Unit Introduction
Part I.
Scientific Inquiry
Sixth Grade Science
James Adkins
EDSEC 814
December 7, 2012
Part II
Science is not about finding absolutes but an attempt to explain what we see or how we
interact with our environment and scientific inquiry is a fundamental approach to exploring the
world around us. Science content readily gives itself to a hands on approach (learning by doing)
which can be exemplified in a cooperative learning student centered classroom in which students
investigate ideas or concepts (i.e. standards) for themselves and learn by doing.
Scientific inquiry is not strict rules that must be followed rigidly, but they are a guide to
conducting scientific research and offer a starting point to begin any investigation. Learning
about scientific inquiry early on in the year provides a base for students for the rest of the year in
which students will be able to explore concepts using a hands-on inquiry based approach. There
are many real world examples that can be used to while teaching this unit that can relate to a
student’s interest or life outside of school. Providing engaging and stimulating activities that
relates to a student’s life or interest encourages student participation and stimulates curiosity
about a topic.
According to the South Carolina Education web site academic standards are useful for
making sure; teacher know what is to be taught, children know what is to be learned, and parents
and the public can determine how well the concepts are being learned. South Carolina standards
6-1 (The student will demonstrate an understanding of technological design and scientific
inquiry, including the process skills, mathematical thinking, controlled investigative design and
analysis, and problem solving) through 6-1.5 deal with scientific inquiry and will be utilized in
many classes and labs to explore questions and concepts dealing with all other 6th grade South
Carolina standards in science, including lab safety (6-1.5 use appropriate safety procedures
when conducting investigations), Plants (6-2 The student will demonstrate an understanding of
structures, processes, and responses of plants that allow them to survive and reproduce), Animals
(6-3 The student will demonstrate an understanding of structures, processes, and responses in
animals that allow them to survive and reproduce), Atmosphere and Weather (6-4 The student
will demonstrate an understanding of the relationship between Earth’s atmospheric properties
and processes and its weather and climate), and Conservation of Energy (6-5 The student will
demonstrate an understanding of the law of conservation of energy and the properties of energy
and work).
Encouraging students to utilize a scientific process (inquiry) for reasoning and problem
solving offers a process that can be used by students that provides a scaffold for students to
explore in a rational manner questions or problems and promotes a methodical, safe, approach
that can eventually be transferred to other aspects of a student’s life.
Formal assessment will occur for the presentation to the class during the Forensic Career
Research lesson, informal assessment will occur as students work through lesson plan activities.
Part III
Greer Middle School is located at 3032 E. Gap Creek Road in Greer South Carolina.
Greer is a small town in South Carolina that is rapidly growing, in 1990 Greer’s population was
just over 10,000 which grew to over 25,000 in 2012 and is projected by the U. S. Census Bureau
to climb to 40,000 by 2020. The median income for a household was $33,140.
Greer Middle School has 887 students enrolled in grades 6th, 7th, and 8th with 3
Administrators, 51 teachers, and 13 support staff. The percentage of student race breaks down as
Asian 2%, Black 21.1%, Hispanic 15.39%, Native American 0.55%, and White 59.91%.
It is important for me as a new teacher to understand and remember that no student is an
island. Their life outside of school will affect their performance in school. I as a teacher need to
get to know my students and understand that they are varied individuals with different strengths,
weaknesses, interest, family lives; the flip side is that if I as a teacher can relate their experience
in school to life outside of the school building I can increase the likely hood of increasing
curiosity about science and helping academic retention of information therefore helping a student
reach their full potential. Providing lessons that are inquiry related, directly relate to the
community, or new potential job fields will hopefully provide a hook to engage students in the
learning process.
In the inquiry lesson plan students will be exploring how to design and implement an
experiment that impacts the classroom pets Madagascar Hissing Cockroaches (effecting students
directly in the classroom) as well as exploring how different fields and careers utilize a scientific
process of inquiry. The criminal justice field will be focused on due to the high amount of
exposure students receive from TV and other sources (CSI, NCIS, mystery novels, movies,
etc…) on crime and crime scene investigation (or detective work). Crime is an issue that affects,
on a larger scale the community as a whole, and on a smaller scale may have already affected
some student’s lives. Also as criminal justice falls in the Law, Public Safety, and Security job
cluster under the Education and Economic Development Act (EEDA) students will have the
opportunity to discover aspects of a large and diverse career cluster they may not have known
about earlier.
Scientific Inquiry Timeline
S.C. Standards
K-1 The student will demonstrate an
understanding of scientific inquiry,
including the processes, skills, and
mathematical thinking necessary to
conduct a simple scientific investigation.
1-1 The student will demonstrate an
understanding of scientific inquiry, including
the processes, skills, and mathematical
thinking necessary to conduct a simple
scientific investigation.
2-1 The student will demonstrate an
understanding of scientific inquiry,
including the processes, skills, and
mathematical thinking necessary to
conduct a simple scientific
investigation.
3-1 The student will demonstrate an
understanding of scientific inquiry,
including the processes, skills, and
mathematical thinking necessary to
conduct a simple scientific
investigation.
4-1 The student will demonstrate an
understanding of scientific inquiry,
including the processes, skills, and
mathematical thinking necessary to
conduct a simple scientific investigation.
5-1 The student will demonstrate an
understanding of scientific inquiry, including
the foundations of technological design and
the processes, skills, and mathematical
thinking necessary to conduct a controlled
scientific investigation.
6-1 The student will demonstrate an
understanding of technological design
and scientific inquiry, including the
process skills, mathematical thinking,
controlled investigative design and
analysis, and problem solving.
7-1 The student will demonstrate an
understanding of technological design and
scientific inquiry, including the process
skills, mathematical thinking, controlled
investigative design and analysis, and
problem solving.
8-1 The student will demonstrate an
understanding of technological design
and scientific inquiry, including process
skills, mathematical thinking, controlled
investigative design and analysis, and
problem solving.
Scientific Inquiry Timeline
Kindergarten
National Standards
K-4th
1st Grade
E.A. 1 Abilities necessary to
do scientific inquiry
E.A.2 Understandings
about scientific inquiry
nd
2 Grade
3rd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
5th8th
M.A.1 Abilities necessary
to do scientific inquiry
M.A.2 Understandings
about scientific inquiry
PS-1 The student will demonstrate an
understanding of how scientific inquiry and
technological design, including
mathematical analysis, can be used
appropriately to pose questions, seek
answers, and develop solutions.
B-1 The student will demonstrate an
understanding of how scientific inquiry
and technological design, including
mathematical analysis, can be
9th Grade
(Physical
Science)
9th12th
10th Grade
(Biology)
used
appropriately to pose questions, seek
answers, and develop solutions.
11th Grade
(Chemistry)
12th Grade
(Physics)
Modified from Underwood Place-Based Unit Plan 11/30/2010
H.A.1 Abilities necessary
to do scientific inquiry
H.A.2 Understandings
about scientific inquiry
Scientific Inquiry South Carolina Standards Time Line
Kindergarten
K-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific
investigation.
K-1.1 Identify observed objects or events by using the senses.
K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately
when gathering specific data.
K-1.3 Predict and explain information or events based on observations or previous experience.
K-1.4 Compare objects by using nonstandard units of measurement.
K-1.5 Use appropriate safety procedures when conducting investigations.
1st Grade
1-1
The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific
investigation.
1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color and
motion, using Standard English units of measurement where appropriate.
1-1.2 Use tools (including rulers) safely, accurately, and appropriately when gathering
specific data.
1-1.3 Carry out simple scientific investigations when given clear directions.
1-1.4 Use appropriate safety procedures when conducting investigations.
2nd Grade
2-1
The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific
investigation.
2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and
events.
2-1.2 Use tools (including thermometers, rain gauges, balances, and measuring cups) safely,
accurately, and appropriately when gathering specific data in US customary (English) and metric
units of measurement.
2-1.3 Represent and communicate simple data and explanations through drawings, tables,
pictographs, bar graphs, and oral and written language.
2-1.4 Infer explanations regarding scientific observations and experiences.
2-1.5 Use appropriate safety procedures when conducting investigations.
3rd Grade
3-1
The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific
investigation.
3-1.1 Classify objects by two of their properties (attributes).
3-1.2 Classify objects or events in sequential order.
3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and events in
the environment and use those questions to conduct a simple scientific investigation.
3-1.4 Predict the outcome of a simple investigation and compare the results with the prediction.
3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks,
graduated cylinders, and graduated syringes) safely, accurately, and appropriately when
gathering specific data.
3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams.
3-1.7 Explain why similar investigations might produce different results.
3-1.8 Use appropriate safety procedures when conducting investigations
4th Grade
4-1
The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific
investigation.
4-1.1 Classify observations as either quantitative or qualitative.
4-1.2 Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and
a prism) safely and accurately when conducting simple investigations
4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test
(including a question that identifies the problem, a prediction that indicates a possible outcome, a
process that tests one manipulated variable at a time, and results that are communicated and
explained).
4-1.4 Distinguish among observations, predictions, and inferences.
4-1.5 Recognize the correct placement of variables on a line graph.
4-1.6 Construct and interpret diagrams, tables, and graphs made from recorded measurements
and observations.
4-1.7 Use appropriate safety procedures when conducting investigations.
5th Grade
5-1
The student will demonstrate an understanding of scientific inquiry, including the
foundations of technological design and the processes, skills, and mathematical thinking
necessary to conduct a controlled scientific investigation.
5-1.1 Identify questions suitable for generating a hypothesis.
5-1.2 Identify independent (manipulated), dependent (responding), and controlled variables in
an experiment.
5-1.3 Plan and conduct controlled scientific investigations, manipulating one variable at a time.
5-1.4 Use appropriate tools and instruments (including a timing device and a 10x magnifier)
safely and accurately when conducting a controlled scientific investigation.
5-1.5 Construct a line graph from recorded data with correct placement of independent
(manipulated) and dependent (responding) variables.
5-1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence
and communicate the findings of the evaluation in oral or written form.
5-1.7 Use a simple technological design process to develop a solution or a product,
communicating the design by using descriptions, models, and drawings.
5-1.8 Use appropriate safety procedures when conducting investigations.
6th Grade
6-1
The student will demonstrate an understanding of technological design and scientific
inquiry, including the process skills, mathematical thinking, controlled investigative design and
analysis, and problem solving.
6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer,
and sling psychrometer) safely and accurately when conducting a controlled scientific
investigation.
6-1.2 Differentiate between observation and inference during the analysis and interpretation of
data.
6-1.3 Classify organisms, objects, and materials according to their physical characteristics by
using a dichotomous key.
6-1.4 Use a technological design process to plan and produce a solution to a problem or a
product (including identifying a problem, designing a solution or a product, implementing the
design, and evaluating the solution or the product).
6-1.5 Use appropriate safety procedures when conducting investigations.
7th Grade
7-1
The student will demonstrate an understanding of technological design and scientific
inquiry, including the process skills, mathematical thinking, controlled investigative design and
analysis, and problem solving.
7-1.1 Use appropriate tools and instruments (including a microscope) safely and accurately
when conducting a controlled scientific investigation.
7-1.2 Generate questions that can be answered through scientific investigation.
7-1.3 Explain the reasons for testing one independent variable at a time in a controlled
scientific investigation.
7-1.4 Explain the importance that repeated trials and a well-chosen sample size have with
regard to the validity of a controlled scientific investigation.
7-1.5 Explain the relationships between independent and dependent variables in a controlled
scientific investigation through the use of appropriate graphs, tables, and charts.
7-1.6 Critique a conclusion drawn from a scientific investigation.
7-1.7 Use appropriate safety procedures when conducting investigations.
8th Grade
8-1
The student will demonstrate an understanding of technological design and scientific
inquiry, including process skills, mathematical thinking, controlled investigative design and
analysis, and problem solving.
8-1.1 Design a controlled scientific investigation.
8-1.2 Recognize the importance of a systematic process for safely and accurately conducting
investigations.
8-1.3 Construct explanations and conclusions from interpretations of data obtained during a
controlled scientific investigation.
8-1.4 Generate questions for further study on the basis of prior investigations
8-1.5 Explain the importance of and requirements for replication of scientific investigations.
8-1.6 Use appropriate tools and instruments (including convex lenses, plane mirrors, color
filters, prisms, and slinky springs) safely and accurately when conducting a controlled scientific
investigation.
8-1.7 Use appropriate safety procedures when conducting investigations.
Physical Science
PS-1 The student will demonstrate an understanding of how scientific inquiry and
technological design, including mathematical analysis, can be used appropriately to pose
questions, seek answers, and develop solutions.
PS-1.1 Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific
information.
PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately
when conducting a scientific investigation.
PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that
reflect the precision and accuracy of each particular instrument.
PS-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis
(including independent and dependent variables), and evaluate the designs of sample
investigations.
PS-1.5 Organize and interpret the data from a controlled scientific investigation by using
mathematics (including formulas and dimensional analysis), graphs, models, and/or technology.
PS-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute
or verify the hypothesis.
PS-1.7 Evaluate a technological design or product on the basis of designated criteria (including
cost, time, and materials).
PS-1.8 Compare the processes of scientific investigation and technological design.
PS-1.9 Use appropriate safety procedures when conducting investigations.
Biology
B-1 The student will demonstrate an understanding of how scientific inquiry and
technological design, including mathematical analysis, can be used appropriately to pose
questions, seek answers, and develop solutions.
B-1.1 Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific
information.
B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately
when conducting a scientific investigation.
B-1.3 Use scientific instruments to record measurement data in appropriate metric units that
reflect the precision and accuracy of each particular instrument.
B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis
(including independent and dependent variables), and evaluate the designs of sample
investigations.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using
mathematics, graphs, models, and/or technology.
B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute
or verify the hypothesis.
B-1.7 Evaluate a technological design or product on the basis of designated criteria (including
cost, time, and materials).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.
National Science Standards Time Line
A. Science as Inquiry - Science as inquiry requires students to combine processes and scientific
knowledge with scientific reasoning and critical thinking to develop their understanding of
science.
E.A. 1 Abilities necessary to do scientific inquiry
a. Ask a question about objects, organisms, and events in the environment.
b. Plan and conduct a simple investigation.
c. Employ simple equipment and tools to gather data and extend the senses.
d. Use data to construct a reasonable explanation.
e. Communicate investigations and explanations.
E.A.2 Understandings about scientific inquiry
a. Scientific investigations involve asking and answering a question and comparing the answer
with what scientists already know about the world.
b. Scientists use different kinds of investigations depending on the questions they are trying to
answer.
Types of investigations include describing objects, events, and organisms, classifying them; and
doing a fair test (experimenting).
c. Simple instruments, such as magnifiers, thermometers, and rulers, provide more information
than scientists obtain using only their senses.
d. Scientists develop explanations using observations (evidence) and what they already know
about the world (scientific knowledge). Good explanations are based on evidence from
investigations.
e. Scientists make the results of their investigations public; they describe investigations in ways
to that enable others to repeat the investigations.
f. Scientists review and ask questions about the results of other scientists’ work.
M.A.1 Abilities necessary to do scientific inquiry
a. Identify questions that can be answered through scientific investigations.
b. Design and conduct a scientific investigation.
c. Use appropriate tools and techniques to gather, analyze, and interpret data.
d. Develop descriptions, explanations, predictions, and models using evidence.
e. Think critically and logically to make the relationships between evidence and explanations.
f. Recognize and analyze alternative explanations and predictions.
g. Communicate scientific procedures and explanations.
h. Use mathematics in all aspects of scientific inquiry.
M.A.2 Understandings about scientific inquiry
a. Different kinds of questions suggest different kinds of scientific investigations. Some
investigations involve observing and describing objects, organisms, or events; some involve
collecting specimens; some involve experiments; some involve seeking more information; some
involve discovery of new objects and phenomena; and some involve making models.
b. Current scientific knowledge and understanding guide scientific investigations. Different
scientific domains employ different methods, core theories, and standards to advance scientific
knowledge and understanding.
c. Mathematics is important in all aspects of scientific inquiry.
d. Technology used to gather data enhances accuracy and allows scientists to analyze and
quantify results of investigations.
e. Scientific explanations emphasize evidence, have logically consistent arguments, and use
scientific principles, models, and theories. The scientific community accepts and uses such
explanations until displaced by better scientific ones. When such displacement occurs, science
advances.
f. Science advances through legitimate skepticism. Asking questions and
querying other scientists' explanations is part of scientific inquiry. Scientists evaluate the
explanations proposed by other scientists by examining evidence, comparing evidence,
identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting
alternative explanations for the same observations.
g. Scientific investigations sometimes result in new ideas and phenomena for study, generate
new methods or procedures for an investigation, or develop new technologies to improve the
collection of data. All of these results can lead to new investigations.
H.A.1 Abilities necessary to do scientific inquiry
a. Identify questions and concepts that guide scientific investigations.
b. Design and conduct scientific investigations.
c. Use technology and mathematics to improve investigations and communications.
d. Formulate and revise scientific explanations and models using logic and evidence.
e. Recognize and analyze alternative explanations and models.
f. Communicate and defend a scientific argument.
H.A.2 Understandings about scientific inquiry
a. Scientists usually inquire about how physical, living, or designed systems function.
Conceptual principles and knowledge guide scientific inquiries. Historical and current scientific
knowledge influence the design and interpretation of investigations and the evaluation of
proposed explanations made by other scientists.
b. Scientists conduct investigations for a wide variety of reasons. For example, they may wish to
discover new aspects of the natural world, explain recently observed phenomena, or test the
conclusions of prior investigations or the predictions of current theories.
c. Scientists rely on technology to enhance the gathering and manipulation of data. New
techniques and tools provide new evidence to guide inquiry and new methods to gather data,
thereby contributing to the advance of science. The accuracy and precision of the data, and
therefore the quality of the exploration, depends on the technology used.
d. Mathematics is essential in scientific inquiry. Mathematical tools and models guide and
improve the posing of questions, gathering data, constructing explanations and communicating
results
e. Scientific explanations must adhere to criteria such as: a proposed explanation must be
logically consistent; it must abide by the rules of evidence; it must be open to questions and
possible modification; and it must be based on historical and current scientific knowledge.
f. Results of scientific inquiry–new knowledge and methods–emerge from different types of
investigations and public communication among scientists. In communicating and defending the
results of scientific inquiry, arguments must be logical and demonstrate connections between
natural phenomena, investigations, and the historical body of scientific knowledge. In addition,
the methods and procedures that scientists used to obtain evidence must be clearly reported to
enhance opportunities for further investigation.
Pacing Guide
Day 1-
Classroom Safety
Day 2 to 5-
What’s for dinner? (with data readings every day until day 10)
Day 6-
Understanding the Scientific Method and its uses
Day 7 to 8-
Forensic Career Research
Day 9-
Understanding the Scientific Method –Communication
Day10-
Who did it?
The 5 E’s Lesson Plan
Name: JR Adkins
Date: Day 1
Lesson Name: Classroom Safety
South Carolina
6-1.5 Use appropriate safety procedures when conducting investigations.
Standards- include
the full standard not just
numbers
The Central Ideawhat is the central idea
you want the students to
take away from this
lesson
Engage- a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a problematic
situation, etc.
This is an introductory lesson to begin the year and show that safety should always
start any lesson or lab. Students will understand the importance of following all
procedures and safety information during class and lab work.
Students will watch a lab safety video. The video is missing some safety words that
students will try to fill in.
Explore- students have Students will spend time exploring the science classroom and lab in which they can
the opportunity to get
ask questions about anything in the classroom and lab. After an appropriate
directly involved with
amount of time the teacher will bring the class back together to discuss what they
phenomena and
materials and develop an
have seen
experience with the
phenomenon. The
teacher acts as a
facilitator providing
materials, etc.
Explain- the learner
begins to put the abstract
experience through which
she/he has gone through
into a communicable
form. This is where the
teacher can further
assess misconceptions of
knowledge.
Elaborate- the
students expand on the
concepts they have
learned, make
connections to other
related concepts, and
apply their
understandings to the
world around them.
Evaluate- an on-going
diagnostic process that
allows the teacher to
determine if the learner
has attained
understanding of
concepts and knowledge.
Evaluation and
assessment can occur at
all points along the
continuum of the
instructional process.
Student will answer the question “what could happen in the classroom or lab if
they don’t follow procedures and directions?” Student will use examples from the
getting to know the classroom and lab activity to use specific ways they have just
observed that could injury someone.
Students will then participate in establishing lab procedures and rules, with the
teacher having the final approval. Procedures and rules should be written by the
students.
Although not a traditional evaluation the safety contract provides a visual
representation to students and parents alike that safety is paramount to the
science lab and classroom. Students must read and sign the safety contract as well
as take it home for parents to read and sign. The signed contract will go in their
lab folders when returned and count as a quiz grade.
Ongoing evaluation will occur before each lab as students, as a class, will write on
the promethean board possible safety concerns and ways to mitigate those
concerns thereby allowing students to take the forefront in their own safety.
Adapted from: http://www.miamisci.org/ph/lpintro5e.html
Safety Contract
I have discussed and understand that safety in the science classroom and lab is not an
option and that I will be held to high standards as my own safety and my classmates safety
is my responsibility. I know that it is me and my classmate’s responsibility to read and
follow directions given during classroom and lab activities so that we remain safe.
If I am not following procedures I understand there will be consequences that apply and I
will be removed from the activity and will receive a lowered grade due to my unsafe
attitude or actions.
I pledge to follow safety rules and procedures and to work in such a way as to keep myself
and my classmate’s safe in our learning environment.
Students
Name _______________________ Signature____________________ Date___________
Parents
Name _______________________ Signature____________________ Date___________
The 5 E’s Lesson Plan
Name: JR Adkins
Date: Day 2-5
Lesson Name: What’s for dinner?
South Carolina
6-1
The student will demonstrate an understanding of technological design
Standards- include
and scientific inquiry, including the process skills, mathematical thinking,
the full standard not just
controlled investigative design and analysis, and problem solving.
numbers
The Central Ideawhat is the central idea
you want the students to
take away from this
lesson
Engage- a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a problematic
situation, etc.
Students will design a test to determine the “best” food and environment for the
classroom pets- Madagascar Hissing Cockroaches (Hissers).
Students will work in their groups to design an ideal habitat (sand, or leaves, or
dry, or humid, etc…) for the classroom pets as well as decide what the “best” food
to feed them is.
Explore- students have Students will research, in their groups, background information and design a
the opportunity to get
habitat and experiment to determine the most appropriate food choice, how
directly involved with
much, and how often the Hissers should be feed. (Day 1 of lesson plan)
phenomena and
materials and develop an
experience with the
phenomenon. The
teacher acts as a
facilitator providing
materials, etc.
Students will share, as a class, what they have learned about the Hissers and what
their ideal habitat would consist and what we could do in the classroom to provide
it. (Day 2 of lesson plan)
Students will discuss in their groups what they think the most appropriate food
choice for the hissing cockroaches. Then each group will design a way to test that
choice in the classroom (with material on hand-a list will have to be available from
the storage room). The groups will then present their ideas to the class and the
class will vote on the one they would like to perform. (Day 2 of lesson plan)
Students will implement their class test to determine, they will use this class period
to build what they need and make any changes that need to be made.(Day 3 of
lesson plan)
Students will record results, make note of any changes that need to be made to the
experiment, decide how they would like to present the results, record any further
questions that might need to be studied, etc… (Day 4 of lesson plan)
Explain- the learner
begins to put the abstract
experience through which
she/he has gone through
into a communicable
form. This is where the
teacher can further
assess misconceptions of
knowledge.
Students will continue to record data daily until day 10 of the unit plan to make a
determination about food for the hissers.
Students will explain, orally as a class so they can strengthen and build off of each
other’s answers, why it is important to determine the proper food and
environment for the hissers and why we should test to determine proper food
instead of just giving the hissers what we think they should eat.
Elaborate- the
students expand on the
concepts they have
learned, make
connections to other
related concepts, and
apply their
understandings to the
world around them.
Evaluate- an on-going
diagnostic process that
allows the teacher to
determine if the learner
has attained
understanding of
concepts and knowledge.
Evaluation and
assessment can occur at
all points along the
continuum of the
instructional process.
Students will explain the process for testing the hissers’ food and how they might
be able to use it in other projects or classes.
Evaluation will occur as students work through the process of designing,
implementing, and recording the experiment.
Adapted from: http://www.miamisci.org/ph/lpintro5e.html
The 5 E’s Lesson Plan
Name: JR Adkins
Date: Day 6 Lesson Name: Understanding the Scientific Method and its uses
South Carolina
6-1.4 Use a technological design process to plan and produce a solution to a
Standardsproblem or a product (including identifying a problem, designing a solution or a
include the full
product, implementing the design, and evaluating the solution or the product).
standard not just
numbers
The Central
Idea- what is the
central idea you want
the students to take
away from this lesson
Engage- a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a
problematic situation,
etc.
Explore- students
have the opportunity
to get directly
involved with
phenomena and
materials and develop
an experience with
the phenomenon. The
teacher acts as a
facilitator providing
materials, etc.
Explain- the
learner begins to put
the abstract
experience through
which she/he has
gone through into a
communicable form.
This is where the
teacher can further
assess misconceptions
of knowledge.
Elaborate- the
students expand on
the concepts they
have learned, make
connections to other
related concepts, and
apply their
understandings to the
Students will understand that there is a scientific process to problem solving as well
as understand its uses in real world settings. As there are many crime/detective TV
shows, including news reports of crime in the community relating the scientific
process to problem solving in criminal investigations will help relate this concept to
the community as a whole and a student’s life outside of school. It is also essential
for students to understand that there is not necessarily a strict order as to using the
process but to gain at least a rudimentary knowledge of the terminology.
Question students about TV shows, books, etc… which the characters had to solve a
crime. Students will be asked what steps law enforcement used to solve the crime.
During questing the teacher will rephrase or expand on student answers to include
terminology from the Scientific Process (i.e. Make Observations, Come up with a
question, Propose a Hypothesis, Design an Experiment to Test the Hypothesis, Test
the Hypothesis, Accept or Reject the Hypothesis, Revise the Hypothesis (Rejected) or
Draw Conclusions (Accepted), ask more questions, share the results
The teacher will read a short excerpt from “Entomology and Death, A Procedural
Guide” page 4 first full paragraph, about one of the earliest recorded cases in which
Entomology was used to solve a crime (attached).
Before the crime is solved the teacher will stop and ask the students how they would
go about solving the crime.
Students will be provided notes on each step of the scientific process for solving
problems.
Students will then be asked describe how the Chinese investigator utilized steps of
the Scientific process of solving problems to solve the crime.
Care will be taken to explain to students that the steps are not necessarily followed in
order, that sometimes steps will be skipped until later or not used at all, as with the
crime story there is one outcome, but many times in research the process leads to
more questions. The notes are meant to provide a reference to begin, as students
become more knowledgeable and comfortable they will be able to adjust the process
to what works best for them.
Students will be asked to write a question on any topic they are interested in that
they could use the scientific process to solve.
As this is a scaffolding exercise students will be asked to follow the steps given in the
notes to establish basic knowledge of the scientific process of solving problems.
world around them.
Evaluate- an ongoing diagnostic
process that allows
the teacher to
determine if the
learner has attained
understanding of
concepts and
knowledge.
Evaluation and
assessment can occur
at all points along the
continuum of the
instructional process.
Students will be asked to describe steps in the Scientific process in their own words to
determine understanding.
Adapted from: http://www.miamisci.org/ph/lpintro5e.html
Catts, Paul and Haskell, Neal. (1990) Entomology and Death, A Procedural Guide.
Joyce’s Print Shoo, Clemson SC. Page 4.
In 1235 A.D., Sung Tz’u, a Chinese “death investigator,” wrote a book entitled The
Washing Away of Wrongs in which forensic science as known at that time was detailed.
In this text what was probably the first actual medicocriminal entomology case was
recounted. A murder by slashing occurred in a Chinese village, and the local death
investigator was deputized to solve the crime. After some fruitless questioning** the
investigator had all villagers bring their sickles to one spot and lay them out before the
crowd. Flies were attracted to one of the sickles, probably because of invisible
remnants of tissue still adhering to it, and the owner subsequently broke down and
confessed to the crime.
**The teacher will stop at this point and ask the class what they may do to try to solve
the crime.
The Scientific Method
Class Notes
Scientific Method Step 1: Make Observations
Something you have noticed by watching carefully.
Scientific Method Step 2: Come up with a question
What has interested you during your observations that you want to know more about
Scientific Method Step 3: Propose a Hypothesis
A hypothesis is your way of trying to answer your question based on your prior
knowledge
A hypothesis is an extension of a prediction in that you are making a guess with a
reason, but you are building it into an investigation.
Will be a “If…then…because…” statement
Scientific Method Step 4: Design an Experiment to Test the Hypothesis
Design a way to test your hypothesis
Scientific Method Step 5: Test the Hypothesis
Preform the test
Scientific Method Step 6: Revise the Hypothesis (Rejected) or Draw Conclusions
(Accepted)
Based on the outcome of your test, do you reject or accept your hypothesis? Are more
tests needed? Is more research needed?
Scientific Method Step 7: Communicate Results
Share and present your findings.
Hypothesis’s, theories, and laws change as knowledge becomes more advanced. In
other words, the more we know and learn the better we understand and can explain the
world around. As technology and understanding increase we can better explain what
we see.
The 5 E’s Lesson Plan
Name: JR Adkins
Date: Day 7-8
Lesson Name: Forensic Career Research
South Carolina
6-1.4 Use a technological design process to plan and produce a solution to a
Standardsproblem or a product (including identifying a problem, designing a solution or a
include the full
product, implementing the design, and evaluating the solution or the product).
standard not just
numbers
The Central
Idea- what is the
Students will research careers in Forensics to become acquainted with and learn how
to utilize the school media center.
central idea you want
the students to take
away from this lesson
Engage- a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a
problematic situation,
etc.
Explore- students
have the opportunity
to get directly
involved with
phenomena and
materials and develop
an experience with
the phenomenon. The
teacher acts as a
facilitator providing
materials, etc.
Students will be asked what careers they are familiar within law enforcement that
might use the Scientific Process.
Student s will be divided into cooperative learning groups and each group will choose
from a list of forensic careers (or can suggest their own forensic career) and research
them. Students will provide what the career studies, function they preform, or other
contribution they make. As well as include one fact (for each individual student in a
group) they didn’t know about their career.
If students don’t like the choices and can’t decide on another research topic they can
utilize http://coolsciencecareers.rice.edu/ to go on a “profession pathfinder” by
answering 21 questions the website will recommend a profession from 5 different
science career’s that can be utilized in criminal justice.
Sample careers:
• Medical examiner- The highest pay but you have to be able to handle cutting up
dead bodies, 7+ years of college and uncertain work hours. Although there are
routine protocols, the ingenious ways people kill people create sufficient variety to
combat boredom and provide a problem-solving challenge. The medical examiner
usually requires a medical degree. Select a residency that provides a forensic
emphasis. A chemistry or biology degree at the undergraduate level is a good major.
• Crime laboratory analyst- Reasonably good pay and you generally work indoors
with relatively stable work hours and relatively clean samples but the cases are often
quite repetitive and routine. The microanalysis section probably provides the most
variety but currently it is being phased out or scaled down in most crime laboratories.
It will come back but look for slim pickings during the current "bottom-line"
management fad. The crime laboratory usually requires a bachelor's degree in a
natural science for any of the specialties. The best degree overall is chemistry. If you
are interested in DNA testing, then biology with genetics and biochemistry is
required. If you are interested in trace evidence examination, good electives for the
chemistry degree include optical mineralogy, microbiology, botany and textile
courses. You should, of course, take the crime detection & investigation course as one
of your electives. See below for other specific courses available at FSU. Occasionally
evidence is encountered that requires other specialties, such as entomology,
anthropology, zoology and botany. These areas may be adequate to obtain
employment but do not expect to work exclusively in the specialty as not even a large
laboratory receives enough evidence in those areas to fill an individual's time. One
combination that would probably get you a job in a crime lab would be a major that
contained sufficient background to do both forensic archeology and DNA on the
samples recovered.
• Crime scene examiner-You will work whenever and wherever crime occurs, indoors
or outdoors, day or night, and have to be able to deal with dead bodies and other
messy situations but there certainly is a lot less routine. The pay is not great but few
folk voluntarily leave a crime scene section for other duties. The intellectual
challenge is still there and the scientific basis of the field is developing. Some tasks
will become more routine and more sophisticated but overall it could be an exciting
time for the next decade. The crime scene examiner should have a bachelor's degree
either in a natural science with emphasis in law enforcement and crime scene
processing or a criminal justice degree with emphasis in natural science. Currently
some state agencies have such a requirement and I believe that most agencies soon
will. Forensic archeology would be excellent preparation.
• Forensic engineer-You will deal with traffic accidents, fire investigations, and a
variety of wrongful injury cases. The work is much like that of the crime scene
examiner but with fewer bodies and better hours and generally much higher pay.
You earn that pay by the degree you obtain. The forensic engineer requires an
engineering degree. The usual specialties include electrical engineering, mechanical
engineering, civil engineering, materials engineering and traffic engineering
• Academic assistance - psychology (including psychological profilers) / social science
/ statistics-generally are in some academic setting and apply their specialty to an
investigation or trial on a part-time basis. Psychological profilers, however, are
becoming more involved with investigations on a full-time basis. Technical analysts
usually are attached to an investigative unit and generally work in a lab-like
environment but respond similarly to crime scene personnel
• Technical assistance - computer analyst, polygraph, composite drawing.
•Detective- Detectives investigate, prevent, and solve crimes against people and
property. Many work for police departments, while others are employed by business
and industry. Detectives use modern techniques and tools, including computers and
elaborate communications systems, to prevent and solve crimes ranging from
shoplifting to mass murder.
•Chief, Forensic Toxicology- This is responsible technical and administrative work in
the analysis of postmortem and ante mortem (DUI) specimens submitted by Medical
Examiners and police departments.
Work includes the review and interpretation of laboratory results which may be
inconsistent with investigative and autopsy findings. Work also involves management
of the laboratory and supervision of subordinate toxicologists, including development
of laboratory policies and procedures.
Explain- the
learner begins to put
the abstract
experience through
which she/he has
gone through into a
communicable form.
This is where the
teacher can further
assess misconceptions
of knowledge.
Elaborate- the
students expand on
the concepts they
have learned, make
connections to other
related concepts, and
apply their
understandings to the
world around them.
Evaluate- an ongoing diagnostic
process that allows
the teacher to
determine if the
learner has attained
understanding of
concepts and
knowledge.
Evaluation and
assessment can occur
at all points along the
continuum of the
•State Patrol Forensic Laboratory Manager-Manage laboratory operations and three
or more forensic scientist staff, and other laboratory staff as assigned, for the Physical
Sciences Unit which includes the disciplines of firearms/tool marks and NIBIN
database, latent prints and AFIS database, footwear/tire examination, and questioned
documents examinations. Oversee the development and implementation of
laboratory, quality assurance, and safety procedures, and staff training and
proficiency review activities for the unit managed.
Students will meet with the Media Center Specialist and begin to research their topics
with the assistance of the classroom teacher.
Students will prepare a 1-3 minute presentation to the class that will include what the
career studies, function they preform, or other contribution they make. As well as
include one fact (for each individual student in a group) they didn’t know about their
career.
Evaluation will occur as the classroom teacher circulates through the groups checking
to ensure they are on task, progressing, and assisting any group as needed.
instructional process.
Adapted from: http://www.miamisci.org/ph/lpintro5e.html
The 5 E’s Lesson Plan
Name: JR Adkins Date: Day 9 Lesson Name: Understanding the Scientific Method -Communication
South Carolina
6-1.4 Use a technological design process to plan and produce a solution to a
Standardsproblem or a product (including identifying a problem, designing a solution or a
include the full
product, implementing the design, and evaluating the solution or the product).
standard not just
numbers
The Central
Idea- what is the
Students will be able to communicate the results of their group research project to
the class.
central idea you want
the students to take
away from this lesson
Engage- a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a
problematic situation,
etc.
Explore- students
have the opportunity
to get directly
involved with
phenomena and
materials and develop
an experience with
the phenomenon. The
teacher acts as a
facilitator providing
materials, etc.
Explain- the
learner begins to put
the abstract
experience through
which she/he has
gone through into a
communicable form.
This is where the
teacher can further
assess misconceptions
of knowledge.
Elaborate- the
students expand on
the concepts they
have learned, make
connections to other
related concepts, and
apply their
understandings to the
world around them.
Evaluate- an ongoing diagnostic
process that allows
the teacher to
determine if the
learner has attained
understanding of
concepts and
Students will have the first 10 minutes in class to finish up their group presentations.
The rest of class is for group presentations.
Students will present a 1-3 minute presentation to the class that will include what
their career studies, function they preform, or other contribution they make to the
community. As well as include one fact (for each individual student in a group) they
didn’t know or find interesting about their career.
After each group presentation the class will explain how the scientific method is
involved in each career.
Each group will come up with 2 facts or interesting things they learned about a
presented carrier. Groups will be able to discuss the previous presentation while the
next group is preparing for their presentation.
Students will be evaluated using a Rubric.
knowledge.
Evaluation and
assessment can occur
at all points along the
continuum of the
instructional process.
Adapted from: http://www.miamisci.org/ph/lpintro5e.html
Forensic Career Research Project
Teacher Name: Mr. Adkins
Group Name:
________________________________________
CATEGORY
3
Summarize
Presentation
illustrates an
characteristics
accurate and
of group career
thorough
understanding of
information on
their career
studies, function
they preform, or
other contribution
they make to the
community. (3/3)
Presentation
2
1
0
Score
Project
Project
Project
illustrates an
illustrates a
illustrates
accurate
limited
inaccurate
understanding of understanding of understanding of
information on information on information on
their career
their career
their career
studies, function studies, function studies, function
they preform, or they preform, or they preform, or
other
other
other
contribution
contribution
contribution
they make to the they make to the they make to the
community.(2/3) community.(1/3) community.(0/3)
Well-rehearsed Rehearsed with
Delivery not
Delivery not
with smooth
fairly smooth smooth, but able smooth and
delivery that holds delivery that
to maintain
audience
audience attention. holds audience interest of the attention often
(3/3)
attention most audience most of
lost.(0/3)
of the time.(2/3) the time.(1/3)
Notes:
6-5 A
Modified from Rubistar
4-3 B
2-1 C
Total
1-1 D
0-0 F
Individual grades (Completion grade)
Student Name
Each student provided one new fact they learned (Y/N)
____________________________
____________
____________________________
____________
____________________________
____________
____________________________
____________
____________________________
____________
The 5 E’s Lesson Plan Template
Name: JR Adkins
Date: Day 10
Lesson Name: Who did it?
South Carolina
6-1.4 Use a technological design process to plan and produce a solution to a
Standards- include
problem or a product (including identifying a problem, designing a solution or a
the full standard not just
product, implementing the design, and evaluating the solution or the product).
numbers
The Central Ideawhat is the central idea
you want the students to
take away from this
lesson
Engage- a way to
connect past and
present/ assess prior
knowledge through
discrepant event,
intriguing question,
acting out a problematic
situation, etc.
Students will use presented information to form a hypothesis based on the
evidence scientist know at the time and as new evidence is discovered scientific
understanding may change (solve a crime).
Students will be placed in their groups and each group will have an introductory
sheet, diagram of the crime scene and an envelope containing 14 clues (activity
modified from http://www.indiana.edu/~ensiweb/lessons/crime.html).
Explore- students have Each group will choose 5 clues to begin their investigation. They will develop a
the opportunity to get
hypothesis with the available “evidence”. Once a group comes up with a leading
directly involved with
hypothesis they will draw 3 more clues. Once again after a group has exhausted
phenomena and
materials and develop an
ideas they can draw 3 more clues.
experience with the
phenomenon. The
teacher acts as a
facilitator providing
materials, etc.
Explain- the learner
begins to put the abstract
experience through which
she/he has gone through
into a communicable
form. This is where the
teacher can further
assess misconceptions of
knowledge.
Elaborate- the
As a group students will decide which suspect they want to charge based on the
evidence they have uncovered.
The teacher will circulate through the classroom and monitor groups as they work
through the clues chosen and build their hypothesis on who did it.
Groups will share their group’s subject and share why they choose them.
students expand on the
concepts they have
learned, make
connections to other
related concepts, and
apply their
understandings to the
world around them.
Evaluate- an on-going
diagnostic process that
allows the teacher to
determine if the learner
has attained
understanding of
concepts and knowledge.
Evaluation and
assessment can occur at
all points along the
continuum of the
instructional process.
Evaluation occurs as each group works through and presents their evidence. There
is no correct guilty suspect, understanding occurs by students putting clues
together in a reasonable manner in such a way that they can support their
reasoning and answer and observe that ideas can differ based on the evidence in
hand.
Adapted from: http://www.miamisci.org/ph/lpintro5e.html
THE CASE OF THE MISSING COMPUTER CHIP
INTRODUCTION
It's the morning of December 4 in Greer, South Carolina. You and your team are working the
burglary watch, day shift. As members of the electronic theft division you and your team of
experts are skilled in the collection of all types of evidence relating to theft of computers and
electronic stuff. At 9:50 a.m. you get a call that someone has attempted to steal an advanced
chip from the Greer Computer Company. You and your team respond immediately to the call.
When you arrive, you find that the plant is sealed off and all the uniformed employees in the
plant have been confined to a single room, the lounge. Within the hour, the missing chip is found
in an envelope in a pile of mail. The envelope was addressed to Gordon Lidy, the security chief
of a rival computer firm. A cassette tape was also found in the envelope.
You and your team are assigned to interview everyone present. Here is what you find:
A. Steve Randak, the president, arrived at 8:50 this a.m. to find the tone-operated security door
to his private lab open and the prototype of his new computer chip missing. He immediately
pushed the panic button that alerts security to close the gates. The guard at the gate reported that
no person had left the plant since 8:00 a.m. today.
B. A map of the crime scene
C. Your team begins accumulating clues, and as you do try to develop a hypothesis for how it
was done, and who did it. Your clues are in the envelope on your desk.
INSTRUCTIONS for each team:
1. Read the Introduction (above)
2. Study the map of the crime scene
3. After reading the above introduction and studying the map of the crime scene, your team should draw 5
(five) clues at random from the envelope.
4. Using the information at hand, try to solve the crime. You can organize the evidence in various ways,
until your team develops a tentative hypothesis. Do not discourage minority opinions. Commit
yourselves by writing down this hypothesis.
5. Once you have exhausted all your ideas with these clues, more evidence can be uncovered. Show your
teacher and then your team may now draw 3 (three) more clues from the envelope, at random. Repeat
step 4.
6. After a few minutes, with teacher permission, get together with another team or two... collaborate...
compare clues, compare notes, and compare ideas. See if you can reach a better hypothesis
collaboratively.
7. Draw the last 3 clues, and continue as before until there is some general agreement, always allowing
for minority opinions. Record your final team consensus...your hypothesis for what happened, and who
was probably responsible. Be able to defend your hypothesis.
8. When all teams have pretty well arrived at some "final" hypothesis, you will present your case to the
District Attorney (your teacher) to determine if there is enough evidence to charge one of the suspects, the
District Attorney will encourage all groups to participate in a class-wide discussion in which you can
share hypotheses and the rationales for arriving at those hypotheses. You will be asked to critique each
other's hypotheses and reasoning. Hopefully, you may be able to arrive at a class-wide general consensus
on who should be charged.
THE 14 CLUES
Doug, the man who operates the coffee cart in the parking lot (see map) reports that he has not seen any
strangers today. In fact, this is what he reports: "I saw the security guard arrive at 7:00 for the shift
change, same time as Cowboy Paul's delivery truck. The security guards came out playing with those
night sticks and the Cowboy was listening to that 'Hillbilly' music on his headphones, when they came out
for a cup of coffee."
According to Coffee Cart Doug, the lab assistant, Ginny, "arrived at 7:15, turned the lights on in the
office for about 5 minutes, just like always. And then about 7:50, the lights came on and I could see
Ginny working in the lab."
Coffee Cart Doug reports: "About 7:30, the lights came on again in the lab for about 5 minutes. They
have those motion sensor lights, you know."
Coffee Cart Doug reports: "Then at 8:00 the loading crew arrived and started unloading Cowboy Paul's
delivery truck."
Coffee Cart Doug reports: "Nobody else came or left till Randak arrived at 8:50 which was actually early
for him. Couple minutes later the police arrived."
Ginny reports: "I got to work at the usual time and opened the office just before 8:00. Nothing unusual
happened."
Security Guard Jim's statement: "My shift starts at 7:00; I had a cup of coffee with Cowboy Paul and
Buck, the night guy; then I did my rounds and found everything was secure."
Cowboy Paul's statement: "I arrived about 7:00 a.m., had coffee with the security guards and waited for
the loading crew to unload my trailer. I was just about to leave when the alarm went off and I got locked
in.”
MOTIVE: Cowboy Paul: Seems to live beyond his means according to security guard; drives Porsche and
wears Rolex watch. Owns three Kentucky thoroughbred race horses. But he still loves Levis. He needs
money.
MOTIVE: Security Guard Jim: 'Hacker'; wants to be the first on his block to have new stuff.
MOTIVE : Ginny Fletcher: Actually developed algorithm for this computer chip and has received no
financial or professional recognition for her contribution. She feels shortchanged.
EVIDENCE: Fingerprints: In the lab a single partially smudged print was found and since all employees
have prints on file, it was easily ascertained it belonged to persons unknown.
EVIDENCE: Fiber Evidence: A small thread that was later identified by the police as denim was found
by Randak when he microscopically examined the chip to verify it as his missing chip. Also found were
small white crystals of sugar.
EVIDENCE: Misc. Evidence: The door to the private lab is secured by a tone lock. Known access is
limited to president and assistant.
Appendix A
Resources List
1. Lemke, Donald B. (2008) Investigating the Scientific Method and Max Axiom, Super
Scientist. Capstone Press, Mankato, Minnesota.
- Short graphic novel with the hero, who is African American, working through a
problem by modeling a scientific process to save a city from flooding with help from a
multicultural supporting cast. This graphic novel can be placed in the classroom library
where it may be used to help peak interest and help students struggling. The graphic
novel aspect will hopefully appeal to younger readers (especially weaker readers).
2. Editor Hart-Davis, Adam (2011). Science The Definitive Visual Guide. Leo Paper
Products Ltd., China. Page 60-60.
-This book is covers the history of science highlighting major known scientist and
scientific advances (although we can only guess what or who has been forgotten over
time). Specifically pages 60-61 there is a section on Ahu Ali al-Haytham who was born
in Basra (now Iraq) c. 965 ce is known as the “father” of the science of optics. He was
also on the first experimental scientist meaning he was one of the first that used and
recorded the process in which he conducted his research; again this resource provides a
culturally diverse example of a scientist.
3. http://www.indiana.edu/~ensiweb/lessons/crime.html
-Web resource from the Evolution and the Nature of Science Institutes (Indiana
University) provides a simulated crime scene scenario in which I modified for the Who
Did It lesson plan on day 10. I modified it to be placed in the town of Greer to make it
closer to the student’s sense of community. The game itself uses “clues” drawn from an
envelope that students use to solve a crime. As more “clues” are revealed it forces
students to reexamine their process of solving the crime much like scientist must adjust
their ideas as more evidence is found, as it says on the website ”Scientific knowledge is
uncertain, tentative and subject to revision”.
4. http://forensics.rice.edu/
-Web based game that can be used when students finish other assignments early.
The cast from the original CSI show takes you (a rookie crime scene investigator)
through the process of solving crimes. This is great interactive tool to expose students to
some of the behind the scenes work that goes into forensic analysis while players receive
their “training”.
5. http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/
-The South Carolina State Department of Education website provides a source of
information for teachers specifically the standard and curriculum page contains
“information to support parents, teachers, and school administrators as they implement
standards-aligned curriculum, instruction, and assessments in classrooms.” Teacher can
find the most up-to-date copies of the approved South Carolina standards and their
support documents.
6. http://agweb.okstate.edu/fourh/aitc/lessons/extras/cockroach.pdf
-Information from the Oklahoma Cooperative Extension Service on Madagascar
Hissing Cockroaches, teachers can use this information as a guide to caring for the
cockroaches. The guide also provides information on the cockroaches that the classroom
teacher can provide to students. Teachers can either provide this booklet to students or
have them do additional research during the “What’s for Dinner?” lesson plan on day 2.
7. Swango, C. Jill and Steward, Sally Boles (2003) Help! I’m Teaching Middle School
Science. NSTA press, Arlington, Virginia.
-This book is published by the National Science Teachers Associations, written by
middle school science teachers, and provides practical examples of situations that might
occur including documents and templates that might be needed but beginning teachers
may not have. It also offers pedagogical ideas to reach students and ideas on labs (as
well as “recipes” for classroom demonstrations).
8. http://www.criminology.fsu.edu/faculty/nute/FScareers.html#ME
-Informational article from the School of Criminology and Criminal Justice at
Florida State University faculty on different careers in Forensic Science. It provides a
brief description of 6 different careers, which provides the background information for
the teacher during the Forensic Career Research lesson plans on days 7 and 8.
9. http://www.nsta.org/
-The National Science Teacher Association provides current information and
Professional development, conferences, publications, peer contacts, and other ideas about
teaching science content to middle school students. As a new teacher it can be especially
hard to come up with engaging lessons to engross and challenge students, this website
provides many resources to help teachers, both new and experienced, become better
informed and professional educators.
10. http://coolsciencecareers.rice.edu/
-This website can be used to help students decide what career to research during
the Forensic Career Research lesson plan on days 7 and 8. The websites adds the
additional careers of Neuropsychology, Toxicology, Neurobiology, Neuroradiology, and
Epidemiology. Sometimes it can be hard to decide and the can help give a direction for
students to start their research.
11. Catts, Elmer Paul and Haskell, Neal H. (1990). Entomology and Death-A Procedural
Guide. Joyce’s Print Shop, Clemson SC. Page 4
- Informational book on forensic Entomology including history and modern day
applications. The excerpt being utilized deals with a crime solved in early China in
which the death investigator uses a scientific process. It is another example of diversity
exceling in the use of scientific principles.
Appendix B
Safety contract utilized on day 1
Safety Contract
I have discussed and understand that safety in the science classroom and lab is not an
option and that I will be held to high standards as my own safety and my classmates safety
is my responsibility. I know that it is me and my classmate’s responsibility to read and
follow directions given during classroom and lab activities so that we remain safe.
If I am not following procedures I understand there will be consequences that apply and I
will be removed from the activity and will receive a lowered grade due to my unsafe
attitude or actions.
I pledge to follow safety rules and procedures and to work in such a way as to keep myself
and my classmate’s safe in our learning environment.
Students
Name _______________________ Signature____________________ Date___________
Parents
Name _______________________ Signature____________________ Date___________
Appendix C
For use on day 6
Catts, Paul and Haskell, Neal. (1990) Entomology and Death, A Procedural Guide.
Joyce’s Print Shoo, Clemson SC. Page 4.
In 1235 A.D., Sung Tz’u, a Chinese “death investigator,” wrote a book entitled The
Washing Away of Wrongs in which forensic science as known at that time was detailed.
In this text what was probably the first actual medicocriminal entomology case was
recounted. A murder by slashing occurred in a Chinese village, and the local death
investigator was deputized to solve the crime. After some fruitless questioning** the
investigator had all villagers bring their sickles to one spot and lay them out before the
crowd. Flies were attracted to one of the sickles, probably because of invisible
remnants of tissue still adhering to it, and the owner subsequently broke down and
confessed to the crime.
The Scientific Method
Class Notes
Scientific Method Step 1: Make Observations
Something you have noticed by watching carefully.
Scientific Method Step 2: Come up with a question
What has interested you during your observations that you want to know more about
Scientific Method Step 3: Propose a Hypothesis
A hypothesis is your way of trying to answer your question based on your prior
knowledge
A hypothesis is an extension of a prediction in that you are making a guess with a
reason, but you are building it into an investigation.
Will be a “If…then…because…” statement
Scientific Method Step 4: Design an Experiment to Test the Hypothesis
Design a way to test your hypothesis
Scientific Method Step 5: Test the Hypothesis
Preform the test
Scientific Method Step 6: Revise the Hypothesis (Rejected) or Draw Conclusions
(Accepted)
Based on the outcome of your test, do you reject or accept your hypothesis? Are more
tests needed? Is more research needed?
Scientific Method Step 7: Communicate Results
Share and present your findings.
Hypothesis’s, theories, and laws change as knowledge becomes more advanced. In
other words, the more we know and learn the better we understand and can explain the
world around. As technology and understanding increase we can better explain what
we see.
Appendix D
For use on day 9
Forensic Career Research Project
Teacher Name: Mr. Adkins
Group Name:
________________________________________
CATEGORY
3
Summarize
Presentation
illustrates an
characteristics
accurate and
of group career
thorough
understanding of
information on
their career
studies, function
they preform, or
other contribution
they make to the
community. (3/3)
Presentation
2
1
0
Score
Project
Project
Project
illustrates an
illustrates a
illustrates
accurate
limited
inaccurate
understanding of understanding of understanding of
information on information on information on
their career
their career
their career
studies, function studies, function studies, function
they preform, or they preform, or they preform, or
other
other
other
contribution
contribution
contribution
they make to the they make to the they make to the
community.(2/3) community.(1/3) community.(0/3)
Well-rehearsed Rehearsed with
Delivery not
Delivery not
with smooth
fairly smooth smooth, but able smooth and
delivery that holds delivery that
to maintain
audience
audience attention. holds audience interest of the attention often
(3/3)
attention most audience most of
lost.(0/3)
of the time.(2/3) the time.(1/3)
Notes:
6-5 A
Modified from Rubistar
4-3 B
2-1 C
Total
1-1 D
0-0 F
Individual grades (Completion grade)
Student Name
Each student provided one new fact they learned (Y/N)
____________________________
____________
____________________________
____________
____________________________
____________
____________________________
____________
____________________________
____________
Appendix E
For use on day 10
THE CASE OF THE MISSING COMPUTER CHIP
INTRODUCTION
It's the morning of December 4 in Greer, South Carolina. You and your team are working the
burglary watch, day shift. As members of the electronic theft division you and your team of
experts are skilled in the collection of all types of evidence relating to theft of computers and
electronic stuff. At 9:50 a.m. you get a call that someone has attempted to steal an advanced
chip from the Greer Computer Company. You and your team respond immediately to the call.
When you arrive, you find that the plant is sealed off and all the uniformed employees in the
plant have been confined to a single room, the lounge. Within the hour, the missing chip is found
in an envelope in a pile of mail. The envelope was addressed to Gordon Lidy, the security chief
of a rival computer firm. A cassette tape was also found in the envelope.
You and your team are assigned to interview everyone present. Here is what you find:
A. Steve Randak, the president, arrived at 8:50 this a.m. to find the tone-operated security door
to his private lab open and the prototype of his new computer chip missing. He immediately
pushed the panic button that alerts security to close the gates. The guard at the gate reported that
no person had left the plant since 8:00 a.m. today.
B. A map of the crime scene
C. Your team begins accumulating clues, and as you do try to develop a hypothesis for how it
was done, and who did it. Your clues are in the envelope on your desk.
INSTRUCTIONS for each team:
1. Read the Introduction (above)
2. Study the map of the crime scene
3. After reading the above introduction and studying the map of the crime scene, your team should draw 5
(five) clues at random from the envelope.
4. Using the information at hand, try to solve the crime. You can organize the evidence in various ways,
until your team develops a tentative hypothesis. Do not discourage minority opinions. Commit
yourselves by writing down this hypothesis.
5. Once you have exhausted all your ideas with these clues, more evidence can be uncovered. Show your
teacher and then your team may now draw 3 (three) more clues from the envelope, at random. Repeat
step 4.
6. After a few minutes, with teacher permission, get together with another team or two... collaborate...
compare clues, compare notes, and compare ideas. See if you can reach a better hypothesis
collaboratively.
7. Draw the last 3 clues, and continue as before until there is some general agreement, always allowing
for minority opinions. Record your final team consensus...your hypothesis for what happened, and who
was probably responsible. Be able to defend your hypothesis.
8. When all teams have pretty well arrived at some "final" hypothesis, you will present your case to the
District Attorney (your teacher) to determine if there is enough evidence to charge one of the suspects, the
District Attorney will encourage all groups to participate in a class-wide discussion in which you can
share hypotheses and the rationales for arriving at those hypotheses. You will be asked to critique each
other's hypotheses and reasoning. Hopefully, you may be able to arrive at a class-wide general consensus
on who should be charged.
THE 14 CLUES
Doug, the man who operates the coffee cart in the parking lot (see map) reports that he has not seen any
strangers today. In fact, this is what he reports: "I saw the security guard arrive at 7:00 for the shift
change, same time as Cowboy Paul's delivery truck. The security guards came out playing with those
night sticks and the Cowboy was listening to that 'Hillbilly' music on his headphones, when they came out
for a cup of coffee."
According to Coffee Cart Doug, the lab assistant, Ginny, "arrived at 7:15, turned the lights on in the
office for about 5 minutes, just like always. And then about 7:50, the lights came on and I could see
Ginny working in the lab."
Coffee Cart Doug reports: "About 7:30, the lights came on again in the lab for about 5 minutes. They
have those motion sensor lights, you know."
Coffee Cart Doug reports: "Then at 8:00 the loading crew arrived and started unloading Cowboy Paul's
delivery truck."
Coffee Cart Doug reports: "Nobody else came or left till Randak arrived at 8:50 which was actually early
for him. Couple minutes later the police arrived."
Ginny reports: "I got to work at the usual time and opened the office just before 8:00. Nothing unusual
happened."
Security Guard Jim's statement: "My shift starts at 7:00; I had a cup of coffee with Cowboy Paul and
Buck, the night guy; then I did my rounds and found everything was secure."
Cowboy Paul's statement: "I arrived about 7:00 a.m., had coffee with the security guards and waited for
the loading crew to unload my trailer. I was just about to leave when the alarm went off and I got locked
in.”
MOTIVE: Cowboy Paul: Seems to live beyond his means according to security guard; drives Porsche and
wears Rolex watch. Owns three Kentucky thoroughbred race horses. But he still loves Levis. He needs
money.
MOTIVE: Security Guard Jim: 'Hacker'; wants to be the first on his block to have new stuff.
MOTIVE : Ginny Fletcher: Actually developed algorithm for this computer chip and has received no
financial or professional recognition for her contribution. She feels shortchanged.
EVIDENCE: Fingerprints: In the lab a single partially smudged print was found and since all employees
have prints on file, it was easily ascertained it belonged to persons unknown.
EVIDENCE: Fiber Evidence: A small thread that was later identified by the police as denim was found
by Randak when he microscopically examined the chip to verify it as his missing chip. Also found were
small white crystals of sugar.
EVIDENCE: Misc. Evidence: The door to the private lab is secured by a tone lock. Known access is
limited to president and assistant.