forensics curriculum guide -...

MOUNT VERNON CITY SCHOOL DISTRICT

ForensicsCurriculum Guide

THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THEFORENSICS CURRICULUM IN MOUNT VERNON. THIS PROVIDES AN

OUTLINE OF THE DISTRICT’S EXPECTATIONS.

2015-16

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Mount Vernon City School District

Board of Education

Adriane SaundersPresident

Serigne GningueVice President

Board TrusteesCharmaine FearonRosemarie Jarosz

Micah J.B. McOwenOmar McDowell

Darcy MillerWanda WhiteLesly Zamor

Superintendent of SchoolsDr. Kenneth Hamilton

Deputy SuperintendentDr. Jeff Gorman

Assistant Superintendent of BusinessKen Silver

Assistant Superintendent of Human ResourcesDenise Gagne-Kurpiewski

Administrator of Mathematics and Science (K-12)Dr. Satish Jagnandan

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ACKNOWLEDGEMENTS

The Department of Curriculum and Instruction and Science ArticulationCommittee embarked upon a long range plan of curriculum development for theelementary and secondary schools. Teachers of every grade and subject area fromParker Elementary School, Hamilton Elementary School, Grimes ElementarySchool, Longfellow Elementary School, Pennington Elementary School, HolmesElementary School, Graham Elementary School, AB Davis Middle School, MountVernon High School and Thornton High School were joined by districtadministrator in the curriculum revision process. The educators gave manypersonal hours and demonstrated exceptional commitment to this critical task.

The New York State Learning Standards and, in some cases, the Core Curriculumformed the basis for decisions regarding the identification of grade levelobjectives, learning activities and assessments. Each set of performance objectivesdescribes what a student should be able to do or understand by the end of the year,with a particular focus or the development of critical thinking ability and problemsolving skills.

This document is by no means completed; the modifications will depend upon itsuse. We hope that during the next year the school staff will explore, develop, andrecord the strategies deemed most successful in helping students meet the gradelevel objectives. Also, the order of units and their time frames should be revisitedafter a year of implementation.

Much credit goes to school leaders who organized the efforts of the teachers whocollaborated on this project.

Thank you.

Dr. Satish Jagnandan

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TABLE OF CONTENTS

I. COVER …..……………………………………....... 1

II. MVCSD BOARD OF EDUCATION …..……………………………………....... 2

III. ACKNOWLEDGEMENTS …..……………………………………....... 3

IV. TABLE OF CONTENTS …..……………………………………....... 4

V. IMPORTANT DATES …..……………………………………....... 5

VI. VISION STATEMENT …..……………………………………....... 6

VII. ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM ..………………. 7

VIII. FORENSICS PACING GUIDE ..……………... 8

IX. SYSTEMATIC DESIGN OF A SCIENCE LESSON ………………..……………... 17

X. SCIENCE GRADING POLICY ………………..……………... 20

XI. SETUP OF THE SCIENCE CLASSROOM ………………..……………... 21

XII. WORD WALLS ARE DESIGNED ………………..……………... 22

XIII. SCIENCE CLASSROOM AESTHETICS ………………..……………... 23

XIV. FORMAL LAB REPORT FORMAT ………………..……………... 24

This document was prepared by the Mount Vernon City School District Curriculum and

Instruction Department in conjunction with the Secondary Science Articulation Committee.

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IMPORTANT DATES 2015-16

REPORT CARD – 10 WEEK PERIOD

MARKINGPERIOD

MARKINGPERIODBEGINS

INTERIMPROGRESSREPORTS

MARKINGPERIOD

ENDS

DURATION REPORT CARDDISTRIBUTION

MP 1 September 8,2015

October 9,2015

November 13,2015

10 weeks Week ofNov. 23, 2015

MP 2 November 16,2015

December 18,2015

January 29,2016

10 weeks Week ofFebruary 8, 2016

MP 3 February 1,2016

March 11,2016

April 15,2016

9 weeks Week ofApril 25, 2016

MP 4 April 18,2016

May 20,2016

June 23,2016

10 weeks Last Day of SchoolJune 23, 2016

The Parent Notification Policy states “Parent(s) / guardian(s) or adult students are

to be notified, in writing, at any time during a grading period when it is apparent -

that the student may fail or is performing unsatisfactorily in any course or grade

level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during

the grading period when it becomes evident that the student's conduct or effort

grades are unsatisfactory.”

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VISION STATEMENT

True success comes from co-accountability and co-responsibility. In a coherentinstructional system, everyone is responsible for student learning and studentachievement. The question we need to constantly ask ourselves is, "How are ourstudents doing?"

The starting point for an accountability system is a set of standards andbenchmarks for student achievement. Standards work best when they are welldefined and clearly communicated to students, teachers, administrators, andparents. The focus of a standards-based education system is to provide commongoals and a shared vision of what it means to be educated. The purposes of aperiodic assessment system are to diagnose student learning needs, guideinstruction and align professional development at all levels of the system.

The primary purpose of this Instructional Guide is to provide teachers andadministrators with a tool for determining what to teach and assess. Morespecifically, the Instructional Guide provides a "road map" and timeline forteaching and assessing the NYS Science Content Standards.

I ask for your support in ensuring that this tool is utilized so students are able tobenefit from a standards-based system where curriculum, instruction, andassessment are aligned. In this system, curriculum, instruction, and assessment aretightly interwoven to support student learning and ensure ALL students have equalaccess to a rigorous curriculum.

We must all accept responsibility for closing the achievement gap and improvingstudent achievement for all of our students.

Dr. Satish Jagnandan

Administrator for Mathematics and Science (K-12)

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ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM

1. The standards-based science program must ensure equity and excellence for allstudents.

2. It is essential that the science program focus on understanding importantrelationships, processes, mechanisms, and applications of concepts that connectmathematics, science and technology.

3. The science program must emphasize a hands-on and minds-on approach tolearning. Experiences must provide students with opportunities to interact with thenatural world in order to construct explanations about their world.

4. The science program must emphasize the skills necessary to allow students toconstruct and test their proposed explanations of natural phenomena by using theconventional techniques and procedures of scientists.

5. The science program must provide students with the opportunity to dialog anddebate current scientific issues related to the course of study.

6. The science program must provide opportunities for students to make connectionsbetween their prior knowledge and past experiences to the new information beingtaught. Student learning needs to be built upon prior knowledge.

7. The science program must incorporate laboratory investigations that allowstudents to use scientific inquiry to develop explanations of natural phenomena.These skills must include, but are not limited to, interpreting, analyzing,evaluating, synthesizing, applying, and creating as learners actively construct theirunderstanding.

8. The science program must assess students’ ability to explain, analyze, andinterpret scientific processes and their phenomena and the student performancedata generated by theses assessments must be used to focus instructional strategiesto meet the needs of all students.

9. The science program must be responsive to the demands of the 21st century byproviding learning opportunities for students to apply the knowledge and thinkingskills of mathematics, science and technology to address real-life problems andmake informed decisions.

Forensic Pacing Guide

This guide using Forensic Science: An Introduction, 2nd edition (ISBN: 9780135074336) was created to provide teachers with a timeframe to complete the Forensics Curriculum.

Chapter Objectives Quick Lab TimeframeChapter 1 –Introduction

After studying this chapter you should be able to: Define forensic science and list the major disciplines it encompasses Recognize the major contributors to the development of forensic

science Account for the rapid growth of forensic laboratories in the past

forty years Describe the services of a typical comprehensive crime laboratory in

the criminal justice system Compare and contrast the Frye and Daubert decisions relating to the

admissibility of scientific evidence in the courtroom Explain the role and responsibilities of the expert witness List the specialized forensic services, aside from the crime

laboratory, that are generally available to law enforcement personnel

Application andcritical Thinking

Weeks 1, 2

Chapter 2 –The Crime

Scene

After studying this chapter you should be able to: Define physical evidence Discuss the responsibilities of the first police officer who arrives at a

crime scene Explain the steps to be taken to thoroughly record the crime scene Describe proper procedures for conducting a systematic search of a

crime scene for physical evidence Describe proper techniques for packaging common types of physical

evidence Define and understand the concept of chain of custody Understand the contributions the forensic pathologist, entomologist,

and anthropologist can make to a homicide investigation

Crime SceneSketch

AnthropometricActivity

Application andCritical Thinking

Weeks 3, 4, 5

Common Assessment #1 October 9

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Chapter 3 –PhysicalEvidence

After studying this chapter you should be able to: Review the common types of physical evidence encountered at

crime scenes Explain the difference between the identification and comparison of

physical evidence Define and contrast individual and class characteristics of physical

evidence Appreciate the value of class evidence as it relates to a criminal

investigation List and explain the function of national databases available to

forensic scientists Explain the purpose physical evidence plays in reconstructing the

events surrounding the commission of a crime


Weeks 6, 7

Chapter 4 –Properties of

Matter and theAnalysis of

Glass

After studying this chapter you should be able to: Define and distinguish the physical and chemical properties of

matter Understand how to use the basic units of the metric system Define and distinguish elements and compounds Contrast the differences between a solid, liquid, and gas Understand the differences between the wave and particle theories

of light Define and understand the properties of density and refractive index Understand and explain the dispersion of light through a prism Describe the electromagnetic spectrum List and explain forensic methods for comparing glass fragments Understand how to examine glass fractures to determine the

direction of impact for a projectile Describe the proper collection of glass evidence

Glass and Density Application and

Critical Thinking

Weeks 8, 9

Common Assessment #1 November 6Chapter 5 –

DrugsAfter studying this chapter you should be able to: Compare and contrast psychological and physical dependence

Chromatography Drug Screening

Weeks 10, 11

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Name and classify the commonly abused drugs Describe the laboratory tests normally used to perform a routine

drug identification analysis Describe and explain the process of chromatography Explain the difference between thin-layer chromatography and gas

chromatography Describe the utility of ultraviolet and infrared spectroscopy for the

identification of organic compounds Describe the concept and utility of mass spectrometry for

identification analysis Understand the proper collection and preservation of drug evidence

Test White is White

Powder? Application and

Critical Thinking

Chapter 6 –Forensic

Toxicology

After studying this chapter you should be able to: Explain how alcohol is absorbed into the bloodstream, transported

throughout the body, and eliminated by oxidation and excretion Understand the process by which alcohol is excreted in the breath

via the lungs Understand the concepts of infrared and fuel cell breath-testing

devices for alcohol testing Describe commonly employed field sobriety tests to assess alcohol

impairment List and contrast laboratory procedures for measuring the

concentration of alcohol in the blood Relate the precautions to be taken to properly preserve blood in

order to analyze its alcohol content Understand the significance of implied-consent laws and the

Schmerber v. California case to traffic enforcement Describe techniques that forensic toxicologists use to isolate and

identify drugs and poisons Appreciate the significance of finding of a drug in human tissues

and organs to assessing impairment

pH Test Application and

Critical Thinking

Weeks 12, 13

Common Assessment #3 December 4Chapter 7 – After studying this chapter you should be able to: Focusing the Weeks 14, 15

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TheMicroscope

List and understand the parts of the compound microscope Define magnification, field of view, working distance, and depth of

focus Contrast the comparison and compound microscopes Understand the theory and utility of the stereoscopic microscope Appreciate how a polarizing microscope is designed to characterize

polarized light Appreciate how a microspectrophotometer can be used to examine

trace physical evidence Compare and contrast the image formation mechanism of a light

microscope to that of a scanning electron microscope Outline some forensic applications of the scanning electron

microscope

Microscope Creating Wet-

Mount Slides Application and

Critical Thinking

Chapter 8 –ForensicSerology

After studying this chapter you should be able to: List the A-B-O antigens and antibodies found in the blood for each

of the four blood types: A, B, AB, and O Understand and describe how whole blood is typed List and describe forensic tests used to characterize a stain as blood Understand the concept of antigen–antibody interactions and how it

is applied to species identification and drug identification Explain the differences between monoclonal and polyclonal

antibodies Contrast chromosomes and genes Learn how the Punnett square is used to determine the genotypes

and phenotypes of offspring List the laboratory tests necessary to characterize seminal stains Explain how suspect blood and semen stains are to be properly

preserved for laboratory examination Describe the proper collection of physical evidence in a rape

investigation

Blood Typing Luminol Test Application and

Critical Thinking

Weeks 16, 17,18

Common Assessment #4 January 15Chapter 9 – After studying this chapter you should be able to: Buccal Swap Weeks 19, 21

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DNA: TheIndispensable

ForensicScience Tool

Name the parts of a nucleotide and explain how they are linkedtogether to form DNA

Understand the concept of base pairing as it relates to the double-helix structure of DNA

Contrast DNA strands that code for the production of proteins withstrands that contain repeating base sequences

Explain the technology of polymerase chain reaction (PCR) andhow it applies to forensic DNA typing

Contrast the newest DNA-typing technique, short tandem repeats(STRs), with previous DNA-typing technologies

Describe the difference between nuclear and mitochondrial DNA Understand the use of DNA computerized databases in criminal

investigation List the necessary procedures for the proper preservation of

bloodstained evidence for laboratory DNA analysis


Chapter 10 –Crime Scene

Reconstruction:Bloodstain

After studying this chapter you should be able to: Determine crime-scene reconstruction Discuss the information that can be gained from bloodstain pattern

analysis about the events involved in a violent crime Explain how surface texture, directionality, and angle of impact

affect the shape of individual bloodstains Calculate the angle of impact of a bloodstain using its dimensions Describe the classifications of low-, medium-, and high- velocity

impact spatter and appreciate how these classifications should beused

Discuss the methods to determine the area of origin for impactspatter patterns

Understand how various blood pattern types are created and whichfeatures of each pattern can be used to aid in reconstructing events ata crime scene

Describe the methods for documenting bloodstain patterns at acrime scene

Blood DropAnalysis

Blood SpatterAnalysis


Weeks 22, 23

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Common Assessment #5 February 26Chapter 11 –

Trace EvidenceI: Hairs and

Fibers

After studying this chapter you should be able to: Recognize and understand the cuticle, cortex, and medulla areas of

hair List the three phases of hair growth Appreciate the distinction between animal and human hairs List hair features that are useful for the microscopic comparison of

human hairs Explain the proper collection of forensic hair evidence Describe and understand the role of DNA typing in hair

comparisons Understand the differences between natural and manufactured fibers List the properties of fibers that are most useful for forensic

comparisons Describe the proper collection of fiber evidence


Weeks 24, 25

Chapter 12 –Trace Evidence

II: Metals,Paint and Soil

After studying this chapter you should be able to: Describe the usefulness of trace elements for forensic comparison of

various types of physical evidence Define and distinguish protons, neutrons, and electrons Define and distinguish atomic number and atomic mass number Explain the concept of an isotope Understand how elements can be made radioactive List the most useful examinations for performing a forensic

comparison of paint Distinguish continuous and line emission spectra Understand the parts of a simple emission spectrograph Appreciate the phenomenon of how an atom absorbs and releases

energy in the form of light Describe the proper collection and preservation of forensic paint

evidence List the important forensic properties of soil Describe the proper collection of soil evidence


Weeks 26, 27

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Common Assessment #6 March 31Chapter 13 –

ForensicAspects of FireInvestigation

After studying this chapter you should be able to: List the conditions necessary to initiate and sustain combustion Understand the three mechanisms of heat transfer Recognize the telltale signs of an accelerant-initiated fire Describe how to collect physical evidence at the scene of a

suspected arson Describe laboratory procedures used to detect and identify

hydrocarbon residues


Weeks 28, 29

Chapter 14 –Forensic

Investigation ofExplosions

After studying this chapter you should be able to: Understand how explosives are classified List some common commercial, homemade, and military explosives Describe how to collect physical evidence at the scene of an

explosion Describe laboratory procedures used to detect and identify explosive

residues


Weeks 30, 31

Common Assessment #7 April 29Chapter 15 –Fingerprints

After studying this chapter you should be able to: Know the common ridge characteristics of a fingerprint List the three major fingerprint patterns and their respective

subclasses Distinguish visible, plastic, and latent fingerprints Describe the concept of an automated fingerprint identification

system (AFIS) List the techniques for developing latent fingerprints on porous and

nonporous objects Describe the proper procedures for preserving a developed latent

fingerprint

Fingerprinting Application and

Critical Thinking

Weeks 32, 33

Chapter 16 –Firearms, Tool

Marks, andOther

After studying this chapter you should be able to: Describe techniques for rifling a barrel Recognize the class and individual characteristics of bullets and

cartridge cases

Toolmarks Application and

Critical Thinking

Weeks 34, 35

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Impressions Understand the use of the comparison microscope to comparebullets and cartridge cases

Explain the concept of the NIBIN database Explain the procedure for determining how far a weapon was fired

from a target Identify the laboratory tests for determining whether an individual

has fired a weapon Explain the forensic significance of class and individual

characteristics to the comparison of toolmark, footwear, and tireimpressions

List some common field reagents used to enhance bloody footprintsCommon Assessment #8 May 27

Chapter 17 –Document

Examination

After studying this chapter you should be able to: Describe techniques for rifling a barrel Recognize the class and individual characteristics of bullets and

cartridge cases Understand the use of the comparison microscope to compare

bullets and cartridge cases Explain the concept of the NIBIN database Explain the procedure for determining how far a weapon was fired

from a target Identify the laboratory tests for determining whether an individual

has fired a weapon Explain the forensic significance of class and individual

characteristics to the comparison of toolmark, footwear, and tireimpressions

List some common field reagents used to enhance bloody footprints

HandwritingComparison


Weeks 36, 37

Chapter 18 –ComputerForensics

After studying this chapter you should be able to: List and describe the hardware and software components of a

computer Understand the difference between read-only memory and random-

access memory


Weeks 37

16

Describe how a hard disk drive is partitioned Describe the proper procedure for preserving computer evidence at a

crime scene Understand the difference between and location of visible and latent

data List the areas of the computer that will be examined to retrieve

forensic dataChapter 19:Careers inForensicsScience

After studying this chapter you should be able to: Understand the path to becoming a forensic scientist

Weeks 37

Common Assessment #9 June 10

SYSTEMATIC DESIGN OF A SCIENCE LESSON

What are the components of a Science Lesson?

Standards-Based Science Lesson Plan Format Using the Workshop ModelComponent Time

AIM: Goal of the Day

Written in Question Form

Concept to be Learned

Linked to Closure of the lesson

Written in student friendly language

Can be elicited from the students

-

Learning Objective(s): Standards-Based

A precise way of stating an outcome or goal (refer to Bloom's Taxonomy)

Describes what a student should be able to do (a road map)

Can be measured for achievability (attainable)

Getting started activities serve as prerequisite skills in preparation for undertaking newobjectives

-

Key Idea(s): NYS Performance Standards

Specific skills and concepts students should master

-

Key Words: Interactive Word Wall

Identify, define words relevant to the lesson, topic, concept, skill

Operational definitions of terms, concepts

Use of roots and prefixes for literary understanding

Display on the Science Word Wall and use for vocabulary development

-

Materials: Creative and Varied

Items needed to facilitate the implementation of the lesson

Use to enhance/differentiate lesson (i.e. teacher-made, manipulatives, text, calculators,technology)

Organized and accessible to students

-

Problem of the Day / Do Now: Opening - Whole Group

This can be considered the motivation or Do Now of the lesson

It should set the stage for the day's lesson

Skills review

Introduction of a new concept, built on prior knowledge

Open-ended problems

5 min

Mini Lesson: Guided Practice - Whole Group (Teacher Directed, Student Centered)

Inform students of what they are going to do. Refer to Objectives. Refer to the KeyWords (Word Wall)

Define the expectations for the work to be done

Provide various demonstrations using modeling and multiple representations (i.e. modela strategy and your thinking for problem solving, model how to use a ruler to measureitems)

Relate to previous work

Provide logical sequence and clear explanations

Provide medial summary

10 – 15min

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Standards-Based Science Lesson Plan Format Using the Workshop ModelComponent Time

Exploration/Investigation: Independent Practice - Cooperative Groups, Pairs,Individuals, (Student Interaction & Engagement, Teacher Facilitated) Students try out the skill or concept learned in the mini-lesson Teachers circulate the room, conferences with the students and assesses student

work (i.e. teacher asks questions to raise the level of student thinking) Students construct knowledge around the key idea or content standard through

the use of problem solving strategies, manipulatives, accountable/quality talk,writing, modeling, technology applied learning

20 – 25min

Share Out: Reflective Practice - Whole Group (Teacher Directed, StudentCentered) Students discuss their work and explain their thinking Teacher asks questions to help students draw conclusions and make references

5 – 10min

Journal Writing: Independent Reflections - Individuals (Teacher Facilitated,Student Centered) Reflect thinking in writing Use writing "prompts" if needed (i.e. "I tried to solve this problem by

______________ but it did not work because____________________.") Answer question (i.e. What did I do in Science today?, What science words did I

learn or review? What science did I learn or review?) Pose creative assignments (i.e. Use tangrams to create a character. Give a

description and details about your character.)

5 – 10min

Final Summary: (Closing) - Whole Group (Teacher Directed, Student Centered) Determine if aim/objective(s) were achieved Students summarize what was learned Allow students to reflect, share (i.e. read from journal) Homework is a follow-up to the lesson which may involve skill practice,

problem solving and writing

5min

Homework/Enrichment - Whole Group (Teacher Directed, Student Centered) Homework is a follow-up to the lesson which may involve skill practice,

problem solving and writing Homework, projects or enrichment activities should be assigned on a daily basis. SPIRALLING OF HOMEWORK - Teacher will also assign problems / questions

pertaining to lessons taught in the past

-

Remember: Assessments are on-going based on students’ responses.Assessment: Independent Practice (It is on-going! Provide formal assessmentwhen necessary / appropriate) Always write, use and allow students to generate Effective Questions for optimal

learning Based on assessment(s), Re-teach the skill, concept or content using alternative

strategies and approaches

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IMPORTANT NOTICE

All aims must be numbered with corresponding homework. For example, Aim #7will corresponded to homework #7 and so on.

Writing assignments at the end of the lesson (closure) bring great benefits. Not onlydo they enhance students' general writing ability, but they also increase both theunderstanding of content while learning the specific vocabulary of the disciplines.

AIM #7: What is matter?

NYS PERFORMANCE INDICATOR:

3.1q Matter is classified as a pure substance or as a mixture of substances.

Do Now (5 minutes):

Classify the following items based on their properties/characteristics.

Writing Exercise / Closure:

What are some properties of matter?

Homework #7

Page 34 #5, 7, 9, 11

Page 28 #4, 13

Page 15 #21, 33

Page 8 #40

Study for Quiz #2 on September 23, 2010

Demonstration (using manipulatives) must be incorporated in all lessons. Withstudents actively involved in manipulating materials, interest in science will bearoused. Using manipulative materials in teaching science will help students learn:

a. to relate real world situations to science symbolism.

b. to work together cooperatively in solving problems.

c. to discuss scientific ideas and concepts.

d. to verbalize their scientific thinking.

e. to make presentations in front of a large group.

f. that there are many different ways to solve problems.

g. that problems can be symbolized in many different ways.

h. that they can solve problems without just following teachers' directions.

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SCIENCE GRADING POLICY

This course of study includes different components, each of which are assigned the

following percentages to comprise a final grade. I want you--the student--to understand

that your grades are not something that I give you, but rather, a reflection of the work

that you give to me.

1. Common Assessments → 35%

2. Quizzes → 15%

3. Notebook, Journal → 15%

4. Homework → 15%

5. Research Projects / Reports → 10%

6. Classwork / Class Participation → 10%

o Class participation will play a significant part in the determination of your

grade. Class participation will include the following: attendance, punctuality

to class, contributions to the instructional process, effort, work in the

laboratory, contributions during small group activities and attentiveness in

class.

Important Notice

As per MVCSD Board Resolution 06-71, the Parent Notification Policy states “Parent(s) /

guardian(s) or adult students are to be notified, in writing, at any time during a grading period

when it is apparent - that the student may fail or is performing unsatisfactorily in any course or

grade level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during the

grading period when it becomes evident that the student's conduct or effort grades are

unsatisfactory.

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SETUP OF THE SCIENCE CLASSROOM

I. Prerequisites for a Science ClassroomA Bulletin Board is meant to display necessary information related to the classitself. Displayed on the Bulletin Boards should be the following; Teacher Schedule Class List Seating Chart Code of Conduct / Discipline School Policies – dress code, attendance, important dates, etc. Grading Policy Safety and Laboratory Procedures Science Diagrams Extra Help Schedule

II. Updated Student WorkA section of the classroom must display recent student work. This can be of anytype of assessment, graphic organizer, and writing activity. Teacher feedback mustbe included on student’s work.

III. Board Set-UpEvery day, teachers must display the NYS Standard (Performance Indicator),Aim, Do Now and Homework. At the start of the class, students are to copy thisinformation and immediately begin on the Do Now.

IV. Spiraling HomeworkHomework is used to reinforce daily learning objectives. The secondary purposeof homework is to reinforce objectives learned earlier in the year. Theassessments are cumulative, spiraling homework requires students to reviewcoursework throughout the year.

Student’s Name: School:

Teacher’s Name: Date:

Aim #:

NYS Performance Indicator:

Do Now:

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WORD WALLS ARE DESIGNED …

to promote group learning. to support the teaching of important general principles about words and how they work. to foster reading and writing in content area. to provide reference support for children during their reading and writing. to promote independence on the part of young students as they work with words. to provide a visual map to help children remember connections between words and the

characteristics that will help them form categories. to develop a growing core of words that become part of their vocabulary.

IMPORTANT NOTICE A science word wall must be present in every science classroom.

Sample Science Word Wall

Process Skills Plants Soils Animals

classify root soil inheritmeasure stem humus traitpredict leaf topsoil mammalobserve seed clay birdrecord germinate loam amphibianinfer seedling resource gills

variable photosynthesis conservation fishcompare chlorophyll strip cropping scales

cotyledon contour plowing reptilemetamorphosis

cycle

Habitats Food Chains Rocks and Minerals

environment interact mineral valleyecosystem producer rock canyonpopulation consumer crust plaincommunity decomposer mantle plateau

habitat food chain core barrier islandforest energy pyramid igneous rock weathering

deciduous forest food web sedimentary rock erosiontropical rain forest predator metamorphic rock glacier

coastal forest prey rock cycle earthquakeconiferous forest fossil volcano

desert geologist floodsalt water landform natural disaster

fresh water mountain

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SCIENCE CLASSROOM AESTHETICS

“PRINT–RICH” ENVIRONMENT CONDUCIVE TO LEARNING

TEACHER NAME: _________________________________________________________

PERIOD: _________________________________________________________

ROOM: _________________________________________________________

CHECKLISTYES NO

Teacher Schedule

Class List

Seating Chart

Code of Conduct / Discipline

Grading Policy

List of Core Laboratories

Safety and Laboratory Procedures

Science Diagrams, Posters, Displays

Updated Student Work (Projects, Assessments, Writing, etc.)

Updated Student Portfolios

Updated Word-Wall

Updated Lab Folder

Organization of Materials

Cleanliness

Principal Signature: _________________________________________ Date: ____________

Administrator Signature: _____________________________________ Date: ____________

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Mount Vernon City School DistrictScience Department

Formal Lab Report Format

Laboratory reports are the vehicle in which scientific information is passed on from theexperimenter to others who have an interest in the scientific study. It is therefore very importantthat each student enrolled in a science class at University High School learn the proper formatand procedure for writing a scientific report.

The following is a brief summary of what information is to be included in an acceptablelaboratory report. Not all experiments will include all of the sections shown below. If yourexperiment (or your teacher) does not call for certain parts of the report format simply leave thatsection out.

Formal lab reports should always be word-processed or at least written neatly in ink. Never writeany section in pencil. Graphs should be hand drawn or done by a computer-graphing program.The report does not necessarily have to be lengthy or elaborate. Scientific writing should beclear, concise and accurate. Correct spelling and grammar is always important and will have animpact on the evaluation of your report. Unless your teacher informs you that this will be a groupreport, each student in the lab group will be responsible for completing his/her own report. Thereport may include:

Title PageThis section includes your name, title of the lab and the names of all labpartners. The page should also include the course title, instructor, period andthe date the lab was conducted

TitleThe title of the report must clearly reflect what the experiment was all about.This is not an appropriate place for creative or ambiguous titles.

PurposeThis section of the report clearly states in one or two sentences what is to bestudied in this experiment. What are you trying to find out in this experiment?

Hypothesis

Write a brief statement outlining your specific expected outcomes of theexperiment. The hypothesis is what you think will happen during theexperiment. It differs from a guess in that it is based upon prior knowledge orevidence.

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Materials

List what equipment was used in your experimental setup. In manyexperiments, it may be helpful to include a detailed and labeled diagram ofhow the equipment is set up. Experiments involving measurements ofelectrical circuits must include a circuit diagram.

Procedure

If you are reporting on an experiment with a written procedure, summarizebriefly how the experiment was performed. Include only the basic elementsthe will give the reader an understanding of how the data was collected.Please do not include small details such as size of beakers, specific times,computer commands, or how specific equipment is to be connected together,etc. Do NOT just recopy the procedure from the lab book or hand out. Writethe procedure as if you were describing the experiment to an interested friend.If you are writing a report on an experiment of your own design, list thenumbered steps of the procedure you followed. This should look a lot like theprocedure section of your lab book

Safety

Write a short statement outlining whatever safety precautions might apply tothe experiment. Consider the potential dangers of flammables, corrosives,toxins, sharps, heat or cold, among others. Eye protection is required forexperiments involving the use of chemicals, boiling water, dissections or thepossibility of flying projectiles

ExperimentalData

This section of the report will contain the raw data collected during theexperiment. Experimental data may take the form of qualitative observationsmade during the experiment. Observations may include color changes, newproducts formed, phase changes, sounds, lights, positions or other non-measurement observations. This type of information is often best given inparagraph form where you describe your observations during a particular step.Include in your description what you did and what happened when you did it.Do not attempt to include interpretations of what happened at this time. Thissection is for raw data only.

Data may also take the form of numerical measurements collected during theexperiment. Quantitative Data should be included in a data table with clearlylabeled headings that include the units used. Do not ignore suspected faultydata but include it you report. Later, in your CONCLUSIONS, you will havethe opportunity to explain why you have decided not to include the suspectederrors in your analysis.

Charts andGraphs

To look for relationships in the data it is often of benefit to graph the datacollected. Make sure all graphs and charts are fully titled and labeled. Seehandout on how to construct a scientific graph for format instructions.

SampleCalculations

Every time that you perform a new calculation for data analysis, show asample calculation of how it was done in this section of your report. Show asample for each type of calculation done in the experiment, no matter howtrivial it seems. Use data from your experiment in your sample calculation,not made up numbers. Fully label each calculation so that the reader

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understands what you are calculating. Show the equation used for eachcalculation. Make sure that each measurement has the proper units and thateach calculated result is given the correct number of significant digits. If acalculation is repeated in the experiment, there is no need to show it more thatonce.%Error: calculation which determines how close your experimental value is tothe accepted value (as always, show your work)

% Error = |accepted value - your value|accepted value

If one of the analysis questions below asks for a calculation, show the work inthe Questions section not Sample Calculations.

Questions

All analysis questions found at the end of the experiment are to be answeredin complete sentences (except calculations, where you need to show yourwork). One or two word answers are never acceptable. Do not rewrite theoriginal question; instead, word your answer such that the question is obviousfrom the wording of your answer.

Conclusions

This is the most important part of your lab report. It is here that you answerthe questions asked in the purpose. Your conclusion should always be statedin terms of what you said your purpose was. Did the experiment verify yourhypothesis? How do you know?

Begin your conclusion by restating your purpose and/or hypothesis. In asentence or two, indicate how the experiment was conducted. State whetherthe results verified or refuted your hypothesis. List the evidence or logic fromyour experimental results that lead you to that conclusion. Be specific. If yourresults did not agree with the expected results, how far off were you from theaccepted value? A percent error might be appropriate here. Is this errorsignificant? Looking back on how the experiment was conducted, identifyseveral sources of error. "Experimental error", "measurement error", "humanerror" and "calculation error" are not acceptable statements of error. Be muchmore specific! Your discussion of error should include the effects of eachsource with regard to both magnitude and direction. If you were to do thisexperiment again, how could you modify this experiment to improve yourresults?

Many of the points made above may have been previously discussedelsewhere in the report. Do not leave them out of your conclusion! Yourconclusion should be able to stand alone without the rest of the report.

All reports should be signed and dated by the author at the bottom of the report. The dateshould reflect the date that the report is submitted.

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