Shelby Foster and Christie Dawson

EDUC 460: Unit Plan Template

1. Contextual Information
a. Student Characteristics
The students in this class are in a 7 th grade science class. They attend Webber Middle School. There are
25 students in the class. The majority of the students are Caucasian but there are 2 Hispanic students and
1 African American student. English is the main language spoken inside the classroom. The students vary
in age from 12-13 years old and many of them are involved in after school or extracurricular activities such
as sports or choir.
b. Student Needs
One student in the class has an IEP for behavior. This student struggles being involved in a group for group
activities, so this student is allowed to work individually as long as work is being done. Two other students
are ELL students and therefore receive PowerPoint handouts to better follow along with the lecture. Lastly,
one student needs extra time on exams. This student goes to a pre-determined room on exam days to take
the exam and then returns to class when the exam is completed.
c. Local Community
Webber Middle School is located in Fort Collins, Colorado. It is nestled in an affluent neighborhood on the
Western side of Fort Collins. There are about 800 students that attend the school and it is ranked 131 st of
middle schools in Colorado according to schooldigger.com. Webber performs well against other schools in
the state. It ranked better than 72.1% of middle schools in Colorado. Webber also has opportunities for
lower income students because 29.1% of the student body receives free or discounted lunch.
2. Goals & Objectives
a. Standards Addressed
Day 1: Introduction The human body is composed of atoms, molecules, cells, tissues, organs, and organ
systems that have specific functions and interactions.
Day 2: The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have
specific functions and interactions.

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Day 3: The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have
specific functions and interactions.
Day 4: The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have
specific functions and interactions.
Mixtures of substances can be separated based off their properties such as solubility, boiling points, magnetic
properties, and densities.
Day 5: Mixtures of substances can be separated based off their properties such as solubility, boiling points,
magnetic properties, and densities.
Day 6: Summative assessment meeting all above standards.

b. Essential Understandings / Big Ideas / Core Ideas

Forensic Science
Trace Evidence
Fingerprinting
Hair/Fibers
DNA/Blood Components
Handwriting & Chromatography
Solving a Crime scene
Inquiry
Observe, analyzing and draw conclusions
Interpret and generalizing data
Collaboration
c. Essential Questions
How do biologists, chemists, and physicists work together to solve crime scenes?
d. Unit Learning Objectives

Shelby Foster and Christie Dawson

i. Students will be able to identify the specific parts of a crime and describe their relationship to an
overall crime scene.
ii. Students will learn how to properly process a crime scene as to not contaminate the scene so the
evidence is accurate.
iii. Students will be able to solve a mock crime scene and explain how each type of scientist can aid in
solving the crime.
3. Assessment Plan
a. Description of Summative Assessment Plan
Students will be grouped into 3 groups of about 8 or 9 students in a group. They will be grouped based off
of teacher selection. Within these groups they will design a crime scene that incorporates each of the
elements discussed in class. Within the group, they will pick one student to be the main perpetrator of the
crime meaning that students fingerprints will be on various items in the crime scene and their hair or clothes
fibers will also be present. They will have half the class to design the crime scene and the other half they
will rotate and solve another groups crime scene. While they are solving another groups crime scene they
will be responsible for filling out a form that identifies each type of evidence and what type of scientist would
have found that piece of evidence and how that single piece of evidence aids in solving the crime as a
whole. This worksheet is attached at the end of the unit. Credit goes to Tracy Tomm from Havana Junior
High School. Once they collect all the pieces of evidence they will analyze the data and decide who they
believe committed the crime.
b. Description of Formative Assessment Plan
The formative assessments for this unit will mostly come from exit tickets. At the end of each day, the
students will be given a question that asks them to synthesize the information they learned that day and
answer a question. At the beginning of each lesson, a Do Now will be presented on the board. The Do Now
will ask students a question that is relevant to the information being covered in that days lesson. They may
or may not get the answer right; the purpose is just to get them thinking about the material before it is
formally taught. Their responses to the Do Now and the exit tickets will be compared and any gaps in
learning will be acknowledged and focused on the next day to clear up confusion. Additionally, I will
constantly be circulating the room asking questions both individually and to the group. This will allow me to
gauge where student understanding is and where student confusion is.

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c. Assessment Visual Organizer
Learning
Objective

Assessment

Description of Assessment

Adaptations

Pre-Assessment

The students will be given a vocab sheet that includes all

relevant vocabulary for the unit. Terms like trace evidence, gel
electrophoresis, and chromatography will be included. They
will complete this just to get a sense of what words and
concepts they are familiar with. The students do not need to
know what the terms means, it just serves as a benchmark to
measure how much they learned over the course of the unit.

ELL students will receive

a packet with the
definitions and they will
be able to draw pictures
of what each vocabulary
term is.

Formative
Assessment

During the lessons, I would be circulating the room and doing

knowledge checks. These will be in the form of discussions
with individual students as well as discussions as a group and
as a whole class. They will be filling out worksheets as well, so
keeping track of their progress on that will help me know what
students are struggling with. During each lesson, they will
learn one element of a crime scene. The questions they are
asked will focus on how that specific element is important to
the crime scene as a whole. Throughout the unit there will also
be mini quizzes that contain around 3-5 questions regarding
the content of the previous lesson. The questions will help
students activate the knowledge from the previous day. These
quizzes should not be studied for.

Time extensions will be

given to students who
need them to complete
the mini quizzes.
All
worksheets are not due
strictly at the end of
class. If they need to
take them home to finish
them that is acceptable.

Post-Assessment

The post assessment is a 2 day assessment. One day I dont foresee any
involves students making their own crime scene using the adaptations
being
components they have learned over the course of the lesson. necessary because they

Shelby Foster and Christie Dawson

have two full days to

complete the making
and solving of the crime
scene. They will also be
in groups so classmates
The other day involves students solving other groups crime who are struggling can
scenes. This meets objective one because it requires them to ask peers or myself for
identify components of a crime scene and solve it.
assistance.

Pre-Assessment

A discussion will be led about how students think evidence is

collected from a crime scene. The discussion will also cover
how students think evidence could be contaminated or how
evidence is kept in the same state as it was collected. This
meets objective 2 because it asks the students flat out what
they think. Again, since it is pre-assessment, right and wrong
answers are not important. I will write their answers on a piece
of poster paper so they can see it throughout the unit and
return to it at the end of the unit.

Formative
Assessment

The same formative assessments will be used for objective 2

that was used for objective 1. There will be questions on the
quizzes that relate to objective 1 and objective 2 when
appropriate knowledge has been taught. Discussions will also
be conducted to gauge student knowledge.
Same as above

Post-Assessment

Same as objective 1. In addition, there will be questions on the

final worksheet that ask students to explain how they did or did
not contaminate the evidence.

Pre-Assessment

A whole class discussion will be done regarding what the Specific adaptations for
students think the major roles of biologists, scientists, and discussions
are
not

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practical, but I will make
sure I hear from the
majority of the students.
Everyones opinion and
voice matters.
There
physicists are. That will expand into how those roles can aid in are no stupid or dumb
solving a crime scene.
answers.

Formative
Assessment

Same as objective 1 and 2. It will be incorporated into each of

the worksheets. As the unit progresses, the worksheet for the
day will ask them to identify the evidence that that lesson is
focusing on and identify which type of scientist would gather
that evidence and why.
Same as above

Post-Assessment

The end worksheet is a chart that has a table on it for students

to fill out. One column of the table asks them to identify the
evidence they found. The other column asks them to explain
what this evidence means to the crime scene. With that
column filled out, there will be a question at the end of the
worksheet that asks them to identify which type of scientist
would have found that evidence and helped process it.

4. Learning Plan for unit

a. Rationale for why this unit is important for your students to know and do
This unit is important for students to know because forensics science is not only interesting but it also shows
students how the sciences work together to solve a common goal. The three solid sciences are not
exclusive, they can be combined and yield powerful results. Biologists dont only look through microscopes
and study cells, and chemists dont only pour liquids together and work with molecules. Physics dont only
study trajectories and motion. Each of these three disciplines is necessary to successfully and effectively

Shelby Foster and Christie Dawson

solve a crime scene. It is important for students to also understand the components within a crime scene
and how the specific singular elements work together to make one cohesive crime scene.
b. Schedule

* = ACCOMODATIONS
Day 1 Introduction to trace evidence and forensics
Essential Question

What is forensics?
What is trace evidence and how does it contribute to a crime scene?

Learning Objectives

Students will understand the meaning of the word forensics by defining it in their own words.
Students will be able to identify the trace evidence that is shown in the crime scene video and make a
list of it.

Assessments

Worksheet of terms and exit ticket asking them to define what forensics means to them

Instructional Activity 1

Vocabulary Pre-Assessment. Students will complete the vocabulary crossword

puzzle (science spot- Tracy Tomm) to the best of their ability. Students do not
need to fully complete this activity, as it is just an introduction to the vocabulary
they will learn throughout this unit. Together as a class we will complete the
crossword and any definitions they do not understand the students will need to
provide a picture for. *If easier for the ELL they are allowed to provide pictures
for all of the terms.*

Time allotted

15 minutes
Materials
Copies
of
crossword puzzle

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Instructional Activity 2

Powerpoint presentation entitled Crime Scene Basics (Science Spot- Tracy Time allotted
Tomm) . Students will expected to take general notes but not copy the slides
20 minutes
word for word. *Note packet can be given to any students who are struggling to
keep up with the class while taking notes.*
Materials
PowerPoint
copies of
packets

Instructional Activity 3

and
note

Students will watch a Forensic Files episode. They will be required to fill out the
worksheet that asks what type of evidence is being used, who the suspects are,
and what the outcome of the crime was

Connections to students Students will be able to take the vocabulary they learn and apply it to the news they watch at night or
lives or experiences
even the crime scene shows that they watch.

Day 2- Fingerprints (Full Lesson Plan Attached)

Essential Question

How do forensic scientists use fingerprints in relation to a crime scene?

Learning Objectives

I can distinguish between the different types of fingerprints by graphing the frequency of the
fingerprints in the classroom data set.

Assessments

Graphs and Exit Ticket which asks students to determine if their data is generalizable to the nation

Shelby Foster and Christie Dawson

Instructional Activity 1

Taking your own fingerprints

Time allotted

Students will take their own fingerprints using a piece of tape and the 60 minutes
lead from a pencil.
Students will evaluate their fingerprints to determine which type they
Materials
have.
Tape,
computer
paper (plain white
paper), lead from
a
pencil,
PowerPoint

Instructional Activity 2

Graph the classrooms data on fingerprints and compare to American Time allotted
frequencies of each fingerprint pattern.
20 minutes
Students raise hand when their dominant fingerprint pattern was read
aloud in order for the teacher to tally the classroom data.
Materials
Students will transfer classroom raw data into a bar graph that will be
used to answer questions on the exit ticket.
Graph
paper,
white
board,
class data

Instructional Activity 3

Mini quiz asking students to define trace evidence, give 5 examples of trace Time allotted
evidence and their definition of forensics. This quiz will be given at the
6 minutes
beginning of class to reactivate the knowledge they learned the previous day.

Connections to student Each student will get to learn what type of fingerprint patterns they have and connect their fingerprint

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lives or experiences

patterns to the worlds data.

Day 3- Hair/Fibers
Essential Question

What are the critical components of hair that help scientists identify a suspect?

Learning Objectives

I can identify critical parts of a strand of hair and draw what it looks like under a microscope at
different magnifications.
I can distinguish between different types of fibers by drawing and describing what each fiber looks like
under a microscope.

Assessments

Quiz, Hair/Fiber lab worksheet, exit ticket which asks students to describe how hair is a helpful tool in
crime scenes

Instructional Activity 1

PowerPoint entitled Biology of Hair (Science Spot- Tracy Tomm) will be Time allotted
presented to students. Students will be required to take general notes but not
20 minutes
copy the slide word for word. *Note packet can be given to any students who
are struggling to keep up with the class while taking notes.*
Materials
PowerPoint
note packet

Instructional Activity 2

Students will examine their own hair as well as the other person in their lab
group (students will chose their own groups). Students will draw both their own
hair and their group members. This section will also focus on animal hair as well
as synthetic fibers. Students will be provided with two worksheets one for their
hair/animal hair and one for the fibers. Students will be asked to identify which
type of fiber or fibers make up the shirt they are wearing that day.

and

Time allotted
55 minutes
Materials
Variety of animal
hair, own
hair,
variety of fibers
and copies of the

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lab worksheets
Instructional Activity 3

Quiz on Fingerprints asking students how fingerprints form and the three main
types of fingerprints found in the world.

10 minutes
Quiz copies

Connections to students Students all wear clothes everyday that are made up of the different fibers they will be looking at such
lives or experiences
as cotton, polyester and wool. Students will also get to take a piece of their own hair and examine it
underneath the microscope.
Day 4- DNA and Blood (will probably take two days so this lesson will spill into the empty day which will push back the
other days)
Essential Question

What are the fundamental components of DNA?

How does momentum affect blood spatter patterns?

Learning Objectives

Students will be able to analyze the components of DNA and therefore be able to explain the band
patterns of a gel electrophoresis.
Students will determine how momentum affects blood spatter patterns by moving at various speeds
while dropping stimulated blood.

Assessments

Quiz, gel electrophoresis lab worksheet, blood spatter lab worksheet and exit ticket which asks what
are the vital, fundamental components DNA and a scenario of someone running really fast and
explain (draw or write) what the blood spatter will look like.

Instructional Activity 1

Students will be given a background on DNA. That it is a double helix, Time allotted
negatively charged, and that is made up of small and big units. Students will
15 minutes
need to take notes. *Note packet can be given to any students who are
struggling to keep up with the class while taking notes.*
Materials
Powerpoint,

note

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packets
Instructional Activity 2

A gel electrophoresis of students DNA and the band markers will be run. DNA
from other sources (fruit, vegetables, etc.) will also be included in the gel to
show students that the DNA bases in different substances go different
distances. If only students DNA is included, there will not be enough
differentiation between the bands to show any recognizable differences. Once
the gel has finished, students will draw the gel and record their observations.

Time allotted
50 minutes (other
things can be done
while the gel is
running)
Materials
All necessary
components to run
a gel
electrophoresis
(machine, buffer,
DNA, etc)

Instructional Activity 3

Quiz on characteristics of hair. Students will be able to use their notes from
class with their descriptions and pictures to identify a slide of an unknown fiber.

Time allotted
15 minutes

Connections to students Students have DNA in every one of their cells. It is beneficial for them to see how their DNA
lives or experiences
compares to the DNA in other substances. This will show them how forensics scientists utilize DNA
to solve crimes because it is so different.
Day 5- Handwriting and Chromatography
Essential Question

What are the identifying characteristics of an individuals handwriting?

How is chromatography used to separate ink colors?

Learning Objectives

Students will identify the major characteristics of their writing (loopy, slanted, dark etc.) by comparing
their handwriting to a classmate.

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Students will use chromatography techniques to separate black ink into its component colors.
Assessments

Quiz, handwriting worksheet, chromatography worksheet and exit ticket that asks for an explanation
for why they think the colors separate along the coffee filter.

Instructional Activity 1

Quiz on blood composition and DNA characteristics. Quiz asks what blood is Time allotted
made up of and how different heights and speeds affect blood spatter. Will ask
15 minutes
about how DNA is negative, there are big and small units and that DNA is made
up of three components.
Materials
Copy of quizzes

Instructional Activity 2

Students will use four different black markers and run paper chromatography on Time allotted
each one. Students will then compare and contrast using detailed observations
45 minutes
the different chromatography of the four different black markers. On a blank
sheet of computer paper students will draw out the four different Materials
chromatography.
Four different types
of black markers,
filter paper, water
and beakers or
plastic cups.

Instructional Activity 3

Students will write the word APPLE on a notecard in their normal handwriting Time allotted
and try to write it exactly the same way 5 more times. They will then switch with
a partner and try to copy their handwriting exactly. They will identify the 45 minutes
characteristics of their handwriting and their partners handwriting. Time Materials
dependent they can switch with more partners.
Paper and pencil

Connection to students Each student has a unique way of forming each letter and connecting it to the next. When compared
lives or experiences
to other students, these unique features become more obvious. An ethical discussion could be had

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with students about why forgery is bad and almost always results in the person being caught because
no one has the same handwriting and it is extremely hard to duplicate someones writing, as evident
by the activity.
Day 6- EMPTY DAY (Most likely will be used to finish teaching blood and DNA. Will also be used as a day for students to
finish any activities they havent finished as well as make up any work due to absences.)
Essential Question

SAME AS DAY 4 (will follow right after DAY 4)

Learning Objectives

SAME AS DAY 4

Assessments

SAME AS DAY 4

Instructional Activity 1

Blood Splatter PowerPoint and Inquiry activity

Time allotted

Students will learn the fundamental components of blood and the different types 45 minutes
of blood (A, B, AB, etc)
Materials

Instructional Activity 2

Students will do a blood splatter inquiry activity where they measure splatter
diameter from different heights. They will also walk at different speeds and see
how a splatter changes at those different speeds. They will draw their
observations with correct scale on a worksheet.

Liquid
and
thickening agent,
food coloring, ruler,
worksheet

N/A student work time to catch up

Time allotted

If student is caught up, they can go back to any aspect they are confused about Remaining time
knowing they are going to have to solve a crime for the end assessment. For
Materials
example, they can practice taking fingerprints again or work on chromatography
again, or any of the other stations (except running another gel electrophoresis).
This is also their opportunity to ask the teacher any questions they have about
gathering evidence, solving crime scenes, etc. It is student led review time.
Connection to students Each student has a specific blood type that can be used to identify him or her.

Shelby Foster and Christie Dawson 15

lives or experiences
Day 7- Summative Assessment Day 1
Essential Question

How do lawyers use collected evidence to develop a story to prosecute a suspect?

Learning Objectives

I can collect relevant evidence and develop a possible explanation for what happened.

Assessments

Worksheet for evidence collection (attached)

Instructional Activity 1

Students will be broken into predetermined groups of about 8 students and they Time allotted
will work together to solve an already designed crime scene set up prior to class
45 minutes
by the teacher. They will utilize all the techniques they have learned in the unit
to gather as much evidence as possible and fill out a worksheet that explains Materials
which scientist found that piece of evidence.
Crime scene

Instructional Activity 2

Students will use the pieces of evidence they have collected to formulate a Time allotted
plausible story to explain the evidence they gathered. For example, why is
45 minutes
there a fingerprint on the coffee table? How fast was the suspect moving when
they dropped the blood splatter? They will present their story to the class Materials
during the next class period.
Pencil,
paper,
worksheet

Connection to students N/A

lives or experiences
Day 8- Summative Assessment Day 2
Essential Question

SAME AS DAY 7

Learning Objectives

SAME AS DAY 7

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Assessments

SAME AS DAY 7

Instructional Activity 1

Students will present their stories like the students are lawyers trying to Time allotted
convince a jury what happened in the crime. In their presentation, they need to
90 minutes
identify which type of scientist collected each piece of evidence. They also
need to explain what information can be derived from each piece of evidence. Materials
Their presentations can be no more than 15 minutes.

Instructional Activity 2

With any remaining time, another Forensics File video will be shown and the Time allotted
students need to determine the plausibility of the video and identify the different
kinds of evidence collected.
Materials

Connection to students N/A

lives or experiences

5. Lesson Plan Examples 2 Full lessons (This selected lesson should showcase your ability to design engaging
learning activities and Indicate which day this lesson plan is associated with and then include the plan and any
accompanying materials in the Appendix.)

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Lesson 1:
Introduction to Forensics and Trace Evidence Lesson Plan
Middle School Classroom
Introduction to Crime Scene Processing Unit

Stage 1 Desired Results

Content Standard(s): The human body is composed of atoms, molecules, cells,
tissues, organs, and organ systems that have specific functions and interactions
Understanding(s)/goals
Students will begin to understand that forensic science is an interdisciplinary science
that incorporates biology, physics, and chemistry.
The main goal of this lesson is for students to have a firm grasp on what the term
forensics means to them whether it is in words, a picture, or a combination of the two.
Essential Question(s):
What is forensics?
What is trace evidence and how does it contribute to a crime scene?
Student objectives (outcomes):

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Students will demonstrate their knowledge of the word forensics by defining it in their
own words.
Students will be able to identify the trace evidence that is shown in the crime scene
video and make a running list.
Stage 2 Assessment Evidence
Performance Task(s):
Vocabulary Pre-Assessment Crossword Puzzle
Forensics Files episode worksheet table showing what type of evidence was collected,
who the suspects are, and what the outcome of the crime is
Other Evidence:
Answers to questions while I circulate the room and teach the Crime Scene Basics
PowerPoint. These questions will be to make sure the students are staying on task and
writing down the key components from the brief lecture. The questions will also be used
to gauge student understanding of the introductory material being taught.
Stage 3 Learning Plan
Learning Activities:
o Students will enter the room, get out the proper materials for class, and sit
down
o I will tell them this is the beginning of a new unit where we will be studying
forensics.
I will ask students to raise their hands if they have ever heard of
forensics or know what Forensic Science is used for
The discussion will last about 5 minutes and will get students
thinking about the unit

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o I will hand out a vocabulary pre-assessment crossword puzzle
The crossword puzzle has basic crime scene vocabulary on it that
will give me a sense of what knowledge, if any, students have about
forensics
They will know they do not need to be able to fill out the crossword
right now because we will go over the answers as a class in 10-15
minutes
When students are wrapping up their ideas, I will ask students if
they know the answers to specific clues. If they know the answer
that is fantastic, but if not they will learn it by the end of the unit
For an accommodation, if ELL students, or any students are
still unsure of the definition, they are encouraged to draw a
picture describing what the term means to them
o After the crossword is done, I will teach a brief lecture called Crime Scene
Basics. During this time, students are expected to take general notes of
the information. I will write down the key words on the white board so they
know what is important and what to write down
If ELL students or any other students are having a tough time
keeping up, I will provide a skeleton note sheet that goes along with
the PowerPoint so they just fill in the key words
The lecture will take no longer than 20 minutes
o For the remaining 20 minutes of class, students will watch an approved
episode of Forensics Files. While they are watching this they will have a
worksheet that asks them to find the evidence from the crime, who the
suspects of the crime were, and what the overall outcome of the crime
was.
The purpose of showing this video is to get students thinking about
how crimes are solved based on small pieces of evidence. It is like
a big puzzle that investigators and forensics scientists need to
piece together to understand the overall picture. This is what they
will be doing as a summative assessment at the end of the unit, so
having them watch professionals do it will get them thinking about

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the process.
The PowerPoint was taken from Science Spot and the credit goes to Tracy Tomm.
The following is the Pre-Assessment, which can be found at this URL
http://sciencespot.net/Media/FrnsScience/unit1review.pdf
We only used the crossword part not the other page

Lesson 2:
Fingerprinting Lesson
Stage 1 Desired Results
Content Standard(s): N/A
Understanding(s)/goals
Students will explain how fingerprints are formed within the womb.
After collecting fingerprint data from classmates, students will compare the classroom
data to the larger population by correctly generating a frequency graph.
Essential Question(s):
How do forensic scientists use fingerprints in relation to a crime scene?
Student objectives (outcomes):
I can distinguish between the different types of fingerprints by graphing the frequency of
the fingerprints in the classroom data set.
Stage 2 Assessment Evidence

Shelby Foster and Christie Dawson 21

Performance Task(s):
Correctly take fingerprints
Identify which fingerprint pattern they have
Correctly generate a frequency graph from classroom data
Answer the exit ticket (answer does not need to be correct but answer needs to be
backed up with an explanation)
Other Evidence:
Answers to questions while circulating the room
Stage 3 Learning Plan
Learning Activities:

Prior to class, pass out necessary equipment (tape, paper, etc.) to tables
Hook How are fingerprints formed? YouTube video
Assess background knowledge
o What is physical evidence?
o What does the term forensics mean to you?
o Where can you find fingerprints?
o How do you test for fingerprints?
Explain procedures to lab
o Make a dark square on the white paper
o Rub one finger in the square until it is coated in graphite
o Gently put a piece of tape over your finger and remove
o Place tape on paper
o Repeat for each finger

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o Examine and graph class results

Break into groups of no more than 2
o Table groups
Begin activity (35 mins)
o Teacher circulate classroom and ask questions to check for student
understanding throughout activity
Reconvene after cleaning up
Have students mark which fingerprint pattern they have on the board
Have students graph data on their own graph paper (5 mins)
Discuss results and graph as a whole class
Re-watch video
Complete exit ticket
o Why does everyone have different fingerprints?
o Can the data we collected be reliably generalized to the worlds
fingerprints?

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Summative Assessment:
The following is the worksheet students will be using to solve the mock crime scenes that have been set up.
Forensic Files
Name _____________________________
1. What was the crime?
Victim(s): ______________________________________________________________________________
Suspect(s): _____________________________________________________________________________
2. Use the chart to keep track of the evidence.
Evidence

What did it tell investigators about the crime?

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3. Which pieces of evidence were most important? Why?

4. What was the outcome of the case?
5. What did each of the following scientists do to help solve the crime?
Biologist
Chemist
Physicist
T. Tomm 2014 http://sciencespot.net/

Shelby Foster and Christie Dawson 25

This is how we originally planned out our unit. After planning the unit out this way we superimposed it into the template. We liked this
way better so we felt as for our own use we would attach this to the template. We struggled to superimpose this into the template and
we wanted you to be able to fully see our ideas.

Overview of Forensics Unit

Objectives of Unit How do biologists, chemists, and physicists contribute to solving a crime scene?

Day 1 Introduction to Forensics

Introductory discussion
o What is forensics?
o What is trace evidence? (Foreshadow of entire unit will explore types of trace evidence each day)
Students will also go over the vocabulary terms for the unit in the form of a crossword puzzle. (Pre Assessment) After
students complete crossword puzzle we will go over the terms using the PowerPoint and be sure to touch on any words that
are struggling for students.
There will be a Crime Scene Basics PowerPoint and students will take their own notes.
o *ELL students or any other students struggling to keep up can receive a more skeleton style notes if they so chose or
we notice them struggling. This will be done and available for all the PowerPoint presentations.
Exit ticket asking students to describe what forensics means in their own words

Day 2 Fingerprinting

Mini quiz about trace evidence

Look at your own fingerprints and write down 3 characteristics you notice class discussion
How fingerprints are formed video
o Go over 3 main types of fingerprints
Take your own fingerprints

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Graph classroom frequencies for each frequency against national frequencies

Exit ticket asking them to determine if their data is generalizable to the nation

Day 3 Hair & Fibers

Mini quiz about fingerprint formation and pattern

Biology of Hair PowerPoint.
Examine their own hair and other unknown fibers under a microscope and draw their observations for each magnification.
Hair/Fiber Lab worksheet.
Exit Ticket asking students to describe how hair is a helpful tool in crime scenes (there is DNA in it lead in to day 4)

Day 4 DNA & Blood

Mini quiz about hair characteristics and microscopes

Start class by running a gel electrophoresis because it takes time
o Students will do a gel electrophoresis using their own DNA and using a cracker so students can see the difference
between DNA and other things.
DNA PowerPoint explaining basic properties of DNA
Look at results of electrophoresis and interpret what the gel means
o Students will draw the gel and record their observations.
Basic Blood Spatter PowerPoint
Splatter Lab (momentum)
o Students will complete this lab by using simulated blood, which will be composed of a liquid, a thickening agent and
food coloring.
o Students will drop one drop of blood from varying heights. Then they will drop two drops of blood from varying heights.
Students will then drop blood while varying their walking speeds so they can see how blood splatters change due to
the different momentum.
Exit Ticket asking students how gel electrophoresis could be used in other places besides crime scenes or asking them why
blood is such an important piece of evidence at crime scenes

Day 5 Handwriting & Chromatography

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Mini quiz about blood composition and DNA characteristics

How can you separate the colors of a pen? How many colors are in different colored pens?
Chromatography activity
o Dot a coffee filter with a black marker and dip it in water and watch the colors separate
o Students will do this three more times for three different types of black markers (brands).
Handwriting analysis
o Students will write the word APPLE on a note card five separate times.
o Students will evaluate their own handwriting for swirls, loops, slanted, dark, etc.
o Students will switch with another classmate and attempt to write the word APPLE the same way their classmate did.
o Students will evaluate their partners handwriting for the different types.
o Time dependent students will be allowed to switch with more partners.
Exit ticket asking students why they think the colors separate along the coffee filter.

*At the end of each of these activities/lessons connect back to how each type of scientist could have found each piece of evidence
and how the evidence leads to solving the crime scene as a whole. The same question, Which scientist collected the evidence
you learned about today and what does that evidence tell you about the crime overall? will be discussed in the last five
minutes of class time before the exit ticket is given. Students will be expected on each exit ticket to write down how each
type of evidence we have taught them is collected by which discipline of science.

Ex.
DNA = Biologist
Blood Splatter = Physicist (momentum and trajectory)
Chromatography = Chemist

Day 6 First Day of Summative Assessment

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Students will break up into 3 groups of 8 students that are predetermined by the teacher due to the fact that this is a
summative assessment.
Students will work together to solve an already designed crime scene set up prior to class by the teacher.
o The students will utilize all the techniques they have learned in the unit to gather as much evidence as possible to fill
out the ATTACHED worksheet that asks the students to identify the different evidence they collected as well as which
each scientist found that piece of evidence.
Students will use the pieces of evidence they have collected to formulate a plausible story to explain the evidence they have
gathered.
o For example, why is there a fingerprint on the coffee table?
o How fast was the suspect moving when they dropped the blood splatter?
The students will present their story during the next class period.

Day 7 Day 2 of Summative Assessment

Students will present their stories in a way as though it seems like the students are lawyers trying to convince the jury of the
crime committed.
o In the presentation students need to identify which type of scientist collected each piece of evidence (Expert
Testimony).
o The students also need to explain what information can be derived from each piece of evidence
o Their presentations should be no more than 15 minutes (there is wiggle room).
With the remaining time another Forensic Files video will be shown.
o Students will need to determine whether or not they feel as though this crime scene show is portrayed as a real life
situation.
o Students will also need to identify all the evidence used to solve the case and why that particular evidence was being
used.
o This will be done as more as fun activity and will not be graded however the students will not know this.

Day 8 Wiggle Room Day

The first half of this day is reserved for finishing up the Blood lecture and completing the blood splatter lab.
This day is reserved for any students to catch up on any missed worksheets or whatever is necessary

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