Understanding by Design Template
Stage 1 - Desired Outcome
Established Goals:
Unit Goal: The students will be able to understand various forensic techniques and criminological
theories and apply this knowledge to solve a crime created by peers.
Formative Goals
By the end of this unit students will have the capacity to:
 Confidently use a range of problem solving techniques including deductive reasoning and
informed decision making.
 Make predictions based on evidence.
 Understand and articulate the use of DNA in determining suspects/ victims and solving
crimes.
 Categorize behaviors and understand how this is used in criminal profiling.
 Understand certain data analysis techniques and be able to use this analysis to assist in
solving of case studies/crimes.
 Use effective questioning to further prompt learning and discovery.
 Successfully use Weeby in the creation of a website.
 Effectively record keep through the mediums of self reflection and journal writing.
 Work in groups and have the opportunity to develop interpersonal relationships.
Understandings:
Essential Questions:
What are the Big Ideas:
 DNA
 Forensic Science and Investigations
 Behavior Analysis
 Criminal Profiling
 Record Keeping
 Teamwork
 Data Analysis
 International/Cultural differences in
trial and punishment

What Specific Understandings are Desired:
 DNA and fingerprints are unique to
each individual
 There are different processes/methods
for solving crimes
 There are differences cross culturally in
trial and punishment
 DNA profiling is fundamental in
solving crimes









How has technology influenced the way that we
solve crime?
Why does trial and punishment differ cross
culturally?
How is DNA used to solve crimes? Why is
DNA such an effective method for
suspect/victim identification?
What are some of the methods used to analyze
and identify specific DNA?
How is data analysis used in solving crimes?
Why is behavior analysis such an important tool
for ‘reading suspects’? How is this method
applied in criminal profiling?
How is crime managed/combated on an
international scale?
How have our understandings of solving crime
altered as a result of this unit?
Has this unit been effective in preparing you to
solve a peer generated crime?
Do you think reflection is an important part of

Working together is both beneficial and
fun.
the learning process?
What Misunderstandings are Predictable:
 The complexity of DNA for the age
group
 Understandign how crime scenes and
forensic analysis works-its not like TV
shows
 Miscalculating evidence or allowing
personal bias to misguide your
judgement
 The role of a policeman/psychologist
Students will be able to… collate and interpret evidence (DNA, behavior analysis, data analysis
and fingerprinting) to support them in their solving of their peer generated crimes.
Students will understand….the different processes used in solving crimes (DNA analysis,
fingerprinting, behavior analysis and data analysis), the ways in which these interact to create
holistic predictions/convictions, the ways in which crime has altered due to technology and
cultural assimilation, the ways in which record keeping is effective for information retention and
self reflection.
Stage 2 - Assessment Evidence
Performance
Tasks:
Journal
 The students will record their;
observations, the different
methods/processes used for solving
crime, any new understandings, any
issues/questions that arise from content,
important theories and key quotes.
Most importantly students will record
how their thinking has changed from
the throughout the unit.
 See attachment for journal assessment
rubric.
Other Evidence:
GTAC Questionnaire
Mini case studies
DNA case studies
Data analysis mini project
“The mole” activity
Informal class discussions
Student participation
Crime scene
 At the end of the unit, the students will
spend three lessons creating a crime
scene scenario that includes evidence,
suspects, circumstances and criminal
profiles. This crime scene will then be
allocated to another student groups for
analysis and ‘solving’.
 The creation of the crime scene will be
assessed by the teacher. See attachment
for crime scene creation rubric.
 The ‘solving’ of the crime scene will be
both teacher and peer assessed. See
attachment for crime scene ‘solving’
rubric.
Students will spend two lessons in week 7 selfreflecting on the evolving methods of solving
crimes and reflect on the ways their perceptions on
solving crimes has changed over the last 7 weeks.
This will include revisiting the content covered in
week one (crime TV shows) and re-evaluating their
predictions formed around the suspects and solving
of the crime.
Stage 3 - Learning Plan
Learning Activities:
Help the students know: Where the unit is going and what is expected? Help the teacher know
where the students are coming from (prior knowledge, interests)?

The introductory lesson will inform the students of what is expected over the course of the
nine weeks. Prior knowledge and understanding will be evaluated in the second lesson through
the predictions formed around the solving of crimes. There will be a discussion around DNA,
forensics etc. to gauge student knowledge.
Hook all students, and Hold their interest?

There will be a range of topics covered over the nine weeks and these topics have been
specifically designed to be presented through a varied range of delivery methods. There will
be guest speakers and excursions to keep the students interested and the final assignment will
be undertaken in such a way to engage students through preferred learning styles.
Equip students, help them Experience the key ideas and Explore the issue?

Information will be presented to the students and then a practical activity will follow, this will
allow the students to apply and transform their knowledge, further encoding the information
and learning. Information will also be experienced from a range of mediums including guest
speakers and excursions.
Provide opportunities to Rethink and Revise their understandings and work?

The journal assessment and the lessons on self-reflection will allow the students to rethink and
revise their understandings.
Allow students to Evaluate their work and its implications?

The peer assessed crime scene scenario (and watching other students present their crime scene
findings) will give the students the opportunity to self-evaluate their work. The journal will
also give a point for self evaluation and reflection.
Be Tailored (personalized) to the different needs, interests, and abilities of learners?
Howard Gardners Multiple Intelligences:
Throughout the unit there will be a range of topics covered through varied delivery methods to
keep students engaged and ensure that we cater for all styles of preferred learning:
•
Visual-Spatial: this is achieved through the use of graphic organisers, such as Venn diagrams
and mind maps, also through the use of photographs and videos.
•
Bodily-Kinaesthetic: this is achieved through practical activities, such as excursions,
laboratory experiments and activities such as ‘the mole’.
•
Interpersonal: this is achieved through various activities based around group work throughout
the unit
•
Intrapersonal: this is achieved in the unit through the use of the journals for self refection and
introspection.
•
Linguistic: this is achieved through the use of case studies and the creation of the journals/
crime scenes.
•
Logical-Mathematical: in our unit this is achieved through the use of reasoning, data analysis
and various elements of problem solving.
•
Performance: students are required to create a crime scene, in which they will swap with their
peers. They are then required to present or perform their findings from another groups crime
scene investigation.
We have ensured that the content presentation will be varied from lesson to lesson with varied
complexity in tasks to cater for all levels of ability. There will be flexible grouping for tasks and
the number of topics that will be covered will cater for the interests of the students. This especially
applies to the grouping of the creation of the crime scene and presentation task. Students will be
grouped into similar interests, for example those who would like to ‘perform’ their crime scene
will be grouped together. This will assist with group cohesion and teamwork.
Be Organized to maximize initial and sustained engagement as well as effective learning?

The presentation of information through various mediums will both sustain engagement and
ensure effective learning.