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Standard C-2:	Students will demonstrate an understanding of atomic structure and nuclear processes.
C-2.1	Illustrate electron configurations by using orbital notation for representative element

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Standard C-2:	Students will demonstrate an understanding of atomic structure and nuclear processes.
C-2.1	Illustrate electron configurations by using orbital notation for representative element

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Students used the "Connect the Dots" SOS strategy and the DE atomic spectrum video.
Students watched the video and made notes of important points

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Introduction to Law, Public Safety, Corrections, and Security

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Introduction to Law, Public Safety, Corrections, and Security

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State Standard Covered: HISTORY OF LAW ENFORCEMENT AND INTRODUCTION TO LAW ENFORCEMENT

Effective law enforcement professionals demonstrate knowledge in the history of law as needed in their role.

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This lesson was created to review the three eras of policing.  Friday, the students learned about the three different eras of policing and characteristics of each. Today, the students were put into groups. Each student was given a set of pictures and told to determine if the picture represented the Political Era, the Reform Era, or the Community Era. Once the groups classified the photographs, they were instructed to tape the photos to the corresponding spot on the board. Once all photos had been placed on the board, students were asked to explain why they had chosen to classify the photos the way they did. This lesson used digital assets from Discovery Education.

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Students work together to classify photos using their notes from the chapter.

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Standard:  H.P.2B.4 
Use mathematical and computational thinking to derive the relationship between impulse and Newton’s Second Law of Motion. 

Students watched DE videos to carry out the "Two Truths and a Lie" SOS Strategy. Students then discussed projectiles and interacted with a simulation( phet) to determine the parameters of projectile motion.

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Standard:  H.P.2B.4 
Use mathematical and computational thinking to derive the relationship between impulse and Newton’s Second Law of Motion. 

Students watched DE videos to carry out the "Two Truths and a Lie" SOS Strategy. Students then discussed projectiles and interacted with a simulation( phet) to determine the parameters of projectile motion.

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Cumulative Standard: Standard H.B.2: The student will demonstrate the understanding that the essential functions of life take place within cells or systems of cells.
H.B.2B.1, H.B.2B., H.B.2B.3

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Cumulative Standard: Standard H.B.2: The student will demonstrate the understanding that the essential functions of life take place within cells or systems of cells.
H.B.2B.1, H.B.2B., H.B.2B.3

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In the pictures below, students watched the DE video and completed the "Table Top Texting" activity.

Students were also strategically grouped and completed differentiated lessons.
Group 1: Students were given cell organelles and had to create a 2D cell.

Group 2: Students had to create a skit and act out each organelle based on a theme (restaurant, city, school etc)

Group 3: Create and edit a movie about each organelle running for President (why it is critical to the cell).

Group 4: Create 2D cells (students had to draw their own organelles and cell),

Group 5: Choose 10 organelles and write a haiku for each organelle.

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Building the Groundwork for STEAM Culture

I CAN explain how the Five Essential Elements of STEAM contribute to a STEAM culture and frame experiences for future-ready learners.

I CAN navigate Discovery Education’s Digital Resources to utilize in a lesson. I CAN share one learning experience with a colleague before the next session.

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H.P.1A.7   Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts. 

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H.P.1A.7   Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts. 

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STEAM Culture: Collaborating and Communicating

I CAN use resources within Discovery Education to promote communication and collaboration.

I CAN create a lesson grounded in STEAM Connect, infusing communication and/or collaboration to facilitate a learning experience in my classroom.

I CAN share my classroom and STEAM teaching and learning best practices with a colleague.

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Pictures are needed from the first visit described above.

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Pictures are needed from the first visit described above.

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Please include a lesson where you use one of the SOS strategies discussed.

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This padlet is a place for us to share our progress and all of your incredible ideas as Digital Leader Corps members. Your PD specialist will post one artifact for every two coaching sessions. Artifacts can include pictures, video, personal written reflections, lesson plans, and link/pictures of student work. You are welcome to post artifacts of your amazing work anytime you please! Please be sure to include the date with any posts you make! Happy Posting! :) 

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This padlet is a place for us to share our progress and all of your incredible ideas as Digital Leader Corps members. Your PD specialist will post one artifact for every two coaching sessions. Artifacts can include pictures, video, personal written reflections, lesson plans, and link/pictures of student work. You are welcome to post artifacts of your amazing work anytime you please! Please be sure to include the date with any posts you make! Happy Posting! :) 

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Please add the standard and a description of what we are seeing.

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Introduction to Law, Public Safety, Corrections, & Security

State Standards Covered:
C. TECHNOLOGY KNOWLEDGE

Effective professionals know the academic subject matter, including the ethical use of technology as needed in their role.

1. Demonstrate proficiency and skills associated with the use of technologies that are common to a specific occupation.

D. PERSONAL QUALITIES AND EMPLOYABILITY SKILLS

Effective professionals know the academic subject matter, including positive work practices and interpersonal skills, as needed in their role.

4. Demonstrate respect.

5. Demonstrate time management.

8. Demonstrate teamwork and collaboration.

F. HISTORY OF LAW ENFORCEMENT AND INTRODUCTION TO LAW ENFORCEMENT

Effective law enforcement professionals demonstrate knowledge in the history of law as needed in their role.

J. ANALYZING THE IMPACT OF THE U.S. CONSTITUTION ON CURRENT CRIMINAL JUSTICE AND PROTECTIVE SERVICES ISSUES

Effective law enforcement professionals demonstrate knowledge of the impact of the U.S. Constitution on current criminal justice and protective services issues as needed in their role.

1. Analyze U. S. Constitutional Amendments 1, 2, 4, 5, 6, 8, and 14 as they pertain to select United States Supreme Court cases.
2. Examine recent U. S. Supreme Court decisions and discuss their impact on an individual's rights.

5. Research case reviews, e.g., Terry v. Ohio; Weeks v. U.S.; Carroll v. U.S. “Carroll Doctrine”; Mapp v. Ohio; Tennessee v. Garner; Sibron v. New York; Gideon v. Wainwright; Brown v. Mississippi; Brown v. Board of Education of Topeka, Kansas; Miranda v. Arizona; Roper v. Simmons; Gregg v. Georgia.

Students used the "Jigsaw" Strategy and web searches on DE, Oyez, and Landmark Cases. Students were placed into three home groups of six and then divided into expert groups of 3. Each expert group was assigned a US Supreme Court case relevant to the 4th Amendment and search and seizure. Expert groups were given 30 minutes to research their case and answer basic questions related to the case. Students then returned to their home groups and taught their home groups about each case, while their group members filled out a chart related to each case.

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Student Expert Groups learning about their case

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Front page of jigsaw worksheet

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Students teaching their Home Group about their case

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Law Enforcement Services
Operation Prevention 2018 Virtual Field Trip: The Opioid Crisis

State Standards:
D. PERSONAL QUALITIES AND EMPLOYABILITY SKILLS

Effective professionals know the academic subject matter, including positive work practices and interpersonal skills, as needed in their role.

4. Demonstrate respect.

5. Demonstrate time management.

8. Demonstrate teamwork and collaboration.

13. Demonstrate a global perspective.

E. PROFESSIONAL KNOWLEDGE

Effective professionals know the academic subject matter, including positive work practices and interpersonal skills, as needed in their role.

1. Demonstrate effective speaking and listening skills.
2. Demonstrate effective reading and writing skills.

5. Demonstrate critical-thinking and problem-solving skills.
6. Demonstrate creativity and resourcefulness.

12. Demonstrate task management skills.

J. UNIT 15: DEMONSTRATING KNOWLEDGE OF COMMONLY ABUSED SUBSTANCES

Effective law enforcement professionals demonstrate knowledge of commonly known abused substances as needed in their role.

1. Identify commonly abused substances (legal and illegal).
2. Describe the physical and psychological changes associated with specific substances.

3. Describe the impact substance abuse has on families and coworkers.

5. Identify the dangers of substance abuse in combination with mental impairments/ disabilities.

Activity Date: April 2, 2019
Students used a modified "Whip Around" SOS Strategy and the DE Virtual Field Trip on the Opioid Crisis in America.  Seven statements were placed around the room relating to opioid addiction.  Students were placed in pairs and given 1 minute and 30 seconds to discuss each statement and write down their perception about the statement.  Students then viewed the virtual field trip and individually wrote down the realities they learned from the trip.  They then returned to their pairs and discussed a reflection to each statement.

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Sample of completed Capture Sheet for activity

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Groups discussing Reflection Statements

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Finished Perception Statement example:

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Students working on Perception Statements:

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Pala Verde Nuclear Power Plant: Students below watching the VFT as a prelude to analyzing various types of energy production alternatives to fossil fuels: pro and con. This VFT allows students to see the inner working of a power plant and addresses the problem with nuclear waste.

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Picture below: Students using the 3-2-1 SOS strategy.

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Picture below: Students using the 3-2-1 SOS strategy.

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Picture below: students collaborating on Hooke's Law and Energy-Work Theorem laboratory.

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Picture below: students collaborating on Hooke's Law and Energy-Work Theorem laboratory.

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STEAM Culture: Creativity and Critical Thinking

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STEAM Culture: Creativity and Critical Thinking

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I CAN use resources within Discovery Education to promote communication and collaboration.

I CAN create a lesson grounded in STEAM Connect, infusing communication and/or collaboration to facilitate a learning experience in my classroom.

I CAN share my classroom and STEAM teaching and learning best practices with a colleague.

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On April 25, the Law Enforcement Junior class participated in a Skype session with Lt. Tommy Potter from the Isle of Wight Sheriff's Office. Lt. Potter and his fellow officers are featured on a Discovery Channel program called "Killing Fields", which chronicles the re-opening of a cold case from over 10 years ago with new technological advancements. The students, who have spent the semester learning about criminal investigations, writing incident reports, and other aspects of the investigative process, followed this season closely and applied their knowledge of law enforcement tactics to the show. Lt. Potter and I have developed a friendship during the past two years, so he was willing to take time to answer questions and provide advice to my students. The experience gave the students a chance to learn how investigations are conducted and how television dramatizes the reality of the job.

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I believe opening up our learning labs to outsiders is a great experience that benefits me, my students, and our guests. Our Assistant Principal and Director have both visited the Law Enforcement Learning Lab and provided feedback on our activities. My class has an open door policy and we welcome any opportunity to show others what we do here. Because forensic science is a field that interests so many students, we like to use our learning lab to show the application of math, science, and writing in the field so that students can see why these subjects are so important in their general curriculum.

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I was utilizing my SOS- 3-2-1 strategy to wrap up a laboratory in which we produced the 3 most common gases generated in chemical reactions. I invited a teacher from across the hall to come in. We lead with a video on Alkali metals and proceeded from there to the actual experiment. Then we performed the lab, which generated H₂, O₂, and CO₂. All three gases were flame tested for their flammability. They trapped the gas in a flask: we a match is placed near the opening it makes a big whistling sound. The kids in her class (from across the hall) LOVED it, as did my own students. I then captured a large quantity of hydrogen gas in balloons and exploded the Hydrogen gas with the lights out. It makes a loud boom and generates a plasma ball-all safe and under controlled conditions. This really generated a lot of interest in the lab, both for myself, my colleague and most importantly: the students. The 3-2-1 strategy worked very well at the end. They all wanted to know more about chemical reactions! It sure was a strange feeling having my colleague watch me perform the lab with their class. I plan to do a lot more of these next semester.