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f 



No. A-255 




Picture 
Chompers 

Instructional Computing Courseware 
for Apple® II Series Computers 



A product from the 
MECC Early Learning Series 



\ 



This manual is compatible 
with 

the Picture Chompers disk 
Version 1.x 



MECC warrants that it will, at its option, repair, replace, or return 
the purchase price of any product found by MECC to be defective 
in quality or for any other reason, and which is returned to MECC, 
postage paid. This warranty replaces and supersedes all other 
warranties stated or implied, including any warranty of design, 
merchantability, or fitness for a particular purpose or use. MECC 
will not be liable for any incidental, special, or consequential 
damages resulting from any use of or defects in the product. 



©MECC 
3490 Lexington Avenue North 
St. Paul, MN 55126 

ISBN 0-7929-0132-0 ' April 1990 

Copyright © 1990 by MECC. All rights reserved. This software and manual may not be copied 
or transferred to another medium except as permitted by U.S. Copyright Law or as authorized by 
written agreement with MECC. Apple* and ProDOS* are registered trademarks of Apple 
Computer, Inc., of Cupertino, California. 



Library of Congress Cataloging-in-Publication Data 



Picture chompers [computer file] — Version 1.0. 

2 computer disks : sd., col. ; 5 1/4 in. + 1 manual. — 
(Early learning series). 

System requirements: Apple II series; 128K; ProDOS; 
BASIC; 1 disk drive; monochrome or color monitor, 
joystick (optional). 

Title from title screen. 

Edition statement from disk label. 

Copy-protected. 

Second disk is backup. 

Audience: Children (K-1). 

Summary: A graphics- based educational game that 
challenges students to classify objects according to color, 
size, shape, design, class, and use. 

"A-255"— Disk label. 

1. Educational games — Juvenile software. I. Minnesota 
Educational Computing Corporation. II. Series: MECC early 
learning series. 

LB1029.G3P53 1990 372.8 90-69802 
ISBN 0-7929-0132-0 



TABLE OF CONTENTS 



Introduction 

The Product at a Glance 
Textbook Correlations .. 
Teacher Options 



Program 1 

Description 1 

Learning Objectives 1 

Program Preview 1 

Using the Programs without a Timer 1 

Using the Program with a Timer 1 

Content of Games 1 

Color 1 

Size 1 

Shape 1 

Design 1 

Class 1 

Use 1 

Use in an Instructional Setting 19 

Prerequisite Skills 19 

Preparation 19 

Demonstrating the Product 20 

Follow-up 20 

Program Vocabulary 21 

Student Progress Report for Picture Chompers 22 

Picture Chompers Award Cenificate 23 

Credits 24 

MECC Services 25 



INTRODUCTION 



Young children need experiences with practicing classification skills to help them develop the 
concept of "this is/this is not" a member of a set. With this understanding firmly in hand, 
children can apply classification skills in reading, mathematics, and science. Children's early 
formal experiences with classifying objects begins with their extensive use of manipulatives, 
which gradually helps them to use written materials such as workbook pages. 

The computer offers a unique opportunity for encouraging students' development of 
classification skills. The computer provides a rich environment where a large pool of graphics 
is available to children for comparison and classification. They can classify a wide variety of 
objects shown graphically, which would be time-consuming and sometimes impossible to 
assemble in a classroom. In addition, the computer can provide numerous combinations of 
objects, presenting familiar objects in new contexts. This helps students refine their 
classification skills and recognize that an object can belong to different groups. 

Picture Chompers is a set of six programs designed to provide kindergarten and first-grade 
students with opportunities to strengthen their classification skills according to color, size, shape, 
design, class, and use. In addition, the programs help students sharpen their ability to visually 
discriminate objects. 

Students can exit a program by pressing the Escape (Esc) Key whenever the program is waiting 
for a response. Sound may be turned on or off at any time by typing Control-S (press the S Key 
while holding down the Control Key). 

Picture Chompers is a product from MECC's Early Learning Series. This series includes 
software packages designed for preschool to second-grade children. Each package covers a 
specialized topic in mathematics, language arts, or music. The following matrix outlines the 
products in this series. 

EARLY LEARNING SERIES 



Product 


No. 


Preschool 


K 


1 


2 


First-Letter Fun 


A-154 


V 


V 






Fun From A to Z 


A-164 


V 


>/ 






Counting Critters 


A-165 




V 






Arithmetic Critters 


A-166 




V 




V 


Paint with Words 


A.158 


V 




V 


V 


Patterns 


A-227 






V 




Picture Chompers 


A.255 




V 







1 



THE PRODUCT AT A GLANCE 



Title: Picture Chompers 

Grade: K - 1 

Subject areas: Mathematics, pre-reading 

Program type: Educational game 



Picture Chompers 



1.E33EB ^ 


H. Design ■ ■ |g 


2. Size 111 nu IK 


S. Class P&Jl.^- 


3. Shape # 


6. Use f f T 



7. See Chompers Club 

8. Information 

9. End 



NS!ii.ftill&llSu!!!1lli1!!!!Sil!!^SuiiR 
Use arrows to move. Press Return. 



Hardware: Apple n series computer with 128K of memory and one disk drive; color 

monitor highly recommended. If your students use a monochrome monitor, 
they should not use the Color program or the Design program. 



Classroom 

use: Individual student 



Learning 

objectives: • to identify objects that are the same color as a target object 

• to identify objects that are the same size as a target object 

• to identify objects that are the same shape as a target object 

• to identify objects that have the same design as a target object 

• to identify objects that are in the same class as a target object 

• to identify objects that can be used in a target activity 

• to visually recognize differences and similarities in objects 



2 



( 



TEXTBOOK CORRELATIONS 



Each of the six programs in Picture Chompers supports K-1 mathematics and reading objectives 
related to the development of classification skills. The following charts correlate the 
instructional objectives of seven elementary math textbook series (Addison- Wesley; Harcourt 
Brace Jovanovich; Holt, Rinehart and Winston; Houghton Mifflin; Mathematics Their Way; 
Scott, Foresman; Silver Burdett & Ginn) and two reading series (Harcourt Brace Jovanovich and 
Silver Burdett & Ginn) with the Picture Chompers programs. You can use these correlations to 
reinforce the specific classification skills your students are exploring. 

MATHEMATICS CORRELATIONS 



Addison-Wesley 1989 
Mathematics (K) 

Picture Chompers 



Page Objective Prograin(s) 

9-10 To sort objects by color and shape and describe the set Color; Shape 

9-10 To classify pictures by name Class 

11-12 To classify pictures by design Design 

1 33- 1 34 To classify objects as triangles, squares, or circles Shape 

1 35- 1 36 To classify shapes as triangles, squares, or rectangles Shape 



Addison-Wesley 1989 
Mathematics (1) 

227-228 To identify spheres and cubes in the real world Shape (hard) 

23 1 -232 To identify triangles and rectangles Shape 



3 



V 



TEXTBOOK CORRELATIONS (continued) 



Harcourt Brace Jovanovich 
Mathematics Today (K) 



Picture Chompers 



Page 


Objective 


Program(s) 


13-14 


To identify objects that are the same color 


Color 


15-16 


To identify objects that are the same size 


Size ' 


17-18 


To identify objects that are the same shape 


Shape 


58-58A 


To identify spherical objects 


Shape (hard) 


59-60 


To identify objects shaped like boxes 


Shape (hard) 


61-66 


To identify circles, squares, triangles, and rectangles 


Shape 



Harcourt Brace Jovanovich 
Mathematics Today (1) 

277-278 To identify circles, squares, triangles, and rectangles Shape 



Holt, Rinehart and Winston 1987 
Mathematics Unlimited (K) 

Picture Chompers 

Page Objective Program(s) 

4A-4B To son three-dimensional objects by shape (ball, box) Shape (hard) 

9-10 To identify same shape and same size Shape; Size 

23-24 To identify same color and same size Color; Size 

26A-26B To determine which objects belong together Class; Use 

35 To identify the object that does not belong Class; Use 

in a group of four objects 



4 



TEXTBOOK CORRELATION (continued) 



Holt, Rinehart and Winston 1987 
Mathematics Unlimited (K) 

Picture Chompers 

Page Objective Program(s) 

267-268 To recognize and identify spheres and cubes Shape (hard) 

269-270 To recognize and identify triangle, square, Shape 
circle, and rectangle 



Houghton Mifnin 1987 
Mathematics (K) 



23-24 


Identify objects that are the same color 


Color 


25-26 


Identify objects that are the same shape 


Shape 


27-28 


Identify objects that arc the same size 


Size 


29-30 


Identify objects that have the same use 


Use 


145-148 


Identify objects with the shape of a sphere or cube 


Shape 


151-156 


Identify circles, squares, and triangles 


Shape 



Houghton Mifflin 1987 
Mathematics (1) 

309-312 Identify triangles, rectangles, circles, and squares Shape 
313-316 Identify cubes and spheres Shape (hard) 



Mathematics Their Way 1976 

Picture Chompers reinforces the instructional objectives in Chapter 3: Sorting and 
Classifying, pages 56-87. 



9 



5 



TEXTBOOK CORRELATIONS (continued) 



Scott, Foresman 1988 
Invitation to Mathematics (K) 

Picture Chompers 

Page Objective Program(s) 

3-4 Identify objects that have the same shape Shape 

5-6 Match objects that have the same shape and size Shape; Size 

85-86 Identify objects that have the same shape Shape 



Scott, Foresman 1988 
Invitation to Mathematics (1) 

229-232 Identify objects that have the same shape Shape (hard) 

233-234 Identify circles, rectangles, squares, and triangles Shape 



Silver Burdett & Ginn 1988 
Mathematics (K) 



Page 

7-8 
9-10 

11-12 

77-78 
87-88 



Objective 

To identify and differentiate colors 

To compare shapes of objects and tell 
which objects have the same shape 

To compare sizes and tell which object 
has the same size as a given object 

To recognize a sphere and a rectangular prism 

To practice recognizing rectangles and squares 



Picture Chompers 
Program(s) 

Color 

Shape 

Size 

Shape 
Shape 



Silver Burdett & Ginn 1988 
Mathematics (1) 

281-282 To identify space shapes Shape 

283-284 To identify a circle, square, triangle, and rectangle SImpe 

6 



TEXTBOOK CORRELATIONS (continued) 



READING CORRELATIONS 



Harcourt Brace Jovanovich 1989 
Kites (K) 



Page 

221-222 
317-318 

405 



Objective 

Classify objects 
Classify objects 

Classify objects 



Picture Chompers 
Program(s) 

Class 

Color; Size 
Shape; Use 

Shape; Class; 
Use 



Harcourt Brace Jovanovich 1989 
Rainbows (R) 



44 
83 
209 

274-275 

306 

340 



Classify objects 
Classify objects 
Classify objects 

Classify objects 
Classify objects 
Classify objects 



Class 
Class 

Color; Shape; 
Class; Use 

Class; Use 

Class 

Use 



7 



TEXTBOOK CORRELATIONS (continued) 



Silver Burdett & Ginn 1989 
Hickory Dickory Dock (K) 



Picture Chompers 

Page Objective Program(s) 

592 Classify objects into categories Class 



Silver Burdett & Ginn 1989 
All Around Town (PPl) 

1 1 1 Classify objects Color; Class 



Silver Burdett & Ginn 1989 
Morning Bells (PP3) 

388-389 Classifying objects according to Class; Use 

common characteristics 

422 Classifying objects according to Color; Shape; 

common characteristics Class; Use 

451 Classifying objects according to Color; Class 

common characteristics 



4 



8 



TEACHER OPTIONS 



Picture Chomperi 
Teacher Options 



Set Number of Screens 



Select an optioni 

1. 1 

2. See/Clear Chompers Club List 

3. Turn Jogstick OFF 



Use arrows to move. 
Escape: Main Menu 



Press Return. 



Accessing Teacher Options 

Picture Chompers contains three Teacher 
Options that can be accessed from the main 
menu by typing Control-A (hold down the 
Control Key and press the letter A). 



Option 1: Set Number of Screens 



Set Number of Screens 



You can set the number of screens 
<between 1-15) that students must 
complete when not using a timer. 



1. 


Color H 


1 


2. 


Size 


9 


3. 


Shape 


6 


H. 


Design 


10 


5. 


Class 


H 


6. 


Use 


5 



Use arrows to move. Press Return. 
Escape: Teacher Options 

V J 



This option affects only games played without 
a timer. Using this option, you can determine 
the number of screens your students will play 
in each program. 



9 



TEACHER OPTIONS (continued) 



See/Clear Chompers Club List 

1. ssg 2H0 

2. sdz 175 

3. CK 165 
M. Jw 115 

5. bd 105 

6. Jmp 95 

7. SCO 80 

8. EU; HO 
9. 

10. 

Do you want to clear t,t\^ 
Chompers Club List? 

Yes caa 

Use arrows to move. Press Return. 
Escapei Teacher Options 

V J 



Option 2: See/Clear Chompers Club 

Students who choose to use a timer when 
playing Picture Chompers, and score high 
enough, can enter their initials in the Chompers 
Club. This option allows you to erase the 
current names in the Chompers Club. 



Picture Chompers 
Teacher Options 



Select an optiom 

1. Set Number of Screens 

2. See/Clear Chompers Club List 
3.1 



Turn Joystick OFF 



Use arrows to move. Press Return. 
Escape' Main Menu 



Option 3: Turn Joystick On 

If students choose to play Picture Chompers 
with a joystick, you must turn this option on. 
NOTE: If you turn this option ON, be sure 
that you do not have a game paddle, graphics 
tablet, or koala pad plugged into the computer's 
joystick port. Also be sure that you turn the 
joystick OFF if you are not using a joystick. 
Otherwise, the timer might start as soon as the 
game screen appears. 



10 



DESCRIPTION 



Picture Chompers is a graphics-based educational game for students in kindergarten and first 
jade that reinforces classification concepts. The challenge oi Picture Chomp^^ xoto7^^ 

target descnbed at the top of the game screen. Students may choose to play the game with or 
withou a timer, and at three levels of difficulty. Visual feedback in the fo™ of f^chlg teeth 
and an X over any mcorrect chomp and aural feedback in the form of a crunching sound s 
provided for students who choose an incorrect answer. ' ^ 



Subject areas: 
Topic: 
Type: 
Grade range: 
Classroom use: 



Mathematics, pre-reading 
Classification 
Educational game 
K- 1 

Individual students 



LEARNING OBJECTIVES 

After using this courseware, students will have received practice in: 

• identifying objects that are the same color as a target object 

• identifying objects that are the same size as a target object 

• identifying objects that are the same sha^ie as a target object 

• identifying objects that have the same design as a target object 

• identifying objects that arc in the same class as a target object 

• identifying objects that can be used in a target activity 

• visuaUy recognizing differences and similarities in objects 



11 



PROGRAM PREVIEW 



ijyi;jyilii^i[li^mn|^^i jgii^g|iijmjMii|igniinia:'iiii!!!.'ii 
Picture Chompers 





H. Design ■ ■ || 


2. Size mill IHI « 


S. Class 


3. Shape # 


6. Use f f T 



7. See Chompers Club 

8. Information 

9. End 



Use arrows to move. 



ninsBniiuiiiiiuiifiiliifl^jiffllhi 

Press Return. 



Students select a program from the main menu 
by moving the cursor with the Arrow Keys or 
by pressing the appropriate Number Key, and 
then pressing the Return Key. 



Choose a leueli 

Iran..., 



1. 

2. Medium *WL.J^^ 

3. Hard miL,^f^i„ 



iiSiiiS[iin!n!!!tlir!!3uSSiiSI!H 

Use »rro\j*s to move. Press Return. 



Students select a difficulty level for the game by 
moving the cursor with the Arrow Keys or by 
pressing the appropriate Number Key, and then 
pressing the Return Key. The relative difficulty 
of the molar in lifting the toothbrush is a visual 
indicator of the difficulty level of the game. 



||igi||^l|||i™i||l|^m|||j 



Easu 



Do you want a timer? 
Yes Bia 



Use arrows to move. Press Return. 
Escape! Difficulty Menu 



And, finally, students decide if they want to use 
a timer when playing the game if so, they must 
use the Arrow Keys to move the cursor and 
press the Return Key to select. 



12 



PROGRAM PREVIEW (continued) 



Using the Programs without a Timer 



Chomp all plants 









piiiiilj 


ifSIl 




■lill 


,,«hJ|I||«-i 








# 


lilil, 


■■I 


J!^^* 


••SSBBir 
.^"I'-s. 







Students use the Arrow Keys, the J, K, I, M 
Keys, or the joystick to move the teeth around 
the screen., They press the Space Bar to chomp 
an object. At the bottom of the screen :ire 
between one and fifteen blank molars. The 
number of molars corresponds to the number of 
screens you have set for your students to play in 
Teacher Options (see p. 9). 



Chomp all clothes 







.(ir'' 


IllllliUllI 




Hi" 






■.iii'llV 













As students complete a game screen, a molar 
fills in as a visual reference for the number of 
screens they have finished and the number they 
have left to play. In the example at the left, the 
student has completed three of five assigned 
screens. 



































^ 99 95 9S 





In addition to the filling molars, students receive 
another type of visual feedback. When students 
clear a game screen of all the objects that match 
the target, an animated molar appears in the cell 
where the last correct match to the target was 
chomped. 



13 



PROGRAM PREVIEW (continued) 



Using the Programs without a Timer (continued) 



Chomp all furniture 







48^ 


> 






iiiiir 








"iir 




111" 


-•'•I"'s. 











If students chomp an object that does not match 
the target, they are given visual and aural 
feedback. The first time students chomp an 
incorrect answer, the Chomper teeth break and 
a crunching sound is made. When the teeth 
open, the incorrectiy chomped object remains on 
the screen. 



Chomp all furniture 















111" 


ii'Si 






"iir 


b 


"if 


A.. 











If students chomp the same incorrect answer a 
second time, the Chomper teeth break and the 
crunching sound is made as in the first incorrect 
answer. In addition, when the teeth open, an "X" 
appears and remains on the object as another 
clue to students that their choice is incorrect. 
After two incorrect tries on the same object, the 
teeth will not chomp the object again. 



Superl 

llllllllllllllllllllllll 



li^^iii^Kill^RllimS!!rili]iSBiil! 



KtUllltuuliillI 



When students complete the appropriate number 
of screens that you have set in Teacher Option 1 : 
Set Number of Screens (see p. 9), a visual 
summary screen appears. An animated molar 
appears and gives students a feedback message 
such as "Great!" or "Super!". Students are then 
returned to the main menu, where they can 
choose another program or quit the program. 



14 



PROGRAM PREVIEW (continued) 



Using the Programs with a Timer 



Chomp all small cars 







Sl^ii|>^ll 
















jii^lHlll^ii 




1 i 






iii^m^ii 



Tims I B f t nnniimiiHiitiiiiiiininiiiinitiiiiiiiiiiiiiiiuiiuiiiiiiuiiuuuuiiiiiniiiiiiiiniuiiiii 



Students can use the Arrow Keys, the 
J, K, I, M Keys, or the joystick to move the 
teeth around the screen. They press the Space 
Bar to chomp an object. 



Chomp all large fish 


Mjj^KQnQHI 


>*> 

































Time left uiiiiiiiiuiuiiiuiiuiiiiiiiiniiHiniiiniiiiiiiuiiiii 



After students chomp an object that matches the 
target, the teeth open, and five, ten, or fifteen 
points (depending on the level of difficulty 
students have chosen) are added to their scores. 
Students* cumulative scores are displayed in the 
score box. When students clear a game screen 
of all the objects that match the target, an 
animated molar will appear in the cell where the 
last correct match to the target was chomped. 



f 

Chomp all large caterpillars I 2H0 I 



Time lef t uuimiiiiiiuiiiti 



If Students chomp an object that does not match 
the target, they are given visual and aural 
feedback. The first time students chomp an 
incorrect answer, the Chomper teeth break, and 
a crunching sound is made. No points are added 
to students' scores. When the teeth open, the 
incorrectly chomped object remains on the 
screen. 



15 



PROGRAM PREVIEW (continued) 



Using the Programs with a Timer (continued) 



Chomp all large caterpillars ■ 2M0 



i m e left nmimiuiiiii 



If Students chomp the same incorrect answer a 
second time, the Chomper teeth break, and the 
crunching sound is made as in the first incorrect 
answer. In addition, when the teeth open, an 
"X" appears and remains on the object as 
another clue to students that their choice is 
incorrect. After two incorrect tries on the same 
object, the teeth will not chomp the object again. 



lliiiai|ima!llllli!i"lllll!!!!!!1IIH 



jiiiiiiiiiiiiiiiiiiiiiiiinuaa'iiitjiMt| 



Chompers 


Club 


1. 


ssg 


2H0 


2. 


» 


195 


3. 


sdz 


175 


H. 


CK 


165 


5. 


Jw 


115 


6. 


bd 


105 


7. 


Jmp 


95 


8. 


SCJ 


80 


9. 


EU 


HO 



10. 

Enter vour initials. Press Return. 



Students may continue to play the game until 
the timer runs out. If their final score is higher 
than any score currently in the Chompers Club, 
an animated molar displays a message that says 
"Great Score," and students can then enter their 
initials in the Club. You can erase the initials in 
Chompers Club at any time using Teacher 
Option 2 (see p. 10). 



Superl 

IlilllllllUUIIIIUilllllllllUlllillllllillllllUlllliyillull 



ififll.ftillfil 



iiiiiiilluiiiiiiiiluSBiil!^Briii!^9!;iiii!!!BiUiiiwiiui 



If students' final score is not high enough to 
qualify for the Chompers Club, the animated 
molar displays a message that says "Great!" or 
"Super!". Students are returned to the main 
menu, where they can choose another program 
or quit the program. 



16 



CONTENT OF GAMES 



Six different games are available in Picture Chompers: Color, Size, Shape, Design, Class, and 
Use. 



Chomp all violet things 



• 


m 


..imiiP'"''^ 


lllllixsilll 












muff' 






m 













Color 

In this game, students move a set of teeth to 
chomp objects that are the same color (violet, 
blue, orange, or green) as the target object. 



Chomp all small fish 



Time left MiiiiiiiiiiiiimiiiuuniunuuiiiaiiinuiiiiiiiiiiiiiiiiuiiiuiiiiiiuiuiiuuiiiuuittHii 



Size 

In this game, students move a set of teeth 
to chomp objects that are the same size 
(small or large) as the target object. 



Chomp all squares 



.JilL. 


Illlllllllillll 




• 


• 


■""IIIIPP"' 


■I 




■ 


..iillllllllk 


^Nllipili"- 




■II 


• 


llllllllll 


lllllli 











Shape 

The object of this game is to move a set of 
teeth to chomp objects that are the same shape 
(circle, square, rectangle, triangle, sphere, or 
cube) as the target object. 



17 



CONTENT OF GAMES (continued) 



Chomp all plaid things 



■I 



1 



Design 

In this game, students move a set of teeth to 
chomp objects that have the same design (dot, 
stripe, or plaid) as the target object. 



Chomp all clothes 













■sir 


11 












>TreS 









Time left iminiianununuiiniiiinniiiinminiNniiiiimiiiiiiiiiiiiiiuuiiiiuaiiununau 



Class 

The object of this game is to move a set of teeth 
to chomp objects from the same class 
(toys, animals, vehicles, musical instruments, 
clothes, food, or furniture) as the target object. 



Chomp all things used when 
building 




§8 



88 



Use 

In this game, students move a set of teeth to 
chomp objects that can be used in each target 
activity (cook, write, build, paint, or play 
music). 



18 



USE IN AN INSTRUCTIONAL SETTING 



Prerequisite Skills 

Picture Chompers is a graphics-based product developed for a K-1 audience. We have, 
however, observed that children as youilg as preschoolers and as old as fourth-graders enjoy the 
challenge of this product. If non-readers use this product, we recommend that they work with 
someone who can read the phrases that describe the objects to be chomped. You might also 
introduce or review the key words used in Picture Chompers by making flashcards for your 
students with the words listed on page 21. 

To use Picture Chompers effectively, students need: 

• to recognize the colors violet, blue, orange, and green; 

• to understand the concept of small, medium, and large; 

• to recognize the shapes of circles, squares, rectangles, triangles, cubes, and spheres; 

• to recognize the patterns of dots, stripes, and plaid. 

Prior to using this product, students should have experience with classifying by using 
manipulatives. They need to recognize that an object can belong to more than one set. For 
example, a red button can belong to a set of red objects, circle shapes, or to a set of buttons. 



Preparation 

There are three variables in Picture Chompers that can be combined to tailor the product for 
your students' needs and provide a rich environment for exploring classification skills. 

Timer 

Students can choose to use this product with or without a timer. When students begin 
formalizing their classification skills, they can use this product without a timer as an exploratory 
activity. In this mode, students' progress is reflected in the row of molars at the bottom of the 
screen. (The number of molars is equal to the number of problems you set in Teacher Options; 
see p. 9). As students complete a screen, a molar fills and a molar character performs in the cell 
of the last correct answer chomped on each screen. As an exploratory activity. Picture 
Chompers can be played in a self-paced, non-pressured atmosphere. 

For students who are more confident of their ability to classify objects and/or enjoy the challenge 
of playing against the clock, Picture Chompers can be used as a game. In this mode, students 
can interact with the pressure of a timer, receive a score and, after achieving a relatively high 
score, gain membership in the Chompers Club. Students can play the game until the timer runs 
out, accumulating 5, 10, or 15 points for each correct chomp, depending on their choice of an 
Easy, Medium, or Hard difficulty level. There is no point penalty for incorrect choices, but as a 
subtle penalty the speed of the timer increases on incorrect chomps. A maximum of ten 
students' initials can be listed in the Chompers Club, and you can clear the Chompers Club list 
by using Teacher Option 2 (see p. 10). 



19 



USE IN AN INSTRUCTIONAL SETTING (continued) 



Programs 

The programs in Picture Chompers are listed in order of generally increasing difficulty for 
students. A suggested sequence for using the product is to have students begin with the program 
Color and then progress to the programs Shape, Size, Design, Class, and Use. 

Difficulty Levels 

Students can use Picture Chompers with three levels of difficulty represented by the relative 
difficulty of the molar lifting the toothbrush. As the levels of difficulty increase, the differences 
between the target and the distractors also increase. An example of each level of difficulty in the 
Color program is shown below: 



Color: 




Easy level: 


Chomp all blue things 


Target: 


blue objects 


Distractors: 


violet, green, orange objects 


Medium level: 


Chomp all blue balls 


Target: 


blue balls, different sizes 


Distractors: 


violet, green, orange balls, different sizes 


Hard level: 


Chomp all blue balls 


Target: 


blue balls, different sizes 


Distractors: 


violet, green, orange balls, different sizes, plus other spheres 



Demonstrating the Product 

Before allowing students to work independently at the computer, you can demonstrate the 
product to the class. Direct students' attention to the phrase at the top left side of the screen. 
Explain to students that their task is to chomp all the objects that match the underlined phrase. 
Tell students that to move the teeth, they should use the Arrow Keys in the direction they want to 
move. To chomp an object, students need to press the Space Bar. Do several problems, 
demonstrating to students the result of chomping a correct target object and an incorrect 
distractor object. 

Follow-up 

As an extension of the classification skills practiced in Picture Chompers, students can create a 
classification book. They can cut pictures from magazines or collect actual objects, such as 
buttons, and paste them either in a book devoted to a single category or in one containing several 
categories. Students could also trace and color some objects, such as keys, blocks, and leaves, to 
include in their books. Students can individually create a classification book or work 
cooperatively on a collaborative project. 

The certificate on page 23 can be duplicated and awarded to students as a reward for successfully 
using Picture Chompers. 



20 



PROGRAM VOCABULARY 





CQiQr 




Size 




Shape 


1. 


orange 


1. 


small 


1. 


triangles 


2. 


green 


2. 


large 


2. 


circles 


3. 


blue 


3. 


pencils 


3. 


squares 


4. 


violet 


4. 


shoes 


4. 


rectangles 


5. 


balloons 


5. 


cars 


• 5. 


balls 


6. 


balls 


6. 


caterpillars 


6. 


boxes 


7. 


ties 


7. 


beds 


7. 


triangle shapes 


8. 


mittens 


8. 


crayons . 


8. 


circle shapes 


9. 


shirts 


9. 


brushes 


9. 


square shapes 


10. 


hats 


10. 


hammers 


10. 


rectangle shapes 


11. 


socks 


11. 


fish 


11. 


ball shapes 


12. 


things 


12. 


pens 


12. 


box shapes 




Design 




Class 




Use 


1. 


dots 


1. 


1 

toys 


1. 


things used when writing 


2. 


plaid 


2. 


animals 


2. 


things used when cooking 


3. 


stripes 


3. 


cars 


3. 


things used when building 


4. 


balloons 


4. 


trucks 


4. 


things used when painting 


5. 


balls 


5. 


musical instruments 


5. 


things used when playing 


6. 


ties 


6. 


plants 




music 


7. 


mittens 


7. 


clothes 






8. 


shirts 


8. 


food 






9. 


hats 


9. 


furniture 






10. 


socks 


10. 


farm animals 










11. 


fruit 










12. 


vegetables 










13. 


flowers 










14. 


vehicles that fly 










15. 


vehicles 










16. 


animals that fly 










17. 


animals that like to swim 








18. 


pets 







21 



I 

J student Progress Report for Picture Chompers 
I 

™ Student Name Program Level Timer 




23 



CREDITS 



The MECC team responsible for the development of Picture Chompers includes 
Sheila Dols, Scott Jensen, Charolyn Kapplinger, Sherry Luedloff, Jane Peterson, 
Elizabeth Wendland, John P. Wlazlo, and Stephen Zehm. 

The development team greatly benefited from the effons of the MECC team that designed the 
original Chompers programs found in the Conquering Math Series products. These programs 
include Fraction Chompers from Conquering Fractions (+,-) and Conquering Fractions (x,-i-); 
Decimal Chompers from Conquering Decimals (x,+); and Percent Chompers from 
Conquering Percents. 

The team also thanks Miryam Acevedo-Bouchard for the content expertise she contributed to the 
product. 

MECC extends a special thanks to the following teachers and their students for their assistance in 
the development of this product: 



Nel Rindels 
Darlene Hultquist 
Jefferson Elementary School 
Minneapolis, Minnesota 

Steve Scarbrough 
Red School House 
St. Paul, Minnesota 

Nancy Friendt 

Diane Lemkuhl 

Chippewa Kinderganen Center 

North Oaks, Minnesota 



TO THE READER: 

MECC has made every effort to ensure the instructional and technical quality of this courseware 
package. Your comments — as user or reviewer — are valued and will be included in any future 
revision of the product. Please address comments to: 

MECC Software Division 
3490 Lexington Avenue North 
St. Paul. MN 55126 



24 



MECC SERVICES 



Since its inception in 1973, MECC has remained committed to serving education by listening 
and responding to the diverse and changing needs of students and educators. MECC promotes 
effective learning by developing high-quality, curriculum-based software in all major subject 
areas and by making them affordable through a variety of purchase plans. Approximately one- 
third of the nation's school districts have joined MECC through Direct License memberships, 
permitting them to duplicate MECC software products on site. MECC products arc also 
available through authorized dealers nationwide or can be ordered directly from the MECC 
catalog. In addition to software products, MECC ofifers instructional management, emerging 
technology products, teacher training and development, and conferences. An academic research 
partnership, the MECC/University of Minnesota Center for the Study of Educational Technology, 
conducts a variety of studies on the impact of technology on education. MECC respects the 
challenges faced by modem educators and pledges to remain on the cutting edge of technology. 



• MECC Educational Computing Catalog 

A catalog containing descriptions of instructional computing courseware as well as 
training and planning materials is published annually and distributed at no charge. To 
request a catalog, wnte or call MECC Customer Services. 

• MECC Etc. Catalog 

A catalog featuring "Emerging Technologies in the Classroom," such as laser videodisc 
players and LCD computer projection systems, is published twice a year and distributed at 
no charge. To request a catalog, write or call MECC Customer Services. 

MECC Memberships 

Educational institutions may become MECC Members, which qualifies them to obtain 
MECC courseware and training at specially reduced prices. To learn more about MECC 
Memberships, write or call MECC Marketing. 

• Training and Staff Development Programs 

MECC conducts educational computing workshops for educators throughout the United 
States. For information on workshop schedules or to arrange a special training activity, 
write or call MECC Training and Staff Development. 

• MECC Network Newsletter 

MECC publishes a newsletter during the school year that focuses on MECC 
activities, services, and products. To be added to the mailing list, simply write or call to 
indicate your interest. 



• Help Line 

If you have any problems using MECC software: 

1) make note of the name and version number of the product; 

2) note the brand and model of the equipment involved, as well as the type of printer 
card used if the problem concerns a printer, and 

3) write or call the Help Line to descriTC the problem. 



For information on all the above items, use the MECC General Information 
telephone number: 612/481-3500. 

MECC 

3490 Lexington Avenue North 
St. Paul, MN 55126 



25