1. The document discusses using online resources and learning objects to teach students about genetics and how genetic concepts can be used to solve crimes. 2. The teacher had students work in pairs to explore online activities about genes, chromosomes, and DNA to understand how human features are unique. 3. Subsequent lessons involved students analyzing mock crime scenes using checklists, debating suspects, and learning from a visiting police officer as assessments of their understanding.

1. Can using online
resources and learning
objects improve
students’ understanding
in science?
Vaha Surtees
Northcote Intermediate

2. Learning Intention
1. Understand that all living things are
made up of genes.
2. Explain how human features are unique
to each individual.
3. Explain how genetic concepts are used
to solve crimes

3. Other Learning Areas
Debating
Conflict
Sex Education
Literacy focus (cause & effect)

4. • Objective was for the students to define what are
genes/chromosomes/DNA
•Modeled with the class using the data projector
•Students then worked in pairs to explore the activity and
complete the task.
•Benefits: visual, broke down the process into bites size
manageable information, they can always go back and revisit,
appeal to their natural curiosity they have on forensics.

6. Using genetic concepts to solve crimes
(see digiSTORE links in del.icio.us)
• Model Level 1 Crime Scene
• Each group uses a check list
• Group themselves based on suspects
• Debate on their choice of suspect

7. Other Activities
• Police officer visits
• Crime scene 2 & 3
• CSI discussion
• Discovery channel activities
• Mock up crime scene week
• Short land Street crime scenes report

8. Assessment activities
• Police officer C Scene
• Forensic Test
• Mock up crimes
• Process observation
• Inspiration diagram

9. Reflection
What worked?
Modeling the lowest level problem with them as a whole class. Giving
the students a more challenging problem to solve every time. This
stepped up their interests and motivation. All selected web sites are at
different levels and pre played by the teacher. Visual learners benefited
from the innovative and inter-active sites and materials that we used.
What didn’t work?
Every student works at a different level so I should have provided more
time for slow readers. Scaffolding should have been taken at a slower
pace. I should spend more time consolidating each point before moving
on.

20. http://del.icio.us/vahas/forensic