DO NOT CROSS CRIME SCENE Noyce Scholars Presented by: Rhonda M. Brown May 25, 2012 Washington, DC

DO NOT CROSS CRIME SCENE The 4 ‘C’s © of Highly Engaged Students A strategy for every classroom!

Crime Scene Do Not Cross Who I Am… Parent, Grandparent, High School Science Teacher Wrote Florida Curriculum for Forensic Science I, Co- Wrote Forensics II Curriculum for the state of Florida 2010 AFA Central Florida STEM Teacher of the Year Presented at multiple district, state and national conferences 2005 Disney Teacherrific Outstanding Educational program award 2011 Albert Einstein Distinguished Educator Fellow Co-Author of Forensic Science: Advanced Investigations

 How many of you are future elementary teachers?  How many of you are future middle school teachers?  How many of you are future high school teachers?  Science?  Language Arts?  Math?  Social Studies?  Other?

 A BCDE  F G H I

 A B C  D E F  G H I 

My Class Technology Math Language Arts History EarthBiology Scientific Thinking Physical Science Forensic Science Character Community Service

Curriculum Connections Collaboration Community The 4 ‘C’s

So – what does that mean…EXACTLY??

Crime Scene Do Not Cross Curriculum Core of fundamental educational needs of each student Clearing up general misconceptions Student centered learning Diversify strategies to reach all students

Crime Scene Do Not Cross Connections Identify what students relate to Build upon that prior knowledge Often pop culture is a great tool (Ex: CSI) High Profile case in the news (Casey Anthony) What makes the topic/theme important to students? – Center the curriculum around the students connections

Crime Scene Do Not Cross Collaboration A multi-disciplinary approach makes learning and mastering curriculum more relevant Collaborating with teachers in other disciplines makes material more practical and often hands-on.

Crime Scene Do Not Cross Community Through interaction with the community, students develop a deeper appreciation for the needs of others. Character building activities—sense of purpose, empathy, core values etc…By increasing students character and confidence.

OK…I get that part. BUT – what does this look like??

Animal Cruelty Economic Impact Predator/Prey Animals Oil Spill Pets Sea World Life Sciences Community CollaborationConnections

Hurricane Relief Efforts American Red Cross Forecasting Disaster Reporting FEMA Weather Twister Dante’s Peak Day After Tomorrow Earth Science Community Collaboration Connections

CO Detectors Generators History of Contributors Equations Gas Laws Balloons Cartesian Divers Chemistry Community CollaborationConnections

Seat Belt Laws Trauma Roller Coaster Project Force and Motion Theme Park Rides Physics Community CollaborationConnections

How do I get started?

What topic will I use?

Curriculum: What are the state standards? What are the essential concepts your students need to get from this theme?

Connections: How will you establish an effective way to connect material to student experiences and prior knowledge? (This will aid in making the lessons student centered)

Collaboration: What other subject areas can connect with your theme? How can you assist students in building skill sets beyond your own subject area/discipline?

Community: What are the needs of the community? Can a project be developed around the content of this theme to bring community awareness to a current local or countrywide issue or problem? How can this project build student character, compassion, sense of purpose, and appreciating the needs of others?

Other considerations : How will you meet the needs of all students in the classroom? Gifted Students English Language Learners At-Risk Students

 Candle  What is this?  What do we know about it?  What should we do with it?  Lit candle  Inferences/observations/perspective

Crime Scene Do Not Cross Crime Scene Do Not Cross Crime Scene Comments and Questions Crime Scene Do Not Cross Crime Scene Do Not Cross Crime Scene

 Rhonda Brown  National Science Foundation ( )   Cell: