

Earth's water is located. • Identify examples of evaporation, condensation,

and precipitation. • Predict whether a current will increase or decrease

in speed given information about a change in wind, temperature, or salinity differences.

• Choose the best explanation of how tides are caused, why there is a high and low tide, or how a change in gravitational pull could affect the tides.

• Predict how changes in surface area, solar energy, or temperature could affect processes involved in the water cycle.

• Organize or sequence steps in the water cycle or specific stages in the processes of evaporation, condensation, or precipitation.

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Unit 4: Water in Our World, Continued

2. The Oceans Learners will: • Match terms describing features near or in the

oceans to their descriptions. • Identify correctly labeled oceans from maps. • Discriminate between plankton, nekton, and

benthic organisms. • Distinguish between regions where life is found in

the ocean's pelagic and benthic zones. • Predict the causes or consequences of pollution,

overfishing, or over-use of fossil fuels; or predict the effects of conservation efforts on the world's oceans.

• Select appropriate explanations of how changes in ocean salinity or temperature could occur.

• Predict how increasing or decreasing depth will affect temperature or pressure.

• Arrange areas of the continental margins, benthic zones, and pelagic zones in order from shore outward.

• Select an explanation of how or why a beach develops or erodes, or predict whether a beach will grow or decrease in size.

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Unit 4: Water in Our World, Continued

3. Fresh Water Learners will: • Match terms used in studying fresh water with

their descriptions. • Distinguish between the different sources of fresh

water. • Differentiate between bed load, suspended load,

and dissolved load. • Distinguish between youthful, mature, old, and

rejuvenated rivers. • Distinguish between examples of point and

nonpoint-source pollution. • Predict the relative degree, possibility, or type of

erosion based on descriptions of the amount and duration of rain, presence of vegetation, or the slope of land.

• Predict the relative degree or possibility of stream erosion or deposition based on a description of load, gradient, or discharge.

• Sequence stages of river development. • Predict whether or not water will run off the

surface or become groundwater based on descriptions of saturation or porosity and permeability of an area of land.

• Predict the effects or consequences of pollution or conservation efforts on the world's fresh water.

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Unit 5: Weather and Atmospheric Processes


Weather and Atmospheric Processes unit.

Topic Objective 1. The

Atmosphere Learners will: • Match Coriolis effect and greenhouse effect to

their definitions or descriptions. • Distinguish between the different layers of the

atmosphere. • Distinguish between examples of global winds. • Distinguish between examples of local winds. • Distinguish between the ways heat can be

transferred. • Distinguish between different causes or effects of

air pollution. • Select explanations for the causes or effect of

changes in wind direction or temperature on the atmosphere.

• Predict possible effects of a particular pollutant on the atmosphere.

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Unit 5: Weather and Atmospheric Processes, Continued

2. Weather Learners will: • Match weather-related terms to their definitions. • Identify symbols used on weather maps. • Distinguish between examples of high and low

pressure or high and low pressure systems. • Distinguish between cumulus, stratus, and cirrus

clouds. • Discriminate cloud types based on their altitude. • Choose examples of warm, cold, stationary, and

occluded fronts. • Distinguish between examples of lightning and

thunder, hurricanes and tornadoes, and condensation and precipitation.

• Predict which way the wind will blow based on air pressure, temperature, or the interaction of weather fronts.

• Predict weather conditions given weather maps or information about types of clouds present.

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Unit 5: Weather and Atmospheric Processes, Continued

3. Climate Learners will: • Match general temperature ranges, amounts of

precipitation, and characteristic organisms to their climate.

• Match the terms microclimate, rain shadow, Coriolis effect, surface currents, biome, and adaptation to their definitions.

• Select examples of natural or human-influenced factors that affect climate from lists.

• Distinguish between examples of weather and climate.

• Distinguish between tropical, temperate, and polar zones.

• Distinguish between examples of hot and cold deserts, windward and leeward sides of a mountain, and ice ages and interglacial periods.

• Predict the effects of the angle of sunlight striking different latitudes and the Earth's position as it orbits the sun on the temperature and climate of the region.

• Predict the effect of natural catastrophes and other phenomena, or human influences, on climate change.

• Choose appropriate explanations of why or how increasing altitude, proximity to water bodies and currents, prevailing winds, and the presence of mountains can affect the average temperatures or precipitation in a climate region.

• Predict ways to prevent or slow global climate change, or select explanations of how or why climate change can be minimized.

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Unit 6: Earth, Space, and the Universe


Earth, Space, and the Universe unit.

Topic Objective 1. The Solar

System Learners will: • Match terms and tools used in studying the solar

system to their descriptions. • Identify the parts of comets. • Distinguish between different planets in the solar

system based on descriptions of significant features and characteristics.

• Distinguish between examples of emitted and reflected visible light.

• Differentiate between examples of the heliocentric and geocentric theories of the solar system.

• Distinguish between examples of meteoroids, meteor showers, asteroids, and comets.

• Discriminate inner planets from outer planets based on their descriptions.

• Predict the relative gravitational pull of objects with respect to each other based on their masses or distance between them.

• Sequence or arrange the planets in the proper order from the center of the solar system.

• Predict the relative orbital speed of a planet or object based on its distance from the object it is orbiting.

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Unit 6: Earth, Space, and the Universe, Continued

2. The Sun, Earth, and Moon

Learners will: • Match terms used in the study of the Earth, sun,

and moon with their descriptions. • Distinguish between phases in the lunar cycle. • Differentiate between the sun's different layers

and events that occur at the sun's surface. • Distinguish between the different seasons and day

or night based on the position of the Earth relative to the sun.

• Differentiate between features on the surface of the moon and between solar and lunar eclipses.

• Predict reasons for differences in time or seasons based on Earth's position relative to the sun, the tilt of Earth’s axis, the point of reference on Earth, or the number of hours of daylight vs. darkness.

• Sequence stages of the lunar cycle based on descriptions or images.

• Predict the occurrence of solar or lunar eclipses based on the phase of the moon and the position of the Earth, moon, and sun, by description or images.

Copyright © 2005 by PLATO Learning, Inc. All rights reserved. PLATO® is a registered trademark of PLATO Learning, Inc. PLATO Learning is a trademark of PLATO Learning, Inc. All company and product names are trademarks or registered trademarks of their

respective holders.

PLATO Earth and Space Science Curriculum Guide

Unit 6: Earth, Space, and the Universe, Continued

3. Space: Stars, Galaxies, and the Universe

Learners will: • Select the best units or scale for studying time,

temperature, speed, or distance in space. • Distinguish between forms of electromagnetic

energy and tools used to study them. • Select the appropriate technology for specific

studies in astronomy. • Distinguish between examples of different types

of stars. • Predict the final state in a star's life cycle given

information about the star's properties. • Select the correct location on a Hertzsprung-

Russell diagram for a star, or make predictions about the characteristics of a star given its position on a Hertzsprung-Russell diagram.

• Select the appropriate explanation for why stars in a constellation appear not to move or why entire constellations move across the night sky or change seasonally.

• Distinguish between different types of galaxies based on their shapes or other features.

• Predict whether an object in space will produce a redshift or blueshift given information about its spectrum or direction of movement.

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