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Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
Forensics
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Forensics

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Vaha Surtess from NCI reflects on the use of Learning Objects to support problem solving in Science.

Vaha Surtess from NCI reflects on the use of Learning Objects to support problem solving in Science.

Published in: Business, Education
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Transcript

  • 1. Can using online resources and learning objects improve students’ understanding in science? Vaha Surtees Northcote Intermediate
  • 2. Learning Intention 1. Understand that all living things are made up of genes. 2. Explain how human features are unique to each individual. 3. Explain how genetic concepts are used to solve crimes
  • 3. Other Learning Areas Debating Conflict Sex Education Literacy focus (cause & effect)
  • 4. • Objective was for the students to define what are genes/chromosomes/DNA •Modeled with the class using the data projector •Students then worked in pairs to explore the activity and complete the task. •Benefits: visual, broke down the process into bites size manageable information, they can always go back and revisit, appeal to their natural curiosity they have on forensics.
  • 5. Using genetic concepts to solve crimes (see digiSTORE links in del.icio.us) • Model Level 1 Crime Scene • Each group uses a check list • Group themselves based on suspects • Debate on their choice of suspect
  • 6. Other Activities • Police officer visits • Crime scene 2 & 3 • CSI discussion • Discovery channel activities • Mock up crime scene week • Short land Street crime scenes report
  • 7. Assessment activities • Police officer C Scene • Forensic Test • Mock up crimes • Process observation • Inspiration diagram
  • 8. Reflection What worked? Modeling the lowest level problem with them as a whole class. Giving the students a more challenging problem to solve every time. This stepped up their interests and motivation. All selected web sites are at different levels and pre played by the teacher. Visual learners benefited from the innovative and inter-active sites and materials that we used. What didn’t work? Every student works at a different level so I should have provided more time for slow readers. Scaffolding should have been taken at a slower pace. I should spend more time consolidating each point before moving on.
  • 9. http://del.icio.us/vahas/forensic

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