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Storyboard - DBallard Dorleita Ballard V23-EDU6614E5-04T2 Saturday, October 30, 2004 The Stafford County Mystery Cohort.

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Presentation on theme: "Storyboard - DBallard Dorleita Ballard V23-EDU6614E5-04T2 Saturday, October 30, 2004 The Stafford County Mystery Cohort."— Presentation transcript:

1 Storyboard - DBallard Dorleita Ballard V23-EDU6614E5-04T2 Saturday, October 30, 2004 The Stafford County Mystery Cohort

2 Grade 7 Exploratory Unit of Computer Studies Criminal Investigations Forensic Sciences Computer Software Applications PurposeUnit 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...

3 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 Purpose Unit 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

4 WHY This Lesson??? 6 th 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 8 th Grade class is High-school Accredited Keyboarding Required by state and limited to teach Computer Keyboarding Skills and Business Documents 7 th 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 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

5 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 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

6 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 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

7 READING SOLs: 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 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

8 WRITING SOLs: 7.8, 7.9 The 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 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

9 Computer /Technology SOLs: 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 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

10 Computer /Technology SOLs: 8.1, : 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 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

11 THE UNIT PLAN

12 Lesson 1 - Access: The Drew Massacre Lesson 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 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

13 Lesson 1: The Drew Massacre Continue 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 Lesson for Dr. Cotton’s in Power Point Lesson Plan for Dr. Cotton in Word Lesson 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5

14 Assessment 1.Solve crime determining Correct suspect using class database 2.Letter written to Sheriff Jett A.Explains who is guilty B.How they know C.Persuasive writing to convince Sheriff and ‘District Attorney’ D.Copied chart(s) from Access included as evidence Lesson 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5

15 Lesson 2 Power Point: Student Mysteries Continue 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 Lesson for Dr. Cotton’s in Power Point Lesson Plan for Dr. Cotton in Word Lesson 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5 Sample of Student Power Point

16 Lesson 2: Wanted Posters PART 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 Lesson 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5

17 Assessment Power Point Including all parts of the mystery Cooperation of group members A solvable mystery RUBRIC 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 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5

18 Lesson 3: Forensic Detectives A 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: CriminologyCriminology Forensics Forensic Dentistry Forensic Entomology Forensic Anthropology DNA Fingerprinting Forensic Hair and Fibers Forensics and Bloodstains Soil Specimens Ink Chromatography FingerprintsForensicsForensic DentistryForensic Entomology Forensic Anthropology DNA Fingerprinting Forensic Hair and Fibers Forensics and Bloodstains Soil Specimens Ink Chromatography Fingerprints Lesson 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5

19 Assessment Completed Guided Tour with correct answers. Lesson 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5

20 Lesson 4: Forensic Detectives CRIME 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 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5

21 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??? Lesson 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5 Students select 1 forensic scientist to investigate 1 clue of crime scene Students eliminate suspects as a result of their investigation

22 Susie B. Gone, Where were you the night of the crime? Lesson 4: Forensic Detectives CRIME ON LINE WEB QUEST Lesson 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5 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 investigation using sound recordings interrogation questions Team will complete an ‘in-house memo’ composed off results from all three word documents, AND a final summary following interrogation – stating who they believe to be guilty and why...

23 Assessment Results 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 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5

24 Lesson 5: Web Scavenger Hunt Old 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: Students will do a web search to find out facts about a Wild West Outlaw Lesson 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5

25 Assessment Wanted 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 Lesson 1Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson 2 Lesson 3 Lesson 4Lesson 5

26 Grade 7 Exploratory Unit of Computer Studies Criminal Investigations Forensic Sciences Computer Software Applications Access Word Processing Internet Skills Desktop Publishing World Wide Web New Skills Learned in New Ways !


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