Forensic+Scientist+3

=Forensic Scientist=

investigation related to means, motive, and opportunity TEKS: Scientific Investigation and Reasoning
 * **Title **: || Missing Money Map-Making: Evidence at the Crime Scene ||
 * **Subject **: || **Science **( STEM Hands-On Project) ||
 * **Grade **: || 3rd-5th grade ||
 * **Time Frame **: || Lesson 3 of 10 lessons (meeting once a week) ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Summary: ** || <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Introduce students to forensic science through a classroom crime scene investigation. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Tasks **<span style="font-family: Arial,sans-serif; font-size: 10pt;">: || * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Introduces authentic crime scene analysis techniques
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Sharpens scientific inquiry skill and deductive reasoning
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Improves complex problem solving skills
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Attractive in recruiting and engaging reluctant learners
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Sparks an interest in further science learning and careers ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objectives/TEKS: || * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Students will:
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Identify the three questions that must be answered during any criminal
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Understand the importance of chain of custody with regard to evidence handling
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Use triangulation to plot the location of evidence

<span style="font-family: Arial,sans-serif; font-size: 10pt;">3.1, 4.1, 5.1- demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (a)- plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions; <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (b)- collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps; <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (c)- construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data; <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (d)- analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured; <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (e)- perform repeated investigations to increase the reliability of results; and <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (f)- communicate valid, oral, and written results supported by data. <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.3, 4.3, 5.3 (a)- in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Assessment: || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Question:
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">1. Of all the evidence in the classroom, which do you think should be studied first and why?
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">2. What evidence do you believe is most important and why?
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">3. What predictions can you make about how the evidence will fit into the crime?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Ask students to write their theories of the crime in their notebooks.
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">1. What happened and how did it happen?
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">2. Who had a chance to do it in the way the evidence suggest?
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">3. Why might the person have committed the crime?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Discussions and Destinations: <span style="font-family: Arial,sans-serif; font-size: 10pt;">Find out how some evidence is tested by going to the following website []. Scroll down and click on #1 Outside the Kitchen and #2 Inside the Kitchen.
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">a. Pretend a crime has been committed in your bedroom! Follow these steps to secure the scene:
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">Make a sign identifying it as a crime scene.
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">Make observations of the room and take photographs, if possible.
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">Measure the room and begin your rough sketch.
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">On sketch, draw, in windows and doors, which are your fixed points.
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">On sketch, add furniture.
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">Identify the evidence, measure it from fixed points and include it in your drawing. ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Resources: || * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Student activity book
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">pencil
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">ruler with inches and centimeters
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">measuring cups
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">instructor’s mock crime scene sketch
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">evidence envelope with a copy of the map of classroom

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Lou-Lou, Dan the Man, Peg the Leg and Jake the Jock are all suspects in a mystery involving a broken classroom aquarium. Chocolate candy and blue paint are two of the clues. Go to the website to solve the mystery at []. ||

Ironically, a week after we completed this mock investigation in a controlled setting, a real crime occurred in my classroom. So, after the official police investigation was completed and the room was reopened for teaching, I allowed a select few students to come in a conduct an investigation using the skills learned in the mock lesson. <span style="font-family: Arial,sans-serif; font-size: 10pt;">investigation related to means, motive, and opportunity <span style="font-family: Arial,sans-serif; font-size: 10pt;">TEKS: Scientific Investigation and Reasoning
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Title **<span style="font-family: Arial,sans-serif; font-size: 10pt;">: || **<span style="font-family: Arial,sans-serif; font-size: 16pt;">Revised Lesson ****<span style="font-family: Arial,sans-serif; font-size: 14pt;"> - **<span style="font-family: Arial,sans-serif;">Missing Money Map-Making: Evidence at the Crime Scene ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Subject **<span style="font-family: Arial,sans-serif; font-size: 10pt;">: || **<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">Science **<span style="font-family: Arial,sans-serif; font-size: 14pt;">( <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">STEM Hands-On Project) ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Grade **<span style="font-family: Arial,sans-serif; font-size: 10pt;">: || <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">3rd-5th grade ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Time Frame **<span style="font-family: Arial,sans-serif; font-size: 10pt;">: || <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">1 hour 30 minutes ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Summary: ** || <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Introduce students to forensic science through a classroom crime scene investigation. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Tasks **<span style="font-family: Arial,sans-serif; font-size: 10pt;">: || * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Introduces authentic crime scene analysis techniques
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Sharpens scientific inquiry skill and deductive reasoning
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Improves complex problem solving skills
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Attractive in recruiting and engaging reluctant learners
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Sparks an interest in further science learning and careers ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Objectives/TEKS: || * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">Students will:
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Identify the three questions that must be answered during any criminal
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Understand the importance of chain of custody with regard to evidence handling
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Use triangulation to plot the location of evidence

<span style="font-family: Arial,sans-serif; font-size: 10pt;">3.1, 4.1, 5.1- demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (a)- plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions; <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (b)- collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps; <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (c)- construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data; <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (d)- analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured; <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (e)- perform repeated investigations to increase the reliability of results; and <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.2, 4.2, 5.2 (f)- communicate valid, oral, and written results supported by data. <span style="font-family: Arial,sans-serif; font-size: 10pt;">3.3, 4.3, 5.3 (a)- in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Question:
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Assessment: || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Follow these steps to secure the scene:
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">Make a sign identifying it as a crime scene.
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">Make observations of the room and take photographs, if possible.
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">Measure the room and begin your rough sketch.
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">On sketch, draw, in windows and doors, which are your fixed points.
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">On sketch, add furniture.
 * o <span style="font-family: Arial,sans-serif; font-size: 10pt;">Identify the evidence, measure it from fixed points and include it in your drawing.
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">4. Of all the evidence in the classroom, which do you think should be studied first and why?
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">5. What evidence do you believe is most important and why?
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">6. What predictions can you make about how the evidence will fit into the crime?

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will write their theories of the crime in their notebooks.
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">4. What happened and how did it happen?
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">5. Who had a chance to do it in the way the evidence suggest?
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">6. Why might the person have committed the crime? ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Resources: || * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Student activity book
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">pencil
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">ruler with inches and centimeters
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">measuring cups
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">evidence envelope
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">map of classroom
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">cameras ||

<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">**T** his is as authentic as this lesson can get. It was a true crime scene in an area that students are familiar with and it directly affected their learning environment. They had a vested interest in the crime being solved. Luckily, it was solved and the stolen property returned. This has been the best lesson so far. Authentic assessments engage and produce true mastery/generalization of skills. ||  || **Discussion:** include component="comments" page="page:Forensic Scientist 3" limit="100"
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Teacher **<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">**Reflections:**
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Examples **<span style="font-family: Arial,sans-serif; font-size: 10pt;">: [[image:2013-10-15 06.58.40 HDR.jpg width="240" height="177"]] [[image:2013-10-15 06.58.53 HDR.jpg width="240" height="177"]] [[image:2013-10-15 06.58.49 HDR.jpg width="238" height="173"]] [[image:2013-10-15 06.57.41 HDR.jpg width="237" height="177"]][[image:2013-10-15 06.57.35 HDR.jpg width="240" height="177"]] ||