forensic science agenda

What

forensic science agenda

When

3/4/2025

TEACHER NAME:
LESSON FOCUS: CSI Chronicles: The Case of Physical and Trace Evidence
GRADE:12th Grade
DATE: 3/03-04/25
GSE: SFS2 Obtain, evaluate, and communicate information on various scientific techniques to analyze physical, trace, and digital evidence. a.Plan and carry out an investigation to determine the value of physical and trace evidence.

(*Student Friendly) Learning Intention(s):
I am learning to...
Communicate the similarities and differences between physical and trace evidence using the vocabulary

(*Student Friendly) Success Criteria:
I will know that I have learned this when...
compare and contrast physical and trace evidence?
clearly communicate by properly using the vocabulary ??

Mastery: Students can clearly compare and contrast physical and trace evidence using scientific vocabulary. They can properly pronounce the vocabulary words and can hold a conversation using the words with proper expression and prosody.
Progress Toward Met: Students can partially compare and contrast but may have some inaccuracies. They may mispronounce a vocabulary word or two and/ or may stumble on fluent use conversationally. .
No Progress: Students cannot compare and contrast effectively or use scientific vocabulary accurately.

Opening/Model
(Think About: How will you communicate the learning intention(s) and success criteria to your students?)

Start by introducing the learning intention: "Today, we will explore the differences between physical and trace evidence in forensic science and learn to use scientific vocabulary accurately."
Display the success criteria and explain that students will demonstrate their understanding by comparing and contrasting physical and trace evidence and using scientific vocabulary effectively.
Present the key vocabulary terms related to "CSI Chronicles: The Case of Physical and Trace Evidence" and briefly explain each term to ensure students have a foundational understanding on how to use the vocabulary cards in small groups.


Work Session (Direct and Explicit Instruction; Guided Practice; Independent Practice)
(Think About: How does the work session support the learning intention?)

Multisensory Vocabulary Practice (15-20 minutes):
Divide the class into small groups and give each group a set of vocabulary cards. The cards are divided among the group members.
Instruct students to use the vocabulary words in sentences that describe physical and trace evidence.
Encourage students to act out their sentences or use gestures to convey the meaning of the vocabulary words.
Rotate pairs to ensure that students practice with different words and partners.
One vocabulary card is missing a graphic. When the individuals in the group are finished with their flashcards, they will draw a graphic on the whiteboard of what they think should go on the card missing the graphic (physical evidence). The students will prepare for the reading theater play

Reading Theater Play (30 minutes prep/ 15 minutes practice and 5-10 minutes act out):
Divide the class into small groups and assign roles for the reading theater play (detective, rookie CSI, narrators).
Provide each group with the script and encourage them to practice their roles.
Conduct the reading theater play, ensuring that students use vocabulary terms appropriately during the performance.
After the play, facilitate a class discussion to identify the key points related to physical and trace evidence presented in the performance.


Comparing and Contrasting Activity (25 minutes):
Provide students with a Venn diagram on the whiteboard or on handouts, labeling one circle "Physical Evidence" and the other "Trace Evidence."
In their groups, students should discuss and write down the characteristics and examples of physical and trace evidence in the appropriate sections of the Venn diagram.
After completing the Venn diagram, have each group share their findings with the class.
Summarize the similarities and differences between physical and trace evidence on the whiteboard as a class.

Assessment (15 minutes):
Distribute the assessment sheets to students.
Ask students to compare and contrast physical and trace evidence using the vocabulary words.
Collect the assessment sheets for evaluation.


Closing
(Think About: How will you revisit the learning intention?)
Recap the key points learned during the lesson, emphasizing the differences between physical and trace evidence.
Revisit the learning objectives and success criteria to check if students have achieved them.
Encourage students to ask any remaining questions or seek clarification on the topic.