Teacher: Miss.

Currie

Evidence & Investigation Lesson 10

Subject: Science
Grade: 6
Date: December 2, 2015
Staged Crime Scene Observations
Time: 39 min
General Outcome 6-8: Apply observation and inference skills to recognize and interpret
patterns and to distinguish a specific pattern from a group of similar patterns.
Specific Outcome 3: Recognize that evidence found at the scene of an activity may have
unique characteristics that allow an investigator to make inferences about the participants
and the nature of the activity, and give examples of how specific evidence may be used.
Specific Outcomes 4: Investigate evidence and link it to a possible source; e.g., by:
classifying footprints, tire prints and soil samples from a variety of locations
analyzing handwriting samples to identify the handwriting of a specific person
classifying fingerprints collected from a variety of surfaces
Lesson Objectives: By the end of the lesson, students will be able to:
1) Describe the difference between observations and inferences
2) Record detailed observations using their senses
Materials:
1. Smartboard with Powerpoint presentation
2. Whiteboard and whiteboard markers
3. Mystery Festival Teachers Guide Resource (all materials for the week long crime scene
activity can be found in this resource)
4. Blank paper for sketching (8 sheets)
5. Index cards for recording observations (50)
6. Markers (8)
7. Masking/scotch tape
8. Crime Scene Map (made in advance)
9. Suspect Footprint sheets (8)
Preparation:
1. Send a supply list home with students to show to their parents
2. Set up the crime scene in the classroom (several days or 1 day before the first lesson)
3. Make a crime scene map
4. Set up Powerpoint presentation before class starts
5. Photocopy suspect footprint sheets (8)
6. Get blank paper, markers, index cards, and tape
Lesson Procedure:
1. Introduction [4 minutes]: Explain that we are going to observe a crime scene today in
order to try and solve a made-up mystery. Students are going to be forensic scientists and
work together to make detailed observations. Tell the students that we are going to be
working as forensic scientists over the next week or so. At this point in time, all we know
is that the crime was committed on a patio of a 2 bedroom, 1 bathroom beach house. We
also know that it is a warm day. Remind students to keep an open mind and to not jump
to conclusions. This lesson is all about making detailed observations, not inferences.

Teacher: Miss. Currie

2. Quietly Observe the Crime Scene [2 minutes]: Together as a class, we are going to
move over to the crime scene and quietly observe as many things as we possibly can.
Students can gather around the crime scene or we can slowly walk around the boundary
of the crime scene.
3. Record Observations & Provide Explanations [10 minutes]: Students will return to
their desks and together as a class we will discuss some of the clues that they noticed at
the crime scene (ex. guitar pick, footprints, pop cans etc.). Make a list of clues on the
whiteboard. Then explain what we are going to do for the rest of class. Students will be
working in groups and each group will be assigned a certain part of the crime scene to
study (there will be 8 different groups to correspond with the 8 sections of the crime
scene). Each group is responsible for all of the clues within their particular section. Their
task is to make a sketch of their section, and also record detailed observations of each
individual clue. Each group will be given a sheet of blank paper to sketch their section
on. They will also be given index cards (each clue goes on a different index card).
Explain to students how these index cards should be filled out. Do an example with the
class so that there is no confusion (ex. grab the guitar pick and ask the students how they
would describe the guitar pick). Once everyone is clear, put students into 8 different
groups (these groups have been made in advance to save time). Groups can move to an
area of the classroom and begin working.
4. Group Work Sketch & Observations [20 minutes]: The remainder of the period
will be designated towards group work. Groups will sketch their section of the crime
scene and then put their sketch on the crime scene map (the crime scene map is divided
into 8 sections, just like the crime scene). Each group will have their own section on the
crime scene map where they can post their sketches and all of their observations.
Circulate around the room while students are working to make sure everyone is on task
and understands what they are supposed to be doing. *Remember to pour the Cola out of
the cups and then put the cups inside their own Ziploc bags (wear gloves). This way
students can examine the cups without smudging any fingerprints that were left behind.*
5: Closure [3 minutes]: Review what was covered in the lesson and ask a couple of
students to share some of their detailed observations. Thank students for their
participation and tell them we will continue to work on our crime scene tomorrow. Ask
students to clean up their messes.
Formative Assessment:
Formative assessment in this lesson will include: questioning, observation, and
conversation.
1. Class Discussion and Questioning: I can judge how well my students understand
something and spend more time on it or move along. If students need more time to work
on their observations, we can continue the following day.
2. Listening in on Conversations: by circulating around the room and listening in on
conversations, I can make sure students are staying on topic and see which ones need
help. I can ask probing questions to help them with their observations and offer guidance.

Teacher: Miss. Currie

Teacher Comments/Reflection:
Were the objectives of the lesson met? Do students understand the difference between an
observation and an inference?
Was there enough time to complete everything I had planned? If not, continue working on
these activities the following day.
Did the students stay on task and remain focused?Was the lesson engaging? Did they
enjoy the crime scene lesson?