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Quick Lesson Plan #2: Constructivism

Who killed Dr. Lucky?


Concept covered in activity: This is a mid-semester checkpoint for the students. They will utilize the laboratory
techniques they have learned so far to solve a fictitious murder case. They will then fill out a report of their
findings, and using supportive documents such as a medical examiners report and suspect interviews along
with evidence will make a claim on who murdered Dr. Lucky to be admissible in court. Students will be
introduced to scientific argumentation, particularly as it pertains to court using claims, evidence, reasoning
techniques.
Grade level: High School
Standards:
State Standards

National Standards

Science 1.2.B, 1.3.D, 1.4.B, 1.6.E, 2.7.A, 2.7.C,

HS-PS1-3, HS-PS2-6

Learning objectives: Students will be able to

Use spot testing techniques to identify an unknown white powder.


Match a fingerprint found at a crime scene to a known print by 6 or more minutiae with 100% accuracy.
Identify weave patterns of fabric and match unknown fibers to those found at a crime scene.
Identify the cause of death of an individual by interpreting a medical examiners report with 100%
accuracy.
Match hair found at a crime scene to known suspects by identifying the type of medulla and making an
accurate guess to the amount of pigment in the hair through proper use of a stereoscope.

Materials:
Borax powder

Corn starch

Baking soda

Specialist sheets (4 types: Lead


investigator, Fingerprint, Fiber,
Drug)

Scene of the Crime Information


sheet

Fingerprint cards, originals (8,


one for each suspect)

8 Hair samples

8 Fiber samples

Medical Examiners report

Suspect Interview reports

Stereoscopes

Chemical Supplies: Universal


Indicator, FeCl3, DI H2O, HCl

Magnifying glass

Ruler

Instructional planning:

Prepare powders before start of lesson. Label each known, and make one an unknown.

Set up fiber and hair stations with stereoscopes, samples, magnifying glasses, rulers.
Set up toxicology station with powders, universal indicator, DI H2O, FeCl3, and HCl
Make sure there are enough copies of handouts.
Set up fingerprint station with original fingerprint cards, magnifying glasses and stereoscopes.

Procedure/activity
Student Activity

Teacher Activity

Engage

Watch CLUE movie clip

Play CLUE movie clip

(5 minutes)

Write down objectives for lesson

Inform students of lesson objectives, instruct to


write down in science notebook

Receive instructions for activity

Give students verbal and written instructions for


activity, explain the scene of the crime
Explore
(5 minutes)

Students choose groups of 4 for


activity

Facilitate students group organization.


Hand out expert roles information

Within groups, students choose


their expert roles
Explain
(30 minutes)

Students meet in expert groups


to complete activities.
Fingerprint analysis
Fiber/Hair analysis

Facilitate students expert groups activities.


Ask questions with groups to build on their
previous understandings of lab techniques and
how they can apply to a mock crime scene

Toxin/Drug analysis
Lead Investigator roles
Elaborate

Meet back in home groups

(10 minutes)

Students will share the data that


they have gathered and describe
WHY they have chosen a
specific suspect, using Claims,
Evidence, and Reasoning
techniques.

Evaluate
(10 minutes)

Students will fill out their Final


Report form completely for
submission to court

Total Time: 60 Minutes

Gather students back into home groups to share


their data they have learned.
Students will explain to their group members
WHY a particular suspect is implicated using
Claims, Evidence, and Reasoning techniques

Facilitate groups filling out Final Report, and


encourage them to be as thorough as possible. If
this were a real case they were working on as
forensic scientists, this would be a legal
document.

Assessment:
Formative

Summative

Formal

Facilitating and asking students to explain their Submission of Final Report


CER (Claims, evidence, reasoning) while in
expert groups to assess their understanding of
lab techniques and how they can be used to
solve cases

Informal

Questioning of students lab techniques, and


how they will solve the murder

Anticipated misconceptions/alternative conceptions:

This is a real murder case


Forensic scientists dont go to court as expert witnesses
Forensic scientists are jacks of all trades and do not specialize in one technique

Accommodations/modifications of activity for any special needs students:

Students will be in expert groups, and will be able to ask each other questions related to the lab
activities
Students are each given a handout for their groups, and their expert lab activities.

Insert Dr. Lucky Supplemental Papers for submission for Meena..

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