Escolar Documentos
Profissional Documentos
Cultura Documentos
Grade Level:
Semester:
12
Fall 2014
What specific content standards, including Common Core and Big Ideas from the
Knowledge and Thinking rubrics, do I wish to teach and assess with this project?
What real-world problem, challenge, or scenario could students examine that would
create the need for students to learn the content? Student role? Audience?
Students will serve as forensic specialist to use scientific means to collect evidence that
can pinpoint a suspect with reasonable guilt in a theft case. With this, the audience will
be a judge (Mr. Watkins) that will grant both a search warrant and conviction during the
trial portion of the class.
Which school-wide learning outcomes or content skills would I like to focus on with
this project? Broader college and career skills? Literacy skills?
1.) Agency
2.) Written communication
3.) Oral communication
4.) Knowledge and thinking
5.) Collaboration
6.) In-depth planning
7.) Cause and Effect Analysis
8.) Evaluation of sources
9.) Logical Reasoning
What specific primary and secondary sources do I want students to use for gathering
information? What primary sources like novels, diaries, experiments, interviews, video
footage, data sets, etc. do I want students to use?
Enduring Understanding
Think big picture. What would I like students to
When students look back on this project, I want them to have an extensive knowledge as to how accurate scientific
Evidence can be the most powerful evidence from all other types.
CULMINATING EVENT
Driving Question
Performance Product/s
Problem Statement
How can we as forensic scientists collect evidence to support or refute the claim
that art work is not authentic? And how can we use forensic science to pinpoint
evidence to a suspect in a crime involving theft?
What final products will require students to apply what they have learned? What will students be expected to produce and/or present
that will allow them to demonstrate their knowledge and skills?
What authentic written product will fit naturally within the context of the project and provide an opportunity for
students to synthesize information and demonstrate their content knowledge?
X Argumentative
Defending a point of view, persuading an audience, supporting with evidence
Informational
Describing a process or event, analyzing an event or text, examining a topic
Narrative
Telling a story, developing either real or imagined experiences or events using effective techniques and clear event sequences
Prompt
Use the driving question,
communication type, and
sources from the Brainstorm
page to develop a prompt for
your written product. See NTN
Literacy Task Quick Reference.
How can science be utilized as a critical tool to bring about belief beyond a reasonable doubt for
guilt in crime scenes? After researching/reading/viewing evidence from our crime scene analysis,
write a 4-6 page argumentative report that identifies a suspect for the art heist crime. Support your
position with a logical flow of evidence that has been collected from this project, capitalizing on the
results from your lab testing and data collection in this project.
Pause For A Reality Check!
Targeted Content
If my standards are the broad
goals, what specific subset of skills
does this project focus on? Key
facts?
Proficient
Reading
Comprehension
and Research
Skills (note-taking,
Finding sources
Written
Communication
Oral
Communication
Evidence
Emerging
Writing/Other
Skills
Collaboration
Members.
Advanced
Art Heist
Entry Event
How might I introduce the
project to my students in a
way that produces
engagement, urgency for the
work, and need-to-knows for
the targeted skills?
Culture Building
How will I build culture in my
classroom and within groups
throughout the project?
To begin the day, students will be given an entry doc that students will break down to come up with knows
and need to knows. Once this is complete, students will be shown the crime scene next door that will serve
as the main crime scene for the project. Students will then be asked to get into groups and come up with
next steps as to how to deal with a crime scene.
Students will make group contracts and participate in a get to know each other team builder to help bridge the
differences between students of different grades in the class.
Project Plan
Targeted Skills
Anticipated Need-to-Knows
Lessons/Scaffolding Activities
Early Phase
Planning
Evaluation of sources
Experimental Design
Note-taking
Cause and effect thinking
Annotation of lab notebook
Key Benchmarks
What subtasks will students complete
as they progress toward the final
products?
Reflection
What journals, discussions, or
activities might help students reflect on
their progress mid-project?
Workshops:
Crime Scene 101
Officer Faull- stages of an
investigation
How to plan experiments
How to handle evidence
Documentation- How to?
What is meaningful evidence?
Middle Phase(s)
Extension/ Twist * At the time after all evidence has been collected, half of the class will be designated for
assignment as being a defense witness for whichever staff member gets charges brought about
them. ( Possible honors credit given for defense side)
Targeted Skills
Anticipated Need-to-Knows
Lessons/Scaffolding Activities
1.) Inquiry Lab techniques
2.) Evidence collection
3.) Experimental Design
4.) What does it take to get a search
warrant?
5.) Organization of data/ evidence
6.) How to split time on tasks.
Late Phase
Key Benchmarks
1.) Testing of the art pictures- test for lead based paint, brush stroke, authenticating
2.) Testing of Finger prints- Analysis of prints- Glove left over, hair in glove
3.) Testing of planned footprint outside in mud- Track evaluation casting of footprints- mud
matching
4.) Ransom note collection
5.) Hand Writing Analysis- evaluation of note
6.) Ink solvent analysis
7.) Digi Melt- melting point of brushed paint on fake vs real paintings
8.) video footage- timing of suspect walking- stride analysis time lapse
Reflection
Extension/ Twist *
none
Key Benchmarks
Reflection
Workshops:
CRA- several especially with data,
drafts, and ordering a paper
PowerPoints for evidence selection
Trial basics
How to win a case.