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Capstone presentation

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This presentation is the final capstone project for my Masters Degree in 21st Century Teaching and Learning. The project is on a forensic science unit I did with my Replacement Science students.

This presentation is the final capstone project for my Masters Degree in 21st Century Teaching and Learning. The project is on a forensic science unit I did with my Replacement Science students.

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  • 1. Who’s the Steeler? By: Jennie Rohrbaugh Chemistry Teacher at Susquehannock High School
  • 2. Purpose
    • Essential Question : How can professional forensic science techniques be used to solve problems in our school?
      • Become proficient in the following forensic science techniques: dusting for fingerprints, foot-to-height calculations, identifying unknown white powders, teeth impressions, ink chromatography, interviewing suspects and witnesses and crime scene photography.
      • Utilize the previous techniques to solve the formative performance assessment, “Who’s the Steeler?”
  • 3. Desired Outcomes
    • Student
      • Students will be able to perform fingerprint dusting, foot-to-height calculations, unknown white powder identification, teeth impressions, ink chromatography, suspect and witness interviews, and crime scene photography.
    • Teacher
      • I will act as a facilitator by implementing scaffolded lessons and allowing students to use inquiry and technology to drive the authentic performance based assessment.
    • Assessment of Outcomes
      • Outcomes will be assessed using the Who’s the Steeler? Rubric, student online journals, and a teacher reflection journal.
  • 4. Student/Project Background
    • This project is for my replacement science class which is comprised of 7 low-functioning or autistic students.
    • The students will learn forensic science techniques and put them to use in a culminating performance assessment called, “Who’s the Steeler?”.
  • 5. Project Background
    • Who’s the Steeler?
      • The school’s principal is a huge Steeler’s fan, so he has a collection of memorabilia in his office.
      • He comes to my students for help when he finds his memorabilia stolen.
      • He tells them that the following evidence was left at the crime:
        • A muddy footprint
        • A white powder
        • A note
        • A half eaten chocolate bar
        • Fingerprints
  • 6. Who’s the Steeler?
    • Steeler’s Memorabilia before theft.
    • Steeler’s Memorabilia after theft.
  • 7. Who’s the Steeler? Evidence **Fingerprints are difficult to see Before they are lifted** The Note A White Powder Half -eaten Chocolate bar Fingerprints
  • 8. Objectives
    • Student-Centered : The beginning of the unit will be scaffolded, but when the students begin working to solve the Who’s the Steeler? performance assessment they will be asking questions and driving the crime scene investigation.
    • Learning and Doing : Each forensic science technique will be assessed using an unknowns lab where the students will utilize each technique they have learned. Students will also be cumulatively assessed on their ability to perform all techniques during the Who’s the Steeler? crime scene investigation.
  • 9. Objectives
    • Using Information : Students must use the information they have deduced through investigation and lab work in order to solve the Who’s the Steeler? crime.
    • Facilitator :I am the facilitator for this unit by ensuring that the students are on the right track and providing the necessary scaffolding, but the unknowns and Who’s the Steeler? crime are completely student-driven.
  • 10. Objectives
    • Flexible Grouping Based on Individual Student Needs : Sometimes during this unit the students will be organized into groups, while other times they will be assessed individually. After each of the forensic techniques are learned and assessed, the students will rate themselves on a 1-5 scale. The groups for the final assessment will be made by putting students with various strengths together.
  • 11. Objectives
    • Higher Order Thinking Skills : Students will be asked to use deductive reasoning to decipher clues and interview suspects in the Who’s the Steeler? performance assessment. Throughout the unit, students will be participating in labs and activities which practice their reasoning and critical thinking skills. 
  • 12. Objectives
    • Interdisciplinary : Because the students in the replacement science class are also in the same replacement Math, English, and History classes, it is much easier to make this project interdisciplinary. Their English teacher will be helping them with their interviewing and documentation skills for the performance assessment and the History teacher will be talking about the mystery of the Stardust and some other famous mysteries throughout history.
  • 13. Objectives
    • Collaboration :The students will be working together in a number of different groupings. They will also be required to collaborate with my senior aides who will be participating in the unit.
    • Performance-based Assessments : Every time the students learn a technique, they will be assessed on their ability to perform the task.  The Who’s the Steeler? crime requires the students to use all of the techniques they have learned throughout the unit.
  • 14. Objectives
    • Multiple Sources of Information, including Technology : Students will receive information from videos, websites, vocabulary, readings, a detective from Southern Regional Police Department, from interviews with witnesses and suspects, and from their teachers.  
  • 15. Objectives
    • Technology Fully Integrated into the Classroom : The entire unit will be conducted through Blackboard, so the students will have access to readings and videos. They will also keep an online journal of what they are learning and questions they have throughout the unit. The students will document the Who’s the Steeler? Crime by including interviews, pictures, and evidence in a wiki.
  • 16. Objectives
    • Learning How to Learn : The students will be focusing on vocabulary using KIM ( K ey Word, I nformation, M emory clue) charts. The KIM charts teach the students to associate an image with a vocab word. An other example, is the focus this class puts on organization. The students are required to organize all of the weeks information for Friday when it is handed in in the form of a portfolio.
  • 17. Objectives
    • Using a Variety of Types of Information to Complete Authentic Tasks : Students will be learning a variety of techniques that will be assessed during the Who’s the Steeler? Crime. Every forensic science technique they learn throughout the unit will be authentically practiced. They will even have a real police detective teaching them some of the skills.
    • Students Acting As Professionals in the Discipline : When the students are able to put their forensic science techniques to use and drive the Who’s the Steeler? crime science investigation, they will be acting as professional forensic scientists.
  • 18. Who’s The Steeler? Rubric
  • 19. Who’s the Steeler? Rubric
  • 20. Who’s the Steeler? Rubric
  • 21. Resources
    • Picture resources for Presentation:
      • Slide 1: http://students.cup.edu/loc8002/Pittsburgh-Steelers-Logo.gif
      • Slide 12: http://www. flywiththestars .co. uk/Documents/STENDEC . htm
      • Slide 14: http://www. srpd .us/
      • Slide 15: http://www.saddleback.edu/itc/user/blackboard/blackboard/blkbdsocccd2.html
      • Slide 17: http://www. chemistryexplained . com/Fe-Ge/Forensic-Chemistry .html
  • 22. Resources
    • Joseph,L. (2010, April 3). Who Dunnit . Retrieved February 28, 2010, from Adventures of Cyberbee website: http://www. cyberbee . com/whodunnit .html
      • This website was used primarily as a teacher resource. It was the initial idea for the forensic science unit. Students had access to the website through a link on Blackboard.
    • All other resources were teacher created.