LESSON PLAN – FORENSIC SCIENCE UNIT LP 4 - MR.

WILSON

Curriculum Standard(s)
List the broad curriculum standard(s) you are addressing in your lesson.
13.A.4a Estimate and suggest ways to reduce the degree of risk involved in science
activities.
13.A.4b Assess the validity of scientific data by analyzing the results, sample set, sample
size, similar previous experimentation, possible misrepresentation of data presented and
potential sources of error.
13.A.4c Describe how scientific knowledge, explanations and technological designs may
change with new information over time (the understanding of DNA)
13.A.4d Explain how peer review helps to assure the accurate use of data and improves the
scientific process.
11.A.4a – 11.A.4f (Scientific Method Standards)
Lesson Objective(s)
What a student will have learned, demonstrated, or mastered as a result of the lesson.
Objectives should be measurable, observable, and aligned to the assessment(s). Blooms
taxonomy should be used and write them on the board.
SWBAT structure a chart that parallels inquiry skills with Forensic Science examples
SWBAT generalize historical forensic science methods to common day practices
SWBAT list skills used to identify a crime and compare and contrast inferences and
predictions
Engagement (Do Now)
Engage and motivate students. (DoNow! Problems / Prior Knowledge Question)

Students will do the CSI Challenge Scrambled Set 2 activity to discover key words that are
used throughout the unit.

Lesson Activities
Interactive Instruction - Direct Instruction / Modeling (I do) - Whole Class Group Work (We
do) - Individual Work/Drill Practice (You do) - Think-Pair-Share - Compare & Contrast /Big
Post-It’s / Charts - Indirect Instruction (Design Thinking)

Students will be guided on how to make a table in Microsoft word or Pages. They will then
label the table to match the one on page 9. We will discuss shorter definitions for each of
the descriptions and examples.

Class will read pages 10 and 11 and fill in the vocabulary words and answer the reading
checkpoint question on page 11 in their document. (CSI, Medical Examiners, autopsy)

(Time Permitting) Part 2 of Discovery Education Misty video will be watched and discussed.
http://investigation.discovery.com/videos/extreme-forensics-who-killed-misty-part-2.html

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Closure/Follow-up
Final Review Problem – Concept Check – Hand in Classwork – 1 thing you liked, disliked –
Verbal summary of the day

Class will read pages 12 and 13 and finish vocabulary words (density) in their document.
Teacher will check for completion of vocabulary words. Students will complete review
questions 1a and 1b and turn them in as their exit ticket.

Assessment
Measure students understanding of lesson objectives - Feedback on prior quiz/test -
Feedback on classwork/homework - Checking classwork for correct answers(informal) -
Quiz(formal) - Weekly Rubric(informal) - Final Review Problem(formal) Check folder for
input of notes/classwork(informal) - Verbal/Written answers on white boards(formal)

Check Chart for completion and grade on standard rubric, DoNow! is graded for accuracy
and completion within the 1st 5-10 minutes of class. Daily Behavior Rubric, (Students class
work left in classroom folder, folder is collected biweekly for “classwork” assessment.)

Accommodations/Adaptations
These are specific changes made to the delivery of the lesson, curricular materials used in
the lesson, and assessments to address the specific needs of a few students.

LCD Projector used for visual learners, preferential seating for students with behavioral
issues, small groups and peer helpers used based on ability levels, clear layout of the
physical class so that it is uncluttered. Directions repeated for individual students and also
to whole class in different formats (verbally, lcd projector). Key terms/vocabulary
highlighted and/or in bold format. Study carrels in separated areas of the classroom for
distracted students. Background music is played during individual classwork/group work for
student motivation. Extended time of classwork, quiz, projects when needed. Frequent
cooling off periods/breaks to keep students motivated on current activity. Oral responses
are accepted for students that are nonreaders and/or struggling with physical tasks.

HFA:PHH - College/Career Connection:

What elements in today’s lesson directly support college or career preparation?

Speaking Note Taking Analyses

Listening Math w/out Calculator Research (Library/Online)
Budget Organization Study Strategies
Adult Partners Field Study ELMER

Reflection
This section should be completed at the end of the lesson. What went well, what I would do
differently? My strengths and areas of need.

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