A FREE lesson your learners will always remember! A New DVD Film, Death March from Bataan to Manchuria: Raising a Survivors Voice Discrepant Events #4 "The game's afoot!" Teacher Links 2 Discrepant Events Teaching through Active Learning Teacher Resources Super Links 2 #3 "The game's afoot!" Strapya Inc. WOW! Unique! Back to Free Resources and Lessons 2 Discrepant Events Teaching through Active Learning Teacher Resources 1. 8-Year-Old Girl Authors Book Expanded Books 3 min 1 sec - Aug 19, 2006 www.expandedbooks.com Writing prodigy Adora Svitek co-authors her first book, FLYING FINGERS, with her mother. Filled with Adora’s own short stories, the all instructional book shows parents and educators how to introduce children to the joys of writing. 2. Water Up Tik L. Liem's Invitations to Science Inquiry 1 min 2 sec - Aug 30, 2006 sciencefix.com An inverted 100 ml beaker is placed inside a 400 ml beaker filled with colored water. The 400 ml beaker is placed on a hot plate. The all water boils for a while, and then he beaker is removed. The water vapor inside cools condenses back into liquid. The molecules of a liquid take up less space than a gas, and therefore the pressure inside lowers. The atmospheric pressure pushes the colored water up inside the beaker. This demonstration can be found in Tik L. Liem's Invitations to Science Inquiry. Profiles in Discovery- S. Jonathan Singer UCTV: UC San Diego 29 min 7 sec - Mar 19, 2003 www.uctv.tv To watch it, you will need the Google Video Player. UCSD's Nick Spitzer hosts eminent biochemist S. Jonathan Singer as they discuss how his long career reflects the interplay of research and teaching in the university, and discusses the importance that the university's role in education should play in the real world. Series: "Profiles in Discovery" [Science] Professor William C. Bruce Written by Jean K. Bruce Teachers have permission from the authors and the publishers to use material from the Bruces’ discrepant event books, on other Home Tree Media Web pages. Teachers also have permission to use graphics and content from the sleuth pages ("The game's afoot!"), for classroom use. Mindtronics! and Inquiry Alive! William C. Bruce Associate Dean and Professor College of Education and Psychology Phone: (903) 566-7048 e-mail: wbruce@uttyler.edu http://www.hometreemedia.org Fax: (903) 566-7036 #3 "The game's afoot!" Links for super sleuths to find the science of gaining and applying knowledge by using the following: discrepant events discovery detection objective-focused education thinking skills the scientific method of solving problems the boosting of interest, articulation and flow of Internet usage by teachers and students Web site Overviews: PBS In the Classroom Scientific American Frontiers - Dragon Science: Time Travelers Explore the work of archeologists and anthropologists by building a 3-D clay representation of a human skull to look for clues to a person's physical form, ethnic origin, behavioral patterns, health history and social standing. Grade Level: High, Middle Science & Technology: Paleontology Social Studies: Anthropology/Cultures, Archeology Resource Type: Lesson Plan http://www.pbs.org/safarchive/4_class/45_pguid es/pguide_602/4562_time.html THE ANTICIPATION GUIDE motivating students to find out about history, by Michael M. Yell, is a strategy in which students forecast the major ideas of a reading passage through the use of statements that activate their thoughts and opinions. This strategy is helpful in activating students' prior knowledge and stimulating student interest just before a reading assignment is given. http://www.findarticles.com/p/articles/mi_go1689 /is_200409/ai_n7353148 World Almanac® Library of Teaching Strategies Throughout the eight teacher’s guides for the series World Almanac ® Library of the Civil War, a number of engaging teaching strategies are employed to help students think through and master the curriculum. Here are descriptions of the strategies, including the purpose and application of each. http://72.14.209.104/search?q=cache:Uxy1BKk8 UgwJ:www.worldalmanaclibrary.com/teachergui des06/836865952.pdf+Michael+Yell&hl=en&gl= us&ct=clnk&cd=82&client=firefox-a Transcriptions of public domain works, audio 221b Baker Street http://www.citsoft.com/holmes3.html Critical Issues: Technology in Education This directory of reports from the U.S. Department of Education’s Northwest Central Regional Education Laboratory (NcREL) presents research-based papers on a variety of issues in educational technology, including the use of technology with students with special needs, providing professional development for effective technology use and more. http://www.ncrel.org/sdrs/areas/te0cont.htm The Educational Resources Information Center (ERIC) http://www.eric.ed.gov/ Inquiry with an e-book: a natural strategy for Social Studies. Social Education, April, 2002 by Michael M. Yell “Imagine that an American history teacher begins a lesson by telling the following story. “In 1837, a youngboy named John lived on a farm in a beautiful, mountainous, wooded area in Eastern Tennessee. His family planted corn and raised animals for meat, milk and eggs. His father participated in the legislative branch of government. His mother taught English in a local school. He had four brothers and three sisters. The family appeared happy and prosperous. In 1839, the family moved to a treeless, dry, flat prairie. [Because they were b]arely able to raise enough food to feed the family, two ...” http://www.findarticles.com/p/articles/mi_go1689 /is_200204/ai_n6907185 ISTE's Journal of Research on Technology in Education Read abstracts from some of the latest studies in educational technology, including those addressing wireless technologies, online collaboration, pedagogical issues and more. Abstracts include details on methodology and contact information. JRCE is published quarterly. http://www.iste.org/jrte/ The North American Council for Online Learning (NACOL) This organization tracks K-12 distance education research and provides resources and networking opportunities for related professionals. http://www.nacol.org/ What Works Clearinghouse This resource from the U.S. Department of Education reviews studies on educational programs, products, practices and policies. The Clearinghouse then issues reports with a rating system that provides guidance on how reliable findings from selected research studies are. http://www.whatworks.ed.gov/ Student Learning The Digital Disconnect: The Widening Gap Between Internet-savvy Students and Their Schools This 2002 study from the Pew Internet & American Life project compares students' interest and fluency in Internet usage to what is offered them in their schools. The study is based primarily on information gathered from 14 gender-balanced, racially diverse focus groups of 136 students, drawn from 36 different schools. http://www.pewinternet.org/PPF/r/67/report_displ ay.asp Early Childhood Computer Experience and Cognitive and Motor Development This research summary in the June 2004 edition of Pediatrics presents a study of 122 preschool children enrolled in a rural county Head Start program in the United States during 2001–2002. Findings suggest that early computer exposure before or during the preschool years is associated with development of preschool concepts and cognition among young children. http://pediatrics.aappublications.org/cgi/content/ abstract/113/6/1715 Effects of Using Instructional Technology in Elementary and Secondary Schools: What Controlled Evaluation Studies Say This 2003 research meta-analyses by SRI International draws findings of effective use of instructional technology for student learning from a review and analysis of 396 carefully- selected studies conducted over several decades. http://caret.iste.org/index.cfm?fuseaction=studyS ummary&studyid=1044 The Impact of Maine's One-to-One Laptop Program on Middle School Teachers and Students (2002-2004) Find out what happened when the state of Maine provided all 7th and 8th grade students and their teachers with laptops, technical support and professional development. http://www.usm.maine.edu/cepare/pdf/mlti/MLTI %20Phase%20One%20Evaluation%20Report% 201 (PDF File) Sherlock Holmes From Wikipedia, the free encyclopedia Sherlock Holmes is a fictional detective of the late 19th and early 20th centuries who made his first published appearance in 1887. He was devised by Scottish author and physician Sir Arthur Conan Doyle. Holmes is famous for his prowess at using logic and astute observation to solve cases. He is perhaps the most famous fictional detective, and indeed one of the best known and universally recognisable literary characters. http://en.wikipedia.org/wiki/Sherlock_Holmes The Internet and Education: Findings of the Pew Internet & American Life Project This research by the Pew Internet & American Life Project surveyed 754 online youth ages 12- 17, and their parents, in November and December 2000. Teens and parents report that Internet is vital to completing school projects and has effectively replaced the library for a large number of online youth. In addition, 71% of students report using the Internet at their primary source for their last major project. Other findings address topics like cheating, and using the Internet to communicate with teachers. http://www.pewinternet.org/report_display.asp?r =39 The Learning Return on Our Educational Technology Investment: A Review of Findings from Research http://www.wested.org/online_pubs/learning_ret urn.pdf (PDF file) “Investing in Technology: The Learning Return” This 2002 WestEd summary provides an in- depth look at studies that address the question, “Does the investment in technology make a difference in student learning?” For a more at-a- glance WestEd document on this subject, see the PDF file, “Investing in Technology: The Learning Return” http://www.wested.org/online_pubs/po-02-01.pdf (PDF file) Learning To Read in the Computer Age This online book presents knowledge both about computers and about the process of learning to read, relating computers to theories of the brain and to the teaching of reading skills and strategies. It also shows how computers can enhance student motivation and engagement. http://www.cast.org/publications/books/ltr/index.h tml Meta-Analysis: Effects of Educational Technology on Student Outcomes This December 2002 report, commissioned by the U.S. Department of Education’s Northwest Central Regional Education Laboratory, provides a quantitative synthesis of 20 research studies focused on the impact of educational technology on student outcomes. Based on the studies used in the review, effects were modest, and emphasizes that more and better research needs to be funded and conducted by researchers in this area. http://www.ncrel.org/tech/effects/index.html National Study Regarding the Effectiveness Of Educational Technology The No Child Left Behind Act calls for the U.S. Department of Education to carry out a national study of conditions and practices necessary for technology to be used effectively to improve teaching and learning. The legislation calls for the study to use rigorous scientifically based research methods to provide evidence of effectiveness. Background documents and updates on this effort are posted periodically. http://www.ed.gov/about/offices/list/os/technolog y/evaluation.html NetDay Speak Up Day 2005 NetDay collects educational technology survey responses from students and teachers on an annual basis as part of its Speak Up event. While only schools that participate in the events get access to the most recent data, NetDay’s analysis of the data from previous years reveal that today’s students are very technology savvy, feel strongly about the positive value of technology and rely upon technology as an essential and preferred component of every aspect of their lives. http://www.netday.org/speakup_2005.htm PC-Saavy Toddlers Leap Ahead in Learning This article describes a study from the June 2004 issue of Pediatrics found that children with exposure to computers, either in the family home or elsewhere, scored an average seven to 10 points higher on estimated IQ tests, and significantly higher on school readiness tests, compared with toddlers with no access to computers. http://www.ajc.com/health/content/shared- auto/healthnews/cmpu/519355.html Technology Counts 2003: Pencils Down: Technology’s Answer to Testing This May 2003 report from Education Week examines a myriad of issues related to computer-based testing. In addition, a collection of charts on technology trends present national data on decreasing student to computer ratios, wiring schools and classrooms, PDA and laptop penetration in schools, Internet use by subject area and more. (Note: Access to the complete data from this study requires a fee.) http://counts.edweek.org/sreports/tc03/ Technology Counts 2004: Global Links: Lessons From the World This May 2004 report from Education Week presents an overview of technology data, lessons and trends in schools around the world and compares worldwide progress to the United States. This report also includes data tables illustrating national trends in the use of educational technology, as well as state-by-state snapshots of the steps states have taken to use educational technology more effectively. (Note: Access to the complete data from this study requires a fee.) http://counts.edweek.org/sreports/tc04/ Visions 2020.2: Student Views on Transforming Education and Training Through Advanced Technologies Find out how thousands of students responded to a survey question asking what they'd like to see invented to help students learn in the future. http://www.nctet.org/Visions2020-2. (PDF File) What Impact Does the Use of Technology Have on Middle Level Education, Specifically Student Achievement? (Click on “Research”, “Research Summaries”, and then “Technology in Middle Schools”). This 2001 research summary published by the National Middle Schools Association specifically addresses the impact of technology in the middle grades. The summary asserts that technology improves middle school student performance when it is incorporated into a curriculum that is challenging, integrative and exploratory, as well as one that includes varied teaching and learning approaches. http://www.nmsa.org/ Teacher Practice and Professional Development 2006 National Trends Report This report documents the results of the No Child Left Behind, Title II, Part D Enhancing Education Through Technology program that asks states and schools to focus their use of technology on increasing literacy and mathematics achievement and closing the achievement gap. Teacher professional development plays a key role in meeting that requirement. http://www.setda.org/content.cfm?sectionID=185 Findings from the 2003 End of School Year Survey - Intel Teach to the Future U.S. Classic Implementation This study from the Center for Children & Technology reviews survey data gathered in 2001-2003 from more than four thousand teachers who participated in the Intel Teach to the Future professional development program. Report details also include a description of the Teach to the Future training method, and data on how the program impacted teaching methods and the use of technology in the classroom. Please also see an addendum to this report: What Factors Influence Teachers' Level of Follow Up on Their Training? Further Findings from the 2003 End of School Year Survey - Intel Teach to the Future U.S. Classic Implementation. http://www2.edc.org/CCT/publications_report_su mmary.asp?numPubId=173 NetDay Speak Up Day 2005 NetDay collects educational technology survey responses from students and teachers on an annual basis as part of its Speak Up event. Survey topics include teachers’ personal and professional use of technologies. http://www.netday.org/speakup_2005.htm New Mexico's Regional Educational Technology Assistance (RETA) Initiative: Year 5 Evaluation Report (2003) This Center for Children & Technology report reviews survey, interview and observational data collected during the fifth and final year of a state-wide professional development program designed to provide a constructivist, hands-on, learner- centered approach to the integration of technology into academic content. The report also details the project’s distributed training model of six regional resource centers across the state that provided workshops and targeted regional professional development needs. http://www2.edc.org/CCT/publications_report_su mmary.asp?numPubId=165 Visual Media Television Goes to School: The Impact of Video on Student Learning in Formal Education This Center for Children & Technology report, created for the Corporation for Public Broadcasting, focuses on key questions concerning the relationship of visual media to learning, and provides examples drawn from current television research to demonstrate television’s effect on student achievement. http://www2.edc.org/CCT/publications_report_su mmary.asp?numPubId=160 Working with Others: Standard 1 Contributes to the overall effort of a group Benchmarks: Challenges practices in a group that are not working; Demonstrates respect for others in the group; Takes initiative when needed; Identifies and deals with causes of conflict in a group; Engages in active listening; Evaluates the overall progress of a group toward a goal. http://www.mcrel.org/compendium/Benchmark.a sp?SubjectID=22&StandardID=1 Working with Others: Standard 2 Benchmarks: Communicates ideas in a manner that does not irritate others; Understands that three effective responses to criticism are (1) acknowledgment, (2) token agreement with a critic, and (3) probing clarifications; Identifies individual vs. group or organizational interests in conflicts. http://www.mcrel.org/compendium/Benchmark.a sp?SubjectID=22&StandardID=2 Uses conflict-resolution techniques Working with Others: Standard 4 Displays effective interpersonal communication skills. Benchmarks: Displays empathy with others; Displays friendliness with others; Seeks information nondefensively; Provides feedback in a constructive manner; Uses nonverbal communication such as eye contact, body position, voice tone effectively; Reacts to ideas rather than to the person presenting the ideas. http://www.mcrel.org/compendium/Benchmark.a sp?SubjectID=22&StandardID=4 Thinking and Reasoning: Standard 1 Understands and applies the basic principles of presenting an argument. Benchmarks: Understands that when people try to prove a point, they may at times select only the information that supports it and ignore the information that contradicts it; Identifies techniques used to slant information in subtle ways; Understands that to be convincing, an argument must have both true statements and valid connections among them; Evaluates the overall effectiveness of complex arguments. http://www.mcrel.org/compendium/Benchmark.a sp?SubjectID=21&StandardID=1 Thinking and Reasoning: Standard 2 Understands and applies basic principles of logic and reasoning. Benchmarks: Analyzes the deductive validity of arguments based on implicit or explicit assumptions; Understands that people sometimes reach false conclusions either by applying faulty logic to true statements or by applying valid logic to false statements; Understands that a reason may be sufficient to get a result but may not be the only way to get the result (i.e., may not be necessary), or a reason may be necessary to obtain a result but not sufficient (i.e., other things are also required; some reasons may be both necessary and sufficient). http://www.mcrel.org/compendium/Benchmark.a sp?SubjectID=21&StandardID=2 Thinking and Reasoning: Standard 4 Understands and applies basic principles of hypothesis testing and scientific inquiry Benchmarks: Understands that there are a variety of ways people can form hypotheses, including basing them on many observations, basing them on very few observations, and constructing them on only one or two observations; Identifies and critiques studies in which data, explanations, or conclusions are presented as the only ones worth considering; Presents alternative explanations and conclusions to one's own experiments and those of others. http://www.mcrel.org/compendium/Benchmark.a sp?SubjectID=21&StandardID=4 Thinking and Reasoning: Standard 5 Applies basic trouble-shooting and problem- solving techniques. Benchmarks: Applies trouble-shooting strategies to complex real-world situations; Represents a problem accurately in terms of resources, constraints, and objectives; Reframes problems when alternative solutions are exhausted; Evaluates the feasibility of various solutions to problems; recommends and defends a solution. http://www.mcrel.org/compendium/Benchmark.a sp?SubjectID=21&StandardID=5 Language Arts: Standard 4 Gathers and uses information for research purposes. Benchmarks: Uses appropriate research methodology; Uses a variety of print and electronic sources to gather information for research topics; Synthesizes information from multiple research studies to draw conclusions that go beyond those found in any of the individual studies; Uses systematic strategies to organize and record information. http://www.mcrel.org/compendium/Benchmark.a sp?SubjectID=7&StandardID=4 Language Arts: Standard 8 Uses listening and speaking strategies for different purposes. Benchmarks: Uses criteria to evaluate own and others' effectiveness in group discussions and formal presentations; Asks questions as a way to broaden and enrich classroom discussions; Uses a variety of strategies to enhance listening comprehension; Makes formal presentations to the class; Responds to questions and feedback about own presentations. http://www.mcrel.org/compendium/Benchmark.a sp?SubjectID=7&StandardID=8 Solomon, Gwen. "Project-Based Learning: A Primer." Technology and Learning This article introduces educators to the theory and practical strategies of project-based learning. http://www.techlearning.com/db_area/archives/T L/2003/01/project.html.) Challenge 2000: Project-Based Learning and Multimedia Web site. This site contains samples of student projects, guidelines for teachers, Web tutorials, notes on rubric development, and more. http://pblmm.k12.ca.us/ The Collaboratory This site, from Northwestern University, provides project consulting, training, technical advice, and Web-based resources for K-12 teachers interested in creating internet projects for their students. http://collaboratory.nunet.net/cwebdocs/index.ht ml Technology Supports Project-Based Learning This archived material describes how technology -- used in conjunction with project- based learning -- creates learning environments that use "collaborative learning, heterogeneous groupings of students, teachers acting as facilitators rather than lecturers, multidisciplinary curricula, longer blocks of time, and more authentic forms of assessment." http://www.ed.gov/pubs/SER/Technology/ch8.ht ml Project-based Learning Resource (In Print) Newell, Ronald J. Passion for Learning: How Project-Based Learning Meets the Needs of 21st-century Students. Lanham, MD: Scarecrow Press, 2003. This study considers case studies of project-based learning implemented in Henderson, MN. Moursund, David. Project-Based Learning Using Information Technology. Eugene, OR: International Society for Technology in Education, 1999. This bestselling resource provides an overview of project-based learning theory and practical advice for using technology- assisted activities to develop higher-order thinking skills. Hassard, Jack. Science as Inquiry. Parsippany, NJ: Good Year Books, 2000. This study offers ideas for technology supported projects for middle-school science classes. Diffily, Deborah and Charlotte Sassman. Project- Based Learning with Young Children. Portsmouth, NH: Heinemann, 2002. This book looks at timelines and strategies for implementing project-based learning and student-guided learning in early grades. Checklists to support Project Based Learning and evaluation A project based learning method is a comprehensive approach to instruction. Your students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology. "The collaborative nature of the investigation enhances all of these valuable experiences ... as well as promotes a greater appreciation for social responsibility (Scott, 1994)." http://pblchecklist.4teachers.org/ The Sherlock Holmes society of India http://in.groups.yahoo.com/group/sherlockholme ssocietyofindia/ "Bert Coules is a master of popular radio drama" Scotland on Sunday In 1998 the British Broadcasting Corporation became the first production company ever to dramatise the entire canon of Sir Arthur Conan Doyle's Sherlock Holmes stories and novels. This unique undertaking began in 1989 with Holmes' and Watson's first adventure, A Study in Scarlet and ended with their most famous, The Hound of the Baskervilles. http://www.bertcoules.co.uk/intro.htm Project-based Learning Checklists This site offers a brief description of project- based learning with a checklist wizard, which helps teachers to create checklists for students in a variety of disciplines and grade levels. http://www.4teachers.org/projectbased/ Thinking Skills in Education: Multiple Intelligences and Problem-Solving Methods * The sections in this page are Creative and Critical, Multiple Intelligences, Thinking Skills, in Education, Problem Solving in Design & Science, and Problem Solving in Education http://www.asa3.org:16080/ASA/education/think/ methods.htm Early Childhood Computer Experience and Cognitive and Motor Development This research summary in the June 2004 edition of Pediatrics presents a study of 122 preschool children enrolled in a rural county Head Start program in the United States during 2001–2002. Findings suggest that early computer exposure before or during the preschool years is associated with development of preschool concepts and cognition among young children. http://pediatrics.aappublications.org/cgi/content/ abstract/113/6/1715 Who did it? Discovery School Objectives Use our free online Teaching Tools to create custom worksheets, puzzles and quizzes on this topic! Students will do the following: 1. Explore how forensic science is used in criminal investigations 2. Apply the principles of forensic science to a hypothetical crime 3. Use the scientific process to solve a fictional crime http://school.discovery.com/lessonplans/progra ms/whodidit/ Meta-Analysis: Effects of Educational Technology on Student Outcomes This December 2002 report, commissioned by the U.S. Department of Education’s Northwest Central Regional Education Laboratory, provides a quantitative synthesis of 20 research studies focused on the impact of educational technology on student outcomes. Based on the studies used in the review, effects were modest, and emphasizes that more and better research needs to be funded and conducted by researchers in this area. http://www.ncrel.org/tech/effects/index.html Have groups share concept maps NOW Lesson: Rising Costs of Health Care: Impact and Solutions This lesson is designed for Grades 9-12 http://www.pbs.org/now/printable/classroom_he althcare_print.html SARS germ detective work As the world races to nail down the causative agent of Severe Acute Respiratory Syndrome (SARS), no one is firmly nodding at any of the three, possibly four, leading hypotheses. http://www.thevarsity.ca/media/storage/paper285 /news/2003/04/03/Science/Sars -Germ.Detective.Work- 408281.shtml?norewrite200607171503&source domain=www.thevarsity.ca NASA Connect - HASB - Solar Flares Student Activity View 7-second excerpt of this video] [Select to view storyboard of this video] NASA Connect segment involving students in an activity that investigates the cycles of solar flares. The video incorporates problem solving strategies while students compute percentages of M-class flares and graph data. http://open- video.org/details.php?videoid=6289&PHPSESSI D=abd34f8d4c26b80e1cd1f8d74b2114cd Play with Arthur - Fern, The Effective Detective Practice problem solving and comprehension skills to identify a character based on descriptions. Grade Level: K-2 Arts & Literature: Critical Thinking Skills, Reading: Reading Comprehension Resource Type: Interactive/Online Activity http://pbskids.org/arthur/games/effectivedetectiv e/index.html Inductive and Deductive Reasoning Many people distinguish between two basic kinds of argument: inductive and deductive. Induction is usually described as moving from the specific to the general, while deduction begins with the general and ends with the specific; arguments based on experience or observation are best expressed inductively, while arguments based on laws, rules, or other widely accepted principles are best expressed deductively. http://www.sjsu.edu/depts/itl/graphics/induc/ind- ded.html Context clues, understanding syntax or word structure, and using inference skills. In the small group, students can also learn from and support each other. http://www.pbs.org/wnet/americanmasters/educ ation/general.html Genetic detective work leads to Manchu conquerors By Nicholas Wade The New York Times Geneticists have identified a major lineage of Y chromosomes in populations of northern China that they believe may mark the bearers as descendants of one of the Manchu conquerors who founded the Qing dynasty and ruled China from 1644 to 1912. http://www.iht.com/articles/2005/11/02/healthsci ence/snmanchu.php ASASciFiles - The Scientific Method (2003) NASA Why? Files segment describing the scientific method. Genre: Educational Keywords: Dr. D.; Problem; Hypothesis; Experiment; Data; Observation; Research; Variable; Duration: 00:03:23 Popularity (downloads): 1083 http://open- video.org/details.php?videoid=6169&PHPSESSI D=abd34f8d4c26b80e1cd1f8d74b2114cd U.S. Department of Labor Bureau of Labor Statistics Detectives are plainclothes investigators who gather facts and collect evidence for criminal cases. Some are assigned to interagency task forces to combat specific types of crime. They conduct interviews, examine records, observe the activities of suspects, and participate in raids or arrests. Detectives and State and Federal agents and inspectors usually specialize in investigating one of a wide variety of violations, such as homicide or fraud. They are assigned cases on a rotating basis and work on them until an arrest and conviction occurs or until the case is dropped. http://www.bls.gov/oco/ocos160.htm What Is the Nature of Science? Elaborate Part D: Using Science Process in the Classroom. Students do not come to understand inquiry simply by learning words such as "hypothesis" and "inference" or by memorizing the steps of the scientific method. They must experience inquiry directly to gain a deep understanding of its characteristics. Inquiry and the National Science Standards: A Guide for Teaching and Learning. http://www.pbs.org/wgbh/evolution/educators/co urse/session1/elaborate_d.html Dragon Tales - Sky Pirates: Problem Solving Develop comprehension and critical thinking skills by following three picture clues to find a hidden treasure. Grade Level: K-2, PreK Arts & Literature: Critical Thinking Skills Resource Type: Offline Activity/Project http://pbskids.org/dragontales/parentsteachers/ activities/activity111a.html ASASciFiles - The Invention Process (2001) NASA Sci Files segment exploring the invention process and the steps you take to solve a problem. Genre: Educational Keywords: NASA Sci Files; Testing; Research; Model; Design; Invention Process; Scientific Method; Identify Problem; Solutions; Duration: 00:04:05 Popularity (downloads): 1179 http://open- video.org/details.php?videoid=6365&PHPSESSI D=abd34f8d4c26b80e1cd1f8d74b2114cd The Birth of the FBI’s Technical Laboratory 1924 to 1935 U.S. Department of Justice Federal Bureau of Investigation http://www.fbi.gov/libref/historic/history/birthtechl ab.htm Leopards of the Night In this lesson, you lead students to discovery by using inference and deduction. Leopards of the Night Ideas from Teachers Mapping Animal Behavior at the Zoo Wayne French, Lindsay Middle School Hampton, VA http://www.pbs.org/wgbh/nova/teachers/ideas/25 19_leopard2.html Federal Bureau of Investigation Home Page NSIDE A TERROR TASK FORCE For Bomb Technicians, It’s Never a Drill 07/17/06 Once upon a time the suspicious luggage—which caught the attention of a security dog trained to sniff out drugs and bomb- making materials—would have been dutifully examined by a station attendant. But since 9/11, the threat of terrorism—and bombings of commuter and subway trains in Spain (2004) and Great Britain (2005)—has ramped up the level of caution. http://www.fbi.gov/homepage.htm PBS NOVA - In Search of Human Origins, Part III Discuss the work that anthropoligists do, identify things anthropologists would be able to deduce about current culture from studying the classroom and determine which clues would lead to inaccurate conclusions and which could be easily interpreted. Grade Level: High, Middle Science & Technology: Evolution, Genetics Social Studies: Anthropology/Cultures Resource Type: Lesson Plan Match to Standards http://www.pbs.org/teachersource/search/standa rds_results.shtm?query=clues&start=1&end=20 &subjects=NULL&grades=NULL NASASciFiles - Scientific Method-Data Collection and Variables (2003) NASA Why? Files segment explaining how data collection and variables come into play onboard the NASA 757 Research Laboratory. Genre: Educational Keywords: Monica Barnes; Scientific Method; Electronics; Engineer; Flying Laboratory; Problem; Data; Variable; Change; Pattern; Analyze; 757; Duration: 00:04:03 Popularity (downloads): 1189 http://open- video.org/details.php?videoid=6238&PHPSESSI D=abd34f8d4c26b80e1cd1f8d74b2114cd Sherlock Holmes Television site showing films and trailers www.kxms.org site broadcasting old radio shows. Lists all UK produced audio dramatisations of the original recordings. http://www.kxms.org/ie3.asp Dragonfly TV - Forensic Science Examine the science of investigation, determine which types of clues are most important in coming to a conclusion and identify tools needed to analyze clues. Understand how forensic scientists use fingerprints and splatter analysis. Grade Level: 3-5, Middle Arts & Literature: Critical Thinking Skills Science & Technology: Design & Invention Resource Type: Offline Activity/Project http://pbskids.org/dragonflytv/parentsteachers/tg uide_forensics.html The Forensic Science Service You might be surprised to realise that it wasn't until the early part of the nineteenth century that hair, blood, fingerprints were used as evidence to pinpoint the whereabouts or guilt of a criminal. The use of scientific practices within the criminal and legal process is called forensic science, and its success in aiding the legal system in the UK led eventually to the establishment of The Forensic Science Service® (FSS).The FSS is an agency of the Home Office dedicated to the application of forensic science to aid law enforcement organisations in the UK. The FSS has a world-wide reputation for DNA research and development, and its purpose is to serve the administration of justice principally by offering scientific support in the investigation of crime and expert evidence to the courts. http://www.bbc.co.uk/crime/fighters/fss.shtml ZOOM - Doorman's Code Decipher a mathematical code by looking for patterns after receiving three clues. Grade Level: 3-5, Middle Math: Patterns and Algebraic Thinking, Problem Solving, Functions and Algebra Resource Type: Offline Activity/Project http://pbskids.org/zoom/activities/sci/doormansc ode.html Without a trace British Association for the Advancement of Science “Every contact leaves a trace.” This is the basis of forensic science. At every crime scene, the criminal unwittingly leaves clues behind, and also takes things away. This evidence is often microscopic, such as clothing fibres, plant pollen, soil particles, or tiny fragments of glass or paint. The job of forensic scientists is to compare samples from the scene with those taken from a suspect. Each match makes it more likely that the suspect was at the scene. http://www.the-ba.net/the- ba/ResourcesforLearning/BACRESTAwards/Pro jectIdeas/DetectiveWork/Whodunnit/ Excerpt from The Hound of the Baskervilles | Chapter 1 “Well, then, supposing that 'C.C.H.' does stand for 'Charing Cross Hospital,' what further inferences may we draw? Learning about inferences. http://www.pbs.org/wgbh/masterpiece/hound/tg_ hound_1.html Scientific American Frontiers - Howler Monkeys Tell All Explore the scientific method by emulating scientists who reconstruct the past based on clues and physical evidence, then participate in a group activity, using physical evidence and inference skills to reconstruct a sequence of events. Grade Level: High, Middle Arts & Literature: Critical Thinking Skills Social Studies: Careers Resource Type: Lesson Plan http://www.pbs.org/safarchive/4_class/45_pguid es/pguide_302/4532_howler.html Sherlock Holmes on Oxford Lane. Holmes in the media. http://www.holmesonscreen.com/ Unifying Concepts and Processes - Evidence, models, and explanation; Standard A: Science as Inquiry. Grades 5-8: http://www.pbs.org/emptyoceans/educators/activ ities/fish-youre-eating.html NOVA - The Mummy Who Would Be King Use descriptive clues to determine the culture and method of mummification of various mummies. Grade Level: Middle Social Studies: Anthropology/Cultures, World History: 4000-1000 BCE Resource Type: Lesson Plan http://www.pbs.org/wgbh/nova/teachers/activities /3301_mummy.html The Sherlock Holmes Collection is a unique collection which includes stories, information about his creator Conan Doyle, photographs, cuttings and journals. The Collection is held at Marylebone Information Service, but is accessible by appointment only - telephone (020) 7641 1206. New Online Exhibition. This resource highlights different genres of Arthur Conan Doyle's other work, shows users how to search for biographical information on authors in general, and tells them what tools are available to aid their search. http://www.westminster.gov.uk/libraries/special/ sherlock.cfm Hands-on Investigation! Lesson History Detectives - Hands-On Investigation Follow problem-solving steps (analyze, investigate, understand and test) to complete a dot-to-dot puzzle. Create a mystery using the vocabulary of the genre. Grade Level: 3-5 Arts & Literature: Literature: Literary Terms, Writing: Composition Resource Type: Lesson Plan http://pbskids.org/historydetectives/parentsteach ers/lesson_1.html The Tourist’s Sherlock Holmes: Filming Locations http://my.core.com/%7Ejcnash/sherlock_places. html Solving problems with the Scientific Method Observe * Research * Hypothesize * Test * Conclude The scientific method is a process for forming and testing solutions to problems, or theorizing about how or why things work. It tries to reduce the influence of "faith" or bias or prejudice of the experimenter so that the process is valid anywhere in our world. http://www.studygs.net/scimethod.htm Postcards from Buster - Where's Buster Develop map and directional skills as well as skills in following clues by locating Buster in the U.S. from a series of clues. Grade Level: K-2 Social Studies: Geography. Resource Type: Interactive/Online Activity http://pbskids.org/buster/games/wheresbuster/i ndex.html Writing as Criminal Evidence--Forensic Science/Physical Science Sometimes that evidence takes the form of a written document. http://school.discovery.com/lessonplans/progra ms/forgery/ Voice Recordings. Sherlock Holmes Audio Books from David Ian Davies http://www.onevoicerecordings.com/ The Constabulary http://www.constabulary.com/ NOVA - Origins: Earth is Born: The Origins Game Identify the locations of clues to the origins of the universe in an interactive global map. Discover where on Earth researchers have found microscopic organisms, fragments of rock and faint whispers of light from the far reaches of space. Grade Level: High, Middle Science & Technology: Atmosphere & Space Science, Evolution http://www.pbs.org/teachersource/search/standa rds_results.shtm?entry=results&query=clues&s ubjects=NULL&grades=NULL&start=21&end=4 0 The Universal Sherlock Holme http://special.lib.umn.edu/rare/ush/ush.html Discovery Channel: News: Mars Rovers Head for New Ground. Scientists believe evidence of water is key to an ongoing inquiry about whether indigenous life ever arose on Mars. Help your students discover more about scientific inquiry by sharing information from this website about how scientists believe evidence of water is key to their ongoing inquiry about whether indigenous life ever arose on Mars. http://dsc.discovery.com/news/briefs/20041220/ marsupdate.html The Sherlock Holmes Chronicles - All the books, cross-referenced, advanced searching, dialog searching, a full concordance and more! http://www.related- pages.com/sherlockholmes/index.asp Sherlock Holmes Museum - Antikvariat Pinkerton http://www.sherlockiana.net/About%20the%20m useeum/the%20museum.htm Disclaimer Any opinions, findings, conclusions, or recommendations expressed in this Web site, or links we provide to other Web sites, never necessarily reflect those of Home Tree Media. #3 "The game's afoot!" Teacher Links 1 Discrepant Events Teaching through Active Learning Teacher Resources Inspire your students to accomplish more. Intensify your students’ desire to go beyond the goal of just meeting national standards. Inflame your students with the appetite to extend their learning performance above “average,” to understand and apply science and social studies. Innerve your students to use, daily, inquiry skills. Yep, it takes nerve for many students to find the self-confidence to problem solve and take learning seriously. Professor William C. Bruce Written by Jean K. Bruce Teachers have permission from the authors and the publishers to use material from the Bruces’ discrepant event books, on other Home Tree Media Web pages. Teachers also have permission to use graphics and content from the sleuth pages ("The game's afoot!"), for classroom use. Mindtronics! and Inquiry Alive! William C. Bruce Associate Dean and Professor College of Education and Psychology Phone: (903) 566-7048 e-mail: wbruce@uttyler.edu Fax: (903) 566-7036 #3 "The game's afoot!" Links for super sleuths to find the science of gaining and applying knowledge by using the following: discrepant events discovery detection objective-focused education thinking skills the scientific method of solving problems the boosting of interest, articulation and flow of Internet usage by teachers and students William C. Bruce Associate Dean and Professor College of Education and Psychology Phone: (903) 566-7048 e-mail: wbruce@uttyler.edu http://www.hometreemedia.org Fax: (903) 566-7036 Did you miss these Home Tree Media Links: Discrepant Event: The Samurai Crab Quick Discrepant Event: Guns, Germs, and Steel Discrepant Event: Life on Earth and Mars Discrepant Event: The Titanic Fishing Boats Discrepant Event about oil prices: Crude Pulse Discrepant Event about oil prices/Extra links: Crude Pulse Discrepant Event: Mad Cow Discrepant Event Extra Links: Mad Cow Discrepant Event: Immigration Discrepant Event: Immigration/Extra Links The US Constitution Check Out Our Teacher Books Table of Contents for Mindtronics! and Inquiry Alive! Teacher Links #1 Teacher Links #2 Links to Women in Science Technology Home Tree Media Site Map Email Us Target Back to Free Resources and Lessons 2