Intel® Teach Program
Essentials Course
Unit Plan Template
Click on any descriptive text, then type your own.
Unit Author
First and Last Name
Timothy J. Storsteen, Julie Corey
School District
Atlanta Public Schools
School Name
Sutton Middle School
School City, State
Atlanta, Georgia
Unit Overview
Unit Title
CSI:SMS
Unit Summary
Contrary to what Sherlock Holmes may have told Watson, criminal investigation is not so elementary.
These days, detectives use a vast array of tools to solve crimes. In this project, students delve into the
world of criminal investigation and learn how forensic scientists collect, analyze, and process evidence to
solve a crime. In preparation for solving a simulated classroom "crime," students engage in deductive
reasoning activities and practice math and science forensics labs. Then, using the scientific inquiry
process, they collect clues, test and analyze evidence, and draw conclusions to solve the crime. Student
groups use a graphic organizer to determine the relationships between the evidence and the suspects to
help solve the classroom crime.
Subject Area
Science: GPS: S6CS9 TSW investigate the features of the process of scientific inguiry,S6CS6 TSW
communicate scientific ideas and activities clearly,S6CS4 TSW use tools and instruments for
observing, measuring, and manipulating equipment and materials in scientific activities.
Math: GPS: M6D1 TSW will pose questions, collect data, represent and analyze the data, and
interpret results, M6P4 TSW make connections among mathematical ideas and to other disciplines.
Grade Level
6th Grade math and science students
Approximate Time Needed
4 weeks, 55 minute classes, 3-4 days/week
Unit Foundation
Targeted Content Standards and Benchmarks
S6CS2. Students will use standard safety practices for all classroom laboratory and field
investigations. S6CS3. Students will use computation and estimation skills necessary for analyzing
data and following scientific explanations.
S6CS6. Students will communicate scientific ideas and activities clearly.
M8P4. Students will make connections among mathematical ideas and to other
disciplines.
M6M2. Students will use appropriate units of measure for finding length, perimeter,
area and volume and will express each quantity using the appropriate unit.
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Intel® Teach Program
Essentials Course
M6A1. Students will understand the concept of ratio and use it to represent
quantitative relationships.
M6D1. Students will pose questions, collect data, represent and analyze the data,
and interpret results.
Student Objectives/Learning Outcomes
1. Students will be able to list and describe the three types of fingerprint patterns.
2. Students will be able to list and describe the three types of fingerprints that can be made.
3. Students will be able to explain why we leave fingerprints.
4. Students will be able to describe four ways used to obtain fingerprints.
5. Students will be able to explain why fingerprinting is important and useful to police in crime investigations.
6. Students will use information-gathering techniques, will analyze and evaluate information, and will use
information technology to assist in collecting, analyzing, organizing, and presenting information.
Curriculum-Framing Questions
Essential
How are math
Question
and science put to work in the real world?
Unit
Questions
How is the scientific inquiry process used to solve a crime?
How does one gather and process scientific data to support a conclusion?
Content
Questions
What is forensic science?
What is involved in processing physical evidence?
Assessment Plan
Assessment Timeline
Before project work begins
Assessing
Prior
Knowledge
K-W-L
Rubric
Job Title &
Selection
Students work on projects
and complete tasks
Tracing
Evidence
Group & Work
Assessment
Clues from
the
environment
Lab Data Sheet
(Specific
Evidence)
Science
Journal
Narrowing
Suspects
Fingerprint &
Shoeprint
collection
procedures
Self & Group
reflections
Background
information on
Fingerprints,
Shoeprints, &
Handwriting
analysis.
Type of Crime
After project work is
completed
File a formal
report
Rubric
Crime scene
scenario
Student/Teache
r conferences
w/groups
Assessment Summary
Students use a rubric to help guide their learning, stay on track, and self-assess their progress. Regular
check-in and review of each groups’ graphic organizers (wiki) helps the teacher monitor progress during
the crime investigation. Questioning is used throughout the unit to help students develop their higher-order
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Intel® Teach Program
Essentials Course
thinking skills and process content. Journals help students track their learning. The unit culminates with a
reflection wiring piece and a final report where students express what they’ve learned and how they’ve
solved the crime.
Unit Details
Prerequisite Skills
Building crime solving skills. Forensic Lab Kits. Deductive reasoning skills.
Instructional Procedures
Use of MYP/IB Design Cycle
Investigate – Identify the problem/Develop the design brief/Formulate a design specification
Plan – Design a product/solution / Plan a product/solution
Create – Follow the plan/Create the product/solution/Follow the plan/Use the appropriate
techniques and equipment
Evaluate – Evaluate the use of the design cycle / Evaluate the product/solution
Accommodations for Differentiated Instruction
Resource
Student
Nonnative
English
Speaker
Gifted
Student
As students work in collaborative groups, assign peers within the group to
provide extra support to special needs students.
Provide a glossary of vocabulary words related to the project.
Assess prior knowledge
Explicit strategy instruction
Develop a glossary for students with vocabulary words related to the unit and
help English language learners define the words throughout the unit group to
provide extra support to special needs students
Comprehensible Input: Speak slower and clear, use of simple definition and
explanations (No Slang)
Physical demonstrations/Manipulatives/Multimedia (power point, video, and
picture handouts)
Encourage gifted students to take the lead in processing more crime labs.
The CD, Clues in Crime*, can also be purchased, and gifted students can do the
virtual forensics labs, and then provide additional suggestions for evidence or labs
to request.
Assessments with detailed RUBRIC.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other
Internet Connection
Television
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Intel® Teach Program
Essentials Course
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Other Wiki Website
Encyclopedia on CD-ROM
Printed Materials
Prentice Hall “Forensic Science”
Supplies
Forensic Lab Kits, Crime Scene Tape, Microscopes, Evidence Collection Bags,
Lab Journals
www.courttv.com/forensics_curriculum
Internet Resources
Other Resources
www.trutv.com/forensics
www.edtech.kennesaw.edu/intech/classroommanagementstragies.htm
Field Trip to North Atlanta High School’s Forensic Lab
Clarence Cocroft (Forensic Scientist)
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are
trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
© 2000-2007 Intel Corporation. All Rights Reserved.
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