forensic science agenda

What

forensic science agenda

When

1/14/2025

What Students and Parents Need to Know
Logical fallacies- Don't get fooled again!

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction: 1/14/25
Opening (I Do)
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10
Standard/s: .
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science.
SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations.
SCSh3. Students will identify and investigate problems scientifically.
SCSh4. Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations.
SCSh6. Students will communicate scientific investigations and information clearly.
SCSh7. Students will analyze how scientific knowledge is developed.
SCSh8. Students will understand important features of the process of scientific inquiry.
SCSh9. Students will enhance reading in all curriculum areas


Learning Target: I know that I have learned it when I can:
Communicating concepts and ideas, Thinking scientifically, analyzing information, recognizing false information


Success Criteria:
correctly analyze logical fallacies presented and how to recognize the false information and concepts they represent ?
explain and demonstrate knowledge of how to think scientifically?
clearly communicate what affects your thought process?

Introduction/Connection:
What is a logical fallacy?
Logicalfallacies-http://serc.carleton.edu/integrate/teaching_materials/change_inthe_air/activity1.html
(used by permission by Dr. Pamela Gore)
Review the following terms:
Appeal to fear Scare tactics, alarmist warnings, drastically over-emphasizing the probability of a terrible outcome.
Personal attack, or ad hominem Attacking the speaker rather than the argument; also expressed as “kill the messenger.”
False dilemma Presents an argument with only two options, where one option is appealing and the other is false and unreasonable.
False analogy A comparison between two unrelated things.
Slippery slope A valid cause will lead to more and more unreasonable results, incorrectly linking events that may never exist or occur.
Non sequitur “It doesn’t follow”; no logical relationship between two points.
Argument from authority We should accept a claim because a respected person says it.
Post hoc Argument after the fact, often (falsely) linking causation with some previous action. For example: "Since event Y followed event X, event Y must have been caused by event X."
Straw man Attacks a distorted version of the argument (one that is easy to defeat).
Moving the goalpost Arbitrarily setting new standards that must be met to render a statement “true” or “valid.”
Paralysis Analysis Suggests that no interpretation can be drawn if there is any missing data or information.

DIRECT INSTRUCTION:

Teacher will
Modeling- Examples of scientific communication
Demonstration- examples of the scientific method and questions (see attached)*
Reinforce learning goals- assignment explain
DOK question stems- Ontogeny recapitulates phylogeny argument
Real-life connections- tied with student experiences
Build upon existing knowledge and skills in class discussions
5 tips to improve your critical thinking (in TED-Ed GIFs) |


Work Period (We Do, You Do)
Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:

Students will
Participate in class discussion of Video Lecture
video-
How to spot a misleading graph - Lea Gaslowitz
INDEPENDENT/
COLLABORATIVE PRACTICE/DIFFERENTIATION:
DI is done by materials, strategies, groupings, mini-lessons, etc.
CONTENT- is always geared to service students with multiple intelligences and diverse needs.
PROCESS- is kept flexible to accommodate diversity
PRODUCTS- are chosen by teacher and student, then agreed upon by both
Students are allowed choices of products on most assignments.
Options are provided to students to demonstrate understanding without compromising standards and goals
Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:

Engages students in a process that may include a review of lesson concepts/learning targets, preview for future learning, apply or extend lesson concepts and/ or assess student learning.
Today=>
Can you outsmart the fallacy that fooled a generation of doctors? - Elizabeth Cox