Storyboard - DBallard Dorleita Ballard [email protected] V23-EDU6614E5-04T2 Saturday, October 30, 2004 The Stafford County Mystery Cohort

Storyboard - DBallard

Dorleita [email protected]

V23-EDU6614E5-04T2 Saturday, October 30, 2004

The Stafford County Mystery

Cohort

mailto:[email protected]

Grade 7 Exploratory Unit of Computer Studies

Criminal InvestigationsForensic Sciences

Computer Software Applications

Purpose

Unit Plan

Lesson 1

Access

Lesson 2

Power Point

Lesson 3

Guided Tour

Lesson 4

Web Quest

Lesson 5

Web Search

SOLs

Clicking on the detective in the corner will always bring you here . . .

To create a unit that increases student learning by use of a variety of technology, software, and the World Wide Web

VITAL TO THE LESSON: As student interest level increases, so does student learning!

The unit will include: • A topic most 7th graders find fascinating, Forensic

Criminal Investigation. • Use of various technology and computer software

applications including Access, a graphics program, and the Internet

• Collaboration with peers in an online criminal investigation

• A Guided tour – Branches of Criminal Forensics• A Scavenger Hunt on the Web – Old West Outlaws• A Web Quest to solve a crime

PurposeUnit Plan of Action

Lesson 1:The Drew Massacre

Lesson 2:Creating A Crime

Lesson 3: Detective Career Options

Lesson 4: Crime on Line

Lesson 5: Old West Outlaws

WHY This Lesson???• 6th Grade - 6 weeks exploratory – required to teach

keyboarding skills (Keyboarding Competency 1.1 – 1.6).

• We spend one week of basic word processing and ‘saving’ for use in upper grades

• 8th Grade class is High-school Accredited Keyboarding

• Required by state and limited to teach Computer Keyboarding Skills and Business Documents

7th Grade – 6 Weeks Exploratory Frustrated trying to put so much in 6 weeks

• Common theme of Criminal Investigation will help smooth the process of moving from one software application to another

• Common theme will solidify the process of technology as a means to an end in the short span of the six weeks

Unit Plan of Action






Oral Language SOLs: 7.1 • The student will give and seek information in

conversations, in groups discussions, and in oral presentations.

• Use oral vocabulary and style appropriate for listeners.

• Communicate ideas and information orally in an organized and succinct manner.

• Ask probing questions to seek elaboration and clarification of ideas.

• Make supportive statements to communicate agreement with or acceptance of others’ ideas.

• Use grammatically correct language and vocabulary appropriate to audience, topic, and Purpose.

Unit Plan of Action






READING SOLs: 7.6 The student will read and demonstrate comprehension of a variety of informational texts.

Use knowledge of text structures to aid comprehension.

Use knowledge of words and phrases that signal an author’s organizational pattern to aid comprehension.

Distinguish fact from opinion in newspapers, magazines, and other print media.

Identify the source, viewpoint, and purpose of texts.Summarize what is read.

Organize and synthesize information for use in written and oral presentations.

Unit Plan of Action






READING SOLs: 7.77.7

The student will apply knowledge of appropriate reference materials.

Use print and electronic sources to locate information in books and articles.

Use graphic organizers to organize information.

Synthesize information from multiple sources.

Credit primary and secondary sources.

Unit Plan of Action






WRITING SOLs: 7.8, 7.9The student will develop narrative, expository, and persuasive writing

Apply knowledge of prewriting strategies.

Elaborate the central idea in an organized manner.

Choose vocabulary and information that will create voice and tone

Use clauses and phrases to vary sentences.

Revise writing for clarity and effect.

Use a word processor to plan, draft, revise, edit, and publish selected writing.

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

Unit Plan of Action






Computer /Technology SOLs: 8.1, 8.4

8.1: The student will communicate through application software.

• Compose and edit a multi page document at the keyboard, using word processing skills and writing process steps.

• Integrate databases, graphics, and spreadsheets into word-processed documents.

• Use advanced publishing software, graphics programs, and scanners to produce page layouts.

Unit Plan of Action






Computer /Technology SOLs: 8.1, 8.4

8.4: The student will process, store, retrieve, and transmit electronic information.

• Use search strategies to retrieve electronic information

• Use electronic encyclopedias, almanacs, indexes, and catalogs to retrieve and select relevant information.

• Use local and wide-area networks and modem-delivered services to access and retrieve information from electronic databases.

• Use databases to perform research.

Unit Plan of Action






THE UNIT PLAN

A sse ssm e ntL e tte r to S he r i f f Je tt

P ersua siveG ram m a r , S pe lling , e tc.

L e sso n 1A cce ss

D rew M a ssa c re

A sse ssm e ntP o we r P o in t

A ll P a r ts E xp ec tedS o lv ab le M yste ry

P o we r P o in tS tud e nt C re a ted

S tu de nt M ys te r ies

A sse ssm e ntG ram m a r , S pe lling , e tc.

C rea tiv i tyA ll P a r ts E xp ec ted

P ub lisherD ig i ta l P h o to grap hy

W a nte d P os te r

L e sso n 2S ti ll W ith A cce ss

G rap h ics P rog ram s

L e sso n 1 & 2U S ING A C C E S S

G rap h ics P ro gram

A sse ssm e ntC o m p le te d S ca v an ge r H u nt

L e sso n 3S cav an g er H u nt

V a rio us Fo ren s ic S cie nces

A sse ssm e ntR e su lts o f In v es tiga ton

C o r re c t S u spe c t?W r it in g o f M em o

W ork in Inv es tiga tiv e T e am sIn ve s tig a te 1 C lue

W o rk w ith te a m to e lim in a te S u spe c ts

L e sso n 4W e b Q u e st

C r im e on L ine

A sse ssm e ntW a nte d P os te r

In fo rm ation on O u tlaw on ba ck

L e sso n 5W e b S ea rch

O L D W E S T O U T L A WC re ate a W an ted P os te r

S ta ffo rd M ys te ry C oh o rtG oa l: V ar iou s A pp lica tio nsU s ing R e a l L ife A ssoc ia tion

In te re st Le ve l H igh

Lesson 1 - Access: The Drew Massacre

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Start with using Database and the Drew Massacre Lesson (This lesson was done first term with Dr. Cotton)

PART 1: Introduces Access

• Students create a database with class information

• Students solve a mystery using the database together

• Mystery is based on clues determined by class information

• Basic Access use is explained and mastered together

Lesson for Dr. Cotton’s in Power Point

Lesson Plan for Dr. Cotton in Word

Lesson 1: The Drew MassacreContinue using Database and the Drew Massacre Lesson (This lesson was done first term with Dr. Cotton)

Part 2: Working with Access AND Word Processing

Students learn basic access skills as they use class database to solve THE DREW MASSACRE . . .

• Share their results with Sheriff Jett with a word processing document

• Use a Template of a business letter

• Copy and Paste cells to ‘prove their findings’

• Convince the ‘Sheriff’ and the ‘District Attorney’ of the guilt of their suspect




Assessment1. Solve crime determining

Correct suspect using class database

2. Letter written to Sheriff Jett A. Explains who is guiltyB. How they knowC. Persuasive writing to

convince Sheriff and ‘District Attorney’

D. Copied chart(s) from Access included as evidenceLesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Lesson 2 Power Point: Student MysteriesContinue using Database and the Drew Massacre

Lesson (This lesson was done first term with Dr. Cotton)

PURPOSE: To Introduce Power Point

• Students use class database to create their own mysteries

• Students work together in groups of 3 to create a power point to tell their mystery - include animation, sound, and clip art, etc.

• Combine files from each others power points to create ONE power point with story

• Students solve each others mysteries created using database




Sample of Student

Power Point

Lesson 2: Wanted PostersPART 3: Introduce Graphics Program and Digital Photography. Students create a wanted poster of the guilty person in THEIR mystery

• Students take a digital picture of their suspect in the class

• Students work in “Picture It” to manipulate picture

• Students work in Publisher or Picture It, etc. to create Poster, inserting picture

• Tell WANTED and why

• Determine Reward

• Make up a contact number

• Anything else that makes up a Wanted Poster


AssessmentPower Point

Including all parts of the mysteryCooperation of group members

A solvable mysteryRUBRIC

Wanted Poster Completed with all required

components:– Digital Picture, digitally enhanced in a graphics or picture software program– Required information . . .

• Name• Crime Committed• Reward• Made up number to contact with information

FOR BOTH - Imagination . . .Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Lesson 3: Forensic DetectivesA Guided Tour

Purpose: To Determine the various roles of different Forensic Detectives

Students will explore the Internet by going to specific sites to learn about the various fields of Forensic Science and the Detectives that use Forensic methods to solve crimes

Forensic Science:

Criminology Forensics Forensic Dentistry Forensic Entomology Forensic Anthropology DNA Fingerprinting Forensic Hair and Fibers

Forensics and Bloodstains Soil SpecimensInk Chromatography Fingerprints


http://school.discovery.com/lessonplans/programs/forensics/index.html#voc

http://school.discovery.com/lessonplans/programs/forensics/index.html#voc

http://www.abc.net.au/rn/talks/8.30/lawrpt/stories/s122913.htm

http://www.forensicentomology.com/index.html

http://www.mnsu.edu/emuseum/biology/forensics/

http://www.pbs.org/wgbh/nova/sheppard/analyze.html

http://www.policensw.com/info/forensic/forensic7a.html

http://www.crimescene-forensics.com/Blood_Stains.html

http://blog.makezine.com/science_room/forensics/laboratory_5_soil_analysis_-_introd/

http://blog.makezine.com/science_room/forensics/laboratory_5_soil_analysis_-_introd/

http://www.yesmag.ca/projects/paper_chroma.html

http://www.onin.com/fp/fphistory.html

Assessment

Completed Guided Tour with correct answers.


Lesson 4: Forensic DetectivesCRIME ON LINE WEB QUEST

Purpose: Students will assume the role of a criminal investigator and solve a crime on line

• Students will be divided into investigative teams of three

• They will each assume the role of 1 of the three needed Forensic Investigators

• They will study other crimes that have been solved using their line of scientific investigation

• They will investigate the suspects and the clue left at the scene of the crime on line to try to eliminate some suspects

• They will work with their investigative team to determine the final suspects


Lesson 4: Forensic Detectives

CRIME ON LINE WEB QUEST

CLUE ONE: SOIL Left at Scene – Soil Specimen

CLUE TWO: Ink Chromatography from

a map left at the scene

CLUE THREE: Fingerprint left at the

Scene

Windows Media Movie to Introduce Suspects

OR Photo Jam???


Students select 1 forensic scientist to investigate 1 clue of crime scene

Students eliminate suspects as a result of their investigation

Susie B. Gone, Where were you the night of the crime?

Lesson 4: Forensic Detectives

CRIME ON LINE WEB QUEST


Sound recordings for Alibis

Using a blank word document, students will write a paragraph sharing their results

Students will share with the team investigators their results, and who of the suspects they eliminated and why

As a team, they will complete the investigationusing sound recordings interrogation questions

Team will complete an ‘in-house memo’ composed off results from all three word documents, AND a final summary followinginterrogation – stating who they believeto be guilty and why . . .

AssessmentResults of their investigation – did they come up with the correct guilty party?

Inner office memo – combined effort of all of the team investigators.

Persuasive writing, did they come to the correct conclusion of the clues?

Did they convince me, head of the Stafford County Mystery Cohort, of their investigative results?Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Lesson 5: Web Scavenger HuntOld West Outlaws

• Student selects an outlaw of their choice• A web search on their outlaw for historical facts is

then completed• Using a Graphics program, student will create an old

fashioned Wanted poster, with a page of facts concerning the outlaw on the back

• Students will provide information about the outlaw’s history in a short presentation

Site for possible names to choose from: http://www.thewildwest.org/cowboys/badmen/

Students will do a web search to find out facts about a Wild West Outlaw


http://www.thewildwest.org/cowboys/badmen/

http://www.thewildwest.org/cowboys/badmen/

AssessmentWanted Poster of Wild West Outlaw

To Include:• A picture copied from the web

• Information on Outlaw’s life

• Including birth, death, parents, siblings, how died

• Other interesting facts

• Crimes committed

• Grammar and Spelling to be checked

• Works Cited on information page


Grade 7 Exploratory Unit of Computer Studies

Criminal InvestigationsForensic Sciences

Computer Software ApplicationsAccess

Word Processing Internet Skills

Desktop PublishingWorld Wide Web

New Skills Learned in New Ways !