forensic science agenda

What

forensic science agenda

When

1/16/2025

What Students and Parents Need to Know
In class webquest Frances Glessner Lee ! New unit starts Tuesday!
Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction 1/16/25
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 the nutshell dioramas by Frances Glessner Leet ?
explain and demonstrate knowledge of how to think scientifically?
clearly communicate what affects your thought process?
Introduction/Connection:

Daily 10’s- Chromebook time https://docs.google.com/document/d/16iP4lN9ZRaRmgM3s2ZsaJevgxFCvBB356L7P-PoDWMg/edit?usp=sharing

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
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
examine the work of France Glessner Lee and complete the Webquest and VR Activity
https://americanart.si.edu/exhibitions/nutshells?fbclid=IwAR0mz9thc9bwudIDbQXgW1XDFuJuUpyYMjqAZhS--gk3V4q93RxfF11gXFk
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.
Submit WebQuest activity