Presented By: Christina Adams Teacher of Science & Biology Macleans College email@example.com Made at SciCon 2006. Celebrating Science Innovation (The National Conference for Science Educators) at Waikato University in Hamilton July 2 - 6. Acknowledgements: 1.Dr Eleanor McNicholas 2.Rosemary Chatfield
The Learning Unit The crime Investigators arrive on scene Autopsy and crime scene evidence analysed Suspects identified/witnesses interviewed Interrogation Trial
Lesson #4 – Follow the evidence Results analysis Identify suspects and key witnesses What questions need to be asked? What other evidence might we collect?
Lesson #5 - Interrogation Background –Give suspects their brief –Book appropriate venue –Setting the scene Interrogation techniques –Divide up questions –Get into character
Lesson #6 9 – Trial Preparation Achievement –2 periods of preparation roles for one class –1 period – in the auditorium –A not guilty verdict! Potential –Social studies to teach court structure –English to teach speech making/questioning –Science for expert testimony
We are doing it again with… Murder at Macleans ScienceMathsEnglish Social Studies Energy ???
Curriculum links – Integrating Strands Making sense of the nature of science and its relationship to technology –Critically evaluate ideas and processes related to science L5 – Relate interpretations of the result of their investigations to their original ideas, questions, and predictions. –Gain an understanding of personal, community implications of the application of science L5 – Investigate how knowledge of science and technology is used by people in their everyday life.
Curriculum links – Integrating Strands Developing Scientific Skills and Attitudes –L5&6 Focusing and Planning Integrate their scientific ideas and personal observations with the scientific ideas of others to make testable predictions or to identify possible solutions –L4&5 Information Gathering Systematically record observations and measurements Use information sources purposefully, asking coherent, directed questions of people.
Curriculum links – Integrating Strands Developing Scientific Skills and Attitudes –L4 Processing and Interpreting Identify trends and relationships in recorded observations and measurements by making links within organised data Use data to suggest an answer to their problem and make an evaluation of their investigation –L4 Reporting Present what they did and what they found out in their investigations in ways appropriate to their peer group.
Resources Each other (Teachers and Technicians) Resources Used (Print): –Investigations for Life by Meg Bailey - pg 164 (An examination of Urine) –Solve It! Investigations into analytical chemistry and forensic science for years 7 – 10 Secondary School Science by Helene Hiotis and Annette Rome for ORICA Australia –Forensic Science – Science at Work by Karen Muskett. ISBN 0582028671 –Fingerprinting by Jeremy John Ahouse. ISBN 0912511214 –Macleans College – Forensic Science Booklet –Whodunnit? Education kit from Auckland Museum. –Forensic Science for High Schools (Book 1) by Jeannette Jolley and John Powrie. Blackline masters. ISBN 1876133767 –Forensic Science for High Schools (Book 2) by Jeannette Jolley and John Powrie. Blackline masters. ISBN 1876133775
Resources (continued) Resources Used (Web): –A great help for your creative work http://www.carolina.com/tips/murder/Murda.htm http://www.carolina.com/tips/murder/Murda.htm –A great resource for you and the kids http://www.fbi.gov/kids/6th12th/6th12th.htm http://www.fbi.gov/kids/6th12th/6th12th.htm –An online investigation to give an outline of procedure http://normandcompany.com/SM1GAME/newsplas h.html http://normandcompany.com/SM1GAME/newsplas h.html –A source for great experiments http://www.scienceyear.com/sciteach/start.html http://www.scienceyear.com/sciteach/start.html
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