http://www.transformation2013.org/docs/Design%20Challenges/Fibers

Design Challenge Planning Form Guide Design Challenge Title: _Casting a New Light on Fiber Evidence___ Teacher(s): _Shelley Abernathy_______________________________ School: _Georgetown High School____________________________ Subject: _Forensic Science __________________________________ Abstract: _In this design challenge, students will observe the effects of polarized light on different objects, prepare fibers for observation under microscopes, and compare those fibers with known samples to mimic how Trace Evidence Technicians identify fibers from crime scenes to link, or exclude, suspects to said crime scenes.

MEETING THE NEEDS OF STEM EDUCATION THROUGH DESIGN CHALLENGES

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Step 1: Begin with the End in Mind 

Does this design challenge meet the criteria for STEM student needs (21st century skills, TEKS, TAKS)?

Section 1 Summarize the theme or “big ideas” for this design challenge.

Students will learn that Trace Evidence Technicians use a variety of alternate light sources to identify unknown samples taken from crime scenes. They will utilize scientific principles from physics (the effects of polarized light on different fibers) and technology in the form of special microscopes built for specific purposes. Students will learn about microscopes that use polarized light to examine specific samples, as well as bridging microscopes that enable examiners to line up a known and unknown sample side-by-side for microscopic comparison. Students will apply the use of polarized light to compare fiber samples to known fibers and exclude them from or include them with the known samples. They will utilize some of the techniques from trace evidence labs.

Section 2 Identify the TEKS/SEs that students will learn in the design challenge (two or three).

Research and Design (6) The student knows how to develop and implement investigative designs.

The student is expected to: C. use a control in an experimental process (7) The student knows how to collect, organize, and evaluate qualitative and quantitative data obtained through experimentation.

The student is expected to: A. record observations and events as they occur within an investigation B. acquire, manipulate, and analyze data using equipment and technology C. construct data tables to organize information collected in an experiment Physics (9) Science concepts. The student knows the characteristics and behavior of waves.

The student is expected to: C. interpret the role of wave characteristics and behaviors found in medicinal and industrial applications.

Section 3 Identify key performance indicators students will develop in this design challenge.

Students will prepare fiber samples for microscopic examination, including stabilization of the fibers, cutting thinslice sections, and using polarizing film to examine and compare unknown samples to known samples, the controls.

Students will record all procedure steps, measurements, and observations in data tables to communicate their conclusions to an outside reader (the teacher.) Students will relate their actions to those of real-life crime scene technicians, and their roles in detecting offenders of crimes.

Section 4 Identify the 21st century skills that students will practice in this design challenge (one or two). www.21stcenturyskills.org Critical thinking, problem solving, communication, and collaboration

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Section 5 Identify STEM career connections and real world applications of content learned in this design challenge.

Careers: Trace Evidence Technician, Crime Scene Investigator, Scientist, Researcher, Fabric Designer, and Chemist Connections: Patterns are found all around us and people use patterns everyday to guide their work.

Step 2: Craft the Design Challenge  Have you posed an authentic problem or significant question that engages students and requires STEM knowledge to solve or answer?

You work as a Trace Evidence Technician in a big city crime lab. A case you are working on includes fibers found at the scene of a homicide. The police have a suspect, and Crime Scene Technicians have collected fibers from a variety of the suspect’s clothing. It is your job to examine the fibers from the scene and compare them to the fibers brought to you by the CST’s. A possible match (microscopically similar) between the fibers may help convict a murderer, while excluding fibers from the suspect may help exonerate an innocent man. Your role in this investigation is vital. You will need to determine whether or not the fibers could have come from the suspect’s clothing.

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Step 3: Map the Design Challenge Look at the major product for the design challenge and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills?

Performance Indicators (Refer to Step I, Section 3)

1.

Already Learned

Vocabulary: polarized light, polarizing film, fiber sections

2. How to use a microscope

Taught before the project

Taught during the project

X

X

X

X

X

3. Prepare samples for microscopic examination 4. Prepare fiber sections for microscopic examination 5. Use laboratory techniques to compare fibers

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X

Step 4: Plan the Design Challenge 5E Lesson TASK 1: Enter the Design Challenge Title and TEKS/TAKS objectives for your 5E lesson in the template provided.

TASK 2: Describe the activities that occur throughout the 5E learning cycle. Provide explicit instructions in the 5E lesson plan, such that a first year teacher can easily understand what is expected and execute the design challenge lesson. Provide discussion facilitation questions if applicable. Use the planning forms provided on the following pages to complete each section of the 5E lesson. Refer to Step 3: Map the Design Challenge to help you identify relevant activities to include in the 5E learning cycle that focus on what students need to know and be able to do to complete the design challenge TASK 3: Identify and define the products and artifacts for each phase of the design challenge 5E learning cycle. Artifacts are evidence of the student’s thinking. Products could include culminating products or products that provide checkpoints for progress through the learning cycle. The table below shows some examples of artifacts and products. Many additional possibilities exist. Use the planning forms provided on the following pages to complete the 5E lesson.

ARTIFACTS PRODUCTS Notes Research papers* Journal entries Reports* E-mail records Multimedia shows* Chat records Presentations within the school* Records of conversations, decisions, revisions Exhibitions outside the school* Interviews using a structured set of questions Proposals Short, reflective paragraphs Outlines Library search record Plans Telephone logs Blueprints Purchase receipts Drafts Samples Edited drafts Minutes of meetings Revised drafts Discarded ideas Models Prototypes Product critiques Group process reports Videos Final versions of papers Field guides Biographies Websites Flow charts Design Briefs *indicates culminating projects

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Design Challenge Title: Casting a New Light on Fiber Evidence TEKS/TAKS objectives: Research and Design (6) The student knows how to develop and implement investigative designs.

The student is expected to: C. use a control in an experimental process (7) The student knows how to collect, organize, and evaluate qualitative and quantitative data obtained through experimentation.

The student is expected to: A. record observations and events as they occur within an investigation B. acquire, manipulate, and analyze data using equipment and technology C. construct data tables to organize information collected in an experiment Physics (9) Science concepts. The student knows the characteristics and behavior of waves.

The student is expected to: C. interpret the role of wave characteristics and behaviors found in medicinal and industrial applications.

Show a short clip of CSI: Crime Scene Investigation, Engage Activity episode #19, Season One, in which fiber evidence helps solve a crime.

Ask students how scientists can match or exclude fibers taken from a Identify/focus on instructional suspect to those found at a crime scene.

task, connect between past & present learning experiences, lay groundwork for activities (ex.

Ask a question, define a problem, show a surprising event, act out a problematic situation) The particular subject area is introduced to the students with common examples that have meaning in their lives.

Define the products and artifacts for the Engage Activity.

Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking.

Students work in small groups to brainstorm methods of comparing fiber evidence. They meet back in the full class to post their ideas and engage in further discussion of various solutions brought to the main group. *Teacher Note: Other television series, such as Forensic Files, from Tru TV, can be used instead of CSI: Crime Scene Investigation. The website is www.trutv.com One such episode is Material Evidence

Students will post their ideas on large sheets of paper, then make a class list of the two or three methods they decide have the most merit. *Teacher Note: No real grade has been planned for this portion of the lesson, it is merely to be used as a starting point for the rest of the activities.

Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge.

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Materials/Equipment: Video system, Episode #19 from Season One of CSI: Crime Scene Investigation, and large sheets of paper for students to post their ideas.

Resources: Purchase CSI: Crime Scene Investigation, Season One, available from www.amazon.com .

Since it will be shown without charging for admission, it will not violate copyright law.

Explore Students get involved with phenomena and materials, students work in teams to explore through inquiry.

Directed laboratories are conducted so the students can experience the principles in a controlled manner. This experience is crucial to success in solving design challenges.

Define the products and artifacts for the Explore Activity.

Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking.

Hand each group of students a glass slide and a roll of cello tape.

Have them layer the tape on the slide, then give each group a pair of polarizing glasses and some scissors. The students are to cut the glasses in ½ at the bridge, so they have 2 separate pieces of polarizing film. Students then place the slide between the 2 pieces of polarizing film and rotate the film around the slide. They are to construct a hypothesis outlining their thoughts about the causes for the phenomenon they observed. Students will write their hypotheses and make sketches of their observations in their lab journals, and compare them to those of other students. *Teacher note: Each layer of tape on the slide will show different colors, and these colors will change as the slide rotates around in the film. This is due to the film allowing only a small portion of visible light to pass through it. As the reduced light reaches the tape, more is blocked, reducing it again. With reduced wavelengths of light, the human eye perceives different colors. Rotating the slide between the film sheets changes the frequencies of light that reaches the slide, so different colors are perceived.

Sketches of student observations and comparisons to other students’ observations.

Students’ written hypotheses for the phenomenon observed with the polarizing film, and how this technique could be used to compare different fibers. *For grading purposes, the rubric “Light up the Slide” may be used.

Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge.

Materials/Equipment: Per group or pair of students: 1 glass slide, 1 roll of cello tape (the cheaper the better!) 1 pair of polarizing glasses or 2 small sheets of polarizing film (available from a science supply company such as www.sciplus.com )

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Resources: Polarizing film (available from a science supply company such as www.sciplus.com ), glass slides, inexpensive cello tape. The website http://rubistar.4teachers.org/index.php for creating rubrics.

Explain Students discuss observations, ideas, questions and hypotheses with peers, facilitators, groups.

Learners apply labels to their experiences – thus developing common language, clarification/explanation of key concepts

Students will discuss the phenomenon observed while viewing the tape-covered slide through the polarizing film. They will brainstorm reasons for what they observed, and access physics websites and/or textbooks to find definitive explanaations for their observations.

The teacher will need to draw out key vocabulary terms, check for understanding of the concepts, do some direct instruction if the students need it, and guide them to the correct terminology.

Vocabulary: polarization, refraction, electromagnetic spectrum, visible light

Delivery of the content begins with a discussion of the principles illustrated by the Hands-On examples. In this way, the participants’ intuition is tapped to introduce terms and concepts that they may have heard. This approach leads naturally to an indepth discussion of the science and mathematics concepts underlying the particular subject area.

Define the products and artifacts Students will describe the physics phenomenon responsible for their observations in an on-line journal or for the Explain activity. in a lab notebook.

Artifacts (KWL charts, journal *For grading purposes, the rubric “What’s Up With the entries, etc) are evidence of the Slide?” may be used. student’s thinking.

Products (flow charts, data tables, models, etc) include checkpoints for progress through the design challenge.

Materials/Equipment: Lab notebooks or on-line journals, 1 per student.

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Resources: Computer lab, and physics textbooks. http://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/light/u12l1e.html and http://acept.asu.edu/PiN/rdg/polarize/polarize.shtml are possible websites students may access to explain polarized light. The website http://rubistar.4teachers.org/index.php for creating your own rubric. *Elaborate Expand on concepts learned, make connections to other related concepts, and apply understandings to the world. (ex. Extend & apply knowledge).

At its heart, engineering is the application of science and mathematics to design solutions to problems for humanity. Thus, providing design opportunities to students is a key component of STEM education.

Opportunities to be creative in open-ended situations peak the interest of many students, providing an answer to the ubiquitous question: “Why do we need to know this?” *Teachers may opt to use a video clip here from a crime scene show such as CSI: Crime Scene Investigations so students can see how technicians gather evidence and present it in a court setting.

Define the products and artifacts for the Elaborate activity.

Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking.

Present students with actual fibers, some from a “crime scene,” and others from two or three different “suspects.” It is the students’ job to prepare the fibers for section to observe under a microscope, then compare the crime scene fibers to the suspects’ fibers to try & determine which suspect, if any, has microscopically similar fibers.

To prepare the fibers for microscopic examination, separate fibers should be placed between small sheets of plastic, such as from freezer-wrap Zip-loc baggies. Heat each wrapped fiber slowly, such as in an evaporating dish on a low-heat hotplate. This step must be observed at all times so the plastic doesn’t scorch, but simply melts around the fibers.

The slow heat will melt the plastic around the fiber pieces, which should be left over-night to cool and harden. In the next class period, fiber samples should be cut into very thin cross-sections, using the craft knife. Once the sections are prepared, students will examine them with the microscope and compare “crime scene” fibers to “suspects’” fibers. To do this, students will have to “sandwich” samples between two pieces of polarized film and fit them on the microscope stage. *Teacher note: If you don’t have access to a commercial Fiber Kit, such as from Flinn Scientific, be sure to scrape fibers from a variety of same-color fabrics. Have some fibers from different types of material so there will be visible differences when viewed microscopically. Be sure to note which fibers are from the “crime scene” and include some from the same fabric in the group of “suspect” fibers.

Students’ prepared sections of fibers for microscopic examination.

Students’ written lab reports concluding which fibers were excluded from being a match to the crime scene fibers, and which could not be excluded. Student conclusions should be justified with data from their microscopic observations. **For grading purposes, the rubric “Evidence Examination” may be used.

Products (flow charts, data tables, models, etc) include checkpoints for progress through the design challenge.

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Materials/Equipment: Per group or pair of students: 1 hotplate, 4 or 5 freezer-wrap Zip-loc baggies, a selection of fibers from the “crime scene” and a selection of fibers from the “suspects,” scissors, 1 craft knife, 1 microscope, polarizing film (from the Explore activity)

Resources: http://rubistar.4teachers.org/index.php Purchase CSI: Crime Scene Investigation, and season, available from www.amazon.com . Almost every episode will show technicians collecting evidence. Since it will be shown without charging for admission, it will not violate copyright law.

Students will present their oral reports on the fiber evidence, Evaluate including their conclusions as to which fibers did not match those from the crime scene, and those that could be from the crime Ongoing diagnostic process to scene. The presentations should be similar to a court presentation, determine if the learner has attained detailing students’ preparation of fibers for microscopic understanding of concepts & examination, procedures of examination and comparison of samples, and how students were able to exclude some fibers but knowledge (ex. Rubrics, teacher observation with checklist, student not others. interviews, portfolios, project products, problem-based learning products, assessments) Leads to opportunities for enrichment through further inquiry and investigation.

*Teacher note: You can have each student make a separate presentation, or have one student per group make the presentation for their group. If the second method is the one you choose, be sure to alternate speakers throughout the year so each student has the chance to make an oral presentation.

What is the culminating task?

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Define the products and artifacts for the Evaluate Activity.

Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking.

Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge.

What is the final product (working model, portfolio, presentation, etc) you will require?

Both the oral presentation and written report will be graded. The report should have a narrative portion describing the crime scene (students can make up this part) as well as a technically descriptive portion detailing students’ preparation of fibers for microscopic examination, procedures of examination and comparison of samples, and how students were able to exclude some fibers but not others.

The oral presentation should be similar to a court presentation, in which students will answer questions from the teacher or fellow students describing their laboratory techniques and their conclusions as to fibers’ place at the crime scene or not. *Sample questions: What techniques did you use to prepare the fibers for examination? How did you secure the evidence against contamination? How were you able to match or exclude the fibers to or from those taken from the crime scene? **For grading purposes, the rubric “Evidence Examination” may be used for the written report, and the rubric “Evidence Presentation” may be used for the oral presentation.

Materials/Equipment: Access to student on-line journals, as well as lab books for detailed data on their lab examinations of the fibers.

Resources: http://rubistar.4teachers.org/index.php Purchase CSI: Crime Scene Investigation, Season Five, available from www.amazon.com . Look for The Blue Paint Killer for a clip of technicians giving court evidence. Since it will be shown without charging for admission, it will not violate copyright law.

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Step 5: Plan the Assessment State the criteria for exemplary performance for each artifact/product of each section of the 5E lesson. 

Do the products and criteria align with the standards and outcomes for the design challenge?

Engage Artifact(s)/Product(s Students will post their ideas on large sheets of paper, then make a class list of the two or three methods they decide have the most merit.

To ensure students take part in this activity, grade them on participation.

Explore Artifact(s)/Product(s): Sketches of student observations and comparisons to other students’ observations.

Students’ written hypotheses for the phenomenon observed with the polarizing film, and how this technique could be used to compare different fibers.

See the rubric “Light up the Slide” Explain Artifact(s)/Product(s): Students will describe the physics phenomenon responsible for their observations in an on-line journal or in a lab notebook.

See the rubric “What’s Up With the Slide?”

Elaborate Artifact(s)/Product(s): Students’ prepared sections of fibers for microscopic examination.

Students’ written lab reports concluding which fibers were excluded from being a match to the crime scene fibers, and which could not be excluded. Student conclusions should be justified with data from their microscopic observations.

See the rubric “Evidence Examination” Evaluate Artifact(s)/Product(s): Both the oral presentation and written report will be graded.

The report should have a narrative portion describing the crime scene (students can make up this part) as well as a technically descriptive portion detailing students’ preparation of fibers for microscopic examination, procedures of examination and comparison of samples, and how students were able to exclude some fibers but not others.

The oral presentation should be similar to a court presentation, in which students will answer questions from the teacher or fellow students describing their laboratory techniques and their conclusions as to fibers’ place at the crime scene or not.

See the rubric “Evidence Examination” for the written report, and the rubric “Evidence Presentation” for the oral presentation.

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Step 6: Create Rubrics RubiStar

Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

Scientific Drawings : Light up the Slide Teacher Name: S Abernathy

Student Name:

________________________________________

CATEGORY Weight for Each Category 4

3

2

1

Title

X1 (up to 4 pts available)

Title is informative, centered, and larger than other text.

Title is informative and larger than other text.

Title is informative and centered.

The title is incomplete and does not clearly indicate what organism is pictured.

Labels

X2 (up to 8 points available)

Every item that needs to be identified has a label. It is clear which label goes with which structure.

Almost all items (90%) that need to be identified have labels.

It is clear which label goes with which structure.

Most items (75-89%) that need to be identified have labels.

It is clear which label goes with which structure.

Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with with item.

Drawing details

X1 (up to 4 points available)

All assigned details have been added.

The details are clear and easy to identify.

Almost all assigned details (at least 85%) have been added. The details are clear and easy to identify.

Almost all assigned details (at least 85%) have been added. A few details are difficult to identify.

Fewer than 85% of the assigned details are present OR most details are difficult to identify.

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RubiStar

Lab Report : What's Up With the Slide?

Teacher Name: S Abernathy

Student Name:

CATEGORY Question/Purpose

________________________________________

4

3

2

1

The purpose of the lab or the question to be answered during the lab is clearly identified and stated.

The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.

Diagrams are included and are labeled neatly and accurately.

Diagrams are included and are labeled.

Needed diagrams are missing OR are missing important labels.

Drawings/Diagrams Clear, accurate

diagrams are included and make the experiment easier to understand.

Diagrams are labeled neatly and accurately.

Spelling, Punctuation and Grammar

One or fewer errors in spelling, punctuation and grammar in the report.

Two or three errors in spelling, punctuation and grammar in the report.

Four errors in spelling, punctuation and grammar in the report.

More than 4 errors in spelling, punctuation and grammar in the report.

Participation

Used time well in lab and focused attention on the experiment.

Used time pretty well. Stayed focused on the experiment most of the time.

Did the lab but did not appear very interested. Focus was lost on several occasions.

Participation was minimal OR student was hostile about participating.

Conclusion

Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.

Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.

Conclusion includes what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

Date Created: Jun 30, 2008 03:04 pm (CDT)

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RubiStar

Lab Report : Evidence Examination Teacher Name: S Abernathy

Student Name:

________________________________________

CATEGORY

4

3

2

Journal/Notebook

Clear, accurate, dated notes are taken regularly.

Dated, clear, accurate notes are taken occassionally.

Dated, notes are Notes rarely taken taken or of little occassionally, but use. accuracy of notes might be questionable.

Spelling, Punctuation and Grammar

One or fewer errors in spelling, punctuation and grammar in the report.

Two or three errors in spelling, punctuation and grammar in the report.

Four errors in spelling, punctuation and grammar in the report.

More than 4 errors in spelling, punctuation and grammar in the report.

Question/Purpose

The purpose of the lab or the question to be answered during the lab is clearly identified and stated.

The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.

Scientific Concepts

Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab.

Report illustrates an accurate understanding of most scientific concepts underlying the lab.

Report illustrates a limited understanding of scientific concepts underlying the lab.

Report illustrates inaccurate understanding of scientific concepts underlying the lab.

Procedures

Procedures are listed in clear steps. Each step is numbered and is a complete sentence.

Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.

Procedures are listed but are not in a logical order or are difficult to follow.

Procedures do not accurately list the steps of the experiment.

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Analysis

The relationship between the variables is discussed and trends/patterns logically analyzed.

Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed.

The relationship between the variables is discussed and trends/patterns logically analyzed.

The relationship between the variables is discussed but no patterns, trends or predictions are made based on the data.

The relationship between the variables is not discussed.

Conclusion

Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.

Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.

Conclusion includes what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

Error Analysis

Experimental errors, their possible effects, and ways to reduce errors are discussed.

Experimental errors and their possible effects are discussed.

Experimental errors are mentioned.

There is no discussion of errors.

Participation

Used time well in lab and focused attention on the experiment.

Used time pretty well. Stayed focused on the experiment most of the time.

Did the lab but did not appear very interested. Focus was lost on several occasions.

Participation was minimal OR student was hostile about participating.

Lab report is neatly handwritten and uses headings and subheadings to visually organize the material.

Lab report is neatly written or typed, but formatting does not help visually organize the material.

Lab report is handwritten and looks sloppy with cross-outs, multiple erasures and/or tears and creases.

Appearance/Organization Lab report is

typed and uses headings and subheadings to visually organize the material.

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RubiStar

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Oral Presentation Rubric : Evidence Presentation Teacher Name: S Abernathy

Student Name:

CATEGORY

________________________________________

4

3

2

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is Student does not somewhat prepared, seem at all prepared but it is clear that to present. rehearsal was lacking.

Speaks Clearly

Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.

Speaks clearly and distinctly all (10095%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 9485%) of the time.

Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Vocabulary

Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Uses Complete Sentences

Always (99-100% of Mostly (80-98%) time) speaks in speaks in complete complete sentences. sentences.

Stays on Topic

Stays on topic all (100%) of the time.

Stays on topic most Stays on topic some It was hard to tell (99-90%) of the time. (89%-75%) of the what the topic was. time.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.

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Sometimes (70Rarely speaks in 80%) speaks in complete sentences. complete sentences.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

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Comprehension

Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

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Storyboard  

Week 1 Activities

 

Day 1 Engage: Short clip from CSI; group discussions (45 min.)

Explore: Polarization film activity (45 min.)

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Day 2 Explain: Computer/text work (30 min) Elaborate: (Part I) Prepare fibers for sectioning and microscopic examination

19

 

Day 3 Elaborate: (Part II) Microscopic examination of fiber sections (90 min)

 

Day 4 Elaborate: (Part III) Preparation of lab reports (90 min)

 



Day 5 Evaluate: Students’ oral presentations (90 min) (This may well extend into a second 90-minute period.)

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