Tui, Takahe, Pukeko Learning Spaces
Topic: Forensic Science/ Solving a Crime
Umbrella Question:
Achievement Objectives:
- Making Sense of the Material World (level 3)
Chemistry and society: Relate the observed, characteristic chemical
and physical properties of a range of different materials to
technological uses and natural processes
the Nature of Science:
Understanding about science: Appreciate that scientists ask
questions about our world that lead to investigations and that openmindedness is important because there may be more than one
explanation. L2
Curriculum
Focus
1.
2.
3.
Level: 2/3
Curriculum
Science
Technology
English
Term: 3/4
Written/
Visual/ Oral
Science Skills and Attitudes
Focussing and Planning
- using observations to make predictions
Information Gathering
- making and recording observations e.g. gridding
Processing and Interpreting
- identifying relationships, drawing and justifying
conclusions
Reporting
- discussing their findings
Investigating in science: Ask questions, find evidence, explore
simple models, and carry out appropriate investigations to develop
simple explanations. L3
Communicating in science: Build their language and develop their
understandings of the many ways the natural world can be
represented. L2
Key Competencies:
Participating and
contributing This
competency includes a
capacity to contribute
Key Understandings
-Scientists ask questions about our world and this may lead
to more than one answer
- Carrying out simple investigations can develop new
explanations or lead to more questions.
Rationale
To learn what science is and how
scientists work using
investigations.
appropriately as a group
member, to make
connections with others,
and to create opportunities
for others in the group.
Using Language, Symbols &
Texts
Key Questions
How do we use science to solve crimes?
Resources
http://sciencespot.net/Pages/classforsci.html
http://forensics.rice.edu/ (****)
http://www.wartgames.com/themes/science/forensics.html
http://www.youtube.com/watch?v=0FS_eT5PR1Q
http://www.youtube.com/watch?v=0FS_eT5PR1Q
Auckland Museum- whodunit Teachers pack
Teaching Plan
Remember
1. Introduce the Inquiry by a Dictionary & iPod race to look up the word ‘mystery’. Create a class definition for the word mystery.
-Students in groups do a word association exercise using Wordl to think of all associations they have to do with mysteries.
-Highlight any ‘Crime’ related words and discuss the idea that our focus will be on solving crimes using forensic science.
-Go over search tips and tricks. Students in groups research to come up with a paragraph that describes Forensic Science.
-Students make connections between what they learnt and did in previous Inquiry/Inquiries and how they think this will help them in
this Inquiry.
Ask
2. To introduce the basic idea of how crimes are solved in groups complete the Murder Mystery Puzzle.
-I wonder how Science is used to solve Crimes? Discuss and record ideas.
- Introduce the Scientific Method- carry out simple kitchen chemistry experiments to demonstrate this.
3.Recap question types (open/closed/thick/thin). Students formulate questions that they may have. Select one or two fertile
questions and define a plan to answer them.
Seek
- students view a Youtube video on forensic science then need to describe the speaker.
-Making faces: students reconstruct a face using selected composites from other faces
-Sequencing of events Activity.
-Discuss fingerprints. Make an 'I'm Unique' poster of all the children'sfingerprints, with their names underneath. Complete the
Fingerprint findings chart.
- Use different senses to find out about unknown objects and places (Play recordings- students guess where)
- Do a basic chromatography experiment to separate the different colours which make a black ink.
- Complete the Analysing Handwriting Group Activity.
-Soil Analysis & Ph testing. Introduce via brief discussion about acids and bases and a simple kitchen chemistry experiment using
cabbage indicator.
-Plaster Casts: explain track type evidence. Sole Story activity.
- Hair Matching: students donate hair samples.look at under digital microscope.
-DNA profiles: explain DNA (the recipe for making you) and complete a simple DNA analysis activity.
Use
-Write a 'crime story'. Include victim and suspect profiles and descriptions, scene of the crime descriptions, motives, clues, and
techniques for solving. Try it out on a friend to see if they can solve the crime. Enact a scene.
- Each student copies out a set paragraph on one piece of paper. On another, they write something else, perhaps about
themselves and write their name on it. Pin all on a wall. Students try and solve who is who. Discuss where handwriting identification
could be useful in crime solving.
- Forensic scientists coming in to the class to talk about their job.
-Design a Crime Scene. Students need to use all the information they have gained about forensic science to work out susects,
interview and make an ‘arrest’.
Links to ICT
You tube videos
‘Google it’ for research
I pod to take photos and short videos
Assessment and Evaluation
-Assessing
students understanding of the Scientific Method.
-assessing one AO of material world
-assessing use of one or more graphic organisers