“Who Dunnit???”: Examining ForEnsic sciEncE
Grade 6
Christi Benson
Spring 2012
MEDU 685: Methods of teaching elementary school
science & social studies
Professor evans
Focus
The main purpose of this unit on forensic science is to incorporate the 5-E model of
teaching to educate the students about forensic science across the disciplines of reading/language
arts, science, social studies, math, physical education/health, and art/music. I will engage the
students by planning many fun, interesting, hands on activities that explore the subject area.
Science will be an emphasis in each lesson planned. Methods of scientific investigation will be
explained and utilized in sequential lessons. Art and music will be tied in through the
reenactment of a mystery. Students will learn to draw suspect sketches paying close attention to
detail. The students will use their knowledge of geometry and problem solving skills in math to
solve crime. They will also use their math skills to explore charts, data, and graphing through
composing a crime scene sketch. In Language arts and reading, they will write a persuasive
paper to convince the audience “who dunnit”. Students will also have a choice of composing a
short mystery story or other form of poem or prose to convey a murder mystery. Through
examining the contributions of scientists and inventors from around the world, the students will
see the impact that different cultures and regions of the world have made on forensics.
Health/PE will be incorporated through various crime related games and team building activities.
The activities I have planned will allow them to build peer relationships and get more
than one perspective on each topic. I have included multimedia and technology to make the
units more interesting and up to date. I hope through all of this, the topic of forensic science,
and science in general, will light a tiny spark of interest and inquisition in each student.
Forensic Science: Background Knowledge
A once nearly unheard of science discipline has undergone a dramatic amount of growth
over the past few decades. In fact, it has become one of the most popular choices of a career in
the sciences (Lee 2009). Forensics stretches across three areas to compose a solution to the
crime. It crosses from the actual science involved to the justice system and then to gathering and
assimilating the information.
Forensic science was first recorded in history in the ancient civilization of China.
Documents have been found from the seventeenth century detailing the investigative science
findings of the T’ang dynasty. Ti Jen Chieh was credited with using both logic and forensic
evidence to solve a wide range of crimes in the late seventeenth century. His tools and methods
were far more simplistic that systems used today (Owen 2000).
Scientific investigation in general throughout the sixteenth, seventeenth, and eighteenth
centuries lead to the development of many instruments used today. A Dutch scientist by the
name of Anton van Leeuwenhoek built the first working microscope in 1670 (Inserra 2004). By
the 1880’s, optical microscopes had magnifications up to two thousand times as well as the
abilities of the stereoscopic microscopes which incorporated a double lens system and prisms.
Photographic film was discovered by a German inventor named Johann Heinrich Schultze in
1724. This is one of the main principals still used today at the crime scene (Owen 2000).
“Toxicology Reports” came into existence in 1836 when Matthieu Orfila classified the common
poisons used by criminals. He developed a chemical test to find arsenic in the body (Inserra
2004). Ballistics were first used to link a weapon with the guilty party in 1835 when Henry
Goddard succeeded in tracing a bullet to the weapon that had fired it (Owen 2000).
There are many different areas that forensic scientists can specialize in. The three basic
fields are field sciences, medical sciences, and laboratory sciences. Crime scene investigations
utilize field sciences, people who are trained in the human body use their knowledge in medical
science, and forensic chemists, biologists, toxicologists, and ballistics experts use their expertise
to analyze samples in the lab. They use a variety of tools and methods to gather the information
to build their case. Evidence bags are used in the field to gather the information to take back to
the laboratory. There, scientists use microscopes and even computers to analyze the samples
(Inserra 2004).
When evidence is left behind by the guilty party, the job of the forensic scientist begins.
As Edmond Locard said, “something is always taken and something is always left” at the scene
of a crime. Criminals almost always leave something behind in the form of fibers from clothes,
hair, fingerprints, saliva, skin under the nails, blood, footprints, tire prints, or tool marks. This is
known as trace evidence. Francis Galton was the first person to recognize the idea of using
fingerprints to solve a crime. In the 1890s, Sir Edward Henry started up the fingerprint bureau at
Scotland Yard in England . Blood typing was the next thing that was utilized in crime science
investigation when Karl Landsteiner determined there were four distinct blood types that humans
had. Most recently, DNA evidence has become the main tool of forensic science. Alec Jeffreys
and his research team developed a method called DNA profiling in 1984 (Inserra 2004).
Many scientists and inventors have paved the road for the field of forensic science as we
know of it today. Without their discoveries and inventions, we would still be using prehistoric
methods with much uncertainty. With the advances of modern science, figuring out “Who
Dunnit?” is a lot easier and “getting away with murder” is much less likely.
Unit Benchmarks
English
STATE GOAL 1: Read with understanding and fluency. (LP 10)
B. Apply reading strategies to improve understanding and fluency.
1.B.3cContinuously check and clarify for understanding (e.g. in addition to previous
skills, draw comparisons to other readings) (LP10)
C. Comprehend a broad range of reading materials.
1.C.3a Use information to form, explain and support questions and predictions. (LP10)
STATE GOAL 3: Write to communicate for a variety of purposes. (LP 1, L P8, LP 9)
A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.A.3 Write compositions that contain complete sentences and effective paragraphs
using English conventions. (LP 1, LP 8, LP 9)
B. Compose well-organized and coherent writing for specific purposes and audiences.
3.B.3a Produce documents that convey a clear understanding and interpretation of ideas
and information and display focus, organization, elaboration and coherence. (LP 1, LP8,
LP 9)
C. Communicate ideas in writing to accomplish a variety of purposes.
3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to
previous writings, literature reviews, instructions, news articles, correspondence) for a
specified audience. (LP 8, LP 9)
Fine Arts
STATE GOAL 26: Through creating and performing, understand how works of art are
produced. (LP 3, 9)
B. Apply skills and knowledge necessary to create and perform in one or more of the
arts.
26.B.2d. Demonstrate knowledge and skills to create works of visual art using problem
solving, observing, designing, sketching, and constructing.
PE/Health
STATE GOAL 19: Acquire movement skills and understand concepts needed to engage in
health-enhancing physical activity. (LP 5, LP 4)
A. Demonstrate physical competency in individual and team sports, creative movement
and leisure and work-related activities.
19.A.3 Demonstrate control when performing combinations and sequences of locomotor,
non-locomotor and manipulative motor patterns in selected activities, games and sports.
(LP 5)
STATE GOAL 23: Understand human body systems abd factors that influence growth and
development.
A. Describe and explain the structure and functions of the human body systems and how
they interrelate.
2. Identify basic body systems and their functions. (LP 4)
Math
STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division), patterns, ratios
and proportions.
B. Investigate, represent and solve problems using number facts, operations (addition,
subtraction, multiplication, division) and their properties, algorithms and relationships.
6.B.3a Solve practical computation problems involving whole numbers, integers and
rational numbers. (LP 4)
STATE GOAL 7: Estimate, make and use measurements of objects, quantities and
relationships and determine acceptable levels of accuracy.
A. Measure and compare quantities using appropriate units, instruments and methods.
7.A.2a Calculate, compare and convert length, perimeter, area, weight/mass and volume
within the customary and metric systems. (LP 6)
STATE GOAL 8: Use algebraic and analytical methods to identify and describe patterns
and relationships in data, solve problems, and predict results.
D. Use algebraic concepts and procedures to represent and solve problems.
8.D.3a Solve problems using numeric, graphic, or symbolic representations of variables,
expressions, equations, and inequalities. (LP 4)
STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict
results; and interpret uncertainty using concepts of probability. (LP 4, LP 6)
A. Organize, describe and make predictions from existing data.
10.A.2a. Organize and display data using pictures, tallies, tables, charts, bar graphs, line
graphs, line plots, and stem-and-leaf plots. (LP 6)
10.A.2b Using a data set, determine mean, median, mode, and range with and without the
use of technology. (LP 4, LP 6)
Social Studies
STATE GOAL 16: Understand events, trends, individuals and movements shaping the
history of Illinois, the United States and other nations.
C. Understand how social systems form and develop over time.
18.C.3c(w) Describe the impact of technology (e.g. weaponry, transportation, printing
press, microchips) in different parts of the world, 1500-present. (LP 2, LP 7)
Science
STATE GOAL 11: Understand the processes of scientific inquiry and technological design
to investigate questions, conduct experiments and solve problems. (LP 1, LP 3, LP 6, LP 8)
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.1a.Describe and observed event. (LP 8)
11.A.3a Formulate hypotheses that can be tested by collecting data. (LP 1)
11.A.2b Collect data for investigations using scientific process skills including
observing, estimating and measuring. (LP 6)
11.A.2.c Construct charts and visualizations to display data. (LP 3, LP 6)
11.A.3c Collect and record data accurately using consistent measuring and recording
techniques and media. (LP 1)
11.A.3f Interpret and represent results of analysis to produce findings. (LP 1)
11.A.3g Report and display the process and results of a scientific investigation. (LP 1)
STATE GOAL 13: Understand the relationships among science, technology and society in
historical and contemporary contexts. (LP 1, LP 2, LP 4, LP 5, LP 7, LP 10)
A. Know and apply the accepted practices of science.
13.A.2c Explain why keeping accurate and detailed records is important. (LP 1)
B. Know and apply concepts that describe the interaction between science, technology
and society.
13.B.2a Explain how technology is used in science for a variety of purposes (e.g.,
sample collection, storage and treatment; measurement; data collection, storage and
retrieval; communication of information). (LP 10)
13.B.3b Identify important contributions to science and technology that have been made
individuals and groups from various cultures. (LP 2, LP 5)
13.B.3c Describe how occupations use scientific and technological knowledge and skills.
(LP 2, LP 4, LP 7, LP 10)
School Profile
Demographics of Shabbona Middle SD54 in
Morris, Il
0.30% 0%
0.50%
11.50%
7.50%
White
Black
Hispanic
Asian
80.30%
American Indian
Multiracial
Other Student Information at Shabbona
Middle School SD 54 in Morris, IL
1%
Limited English
Proficiency
10%
IEP
49.30%
37%
1.30%
Low Income
Chronic Truancy
Other
After studying the Illinois Report Card for Shabbona Middle School School Disctrict 54
in Morris, Illinois, I could gather quite a bit about the student population without stepping foot in
the building. It is a predominantly white polulation of students, however, there is still prevalent
diversity amongst the students with 11.5% of the students being of Hispanic background and
7.5% bering Multiracial. The number of LEP students being only 1% shows that although there
will be ELL students, they are not a majority. The amount of low-income students is something
that is rather high and alarming to me. I understand there are hard times for everyone these days
and it is especially prevalent in this district. With 10 % of the population having IEP’s, I will
most likely be making accommodations for my students on a daily basis.
My social background compared to this school is very different. I grew up in a very
predominantly white school district. In fact, there was hardly any diversity in ethnicity in my
school that I can recall. This will definitely impact my teaching since I have limited experiences
with diverse cultures. In order to bridge this gap, I will do a lot of research and preparation to
incorporate lessons using cultural diversity. The first few years of teaching, I will learn a lot
from my students about their cultures and backgrounds and how I can make my classroom a
more comfortable learning environment for them.
Another factor that I see being very different from my school experiences is the high
amount of low-income families. I only remember one family in my grade level that struggled
financially when I was in school. Compared to this school, that would have been more like 12
students using the population at my school. Since my family was fortunate to never have
financial difficulties, this is also an area that I am not personally familiar with. On the other
hand, I am a very compassionate and helpful person, so I would try to keep these students in
mind when planning lessons that require outside resources. Whenever required to bring in things
from home, I would always include a disclaimer letting the students and families know if they
have trouble locating these items to let me know and I will make arrangements. I would also try
to limit the amount of these such activities.
My instruction will be impacted by all of the aforementioned areas. I will have to
differentiate my instruction to accommodate the ELL learners and students with IEP’s that I have
in my classroom. I will work with each student individually at the beginning of the year to find
out if they have any learning strategies they prefer. I will also find out what strategies they
struggle with to make sure to still try and work on these areas to strengthen their weak spots. If I
have students that are particularly having a hard time at home financially, I will make sure they
know they can come to me if they need anything I can provide. I know it has to be a touchy
subject for these students, but I also know from conversations with friends who are teachers that
there are many students that come to school hungry that have struggling families. I know this
school district offers a free breakfast program and I will encourage them to take advantage of it.
Juan Galvan
Grade: 6
Gender: Male
Observations/Issues:
This student is very competent in both math and reading. When it comes to numbers, it
seems like he has a photographic memory. He can recall and recite the entire class’ birthdays,
the distance of each planet to the sun, and most facts he has been given involving numbers. He
is also very curious about the world around him. He likes to read non-fiction books and is
particularly interested in a variety of geographic formations like caves and volcanoes. This
students also talks a lot about baking and how much he enjoys it. Unfortunately, he does not
appear to be very social or have many friends. Instead of socializing, he tends to just read a book
during free time.
Although very intelligent in his schoolwork, this student requires a very rigid schedule
in relation to all subject areas. If a new form of instruction or delivery is utilized, he gets very
uncomfortable and agitated. He does not like to work in groups and actually retaliates when
group work is assigned. When the teacher or students try to coerce him into conforming to the
group work, he gets very angry and defiant. He sometimes even paces back and forth with a
pencil in his hand mumbling. After a few moments, he will calm down. There has been some
success with him working with the paraprofessional during group work when one is available.
Performance: Juan is performing above grade level in Reading and Math. Due to his ability to
easily recall facts and numbers, he also excels at Social Studies and Science. This student does
struggle a bit with Language Arts . It takes him a while to gather and organize his ideas when
writing.
Impact: Since this student is used to performing above grade level, when a concept such as
writing a journal article from someone else’s perspective stumps him, he immediately gives up
and pouts. He gets visibly agitated because he is defeated before he even begins. This affects
his ability to complete written assignments within the given class time. Also, since this student
refuses to cooperate in group work, he misses out on building collaborative relationships, peer
review, and social interaction to build friendships.
Rodolfo Salgado
Grade: 6
Gender: Male
Observations/Issues:
This student comes from a family that is struggling financially. He often wears
mismatched, oversized, or worn clothing to school. He is often teased for his appearance. At
conference time, his mother seemed very nervous and speaks limited broken English. Spanish is
the primary language in his home. He has been observed hanging out in the school
neighborhood with older youth who have been associated with the area street gang. He is very
fidgety in class, keeps to himself, and refuses to speak English even though he received ELL
services. He is very outspoken in the fact that he really dislikes school and doesn’t understand
why he has to attend. He missed a lot of school and even takes off the entire month of December
to visit relatives in Texas. This student has outstanding art and creative abilities but he does not
like to share them with the public.
His language barrier is a big issue. He misses one hour of class each day for ELL
services and still refuses to speak English when he returns. His ELL teacher says he can
understand and speak basic English and does so with her. He performs poorly in Math,
Language Arts, and Reading due to the combination of his truancy and being an ELL student.
He also has some issues sitting still and attending to task. He is constantly fidgeting in his seat.
This student does not like group work and refuses to participate.
Performance: This student is below grade level in Math, Reading, and Language Arts
Impact: This student’s frequent absences leave him with many incomplete assignments in the
grade book. It also causes him to fall behind in the cumulative lessons and ideas presented in
class. Since he is frequently behind, he has an attitude that the work is impossible and gives up.
The language barrier is also preventing him from collaborating with his peer and his instructors.
Even though he receives ELL services, the concepts described in class are still foreign ideas to
him.
Eva Cruz
Grade Level: 6
Gender: Female
Observations/Issues:
Eva is primarily brought to school by her sister and picked up by her mother. Spanish is
the primary language spoken in her home, but she can understand some English and is capable of
repeating what is said to her. She is beginning to speak short phrases but is unable to reador
write in English. Her English proficiency scores indicate she needs to be in a bilingual
classroom, but due to her age , her mother is adamant that Eva remain in her current classroom
and learn English. She receives 40 minutes a day of ELL services and 30 minutes a day of
reading services during the language arts block.
Eva prefers structure and likes to have a daily routine at school. She is thwn off when
something is out of order or when a substitute is present instead of the regular teacher. She then
has a tough time transitioning and expresses a fair amount of anxiety. She also has a hard time
working in a group setting and sitting still without fidgeting during instruction.
Given her many limitations, Eva has a remarkable spatial intelligence. She likes to use
manipulatives to build things, enjoys making charts, and likes to watch movies. It appears that
social studies is her favorite subject since she is extremely interested in maps and topography.
Eva is also very athletic and has a special talent for basketball.
Performance:
Eva performs below level in language arts, reading, and science. She is right at grade level in
mathematics when story problems are not given. She excels at social studies concepts.
Impact: Since Eva is struggling immensely with grasping the English language, she misses
many key concepts and ideas in every subject area. She would definitely benefit from an
inclusive bilingual classroom. Since there is a distinct language barrier, peer tutoring from
another strong ESL student could be utilized. Due to the fact that a lot of the instruction and
content is not being grasped, Eva tends to be disruptive to the classroom environment and is not
conducive to group work. As the year goes on, it is evident that Eva will fall further and further
behind without appropriate accommodations.
Lesson 1: Initiating Activity for CSI Unit -“Who Dunnit???”
Teacher: Mrs. Benson
Grade:
6
Date:
_________Spring 2012_____
Subject: Science/Language Arts
Time:
45 minutes
1.
Materials/Technology:
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2.
Masking Tape, Ziploc baggies (1 per group)
Baking soda, baking powder, corn starch, cream of tartar, salt, sugar samples (1 per
group)
Candles (1 per group)
matches
plastic spoons
Handout “Who Dunnit?:An Activity in Scientific Theory
4 dropper bottles of distilled water
4 dropper bottles of Iodine
4 dropper bottles of vinegar
12 2”x4” rectangles of wax paper
12 half sheets of paper towels
Pencils
toothpicks
Illinois Goals, Learning Standards and Benchmark(s):
STATE GOAL 3: Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization, and structure.
3. Write compositions that contain complete sentences and effective
paragraphs using English conventions.
B. Compose well-organized and coherent writing for specific purposes and
audiences.
3a. Produce documents that convey a clear understanding and interpretation
of ideas and Information and display focus, organization, elaboration, and
coherence.
STATE GOAL 11: Understand the processes of scientific inquiry and technological
design to investigate questions, conduct experiments and solve problems.
A. Know and apply the concepts, principles, and processes of scientific inquiry.
3a. Formulate hypotheses that can be tested by collecting data.
3c. Collect and record data accurately using consistent measuring and
recording techniques.
3f. Interpret and represent results of analysis to produce findings
3g. Report and display the process and results of a scientific investigation.
STATE GOAL 13: Understand the relationships among science, technology, and society
in a historical and contemporary context.
A. Know and apply the accepted practices of science.
2c. Explain why keeping accurate and detailed records is important.
3.
Performance Objective(s) –
SWBAT (LO) demonstrate an understanding of the scientific method by gathering
“evidence” to formulate a hypothesis.
SWBAT (LO) summarize their data and hypothesis in complete sentences and correct
paragraph format.
SWBAT (HO) analyze data collected to support their hypothesis.
4.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Motivation: Students will walk into the classroom unaware that the room has been
transformed into a crime scene. The teacher will tell them she is unsure of what
occurred in the classroom and that she needs their help to figure out what happened.
The teacher will instruct them to take a seat and not “contaminate” the crime scene.
They will each be given a slip of paper with a group number on it and be told they will
have ten minutes to detail the crime scene in their notebooks as well as collect any
pertinent data/evidence. They will need to pay close attention to all of the crime scene
details and collect evidence in the plastic bag provided.
Bridge: The teacher will tell the students that hopefully they will touch on the scientific
theory while doing their data collection. The teacher will use this opportunity to briefly
review the components of the scientific theory. The teacher will then tell the students
they are free to practice good scientific theory as the collect and process their evidence.
5.
Procedures:
Before class:

Create an outline of the victim on the floor in the middle of the classroom with
masking tape.
 place “trace evidence” around the room such as footprints in baby powder, an empty
plastic cup with a small amount of liquid in it on the floor next to the “victim”, also
choose one of the white substances to place on the floor next to a spoon. Make sure
there is enough so that each student can “collect” some.
 Put the known data evidence (vinegar, heat, water, and iodine) for the 5 police
suspects on the board
During Class:

Instruct the students to take a seat upon entering the classroom and to not “contaminate” or
disturb the crime scene.

Give the students what groups they are in and tell them they have only ten minutes
to collect their data.
Explain that there are two types of data they need to collect: physical and
descriptive.
For their physical data, they need to collect samples of anything they would like to
run further tests on by placing a sample of it in a Ziploc bag without contaminating it
For their descriptive data, they simply need to describe what they see in and around
the crime scene in great detail.
Give each student one of the “Who Dunnit” sheets and describe the four criteria and
methods that will be tested: solubility, iodine reactivity, heat reaction, and vinegar
reaction. Make sure to pay particular attention to safety details here such as working
over an open flame, all hair tied back, never taste any chemicals, etc.
Have the students run all the tests on their sample of evidence from the crime scene
and record their data on their sheets.
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6.
Clean Up
Have the students use the suspect data on the board to compare/contrast their
sample from the crime scene to the suspect evidence hypothesize “Who Dunnit”
After they have formulated a verbal hypothesis as a group, individually work on a one
paragraph summary explaining their hypothesis on “Who Dunnit”. They will
elaborate on the support for their hypothesis by detailing their observations, data,
and evidence collected. This will most likely end up as partial homework due to the
amount of class time.
Closure:
Ask the class if the same data was collected and tested again, would you expect to get
the same results? What if you didn’t? What factors could cause different results? Why
is it important to keep detailed and accurate records?
Ask the class what makes for a good hypothesis? A bad hypothesis?
7.
Assessment:
The teacher will assess students’ ability to demonstrate understanding of the scientific
method by reviewing their individual hypothesis statements.
The teacher will assess students’ ability to summarize data and hypotheses using
correct grammar and paragraph format by checking their summary paragraph’s for
accuracy.
The teacher will assess students’ ability to analyze data collected to support their
hypothesis by checking the students’ unknown data for accuracy in test results as well
as against the suspect evidence sheet.
8.
Accommodations for Individual Needs:
Place Juan and Rodolfo in the same collaborative learning group to facilitate any
communication or participation from Rodolfo that can be gained. Allow Rodolfo and Eva
to write their paragraphs in Spanish. When they receive their ELL services, they can
work on translating their paragraphs into English to turn in at a later date.
9.
Homework/Announcements:
Complete any unfinished portion of the assignment.
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
Name:_____________________________
“Who Dunnit?”: An Activity in Scientific Theory
Powder Testing Procedure
DO NOT ALLOW SAMPLES TO MIX TOGETHER!
FOR EACH SAMPLE:
Step 1: Place 3 small samples of your powder (about half the size of a dime) on a piece
of wax paper. Place the wax paper on a paper towel to prevent messes!
Step 2: Describe your powder sample and write your observations in the “Data
Analysis” table.
Step 3: Add 4 to 5 drops of WATER to the 1st pile and mix using a clean toothpick.
Record your observations in the chart.
Step 4: Add 4 to 5 drops of VINEGAR to the 2nd pile and mix using a clean toothpick.
Record your observations in the chart. (HINT: Fizz or no reaction)
Step 5: Add 4 to 5 drops of IODINE to the 3rd pile and mix using a clean toothpick.
Record your observations in the chart. (HINT: Black, brown, or no reaction)
CAUTION: Iodine will stain clothing, hands, and anything it touches!
Step 6: For the HEAT test, place a small amount of powder on a clean square of
aluminum foil. Bend the edges up to create a “cup” and hold onto it using a pair of tongs
or tweezers. Hold the sample over the candle flame for a few seconds. Record your
observations in the chart.
CAUTION: Use care when working with heat! Long hair must be tied back. Sleeves
must be rolled up. Keep papers (and anything flammable) away from the flame.
Goggles must be worn, since the powder may melt and splatter!
CLEAN UP YOUR AREA
DATA ANALYSIS TABLE:UNKNOWN #:____________________________
Water Test
Vinegar Test
Iodine Test
Heat Test
Visual Description of Unknown:
After comparing your data with the known suspects on the board, write a
paragraph stating your hypothesis of “Who Dunnit”. Use examples of your
evidence collected and lab tests to support and elaborate on your hypothesis.
Modified from the original posted at http://www.sciencespot.net/Pages/classchem.html#Anchor2
Liz LaRosa www.middleschoolscience.com for sciencespot.net 200
Lesson 2: Forensic Timeline
Teacher: Mrs. Benson
Grade:
of 45 min.
1.
6
_________Spring 2012_____
Subject: Science/History Time: 3 classes
Materials/Technology:
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10.
Date:
Computers in computer lab
25 notecards with the names and a short description of the forensic contribution of the
scientists detailed from the sheet “25 Most Influential People in Forensic Science”
15 poster boards
“Forensic Research Poster” rubric
Illinois Goals, Learning Standards and Benchmark(s):
STATE GOAL 13: Understand the relationships among science, technology, and society
in a historical and contemporary context.
B. Know and apply concepts that describe the interaction between science,
technology, and society.
3b.Identify important contributions to science and technology that have
been made by individuals and groups from various cultures.
3c. Describe how occupations use scientific and technological knowledge
and skills.
STATE GOAL 16: Understand events, trends, individuals, and movements shaping the
history of Illinois, the United States, and other nations.
C. Understand the development of economic systems
3c(W) Describe the impact of technology (e.g. weaponry, transportation,
printing press, microchips) in different parts of the world, 1500-present.
11.
Performance Objective(s) –
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SWBAT (LO) find important historical figures who have contributed an invention to the
field of forensic science.
SWBAT (HO) demonstrate an understanding of the worldwide contributions to the art of
forensic science.
SWBAT (HO) construct a timeline detailing important events that have made the field of
forensic science what it is today.
12.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Motivation: When the students walk into class, the teacher will hand each of them a
notecard with a name and summary of the contribution made to forensic science of
different people throughout history. All of the names of the “inventors” will be on the
board. The teacher will start class by calling on 4 or 5 students to read from their
notecards to the rest of the class.
Bridge: The teacher will explain that without the advances and inventions of many
people throughout the world and over time, the field of forensic science would not have
advanced at all since the ancient Chinese civilizations of the seventeenth century when
the first records of forensic investigative activities were discovered. The teacher will
then tell the class that they could be the next person to make a major contribution to an
important field of science and that they will be researching a person of their choice that
contributed to the field of forensics. There will be names of people on the board, names
and short descriptions on their flashcards, and basic fields of forensics on the board
such as DNA profiling, fingerprinting, etc.
13.
Procedures:
Before class:

Make flashcards for the class with the important inventors/scientists from the sheet
“25 Most Influential People in Forensic Science”. Include two to three sentences
briefly summarizing what they did to impact the field.
 Write the names of the people from “25 Most Influential People in Forensic Science”
as well as some of the areas of forensics: fingerprinting, footprints, tire tracks,
forensic anthropology, forensic archaeology, forensic botany, forensic chemistry,
DNA analysis, forensic entomology, forensic odontology, forensic pathology, forensic
toxicology on the board.
During Class:
Day 1:



The teacher will start class by calling on four or five students to read their notecards
aloud to the rest of the class.
The teacher will explain that the contributors to forensics come from all over the
world and from many different cultures.
The teacher will then go over the various parts of forensics that are on the board.
She will no responses, the teacher will tell the students to look at the parts of the
words…..some of them give good clues as to what they do.
The teacher will break the students up into groups of two to three students.
The teacher will explain that they will be responsible for researching one person from
the list of 25 most influential people in forensics and presenting a 5 minute poster
presentation to the class. Extra credit will be given if you choose to research about
someone that is from somewhere other than the United States.
 The teacher will tell the students that they need to find out what the person was
responsible for inventing or introducing to the field as well as when and where there
work took place.
 The teacher will give each student a copy of the “Forensic Research Poster” rubric
and go over the details of the rubric with the students.
 The teacher will allow the students time in the computer lab to work on their project.
o Students may use the computers to research their people.
Day 2:



The teacher will allow the students the entire class period to work on their projects
and prepare for their presentation utilizing the computers if necessary.
Day 3:



Students will present their person of interest to the class. Each group will have 5
minutes.
The students will place their person on the “timeline” on the white board in the front
of the class listing the date and keeping the people in chronological order.
The students will point out on the map or globe where there person is from.
14.
Closure:
 The teacher will ask the class what the most interesting things they learned about
forensics.
 The teacher will ask the class what they think were the top five contributions.
 The teacher will ask the students what areas of forensics they think need further
advances.
15.
Assessment:
 The teacher will assess students’ ability to find important historical figures who have
contributed to the field of forensics by listening to their presentations to the class to
see if the students know where the individual was from and if they are able to point
out the location they were from on the globe or map.
 The teacher will assess students’ ability to demonstrate an understanding of the
worldwide contributions to the art of forensic science by listening to their presentation
to the class.
 The teacher will assess students’ ability to construct a timeline detailing important
events that have made the field of forensic science what it is today by observing
them place their person on the timeline on the front board of the classroom.
16.
Accommodations for Individual Needs:
Try to locate an ELL teacher to assist Eva and Rodolfo in the research aspect of the
project. Also allow the other student(s) in their group to be the speaker if they are
uncomfortable with speaking in front of the class due to their limitations with the English
language.
17.
Homework/Announcements: Finish any portion of your presentation you need to outside
of class.
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
Lesson 2: Forensic Timeline
Taken from: http://www.bestforensicscienceschools.com/2009/25-mostinfluential-people-in-forensic-science/
25 Most Influential People in Forensic Science
Great forensic scientists over the years have been compared to Sherlock Holmes. But, Holmes
was a work of fiction, whereas the following individuals are real — and, they’ve solved real
crimes. Their contributions to forensic science, both past and current, continue to expand the
world of forensics while shrinking that world for criminals.
The following list of the twenty-five most influential people in forensic science is listed in
alphabetical order by surname. The links lead to more information about each individual.
1.
Dr. Michael M. Baden: Dr. Baden is a medical doctor and a board-certified
forensic pathologist known as a host of HBO’s Autopsy. He also is known for his work as
an investigator into high-profile death cases including John Kennedy, O.J. Simpson, Sid
Vicious, John Balushi and more. His latest case involved the investigation into the cause
of David Carradine’s death. Baden concluded that Carradine’s death was not the result of
suicide. Dr. Baden wrote Unnatural Death, Confessions of a Medical Examiner and Dead
Reckoning, the New Science of Catching Killers.
2.
Dr. William Bass: If you’ve heard of the Body Farm, a book penned by
Patricia Cornwell, then you may have heard of Bill Bass. This man was responsible for
the resolution of many high-profile cases as well as the education of some of the most
high-profile forensic scientists in this country through the University of Tennessee’s
Forensic Anthropology Center, which he started in 1971. His specialties include research
into human osteology, human decomposition and the roles they play in answering
questions about a person’s death. He writes forensic fiction with journalist Jon Jefferson
under the pen name, Jefferson Bass.
3.
Dr. Joseph Bell: This link takes you to the Joseph Bell Centre for Forensic
Statistics and Legal Reasoning at the University of Edinburgh, established in 2001. This
center was named for Dr. Bell (1837-1911), who inspired Arthur Conan-Doyle’s
Sherlock Homes. Conan-Doyle met Dr. Bell in 1877 at the University’s medical school,
where he observed Bell’s keen attention to detail. The Joseph Bell Centre offers training
courses to enhance and expand the skills of lawyers, forensic scientists, law enforcement
officials, law students, IT security staff, and the judiciary.
4.
Frank Bender: Currently, Frank Bender is one of the best known and forensic
facial reconstruction artists. He calls himself a “recomposer of the decomposed” as he
shapes likenesses from clay. His work over the years has led to over twenty-five positive
identifications for places such as the Philadelphia Medical Examiner’s Office, the FBI,
the Mexican Government and Interpol. One of his most recent works is a pencil sketch of
a homeless man that Philadelphia police killed in July.
5.
Dr. Mark Benecke: Born in Germany in 1970, Benecke (known as “maggot
man”) received his Ph.D. at Cologne University and worked in the Manhattan Chief
Medical Examiner’s office until 1999. Currently, he works internationally as a freelance
expert witness and teaches at various police academies and acts as a visiting professor to
various universities. His latest claim to fame is his attempt to explain alleged signs of
vampirism.
6.
Dr. Sara C. Bisel: Dr. Bisel (1932 – 1996) was a physical anthropologist and
archaeologist who pioneered work in the chemical and physical analysis of skeletons. Her
work, especially in Herculaneum, a town destroyed by the 79 CE Mount Vesuvius
eruption, helped advance the field of forensic archaeology. Her work at Herculaneum
also established her reputation internationally as an authority on ancient health and
nutrition.
7.
Francis Edward Camps: Almost any pathologist could tell you about Camps’
(1905-1972) 88,000 postmortems performed during his career as a chief pathologist at
London Hospital. Although his nervous temperament played havoc in court, this attribute
also endeared him to television audiences. He was fascinated with the Jack the Ripper
case and, after pursuing evidence, determined that “Jack” was Montague John Drewitt.
Camps helped to develop the British Association of Forensic Medicine and he donated
his papers to the hospital’s Forensic Medicine Department.
8.
Dr. Marcella Farinelli Fierro: Perhaps you know Dr. Fierro best as “Kay
Scarpetta,” a fictional character in a series of crime novels penned by Patricia Cornwell.
Fierro, former Chief Medical Examiner for the Commonwealth of Virginia and Professor
Emerita, oversees all violent, suspicious and unnatural deaths throughout the State of
Virginia. She also teaches forensic pathology and serves as a consultant to the FIB on the
National Crime Information Center. Dr. Fierro advised Cornwell on all her Scarpetta
books.
9.
Sir Alec John Jeffreys: Considered the “father of DNA evidence,” Alec
Jeffreys’ discovery of the first DNA fingerprint was accidental. But, this British
geneticist’s discovery revolutionized forensic science and also helped to resolve paternity
and immigration disputes. Most recently, Sir Jeffreys has called for a drastic reduction in
the DNA database, stating Britain has disregarded rights and privacy of innocent people
in collecting database information.
10.
Ellis R. Kerley: Kerley (1924-1998) was an American anthropologist and
pioneer in forensic anthropology. In research, he is best known for pioneering the
microscopic approach to the estimation of age at death from human bone. A university
professor for 22 years, Kerley also served as Scientific Director of the Army
identification laboratory in Hawaii and worked on many forensic cases — most notably
the identification of remains belonging to repatriated American soldiers from Korean and
Vietnam Wars. The Ellis R. Kerley Forensic Sciences Foundation was founded in 2000 in
his memory.
11.
Clea Koff: After studying prehistoric skeletons in Berkeley, California, Cloa
Koff (also known as the “Bone Woman” based upon the title of her book) was sent to
Rwanda in 1996. What occurred over the following four years changed her life and
shocked the world as she exhumed bodies and studied their bones for the UN War Crimes
Tribunal. Her answers to questions about the victims may help bring the guilty to justice
in Rwanda, Bosnia, Croatia and Kosovo.
12.
Wilton Marion Krogman: Krogman (1903-1987) was an American
anthropologist and teacher who taught some of the world’s leading forensic
anthropologists. He published his first work in 1941, The Growth of Man, while at
Chicago. In 1972, he published Child Growth based on his studies while a professor at
the University of Pennsylvania. He published one of his most famous works in 1986,
entitled The Human Skeleton in Forensic Medicine. His work remains standards for
anatomical measurements throughout the world. University of Pennsylvania named a
building for Krogman, and also bestows an award for distinguished achievement in
biological anthropology in his name.
13.
Frances Glessner Lee: A socialite and heiress, Frances Lee (1878-1962)
revolutionized crime scene investigation through building miniatures, or tiny dioramas,
that detailed how a crime scene was developed and how it possibly evolved. These
Nutshell Studies of Unexplained Death,” originally donated to Harvard in 1945 for use in
her seminars, eventually went to the Maryland Medical Examiner’s Office. Frances also
became a captain in the new Hampshire State Police, obtaining a great deal of technical
knowledge about crime scene forensics.
14.
Dr. Henry C. Lee: Possibly one of the world’s most well-known forensic
scientists, Henry Lee currently serves as the Chief Emeritus for Scientific Services for the
State of Connecticut and an occasional lecture professor of forensic science at the
University of New Haven, where he has helped to set up the Henry C. Lee Forensic
Institute. Lee has worked on so many high-profile cases that it’s difficult to name them
all; but, some cases include O.J. Simpson, Laci Peterson, JonBenet Ramsey, the DC
sniper shootings, and was involved in the early stages of investigation for the missing
Orlando toddler, Caylee Anthony.
15.
Edmond Locard: Locard (1877–1966) pioneered the development of
criminalistics, the practice of gathering evidence for scientific examination and crime
solving. Locard developed the first official crime laboratory in the world. His most
important contribution is the principe de l’échange (principle of exchange). Locard stated
“Toute action de l’homme, et a fortiori, l’action violent qu’est un crime, ne peut pas se
dérouler sans laisser quelque marque.” Translated, “Any action of an individual, and
obviously the violent action constituting a crime, cannot occur without leaving a trace.”
16.
William R. Maples: Maples (1937-1997) was a renowned forensic
anthropologist at the University of Florida. He is known for his work in human
identification and trauma analysis and for his book, Dead Men Do Tell Tales. Throughout
his career, he assisted in the identification of the human remains of Spanish conquistador
Francisco Pizarro, Czar Nicholas II, and Joseph Merrick, “The Elephant Man.” Maples
also assisted medical examiners in Dade County identifying victims of the ValuJet airline
disaster in the Everglades. The University of Florida named their center for forensic
medicine after Maples, a man who “brought compassion and scientific rigor to the more
than 1,200 cases with which he was involved during his twenty-eight year career.”
17.
Dr. Porntip Rojanasunan: Known as Dr. Death, this Thai forensic pathologist
also is an author, a human rights activist and a cancer survivor. She currently is the
Director of the Central Institute of Forensic Science, Ministry of Justice in Bangkok. She
also introduced DNA evidence to Thailand and altered how autopsies were carried out in
this country. She dyes her hair punk-rock hair red, wears eccentric clothing and makeup;
but, while her appearance may belie her professionalism, it reflects her candor. Most
recently, Porntip took charge of the effort to identify victims of the tsunami in the Phang
Nga region.
18.
Professor Cedric Keith Simpson: Simpson (1907-1985), an English
pathologist, was a professor of forensic medicine at the University of London at Guy’s
Hospital and a lecturer at the University of Oxford. He was considered the leading
forensic pathologist in Great Britain after Sir Bernard Spilsbury (see below). His most
notable case involved the first use of forensic odontology, or the identification of an
individual through teeth and bite marks, in a murder conviction against Robert Gorringe
for the murder of his wife, Phyllis.
19.
Sir Sydney Alfred Smith: Born in New Zealand, Smith became Chair of
Forensic Medicine at the University of Edinburgh until 1953. His first big case involved
the discovery of the bodies of two children in the Hopetoun quarry near Edinburgh.
Although the bodies had been in water for eighteen months, Smith provided enough vital
information to lead to the arrest of the father and to Scotland’s first execution of the
century. Sir Smith described this event in his autobiography, Mostly Murder. Smith’s
work on an attempt on the life of Sir Lee Stack Pasha, the Sirdar of the Egyptian Army
and Governor General of Sudan marked the beginning of scientific examination of
firearms and projectiles.
20.
Robert P. Spalding: Spalding joined the FBI in 1971 as an investigative agent
and, in 1975, began to teach forensic serology at the Forensic Science Research and
Training Center (FSRTC), FBI Academy in Quantico, Virginia. During this time, he
developed expertise in bloodstain pattern analysis and was assigned to the newly formed
Evidence Response Team Unit, where he taught crime scene investigation to FBI field
office evidence response teams throughout the U.S. He is the owner of Spalding
Forensics, LLC, and contributes to many books on the topic of serology.
21.
Sir Bernard Spilsbury: Noted as Britain’s first forensic scientist, Sir Spilsbury
(1877-1947) worked on cases including the Seddon case and Major Armstrong poisoning.
Spilsbury single-handedly transformed forensic pathology from a widely discredited
science to one that was both “ghoulish and glamorous.” A media hero based upon his
almost supernatural gifts in solving murder mysteries, Spilsbury took his own life in 1947
after a series of personal disasters. The Wellcome Library plans to digitize Siplsbury’s
note cards this upcoming year.
22.
Richard Walter: This American forensic psychologist developed
psychological classifications for violent crime after interviewing more than 20,000
convicted felons. He also co-founded the Vidocq Society, an organization for forensic
professionals dedicated to solving cold cases. Walter’s most spectacular case involved
John List, a man who had been in hiding for eighteen years. With the help of artist Frank
Bender (see above), List was captured the day after the profile and image were displayed
on the television show, America’s Most Wanted. On the infamous side, Walter may face
perjury charges [PDF] in a 1982 case.
23.
Dr. Cyril H. Wecht: Dr. Wecht has served as a forensic pathologist consultant
in numerous high-profile cases and is noted for his controversial theories on cases for
Elvis Presley, O.J. Simpson and JonBenet Ramsey. His most notable case, however, is
his outspoken criticism of the Warren Commission’s findings concerning John F.
Kennedy’s assassination. Dr. Wecht currently serves as a clinical professor at the
University of Pittsburgh Schools of Medicine, Dental Medicine, and Graduate School of
Public Health, and holds positions as an Adjunct Professor at the Duquesne University
School of Law, School of Pharmacy, and School of Health Sciences.
24.
Dr. Michael Welner: This link takes readers to The Forensic Panel and its
peer reviewed protocols, the first of its kind in the U.S., pioneered by Dr. Welner. Dr.
Welner has defined the application of the cutting edge of science to forensic practice
through his work as principle forensic psychiatrist in some of America’s most sensitive
litigation. he has pioneered the effort toward establishing a clinical and forensic
standardization of the worst of crimes, through tools such as The Depravity Scale, a
history- and evidence-driven forensic instrument that helps experts to define legal words
for purposes of fair and consistent application to criminal sentencing.
25.
Dr. Frederic Whitehurst: Dr. Whitehurst was employed by the FBI crime lab,
which rated Whitehurst as the leading national and international expert in explosive and
explosive residue sciences. Despite this rating, Dr. Whitehurst was forced to defend
himself against the FBI when he blew the whistle on scientific fraud within the FBI lab
during the case of the 1993 World Trade Center bombing. After winning the first
successful whistle blower cases against the FBI, Whitehurst started the Forensic Justice
Project (FJP), a non-profit forensic watch dog group that functions as a project of the
National Whistleblowers Center (NWC).
Forensic Research Poster
Teacher Name: Mrs. Benson
Student Name:
________________________________________
4
3
2
1
Title
Title can be read
from 6 ft. away and
is quite creative.
Title can be read
from 6 ft. away and
describes content
well.
Title can be read
from 4 ft. away and
describes the
content well.
The title is too small
and/or does not
describe the content
of the poster well.
Grammar
There are no
grammatical
mistakes on the
poster.
There are 1-3
There are 4-6
grammatical mistake grammatical
on the poster.
mistakes on the
poster.
Required
Elements
The poster includes All required elements
all required elements are included on the
as well as additional poster.
information.
All but 1 of the
required elements
are included on the
poster. (date of
invention, at least 4
facts about the
inventor, or location
of inventor are
missing)
Several required
elements were
missing.(date of
invention, at least 4
facts about the
inventor, or location
of inventor are
missing)
Use of Class
Time
Used time well
during each class
period. Focused on
getting the project
done. Never
distracted others.
Used time well
during each class
period. Usually
focused on getting
the project done and
never distracted
others.
Used some of the
time well during each
class period. There
was some focus on
getting the project
done but
occasionally
distracted others.
Did not use class
time to focus on the
project OR often
distracted others.
Presentation
Presenter was easy
to understand, did
not read off of the
poster, spoke loudly,
and stayed within
the time limit.
Presenter did not do
1 of the
following:easy to
understand, did not
read off of the
poster, spoke loudly,
and stayed within the
time limit.
Presenter dod not do Presentation was
2 of the
unrehearsed and of
following:easy to
poor quality overall.
understand, did not
read off of the
poster, spoke loudly,
and stayed within the
time limit.
Attractiveness
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
The poster is
attractive in terms of
design, layout and
neatness.
The poster is
acceptably attractive
though it may be a
bit messy.
CATEGORY
TOTAL POINTS______________/24
There are more than
6 grammatical
mistakes on the
poster.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Lesson 3: The Art & Science of Perspective
Teacher: Ms. Mrs. Mr. Dr.
2012_____
Grade:
1.
6
period of 45 minutes
Date:
Subject: Art/Science
_________Spring
Time:2 class
Materials/Technology:






18.
Benson
35 mugshots printed out from mugshots.com
15 manila folders
30 pieces of drawing paper
15 charcoal pencils
Tape
Excerpt from Florence County Sherrif’s Office, County Newsletter by Wesley Neville
Illinois Goals, Learning Standards and Benchmark(s):
STATE GOAL 11: Understand the processes of scientific inquiry and technological
design to investigate questions, conduct experiments and solve problems.
B. Know and apply the concepts, principles, and processes of scientific inquiry.
2c. Construct charts and visualizations to display data.
STATE GOAL 26: Through creating and performing, understand how works of art are
produced.
C. Apply skills and knowledge necessary to create and perform in one or more
of the arts.
2d. Demonstrate knowledge and skills to create works of visual art using
problem solving, observing, designing, sketching, and constructing.
19.
Performance Objective(s) –
SWBAT (LO) illustrate an understanding of the basic principles of sketching a pencil
drawing
SWBAT (LO) translate verbal commands into a visual representation
SWBAT (HO) develop a “police sketch” incorporating all of the detail and data they have
been given
20.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Motivation: Have a variety of mugshots printed off from mugshots.com and tape them
up around the room.
Bridge: The teacher will pick a mugshot to describe, unbeknownst to the students, and
give an account as if she was the victim describing the suspect. The students will then
have to try and pick the suspect out from the mugshots on the wall. The teacher will
then explain they are going to try their hands at being police sketch artists by using the
knowledge they already have of charcoal pencil drawings.
21.
Procedures:
Before class:



Gather 35 mugshots from mugshots.com and print them out.
Tape five of them on the board.
Tape 15 images inside a manila folder and make the outside of the folder look official
with some police jargon on it. Make sure to give each folder a suspect number.
During Class:
DAY 1







Describe one of the suspects on the board.
Ask the students if they can pick out the suspect.
Next, break the students up into pairs and seat them across the desk/table from each
other.
Read the observation tips from a lead composite sketch artist: Wesley Neville from
the Florence County Sherrif’s office so the students can get insight into just how
observant and detailed they should be.
Give the manila envelope to one student explaining that they are not to open the
envelope yet and they are not to share the contents with anyone else in the class.
Give the other student in each pair a charcoal pencil and a piece of drawing paper.
Tell the students they will have twenty minutes to work as a team to draw the
“suspect”; HOWEVER, the person sketching can NOT look at the picture. They are





only able to listen to verbal clues from their partner to compose the police sketch.
After the students are finished ask them to put both their names on the back of their
drawings as well as the number of the suspect they were assigned. Collect all of the
drawings and photos.
Tape up the photos from the manila envelope around the room.
One at a time, hold up each groups drawing and ask the class to vote by a show of
hands which photo they think the drawing represents.
After the class has had time to briefly see each other’s work, hand back the drawing
along with the photos to each group.
Also, the individual who drew the sketch will be able to take both the mugshot and
their sketch home for improvement before turning it in for a grade.
DAY 2
Repeat the drawing exercise with 15 new photos switching the roles of sketch artist and
witness.
22.
Closure:

Ask the class for examples of both what good and unnecessary data their partner
conveyed to them and why they felt that it was one way or the other?

Ask the class what they thought was difficult about being the witness? About the
sketch artist?

Ask the class what was similar in this exercise to the scientific method?
23.
Assessment:
 The teacher will assess students’ ability illustrate an understanding of the basic
principles of sketching a pencil drawing by looking over their individual drawings after
they have had time to take it home and make any improvements they want to with
the actual photo for comparison.
 The teacher will assess students’ ability to translate verbal commands into a visual
representation by walking around the classroom and observing the students while
they work.
 The teacher will assess students’ ability to develop a “police sketch” incorporating all
of the detail and data they have been given by comparing their sketch to the photo at
the end of the initial sketch period when it is put on the board for the class to see.
24.
Accommodations for Individual Needs:
 Allow Eva and Rodolfo to work together; therefore, if they are missing descriptive
terms from their English vocabulary, they can use Spanish to convey their data.
While they are working, tell them that if they do not know an English term for
something they need to write down the word in Spanish so that they can revisit it at
their next ELL appointment.
25.
Homework/Announcements:
Allow each student the opportunity to take their initial sketch and photo home to improve
upon if they wish before turning it in the next day.
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
The Following is an excerpt from the Upcoming Issue of the Florence County Sheriff's Office, County
Newsletter.
Wesley Neville
How would you react if you were witness to a crime? Would your mind
go blank?, would you run?, or would you attempt to take in as much
information as possible? Those precious few seconds can prove to be
extremely valuable in the eventual solution to the crime, and although we
doubt our abilities at times, the mind has an incredible knack for storing
data - quickly!
Facial features are wonderful for identification. Feature proportion,
and/or size is often the thing that stands out about an individual’s overall
appearance. Examples of individual features that are the major factor of
the person’s overall look include: Bob Hope's and Jimmy Durante’s nose,
Hitler’s trademark mustache, Mick Jagger’s Lips, Kelsey Grammer’s
Forehead, etc. Any of the mentioned individual’s could possibly be
identified solely on their one particular unique feature.
Not everyone has such an obvious identification feature, but everyone has
their own individual look. Try to focus on the first thing that catches your eye about the
individual. You can practice this technique by observing people living their everyday lives.
Look around you and consider what makes a certain person look the way he or she does. You
will find that it is usually one or two features that are the dominate makeup of that
individual’s look.
Eyes are usually the most and only visible feature on a suspect. Look at the suspect’s eyes,
do not stare but take in the uniqueness of the eyes. Consider size, shape, color, whether they
are close or far apart, perhaps they are deep-set, and consider how close the eyebrows rest
above the eyes. While observing the eyes, notice the eyebrow thickness and shape.
An individual’s head shape is another excellent identification point. Try to break the different
shapes into the following categories: round, narrow, long, triangular, square, and oval. If it
helps you to recall, use off-the-wall descriptions such as "peanut head," "bullet head," and
"pumpkin head." The same method is utilized for all features - the nose, lips, ears, chin,
forehead, and cheekbones. Look for peculiarities on the individual’s hairstyle, whether or not
facial hair is present. Look for anything that causes the individual to standout. Perhaps there
is a scar, mole, freckle, or tattoo which catches your eye. Maybe the suspect has acne
scarring, or a matted or oily complexion.
Do not limit yourself to facial features, often times there is no way to see the individual’s
face. Take advantage of the chance to observe physical peculiarities, clothing, whether the
suspect limps, whether or not he or she slumps while standing, how he or she runs or walks,
his or her mannerisms, and if possible listen, the voice may also be an identification point.
Any of these things may be the information the investigator needs to lead to the identity of
the suspect.
Remember, it may only take one of these features to result in an identification. The
investigator, in turn, has the ability to eliminate suspects through obvious appearance
discrepancies.
As a Forensic Artist, I am constantly observing people. These are questions asked by the
artist when conducting a composite sketch interview. Practicing the above observation
techniques allows for a flowing interview and an increased chance of the interview resulting
in a likeness of the suspect.
Taken from the following website:
http://www.forensicartist.com/observe.html
Lesson 4: No Bones About It
Teacher: Ms. Mrs. Mr. Dr.
Grade:
1.
6
Date:
_________Spring 2012_____
Subject:Science/ Health/Math
Time: 45 min
Materials/Technology:


26.
Benson
Yardstick
“The Power of Bones” worksheet
Illinois Goals, Learning Standards and Benchmark(s):
STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division), patterns, ratios, and
proportions.
B. Investigate, represent, and solve problems using number facts, operations (addition,
subtraction, multiplication, division) and their properties, algorithms, and relationships.
3a. Solve practical computational problems involving whole numbers, integers,
and rational numbers.
STATE GOAL 8: Use algebraic and analytical methods to identify and describe patterns and
relationships in data, solve problems, and predict results.
D. Use algebraic concepts and procedures to represent and solve problems.
3a. Solve problems using numeric, graphic, or symbolic representations of
variables, expressions, equations, and inequalities.
STATE GOAL 10: Collect, Organize, and analyze data using statistical methods; predict results;
and interpret uncertainty using concepts of probability.
A. Organize, describe, and make predictions from existing data.
2b. Using a data set, determine mean, median, and mode and range, with and
without the use of technology.
STATE GOAL 13: Understand the relationships among science, technology, and society in a
historical and contemporary context.
B. Know and apply concepts that describe the interaction between science, technology,
and society.
3c. Describe how occupations use scientific and technological knowledge and
skills.
STATE GOAL 23: Understand the human body systems and factors that influence growth and
development..
A. Describe and explain the structure and function of the human body systems and how
they interrelate.
2. Identify basic body systems and their functions (e.g. circulatory, respiratory,
nervous).
27.
Performance Objective(s) –
SWBAT (LO) find the location of various bones in their body.
SWBAT (LO) find the answers to simple mathematical computations using a given formula.
SWBAT (HO) analyze the data in the class graph to find the mean, median, and mode for various
bones.
28.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Motivation: Show the students the short YouTube Video :”The Power of the Bones” which gives a
brief look inside a forensic anthropologist at the Smithsonian.
http://www.youtube.com/watch?v=7cogeHybySI&feature=relmfu
Bridge: The teacher will review what a forensic anthropologist does and ask the class what
things the woman in the video said that make a good scientist or anthropologist. The teacher will
then relate those ideas the students have given her to the field of scientific investigation. Next,
the teacher will explain that not only do forensic anthropologists need good Scientific Investigative
skills but they also need good math skills because many times piecing together a crime scene
can involve a lot of measurement and use of formulas. The teacher will explain that the
scientists use a lot of measurements to infer certain characteristics about the skeleton such as
height just as they will be doing today.
29.
Procedures:
Before class:
 Load the Youtube video “The Power of the Bones”
During Class:
 Show the Youtube video “The Power of the Bones”
 The teacher will ask the students to break up into pairs and handout the “The Power of
Bones” worksheet.
 The teacher will give each student a yard stick and ask them to measure their femur,
tibia, and humerus to the nearest centimeter.
 The teacher will then ask the students to assume they do not know their actual height
and use the formulas on their worksheet to calculate their height based on the formulas
using each of the tibia, humerus, and femur.
 Have the students record their data on the board for each bone measured in centimeters
on the board in the appropriate column (humerus, tibia, and femur).
 After all of the data is up, have the students calculate the mean, median, and mode for
the class data for the length of each bone in inches.
 Have the students record the mean, median, and mode for the humerus, tibia, and femur
on their worksheet.
30.
Assessment:
 The teacher will assess students’ ability to find the location of various bones in their body by
observing them while they are measuring as well as asking them to point them out while they
are working in small groups.
 The teacher will assess students’ ability to find the answers to simple mathematical
computations using a given formula by checking their worksheets for accuracy.
 The teacher will assess students’ ability to analyze the data in the class graph to find the
mean, median, and mode for various bones by checking their worksheets for accuracy.
31.
Accommodations for Individual Needs:
 Pair Juan and Rodlofo in the same group since Rodolfo excels at math reasoning. Perhaps
Rodolfo will find this interesting and also be able to help Juan and Juan will be able to help
Rodolfo with any language issues.
32.
Homework/Announcements:
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
Name__________________________
The Power of Bones
PROCEDURE
Part 1-Inferring Height from Femur Length
1. Work with a partner. Identify the placement of your partner's femur
bone. It is the single large bone that extends from the hip socket to the
kneecap.
2. Use a meter stick to measure the length of it (in centimeters).
3. Multiple the length of the femur by 2.6.
4. Add 65 to this number to arrive at the approximate height of your
partner in centimeters.
5. Use a metric ruler to obtain the actual height of your partner in
centimeters.
6. Convert this metric measurement to inches by dividing by 2.54.
7. Switch roles and record data for each person.
Person 1:
Person 2:
Femur length (cm)
Height using formula (cm)
Calculated height in inches
Actual height in inches
Diff. between actual and
formulated height in inches
Part 2-Inferring Height from Humerus Length
1. Work with a partner. Identify the placement of your partner's humerus
bone. It is the single large bone that extends from the elbow to the
shoulder socket.
2. Use a meter stick or measuring tape to determine the approximate
length of this bone (in centimeters). If the bone comes from a female
subject, go to step 3, If the bone comes from a male subject, go to step 5.
3. If the bone comes from a male subject, go to step 5. 3. If the bone
comes from a female, multiply the measured length in centimeters by
3.06.
4. Add 64.26 to this number. This final number is the approximate height
of the female based upon her humerus length.
5. If the bone comes from a male, multiply the measured length in
centimeters by 32.69.
6. Add 59.41 to this number. This final number is the approximate height
of the male based upon his humerus length.
7. Again, if you'd like to convert this numbers into inches, divide the result
by 2.54.
8. Switch roles and record data for each person.
Person 1:
Person 2:
humerus length (cm)
Height using formula (cm)
Calculated Height in inches
Actual height in inches
Diff. between actual and
formulated height in inches
Part 3-Inferring Height from Tibia Length
1. Work with a partner. Identify the placement of your partner's tibia bone.
It is the larger central bone of the lower leg, extending from just below
the kneecap to the ankle.
2. Use a meter ruler or measuring tape to determine the approximate
length of this bone (in centimeters).
3. Use the chart below to estimate the height of your partner based upon
the tibia length. This regression chart uses only three racial stocks,
Caucasoid, Negroid and Mongoloid.
4. Convert both heights to inches.
Caucasoid male (2.42) (tibia length in centimeters) +
81.93
Caucasoid female (2.90) (tibia length in centimeters) +
61.53
Negroid male (2.19) (tibia length in centimeters) +
85.36
Negroid female (2.45) (tibia length in centimeters) +
72.56
Mongoloid male (2.39) (tibia length in centimeters) +
81.45
Mongoloid female not available
NOTE: Mongoloid is the major ethnic group that includes Chinese, Japanese,
Eskimos, Native Americans, Siberians, Malayans, and Mongolians.
Person 1:
tibia length (cm)
Height using formula (cm)
Calculated Height in inches
Actual height in inches
Diff. between actual and
formulated height in inches
Person 2:
After measurements have been taken, record the length of each bone in centimeters in the
appropriate column on the board.
Class Data: Calculate the mean, median, and mode for the class data for each of the tibia,
humerus, and femur and record it in the table below.
Bone(cm)
Femur
Humerus
Tibia
Mean (cm)
Median (cm)
Mode (cm)
Worksheet modified from packet located at: www.proquestk12.com/curr/docs/bcL_SBLA_math_912_archaeologist.doc
Lesson 5: “ Beach Ball Forensic Science”
Teacher: Mrs. Benson
Grade:
6
Date:
_________Spring 2012_____
Subject: Science/PE
Time: 45 minutes
1.
Materials/Technology:
 4 beach balls with 8 sections each
 White mailing labels
 “Forensic vocab” list
 whistle
33.
Illinois Goals, Learning Standards and Benchmark(s):
STATE GOAL 13: Understand the relationships among science, technology, and society in a
historical and contemporary context.
B. Know and apply concepts that describe the interaction between science, technology,
and society.
3b. Identify important contributions to science and technology that have been
made by individuals and groups from various cultures.
STATE GOAL 19: Acquire movement skills and understand concepts needed to engage in
health-enhancing physical activity.
A. Demonstrate physical competency in individual and team sports, creative movement
and leisure, and work-related activities.
3. Demonstrate control when performing combinations and sequences of
locomotor, non-locomotor, and manipulative motor patterns in selected activities,
games, and sports.
34.
Performance Objective(s) –
SWBAT (LO) demonstrate an understanding of key forensic vocabulary terms and people.
SWBAT (LO) demonstrate basic gross and fine motor skills such as running and catching a ball.
SWBAT (affective) value the impact of forensic science and the different people who have made
it what it is today.
35.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Motivation: Students will go outside and be told they get to play with beach balls today.
Bridge: The teacher will ask the students to think to themselves to recall some of the forensic
scientists and fields of forensics that we went over in the previous class sessions. The teacher
will then toss the beach balls to four different students and explain that they are going to use the
beach ball to review some of the key areas of forensics.
36.
Procedures:
Before class:
 Get four beach balls with 8 sections each on them and put mailing labels with terms from the
“vocab list” on each section onto each section of the ball. Try to put as many different terms
on the balls as possible.
During Class:
 Tell the students to get into four groups by counting off by fours.
 After the students are in their groups, give each group a beach ball to toss around.
 Explain that when they catch the beach ball, they need to describe the term that either of
their hands have landed on.
 If they are unable to come up with an idea, they can ask a classmate on their team for help.






Allow them 5 minutes with each ball…..switching balls at 5 minute intervals when the teacher
blows the whistle for a total of 20 minutes and a turn with each of the four beach balls.
After the individual teams have had a chance to review the terms in a small game of toss,
assimilate all of the students into four lines based on their groups.
Explain that they will start off by one of the teams getting the beach ball tossed to them and
they must recite the facts they practiced for the previous portion of the class. This time,
though, the person tossing the ball gets to pick which of the two topics the player’s hands
land on that the player needs to give information on.
If they do not know an answer or they give an incorrect answer, that player needs to sit down
in their spot thus being eliminated from the game.
If they answer correctly, they get to come in front of the rows and toss the ball to the first
person in a row on the team of their choice.
Play continues like this until there is only one team remaining.
37.
Closure (set of key questions for comprehension or processing):
Ask the class what other areas of forensics they would like to see placed on the beachballs that
interests them about forensics and discuss.
38.
Assessment:
 The teacher will assess students’ ability to demonstrate an understanding of key forensic
vocabulary terms by listening to them throughout the game.
 The teacher will assess students’ ability to demonstrate basic gross and fine motor skills
such as running and catching a ball by observing their actions during the game.
 The teacher will assess students’ ability to value the impact of forensic science and the
different people who have made it what it is today by observing and listening to the
students throughout the game.
39.
Accommodations for Individual Needs:
Allow Rodolfo and Eva to be on the same team as Juan and allow Juan to translate for the other
students if they need help.
40.
Homework/Announcements:
none
41.
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
Forensic Science Vocab/Key People for Beach Ball Game
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analytical skills: the ability to identify a problem, to isolate its component parts, to organize information
for decision making, to establish criteria for evaluation, and to draw appropriate conclusions.
Anthropology: the scientific study of the origins and behavior as well as the physical, social, and cultural
development of humans.
Ballistics:
the study of bullets and firearms.
deductive reasoning:
deriving the consequences from the facts using a series of logical steps.
Eyewitness:
a person who has seen someone or something and can communicate these facts.
locard's exchange principle:
contact between individuals and locations that leads to an exchange of
trace evidence.
Observation:
what a person perceives using his or her senses.
Opinion: personal belief founded on judgment rather than on direct experience or knowledge.
Palynology:
the study of pollen and spore evidence to help solve crime cases.
Perception:
interpreting information received from the senses.
civil law :dispute between people (divorce)
criminal law:
murder, robbery
forensic :Latin word which means of the forum
criminalistics:
the scientific examination of psychical evidence for legal purposes.
Scientific method:
1. observe a problem or question. 2. consider a hypothesis or possible solution.
3. examine, test, and then analyze the evidence. 4. determine the significance of the evidence. 5. formulate
a theory based on the significance of the evidence.
Sir Arthur Cannon Doyle: Popularized crime detection methods through fictional character Sherlock
Holmes.
Calvin Goddard: invented the comparison microscope
Francis Galton: invented the study of fingerprints
Karl Landsteiner: developed blood groups. A,B,AB,O
miranda rights: the rights you get when you are arrested. you must get them read to you by a police
officer when they handcuff you.
federal rules of evidence: evidence has to be relevant to the case, not prejudiced, and not hearsay before
the evidence can be admitted into a court of law.
inductive reasoning:
involves going from a series of questions to a general statement. the conclusion
is never guaranteed and there is more than one answer.
Lesson 6: Baby Powder Bandit
Teacher: Mrs. Benson
2012
Grade: 6
minutes
1.
Subject: Math/ Science
Time: 45
Materials/Technology:



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42.
Date: Spring
12 laptops
Rulers
Baby powder
Math journals
Illinois Goals, Learning Standards and Benchmark(s):
STATE GOAL 7: Estimate, make and use measurements of objects, quantities, and
relationships, and determine acceptable levels of accuracy.
A. Measure and compare quantities using appropriate units, instruments, and
methods.
2a. Calculate, compare and convert length, perimeter, area, weight/mass,
and volume within the
customary and metric systems.
STATE GOAL 10: Collect, organize, and analyze data using statistical methods; predict
results; and interpret uncertainty using concepts of probability.
A. Organize, describe, and make predictions from existing data.
2a. Organize and display data using pictures, tallies, and tables, charts,
bar graphs, line graphs,
line plots, and stem-and-leaf graphs.
2b. Using a data set, determine mean, median, mode, and range, with
and without the use of
technology.
STATE GOAL 11: Understand the process of scientific inquiry and technological design
to investigate questions,
Conduct experiments, and solve problems.
A. Know and apply the concepts, principals, and processes of scientific inquiry.
2b. Collect data for investigations using scientific process skills including
observing, estimating,
and measuring.
2c. Construct charts and visualizations to display data.
43.
Performance Objective(s) –
SWBAT (LO) demonstrate an understanding of stem-and-leaf plots.
SWBAT (HO) Construct a stem-and-leaf plot from data they have collected.
44.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Motivation: Students will come into class to a taped off crime scene which has baby
powder footprints in it.
Bridge: The teacher will tell the students that sometime during the lunch hour, she
suspects one of the students came back into the room and made a mess with her baby
powder and she needs their help to determine which one of them it was. She will ask
them what ideas they have on how they can go about solving the crime. She will then
explain that after they collect their data, they are going to construct a stem and leaf plot
to display the data.
45.
Procedures:
Before class:

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Make 5-6 baby powder shoeprints using a shoe size that some of the students in the
class would have
Write the following prompts for their journal entries on the board:
 Mean of your suspect data
 Stem-and leaf plot
Also designate a large area designed for the students to record their individual data labeled
“Student Shoe Data” on the board.
During Class:


Tell the students to get into four groups by counting off by fours.
Tell them to open their math journals to a new page and label it “Baby Powder
Bandit” and put today’s date on the page.
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46.
Give each group a ruler.
Have the students measure each other’s shoe in their group in inches to the nearest
tenth of an inch and record it on the board under “Student Shoe Data”
Next, review what finding a mean is and have the student groups measure each of
the footprints left behind by the suspect to the nearest tenth of an inch and have
them find the mean of the baby powder footprints and record it in their math journal.
Review what stem-and-leaf plots are by asking the students what they recall about
them and by filling in any grey areas.
Make sure the students understand what numbers represent the stem and which
numbers represent the leaves and where they go on the plot.
Have the students go through the following tutorial in their groups: http://www.wisconline.com/Objects/ViewObject.aspx?ID=tmh1101
Walk around and make sure the students are comfortable with the procedure.
When they are finished with the internet tutorial (should take approx. 15 min.) have
them record the student data from the board in their individual journals and then
construct a stem-and-leaf plot to organize the data.
When they are finished with their charts, have the students discuss in their groups
who they think could’ve been then Baby Powder Bandit.
When everyone is done, discuss the findings as a group by asking them which their
classmates could be the suspects and why.
Closure:
Have the students respond to the following two questions in their math journals and
mark it “Exit”
Which numbers represent the “stem” numbers? Which numbers represent the
“leaf” numbers?
How do you decide where you put the numbers?
47.
Assessment:
 The teacher will assess students’ ability to demonstrate an understanding of
stem-and-leaf plots by checking their exit slips for accuracy and by reading their
math journals.
 The teacher will assess students’ ability to construct a stem-and-leaf plot from
data they have collected
by checking their math journals to see if they correctly formulated the stem-andleaf chart from the student data on the board.
48.
Accommodations for Individual Needs:
Make sure Juan and Rodolfo are in the same group since Rodolfo excels at Math
reasoning and may be able to help Juan out.
49.
Homework/Announcements:
finish any portion of the assignment not completed in the allotted class time
50.
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching
Performance:
Lesson 7: The Mystery of Space
Teacher: Mrs. Benson
Grade: 6
1.
Date: Spring 2012
Time:90 minutes
Materials/Technology:
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51.
Subject: Science/History
Computer Access
Worksheet: “Fascinating & Important People in Space History”
student name popsicle sticks
Illinois Goals, Learning Standards and Benchmark(s);
STATE GOAL 13: Understand the relationships among science, technology, and society
in a historical and contemporary context.
B. Know and apply concepts that describe the interaction between science,
technology, and society.
3b. Identify important contributions to science and technology that have
been made by individuals and groups from various cultures.
STATE GOAL 16: Understand events, trends, individuals, and movements shaping the
history of Illinois, the
United States, and other nations.
C. Understand the development of economic systems.
3c(w). Describe the impact of technology (e.g. weaponry, transportation,
printing press,
microchips) in different parts of the world, 1500-present.
52.
Performance Objective(s) –
SWBAT (LO) identify some of the early space explorers and their contributions to
exploration of space.
SWBAT (HO) compare and contrast space explorations from different parts of the world.
53.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Motivation: The teacher will show the students the following YouTube video:
http://www.youtube.com/watch?v=RMINSD7MmT4 on the first man on the moon.
Bridge: The teacher will explain that this small feat was actually an important part of
history known as the “Space Race” that had the entire world scrambling to be the first
nation to put a man on the moon.
54.
Procedures:
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Hand out the worksheet “Fascinating and Important People in Space History”.
Explain that there are people on the worksheet from all parts of the world as well as
people who designed space technology and who experienced the space technology.
Tell the students they will have two class periods to look up each of the people on their
sheets on the Wikipedia site and record their information.
Stress to the students to make notes regarding differences between the space program
here in the United States and in other nations.
Break the students up into pairs by having them pull a popsicle stick.
The teacher will have half of the groups start at the bottom of the list and the other half
start at the top to make sure all people are covered.
The teacher will allow the students 50 minutes to research the people.
After fifty minutes, the teacher will call on students to give brief information on each
person. The students that did not have time to research that particular person will record
the pertinent info on their sheets.
The teacher will then ask the students if they noticed any differences in the way space
exploration was experienced in the United States versus other nations.
The class will discuss the differences.
55.
Closure:
The teacher will ask the students to pick 2 to 3 people from the worksheet that are from
different areas of the world and compare/contrast how their space journeys and/or
contributions were similar and/or different. They will record their answers on the bottom
of the second page of their worksheets hand in the worksheets before the end of class.
56.
Assessment:

The teacher will assess students’ ability to identify some of the early space explorers and
their contributions to exploration of space by listening to their discussions and checking
their worksheets.

The teacher will assess students’ ability to compare and contrast space
explorations from different parts of the world by listening to their discussions and
reading their paragraph on the worksheet that asks them to compare and
contrast 2-3 explorers from different nations.
57.
Accommodations for Individual Needs:
Allow Rodolfo and Eva to be on the same team as Juan and allow Juan to translate for
the other students if they need help.
58.
Homework/Announcements:
none
59.
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching
Performance:
Lesson 8: Mystery Paper
Teacher: Mrs. Benson
Grade:
min./3 days
1.
6
_________Spring 2012_____
Subject: Science/Language Arts Time: 45
Materials/Technology:
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60.
Date:
6 different paper bags with 5 items in each bag: paperclips, glue bottle, shoes string,
piece of cloth, food wrappers, pens, pencils, baseball cards, etc.
Concept Map handout
Student checklist for self-assessment
Tuesday by David Wiesner
Illinois Goals, Learning Standards and Benchmark(s):
STATE GOAL 3: Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization, and structure.
3. Write compositions that contain complete sentences and effective
paragraphs
using English conventions.
B. Compose well-organized and coherent writing for specific purposes and
audiences.
3a. Produce documents that convey a clear understanding and
interpretation of
ideas and information and display focus, organization, elaboration, and
coherence.
C. Communicate ideas is writing to accomplish a variety of purposes.
3a. Compose narrative, informative, and persuasive writings (e.g., in
addition to
previous writings, literature reviews, instructions, news articles,
correspondence)
for a specified audience.
STATE GOAL 11: Understand the processes of scientific inquiry and technological
design to
Investigate questions, conduct experiments, and solve problems.
A. Know and apply the concepts, principles, and processes of scientific inquiry.
1a. describe an observed event.
Performance Objective(s) –
SWBAT (LO) develop complete and coherent sentences and paragraphs.
61.
SWBAT (LO) organize a paragraph in the correct format using a topic sentence,
supporting detail sentences, and concluding sentence.
SWBAT (HO) compose a five paragraph short mystery story integrating at least four of
the items from their mystery bag.
62.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Motivation: Read the short story Tuesday by David Wiesner
Bridge: The teacher will ask the students what type of writing the author was trying to
portray when he wrote the book. The teacher will then go page by page with the
students to investigate the clues on each page. After they finish the walk through the
book, the teacher will explain that they are each going to write their own short mystery
using a bag of clues.
63.
Procedures:
DAY 1:
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The teacher will review the components of a five paragraph essay.
The teacher will emphasize the attention to detail in good mystery writing and scientific
investigation.
The teacher will hand out the student checklist and explain they should have checks in all areas
when they are finished with their short story.
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The teacher will then pass out the paper bags and explain that they are to incorporate at least
four of the objects in their bag into their story being very descriptive and precise about the
contribution of each item to the mystery they are writing about.
The teacher will pass out the concept map organizer and explain they are to use it to generate a
flow for their story.
The teacher will tell them they will have three periods to work on their projects: Day 1: organize
ideas, Day 2 write the rough draft, Day 3:revise and complete final draft.
The teacher will instruct the students to begin organizing their thoughts in their concept maps. If
they finish early, they can find someone else who is also finished to share their map with, give
feedback, and brainstorm with.
DAY 2:
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Teacher will randomly switch the students’ concept maps for peer review. Students will quickly go
over concept maps for five minutes to get feedback on what they like/needs improvement.
Students will return concept maps to owner and students will begin working independently on
their rough drafts.
If students finish before class is over, they should begin the revision process.
Teacher will explain the students need to bring their completed rough drafts to class tomorrow for
peer review.
DAY 3:
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6.
The teacher will once again randomly distribute the rough drafts for peer review. Students will
take ten minutes to read over the papers and make any corrections or notes to the author.
The students will return their papers to the owner.
The students will individually work on their final drafts.
The teacher will explain the final drafts are due the next day and if they did not have time to
complete them, they need to do so at home.
Closure:

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The teacher will ask the students what the main parts of a paragraph are.
The teacher will ask the students if they are writing a five paragraph essay what should
paragraph one be about? What should paragraphs 2-4 be about? What should be the
purpose of the last paragraph be?
7.
Assessment:
 The teacher will assess the students’ ability to develop complete and coherent sentences and
paragraphs by checking their essays for accuracy.
 The teacher will assess the students’ ability to organize a paragraph in the correct format
using a topic sentence, supporting detail sentences, and concluding sentence by checking
their essays for accuracy.
 The teacher will assess the students’ ability to compose a five paragraph short mystery story
integrating at least four of the items from their mystery bag by checking their essays to make
sure they incorporated the items from their bags and that it flow nicely.
8.
Accommodations for Individual Needs:



Try to locate an ELL aide to assist Rodolfo and Eva.
If Eva and Rodolfo need to work together to assist each other with the English conventions, allow
them to.
Allow the Rodolfo and Eva to construct their concept maps and rough drafts in Spanish if
necessary and then translate it to English during their ELL pull-out time to make sure their final
draft is in English.
9.
Homework/Announcements: Finish any incomplete assignments on a daily basis to
make sure they are ready to move on to the next phase the following day.
10.
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching
Performance:
Teacher Name: Benson
Student Name:_____________________________
Date: _________________
Project: Mystery Story
CATEGORY
Capitalization
RESPONSIBILITIES
I have capitalized the first word of each sentence.
I have capitalized the names of people.
I have capitalized the names of months, days, and holidays.
I have capitalized the names of cities, states, countries,
continents and famous places (.e.g, Empire State Building).
Conventions
My paragraphs are sound.
Each of my paragraphs has one main idea.
I used correct grammar.
I used commas, periods, question marks, and exclamation
points correctly.
My handwriting is legible.
Fluency
My sentences begin in different ways.
My sentences build upon the ones before.
The meaning of each of my sentences is clear.
My sentences flow from one to another.
There are no run-on sentences.
There are no sentence fragments.
Ideas
I used brainstorming and a concept map or outline to create
and organize ideas.
My ideas are logically related to one another.
My report is clear and focused. I stay on topic.
My details give the reader important information.
Organization
My report is sequenced in a logical order.
My ideas flow well and are clearly connected to one
another.
I have a satisfying conclusion.
Lesson 9: Mystery Scene Re-Enactment Poster
Teacher: Mrs. Benson
Grade:
6
Date:
_________Spring 2012_____
Subject: Language Arts/Art Time: 45 min./2 days
1.
Materials/Technology:
 Posterboard
 Computer access
 Markers
 Crayons
 Construction paper
 Scissors
 glue
 Mystery Poster Rubric
64.
Illinois Goals, Learning Standards and Benchmark(s):
STATE GOAL 3: Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization, and structure.
3. Write compositions that contain complete sentences and effective paragraphs
using English conventions.
B. Compose well-organized and coherent writing for specific purposes and audiences.
3a. Produce documents that convey a clear understanding and interpretation of
ideas and information and display focus, organization, elaboration, and
coherence.
C. Communicate ideas is writing to accomplish a variety of purposes.
3a. Compose narrative, informative, and persuasive writings (e.g., in addition to
previous writings, literature reviews, instructions, news articles, correspondence)
for a specified audience.
STATE GOAL 26:Through creating and performing, understand how works of art are produced.
B. Apply skills and knowledge necessary to create and perform in one or more of the arts.
2d. Demonstrate knowledge and skills to create works of art using problem
solving, observing, designing, sketching, and constructing.
65.
Performance Objective(s) –
SWBAT (LO) develop complete and coherent sentences and paragraphs.
SWBAT (LO) organize a paragraph in the correct format using a topic sentence, supporting detail
sentences, and concluding sentence.
SWBAT (HO) construct a posterboard artistic representation of their mystery short story from
Lesson 8.
66.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Motivation: Ask the students if they can recall the important details at the crime scene from day
one’s Initiating Activity. After they give a few answers, ask them what helped them remember.
Many will answer they had a picture of it in their minds.
Bridge: The teacher will explain that they are going to create a visual….much like those we
create in our minds. They will be creating a posterboard display to create the picture their
mystery essay would convey.
67.








Procedures:
The teacher will explain they are going to create a poster board representation on their Mystery
short stories.
They will need to include the four clues they used from their paper bag and a one paragraph
depiction of what is going on in the display.
The teacher will handout the grading rubric.
The teacher will explain they can use any type of artistic medium available in the classroom to
portray their scene.
The teacher will tell the students their paragraphs must be computer generated.
The teacher will tell the students they will have one and a half class periods to complete the
project and to use their time wisely.
DAY 1 and first Part of Day 2: students will work on their posterboards
Last 20 minutes of Day 2: the students will display their posterboards for peer review.
68.
Closure:
 After the first 20 minutes of Day2, have the students display their posterboards and have
them place a sheet of notebook paper next to their display. Have the students walk around
and leave comments on at least four of their peers’ papers. To avoid everyone commenting
on the same displays, let the students know if a paper already has four comments on it to find
another display to comment on. Give constructive feedback.
7. Assessment:
 The teacher will assess students’ ability to develop complete and coherent sentences and
paragraphs by reading their one paragraph summaries on their posters.
 The teacher will assess students’ ability to organize a paragraph in the correct format using a
topic sentence, supporting detail sentences, and concluding sentence by reading their
paragraph on their posters.
 The teacher will assess students’ ability to construct a posterboard artistic representation of
their mystery short story from Lesson 8 by reading their summary paragraph and comparing it
to the visual representation in the posterboard display.
8. Accommodations:
Allow Rodolfo and Eva to have extended time to get help from their ELL aide if necessary.
9. Homework/Announcements: none
10. Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
Making A Poster : Mystery Scene Re-Enactment
Teacher Name: Mrs. Benson
Student Name:
________________________________________
4
3
2
1
Graphics Relevance
All graphics are
related to the topic
and make it easier to
understand. At least
4 items from the bag
are represented in
the poster.
All graphics are
related to the topic
and most make it
easier to
understand. At least
3 items from the bag
are represented in
the poster.
All graphics relate to
the topic. At least
two items from the
bag are represented
in the poster.
Graphics do not
relate to the topic
OR less than two
items from the bag
are represented in
the poster.
Required
Elements
The poster includes
all required elements
as well as additional
information. (Title, 4
items from the bag,
paragraph
summary).
One required
element is missing
(Title, 4 items from
the bag, paragraph
summary).
Two required
elements are
missing (Title, 4
items from the bag,
paragraph
summary).
Focus was entirely
off and none of the
required elements
were present.
Attractiveness
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
The poster is
attractive in terms of
design, layout and
neatness.
The poster is
acceptably attractive
though it may be a
bit messy.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Mechanics
Capitalization and
punctuation are
correct throughout
the poster.
There is 1 error in
capitalization or
punctuation.
There are 2 errors in There are more than
capitalization or
2 errors in
punctuation.
capitalization or
punctuation.
Grammar
There are no
grammatical
mistakes on the
poster.
There is 1
There are 2
grammatical mistake grammatical
on the poster.
mistakes on the
poster.
CATEGORY
___________/20
There are more than
2 grammatical
mistakes on the
poster.
Lesson 10: Culminating Activity -CSI Webadventure
Teacher: Mrs. Benson
Grade: 6
1.
Date: Spring 2012
Time:45 minutes
Materials/Technology:



69.
Subject: Reading/Science
Computer Access
CSI Web Adventure Worksheet
popsicle sticks with students’ names
Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
STATE. GOAL 1: Read with understanding and fluency
B. Apply reading strategies to improve understanding and fluency
3c. Continuously check and clarify for understanding (e.g. in addition to
previous skills, draw
comparisons to other readings.
C. Comprehend a broad range of reading materials.
3a. Use information to form, explain, and support questions and predictions.
STATE GOAL 13: Understand the relationships among science, technology, and society
in a historical and contemporary contexts.
B. Know and apply concepts that describe the interaction between science,
technology, and society.
2a. Explain how technology is used in science for a variety of purposes (e.g.,
sample collection,
storage and treatment; measurement; data collection, storage and
retrieval; communication of
information.
3c. Describe how occupations use scientific and technological knowledge
and skills.
70.
Performance Objective(s) –
SWBAT (LO) define key forensic vocabulary terms.
SWBAT (HO) compare different careers in the field of forensic science.
71.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Motivation: The teacher will ask the students if they have ever seen any T.V. shows or
movies that deal with crime scene investigation. The teacher will allow the students to
briefly discuss the multimedia they’ve experienced that may have conveyed a CSI
theme.
Bridge: The teacher will explain that many of these shows/movies are loosely based on
the theories and applications of forensic science. One show in particular, CSI, has been
closely related to the field of forensics by a group of students at Rice University in Texas
and they have developed an interactive “experience” that goes through the various areas
of forensic science. Today we are going to experience this interactive exhibit to close up
on our unit on forensics. Can you earn your Rookie Badge?
72.
Procedures:
Before class:
 Load CSI: The Experience (http://forensics.rice.edu/index.html) onto each computer.
During Class:







73.
Have the students draw a popsicle stick to receive their partner.
Have the students get together with their partner at a computer station.
The teacher will handout the worksheet that is to be completed by each student.
The teacher will explain they need to go into “The Rookie Taining” experience and
choose the “Continue as a guest” option.
The teacher will then make sure the students are all on the correct “experience” and
allow them to work at their own pace.
The teacher will stress that they will not be doing the medical examiner portion of the
experience. They will re-visit that section when the class studies the various body
systems.
The teacher will stress it is very important to pay close attention because they will not
be allowed to move to the next portion of the training until they pass a quiz at the end
of each section.
Closure (set of key questions for comprehension or processing):
The teacher will ask the students which area of forensics they found most fascinating
and why?
The teacher will ask the students which area they think would be the most important in
solving a drug case and why? a shooting case and why?
74.
Assessment:
 The teacher will assess students’ ability to define key forensic vocabulary terms
by checking their worksheet for accuracy.
 The teacher will assess students’ ability to compare different fields in forensic
science by checking their worksheets for accuracy.
75.
Accommodations for Individual Needs:
Allow Rodolfo and Eva to be on the same team as Juan and allow Juan to translate for
the other students if they need help.
76.
Homework/Announcements:
none
77.
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching
Performance:
Name:_______________________________
CSI: The Experience
Forensic Biology
What is DNA?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Where in a cell is DNA found?
_____________________________________________________________________________________
Answer True or False
1. Different people have different DNA____________
2. Different parts of the same person have different DNA______________
3. Identical twins have the same DNA__________________
Forensic Toxicology
What do forensic toxicologist
do?__________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What are the three types of body fluid a forensic toxicologist most routinely test?
1.
2.
3.
What is the advantage to looking at multiple fluid samples?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Who was the first person to dabble in forensic toxicology?
Firearms & Toolmarks
Define
striations:
rifling number:
rifling direction:
A bullet’s caliber is determined by what?_________________________________________________
CSI Ethics
Define:
impartial:
thorough:
Who Am I?
1. Of the professionals you have learned about today, who would the police call first if they suspected a
poisoning had occurred ?and Why?
2. Again, of the professionals you have learned about today, who would the police call if they were
trying to determine if a hair sample at the crime scene matched the hair of a suspect they currently had
in custody? and Why?
Forensic Science Unit Assessment Portfolio
Over the course of the past two weeks, we have worked very hard as a class to
explore the topic of forensic science across the subject areas. To close up this unit,
each student will be creating a portfolio to showcase their best work. A portfolio is
designed to be a collection of a student’s work that shows how the student understood
the topic, how they improved from the beginning to the end of the unit, as well as
showcasing the student’s abilities in more than one type of media or subject area.
Portfolio Criteria:
The following four objectives must be observed while creating your portfolio:

Active student participation in selecting the artifacts for the portfolio:
You will be selecting three artifacts to use in your portfolio. These artifacts
should represent your best work and efforts.

Student self-reflection:
For each of the artifacts you choose, you must write a 1-2 paragraph reflection
on why you believe this selection best showcases your learning and
understanding of the topic as well as your best work. Make sure to detail how it
shows your success towards meeting the goals of this course.

Criteria for choice of portfolio content:
Make sure the three artifacts you choose best showcase your journey towards
meeting the objectives for this unit. Choose a variety of subjects to show how
you have met these objectives across the curriculum.

Criteria for grading:
Your points earned for this project will be compiled based on the three selfreflections as well as the portfolio checklist.
References
Bafile, Claire. Mystery in a Bag. Retrieved from: http://www.educationworld.com/
a_lesson/03/lp299-02.shtml.
Center for Technology in Teaching and Learning, Rice University. CSI: The Adventure.
retrieved from: http://forensics.rice.edu/index.html
History of Science: Astronauts. Retrieved from:
http://www.spacetoday.org/Teachers/HistoryScienceAstronauts.html.
Inserra, R. Forensic scientists. Black Rabbit Books, 2004.
LaRosa, L. Cookie Mystery [pdf document]. Retrieved from teacher notes online website:
http://www.sciencespot.net/Pages/classchem.html#Anchor2.
Lee, H. C., E. M. Pagliaro, and K. M. Ramsland. The real world of a forensic scientist, renowned
experts reveal what it takes to solve crimes. Hubsta Ltd, 2009.
Man on the Moon [video]. Retrieved from online video website:
http://www.youtube.com/watch?v=RMINSD7MmT4
Neville, Wesley. County Newsletter. Florence County Sherriff’s Office [pdf document].
Retrieved from online website: http://www.forensicartist.com/observe.html
Owen, D. Hidden evidence, 40 true crimes and how forensic science helped solve them. Firefly
Books Ltd, 2000.
Smithsonian Education. Power of the Bones [video]. Retrieved from online video
website:http://www.youtube.com/watch?v=7cogeHybySI&feature=relmfu
The Forensic Files: 25 Most Influential People in Forensic Science [Web Log
comment]:Retrieved from http://www.bestforensicscienceschools.com/2009/25most-influential-people-in-forensic-science/.
Teacher Created Resources, Inc. #3208: Graphic Organizers: Grades 4-8. Retrieved from:
http://www.teachervision.fen.com/tv/printables/TCR/0743932080_075.pdf.
Self-Assessment Reflection
This IDU on forensic science has to be the most difficult project I have tackled to
date. It is mind numbing to begin to think about correlating the topic across the subject
areas. To reach the end product, it took many hours of hard work, a good job of
organization, and much self-reflection.
I knew forensics would be a great topic for me because when I originally decided
to major in Biology, I had all intentions of applying to the Illinois State Crime Lab upon
graduation. It is a topic that I have a deep understanding and interest in. The topic was
quite easy to tie to Math and Language Arts, but I had to be a bit more creative for the
other subject areas.
A project such as this requires tackling just a small chunk at a time. This is
perhaps what I had the most difficulty with. I wanted to just sit down and complete it
and I had to be satisfied with working on it piece by piece. I also had lesson plans that I
thought were stellar that I ended up completely eliminating due to the fact that once I
got further into the unit, they didn’t seem to be as pertinent anymore.
All in all, I am very satisfied with the content of my IDU and I plan on using it in all
future job interviews since I hope to become a Junior High Science teacher. I believe all
the blood, sweat, and tears, have truly paid off in this assignment.