EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Field Experience Planning Document
Please use this document to plan the field experience you will implement with high school
students.
1) Draw a storyboard for the mini project.
2) Include a timeline, major activities, and important milestones in the investigation.
Lesson/Inquiry/
Investigation ideas
(include subquestion/problem,
if applicable)
Monday
Launch
Engagement
Introduction
Driving
Question
Focus for
Data
gathering
experience
Tuesday
Benchmark
lesson
Forensic
investigation
5: Angle of
impact data
Analysis
Wednesday
Data
Gathering
Experience:
Forensic
investigation
3modified
Butcher
Paper Blood
Spatter
Thursday
Analyze
data from
Butcher
Paper Blood
Spatter &
prepare end
product
Friday
Blood
Evidence
Report
Presentations
Activity 5
Worksheet
Butcher
Paper with
student
generated
blood
spatter
Blood
Evidence
Report
Presentations
Worksheets,
rulers, fake
blood, and
butcher
paper.
Butcher
paper, fake
blood, water
balloons, tball
Rulers,
evidence
from
Wednesday
Presentations
Knows and
Need to
Knows
Forensic
investigation
Activity 3
Evidence of
student learning—
artifacts/assessme
nts
(Include reflection
&
Presentation
rubrics)
Knows and
Need to
Knows to
create a
blood
evidence
report
Resources needed
Fake blood,
butcher
paper, and
toothbrush.
Butcher
paper from
Activity 3
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
stand/2x4
planks,
weapons
(3baseball
bats, & 3
scalpels)
Project Planning Form
Product: Blood Evidence Report_____________
1. Analyze the tasks necessary to obtain high quality results and produce a high quality
product.
2. What are the skills students will need to have to complete the tasks you have
designed for them successfully?
3. How and when will they learn the necessary knowledge and skills?
Knowledge and Skills Needed Already Taught
have
before
learned the
project
1. Data Gathering Skills
X
X
2. Angle of Impact
Determination
3. Trigonometry
X
4. Presentation Skills
X
5. Logical Reasoning
X
X
Taught
during the
project
X
X
Markham, T. Larmer, J. & Ravitz, J. (2003). Project based learning handbook: A guide to standardsfocused project based learning, 2nd edition, p. 84. Navato, CA: Buck Institute of Education.
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Driving question/problem
Product(s) for the
investigation
TEKS & CCRS (content and
process)
As a crime scene investigator how would you determine the
angle of impact and weapon used from blood spatter?
Blood Evidence Report which will include what angle and
what type of weapon the group determined to cause the blood
spatter. During the presentation students will exhibit their
blood evidence report and receive peer feedback.
TEKS
Section 130.295(c)(2)(E) plan and implement descriptive,
comparative, and experimental investigations, including
asking questions, formulating testable hypotheses, and
selecting equipment and technology.
Section 130.295(c)(2)(F) collect and organize qualitative
and quantitative data and make measurements with accuracy
and precision using tools such as calculators, spreadsheet
software, data-collecting probes, computers, standard
laboratory glassware, microscopes, various prepared slides,
stereoscopes, metric rulers, electronic balances, gel
electrophoresis apparatuses, micropipettors, hand lenses,
Celsius thermometers, hot plates, lab notebooks or journals,
timing devices, cameras, Petri dishes, lab incubators, meter
sticks, and models, diagrams, or samples of biological
specimens or structures.
Section 130.295(c)(2)(G) analyzes, evaluate, make
inferences, and predict trends from data.
Section 130.295(c)(2)(H) communicate valid conclusions
supported by the data through methods such as lab reports,
labeled drawings, graphic organizers, journals, summaries,
oral reports, and technology-based reports.
Section 130.295(c)(9)(A) analyze blood stain patterns based
on source, direction, and angle of trajectory.
CCRS
Math
IV (a)(1) Select or use the appropriate type of unit for the
attribute being measured.
IV (c)(1)Communicate mathematical ideas, reasoning, and
their implications using symbols, diagrams, graphs, and
words.
Science
I (A) (4) Rely on reproducible observations of empirical
evidence when constructing, analyzing, and evaluating
explanations of natural events and processes.
I (D) (3) Demonstrate appropriate use of a wide variety of
Objectives (SWBAT)
How will you get to know
your students and foster a
sense of community?
What student needs will
you address?
How will you prepare your
students for the field
experience? What will you
tell them about field
specifics (e.g. schedule,
behavior, clothing)? When
will you do this? Be
specific and detailed.
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
apparatuses, equipment, techniques, and procedures for
collecting quantitative and qualitative data.
II (C) (1) Understand simple vectors, vector notations, and
vector diagrams, and carry out simple calculations involving
vectors.
Inter-Disciplinary
II (E)
4. Use technology appropriately.
a. Explain how technology is a useful and effective tool to
communicate findings.
b. Identify when technology may not be necessary or
appropriate to communicate findings.
c. Formulate strategies to communicate findings with and
without technology.
-Produce an accurate blood evidence report. The report will
include the determined angle of impact and weapon used as
well as all the evidence collected.
-Determine the angle of impact from a photo
-Determine the weapon used based upon spatter patterns.
We will gather blood evidence by either smashing or slashing
a container of fake blood. During the data gathering
experience we will have closer one on one interaction and get
to know our students. We will also converse with the
students though out the teach experience.
Will address their need to have relevant and applicable lesson
that can be incorporated into real world situations. We do not
have any special needs students and will not make any
modifications for that. Visual learners will be address from
analyzing the blood spatter. Kinetic learners will be addressed
during the data gathering experience when they will be active.
Audial learners will be addressed during the peer review of
the final project when they discuss their findings.
**Day 1 we will introduce the students to safety protocols
(goggles and aprons) and the fake blood.
**Day 2 we will review safety protocols and remind students
to wear appropriate clothing (that is clothes they don’t mind
getting messy) for the data gathering experience.
**Day 3 we will review safety protocols (goggles and aprons).
Blood Spatter Concept Map
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Right triangle; opposite
side/hypotenuse
Probing Questions for Forensics Science Blood Evidence Report
Monday
Tuesday
Wednesday
Thursday
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Are toothbrushes good at
I don’t know.
replicating blood spatter?
Yes fairly good at dispersing
the blood.
What features of the
I don’t know
bloodstains are important
Initial shape focusing on the
when working out the
large spherical portion
direction the blood droplet
towards the tail.
came from?
Smear effect.
Why are you using a
Because you told me to?
protractor? How does it help The protractor helps keep a
you?
consistent angle to be
compared later.
Why can the length and
It is a geometric relation of
width of the droplet stain be congruency.
used for angle of impact
determination?
Why is sine used? As
Sine is used because the
opposed to tangent or
width is congruent to the
cosine?
opposite line and the
hypotenuse is congruent to
the length.
Thus sine is opposite over
hypotenuse.
Why do you think it is
Trigonometric functions
important to use
help determine the angle
trigonometric functions?
which will be used in the
blood evidence report.
What kind of characteristics The length and width of the
will you be looking for on
droplets, the accumulation
the blood spatter you will
of the blood (if there are
analyze?
pools or if the blood is
widely dispersed), the area
of origin, etc.
What kind of implications
The angle of impact and the
can you draw from these
type of weapon used can be
experiments? About your
determined from these
weapon or angle of impact
experiments through
specifically?
relevant vectors.
How will the Blood Evidence The blood evidence report is
Report fit in with your
only a small part of the
overall project?
overall project we are
working on.
How can you tie in what you Tuesday we learned how to
learned on Tuesday to help
determine the angle of
you complete the blood
impact based on the length
evidence report?
and width of the blood
droplets. We will use that
function to determine the
Friday
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
angle of impact here.
What can you do to improve I can be more careful with
your blood evidence report? my calculations. I can take
more accurate
measurements.
What have you learned from My peers noted that I could
the comments of your peers? improve my mathematic
skills.
Lesson Plan: How to Determine the Direction of Travel from a Bloodstain
Teacher:
Subject
area:
Murphy
Babb
Chase
Hardin
Jowdar
Terrazas
Cole
Wilkinson
Forensics
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Monday
Date(s):
District: Coppell ISD School: New Tech
October
29th, 2012
Grade
Level:
11-12
High
@Coppell
Unit
Title
Blood
Spatter
Lesson
Title:
Direction of
Impact from
Blood Spatter
Purpose and Lesson
Standard(s):
Understanding goals(s):
Driving Question:
TEKS
*Section 130.295 (c) (2) (E)
*Section 130.295 (c) (2) (F)
*Section 130.295 (c) (2) (G)
*Section 130.295 (c) (2) (H)
*Section 130.295 (c) (9) (A)
CCRS
*Math IV c
*Science I A 4; I D 3;II C 1
*Inter-Disciplinary II (E)
4) Use of technology appropriately
a) Explain how technology is a
useful and effective tool to
communicate findings.
b) Identify when technology ma
not be necessary or appropriate to
communicate findings.
c) Formulate strategies to
communicate findings with or
without technology.
The students will understand how
the shape and trails of blood
spatter can indicate the general
direction of impact.
As a crime scene investigator how
would you determine the angle of
impact and weapon used from
blood spatter?
**How can you determine the
direction of travel from
bloodstain?
Student
Objectives:
Assessment of
Objectives:
Lesson Steps/Activities including Timeline &
Grouping
Students will be
able to…
**Measure and
analyze the shape
(width and
length) and trail
of bloodstains in
order to
determine the
direction of
travel.
**Describe and
compare different
patterns and
characteristics
from bloodstains
to determine the
direction of
travel.
**(Informal) The
teacher(s) will walk
around asking the
students questions
about how the
different
characteristics of a
blood spatter can
help them to
determine the
direction that the
blood traveled.
**(Formal) The
students will fill up
worksheet A and B
from Activity 3
Engage (5 min, grouping)
Watch YouTube “Gallagher GEICO Commercial”
https://www.youtube.com/watch?v=uJs_dnj6g_M
Introduction/Project launch
Explore (20 min, grouping)
Knows and need to knows
Group contracts
Explain (5 min, grouping)
The facilitator will quickly review activity 3 (blood spatter using
toothbrushes to determine direction of travel)
Elaborate (15 min, grouping)
The students will do activity 3 where they will dip the tips of
toothbrushes in fake blood and fling it onto butcher paper. The
butcher paper will be used the following day to determine angle
of direction traveled. The first time they go over the butcher
paper no protractor is used. The second time a protractor is used
to keep a consistent angle.
Evaluate (5 min, grouping)
The students will turn in worksheet A and B (provided on echo)
as well as their butcher paper and knows and need to knows.
Language
Special Needs
Materials & Resources:
Technology:
Modifications
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Modifications
No language
modifications will
be needed.
No special needs
modifications will be
needed.
Materials:
*Ruler
*Fake Blood (10 mL per group)
*Butcher Paper
*Worksheet A and B
*Toothbrush
Resource:
*YouTube
*Smartphone
*Laptop
Activity 3: How can you determine the direction of travel from a bloodstain?
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Generated by CamScanner from intsig.com
Activity 3 Worksheets
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Table 3: Sheet A-Determining the direction of the blood droplets from
known information.
Sketch the shape Width (mm)
Length (mm)
Stain 1
W=
L=
W=
L=
W=
L=
W=
L=
Stain 2
Stain 3
Stain 4
Direction?
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Table 4: Sheet A-Determining the direction of the blood droplets from
UNKNOWN information.
Sketch the shape
Width (mm)
Length (mm)
W=
L=
W=
L=
W=
L=
W=
L=
Stain 1
Stain 2
Stain 3
Stain 4
Direction?
Verify with Facilitator
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Lesson Plan: Angle of Impact
Teacher:
Subject
area:
Murphy
Babb
Chase
Hardin
Jowdar
Terrazas
Cole
Wilkinson
Forensics
Tuesday
October
30th, 2012
Date(s):
11-12
Grade
Level:
District:
Unit
Title
Blood
Spatter
School:
New Tech High
@Coppell
Lesson
Title:
Angle of
Impact Analysis
Purpose and Lesson
Standard(s):
Understanding goals(s):
Driving Question:
TEKS
*Section 130.295 (c) (2) (E)
*Section 130.295 (c) (2) (F)
*Section 130.295 (c) (2) (G)
*Section 130.295 (c) (2) (H)
*Section 130.295 (c) (9) (A)
CCRS
*Math IV c
*Science I A 4; I D 3;II C 1
*Inter-Disciplinary II (E)
4) Use of technology appropriately
a) Explain how technology is a
useful and effective tool to
communicate findings.
b) Identify when technology ma
not be necessary or appropriate to
communicate findings.
c) Formulate strategies to
communicate findings with or
without technology.
The students will understand how
trigonometry can be applied to
calculate the angle of impact from
blood spatter.
As a crime scene investigator how
would you determine the angle of
impact and weapon used from blood
spatter?
**How can you determine the angle
of impact of a bloodstain?
Student
Objectives:
Assessment of
Objectives:
Lesson Steps/Activities including Timeline & Grouping
Students will be
able to…
**Measure and
analyze width and
length of
bloodstains in
order to calculate
the angle of
impact.
**Calculate the
angle of impact of
blood droplets by
using
trigonometric
functions
**(Informal) The
teacher(s) will walk
around asking the
students questions
about how they can
apply trigonometry to
calculate the
hypotenuse of a right
angle triangle.
**(Formal) The
students will fill up
worksheet “Angle of
Impact”
Engage (5 min, grouping)
* Watch the YouTube video science of murder
https://www.youtube.com/watch?v=Od8YuwUT794
Start at 1:40 end at 4:50
*Teacher(s) explains the students about activity 5 “Bloodstain
Analysis Experiments”
Explore (20 min, grouping)
*Students work on activity 5 in conjunction with a worksheet
with several practice problems. The students will write all data
collected in “Angle of Impact” worksheet.
Explain (10 min, grouping)
*After students have completed the example problems they will
check them with the facilitator. At this time the facilitator will
clear up any misconceptions or mathematical errors.
Elaborate (10 min, grouping)
* Once the students understand how to calculate the angle of
impact with the example problems they will determine the angle
of impact from the blood spatters they created in class the day
before.
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Evaluate (5 min, grouping)
*Students show a written explanation of how they calculated
their angles in the worksheet
Language
Modifications
Special Needs
Modifications
Materials & Resources:
Technology:
No language
modifications will
be needed.
No special needs
modifications will be
needed.
Materials:
*Ruler
*Calculator
*Fake Blood (10 mL per group)
*Butcher Paper
*”Angle of Impact” Worksheet
Resources
*Smartphone
*Laptop
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Activity 5: How can you work out the angle of impact from a bloodstain?
Generated by CamScanner from intsig.com
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Generated by CamScanner from intsig.com
Activity 5 Worksheet
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Table 6: the Angle of Impact of 4 Bloodstains
Stain Number
Width (mm)
Length (mm)
W=
L=
W=
L=
W=
L=
W=
L=
1
2
3
4
Width to Length Inverse sine of
ratio W/L
the ratio
Angle of impact
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Forensics Blood Spatter Field Experience
October 31, 2012 Wednesday
 Safety:
*Students will use proper eye and clothing protection using safety goggles and aprons.
*Students will use proper handling techniques with the bat and scalpel at all times.
*Horseplay will not be tolerated.
*All students must have a clear zone before initiating the blood spatter experiment.
*A clear zone is one where all other students are outside the reach of the student carrying
out the experiment.
 Agenda:
*Split into your groups and decide on performing the blunt weapon experiment or the
slicing weapon experiment.
*Once your group is in agreement, report to your facilitators the group’s desired
experiment.
*The facilitators will then guide you to the experiment area.
 Blunt Weapon Experiment:
*Students will string their pumpkin on a branch in the blunt weapon experiment area.
*As a group, decide which student will carry out the experiment.
*The student carrying out the experiment will perform a slow wide swing to determine the
clear zone. ALL other students must stand clear of this zone.
*Secure the bottom of your butcher paper below the pumpkin with students holding up the
other end in the direction of the swing.
*The student carrying out the swing will yell a clear check before swinging. The student
will not swing until an “All Clear!” is given.
 Slicing Weapon Experiment:
*Students will tape down their butcher paper in the slicing weapon experiment area.
*Students will get the water balloon filled with fake blood from their facilitator(s).
*The group will then secure the water balloon to the center of their butcher paper.
*As a group the students will decide on one person to carry out the experiment.
*The selected student will then take the scalpel and slowly perform the slicing motion clear
of the other students to create the clear zone.
*ALL students must stand clear of the clear zone.
*The student carrying out the experiment will then call for an, “All Clear!” Until an, “All
clear!” is given, the student will not carry out the experiment.
EDSE 4500 Project Based Instruction Preliminary Field Trip
Spring 2012
Lab Report: Blood Spatter Analysis
Teacher Name: Jowdar Terrazas, Cole Wilkinson, Murphy Babb,
Chase Hardin
Student Name:
________________________________________
CATEGORY
Analysis
4
The relationship between
the variables is discussed
and trends/patterns
logically analyzed.
Predictions are made about
what might happen if part
of the lab were changed or
how the experimental
design could be changed.
3
The relationship
between the variables
is discussed and
trends/patterns
logically analyzed.
2
The relationship
between the
variables is
discussed but no
patterns, trends or
predictions are
made based on the
data.
1
The relationship
between the
variables is not
discussed.
Data
Professional looking and
accurate representation of
the data in tables and/or
graphs. Graphs and tables
are labeled and titled.
(Blood Spatter Worksheets)
Accurate
representation of the
data in tables and/or
graphs. Graphs and
tables are labeled and
titled.
Accurate
representations of
the data in written
form, but no
graphs or tables
are presented.
Data are not shown
OR are inaccurate.
Spelling,
Punctuation
and Grammar
One or fewer errors in
spelling, punctuation and
grammar in the report.
Two or three errors in
spelling, punctuation
and grammar in the
report.
Four errors in
spelling,
punctuation and
grammar in the
report.
More than 4 errors
in spelling,
punctuation and
grammar in the
report.
Conclusion
Conclusion includes
whether the findings
supported the hypothesis,
possible sources of error,
and what was learned from
the experiment.
Conclusion includes
whether the findings
supported the
hypothesis and what
was learned from the
experiment.
Conclusion
includes what was
learned from the
experiment.
No conclusion was
included in the
report OR shows
little effort and
reflection.