Instructional and Learning Strategies

Bonnie Barnes – mentor

Patricia Campos – teacher

Toni McAfoos – coach Technology Integrated Project –
Crime Scene Investigation for High School Integrated Physics and Chemistry

Aspect 1: The Syntax Describe the syntax for the instruction.
Learning Goals	Instructional Strategies	Instructional Actions	Student Activities
1. 2 (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;	Lecture Mentorship Case Study Self-directed Learning	Teacher will support prior learning with review of crime scene investigation procedures, including scope and sequence of project. Teacher will provide expectations with both oral and visual instructions for diverse learners. Teacher will provide role playing scenario and hair samples for analysis. Teacher will demonstrate collection method and investigative procedures.	Students will gather hair evidence from a “victim” using clear tape and exam under a magnifying glass. Student will then analyze their hair samples with the digital microscope.
2. 2 (B) collect data and make measurements with precision;	Collaborative Learning	Teacher will provide lab analysis form and data collection table. Teacher will time data collection, measurement and analysis lab centers. Teacher will provide assistance with digital microscope, visual analysis and data recording.	Students will compare and contrast their hair samples on their lab analysis form. They will determine whether the samples are human hair or animal hair and record their result.
3. 2 (C) organize, analyze, evaluate, make inferences, and predict trends from data; and	Small Group Case Study Self-directed Learning	Teacher will assist with Internet research and hair analysis research, including providing tools for visual analysis of hair samples. Teacher will ensure visual analysis is successful for diverse learners by providing discussion of results. Teacher will provide tools for visual enlargement, such as zoom tool on computer screen, magnifying glass, digital microscope setting adjustment and examples for comparison.	Students will record their observations on their crime scene lab sheet. They will summarize their results at the end of the lab analysis report and write their prediction.
4. 2 (D) communicate valid conclusions.	Collaborative Learning Discussion	Teacher will facilitate discussion and assist with brainstorming. Teacher will provide summarization concept tips and prediction theories.	Students will pair up and share their results with their partners. There will be a class discussion about the results and the summaries. Students will use their evidence to assist investigators in solving the crime.
5. 3 (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;	Collaborative Mentorship Small Group	Teacher will provide scenario settings for students and facilitate discussion. Teacher will role play for students how a crime scene investigator gathers evidence, formulates questions, uses process of elimination, and comes to a conclusion. Teacher will encourage creativeness and problem-solving among the small groups.	Students will ask the teacher questions to further their knowledge to come to a possible conclusion. Students will use process of elimination to finalize their process and come to a conclusion. Students will predict possible outcomes to the investigation based on the evidence gathered.

Aspect 2: The Social System

Describe the interpersonal structure of the instructional experience. It describes the degree of cooperation required among students and the nature of that cooperation.

A high degree of cooperation among the students and teacher will be crucial for the success of this project. Much of the work is done collaboratively and discussion is a major portion of the brainstorming and problem solving process in the crime scene investigation.

Aspect 3: The Role of the Instructor

Describe the general instructional role. For example, will you or the instructor present material, guide students as they research their own issues, etc?

The teacher and I will be partners in the presentation of the material. One person will do the PowerPoint presentation and methods of gathering evidence, while another will role model as the “victim” of the crime.

Aspect 4: The Support System

Describe the types and amount of instructional, technical, and other resource support required for the instruction (e.g., instructional materials, communication capabilities, assistive technologies).

Handouts including lab analysis data table for recording evidence will be provided, along with written instructions and supplemental material showing comparison between human and animal hair samples. PowerPoint slides will show digitally enhanced examples of hair samples from both animal and humans. Digital microscope will be set up and demonstrated prior to this lesson. Teacher will reinforce proper use of equipment and laboratory rules. Teacher will provide laptop computers for Internet research and resources for further analysis and investigation. Assistive technologies will include magnifying glass, digital microscope and enhanced slide samples.

Diverse learners (i.e. learning disabled students) will be given assistance with recording their results and given guidance where needed.