5E Lesson Plan Template

Teacher Kristena Head

Subject Forensic Science (Unit 2: Death)

area/course/grade
level 11th-12th

Standards (State FORENSIC SCIENCE AND CRIME SCENE INVESTIGATION

and ISTE Standards STANDARD: (Grades 10-12)
for Students)
7. Construct explanations from collections of evidence, using various
pathological and anthropological techniques. [FS 11-12.7]

9. Distinguish between admissible and inadmissible scientific and technical

evidence supplied by expert witnesses in criminal cases. [FS 11-12.9]

Objectives Students will be able to identify, discuss, and analyze how forensic
evidence (such as blood splatter) aid in solving criminal cases.
Students will be able to identify and discuss how to properly classify and
collect evidence, read and analyze a case study, look at anthropological
evidence (sexing a skeleton based on pelvis), and determine the stages of
decomposition.

Differentiation The physical environment in which we are teaching will support the
Strategies: How will students’ learning by offering varied “seating” options. The students are
the lesson address not in standard desks, they have tables and chairs that are placed in groups
the various learning of 2, 3, or 4. The “desks” also have sensory stickers for our students who
styles of the may need to fidget or stim while they learn. We also offer students the
students and the
option to stand at one of the lab tables as long as they are not disruptive or
needs of those with
special needs? distracting other learners. The great thing about forensic science is that
we, as teachers, get the unique opportunity for our students to read, hear,
see, and then practice the skills they are learning.
For students to be successful in this unit, they will have needed to master
70% of the previous unit. We ensured this by offering multiple avenues
for review. (study guides-that we went over after they had time to
complete it, kahoot flash cards for vocabulary, notes that were taken in
class, slideshow with notes posted in Google Classroom, etc.) We also
made sure to offer retakes, retests, and remediation for students who did
not pass the Unit 1 exam. For students who required different strategies,

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they were allowed to offer verbal responses instead of typed or written.
We planned the lesson with varied learners in mind. We were able to plan
the lessons because I have worked with these kids before in their classes
last year. I knew most of them and was able to offer insight on what may
work best. For example, one of our students that doesn’t have an IEP has
severe ADHD and I knew that he would need to hear, see, and speak the
material to remember it. One of the students with an IEP is very
intelligent, but lacks confidence in his abilities. We tried to reinforce his
confidence through pairing him up with someone who did not grasp the
material as well and he was able to coach the other student through the
critical thinking responses. When he would ask a question or for
clarification, we would ask him to tell us what he thought so we could
either confirm or give him a nudge in the right direction. More times than
not, he was correct and we were able to offer him verbal praise and
encouragement to not second guess himself.
We also used our observations of our really strong students and paired
them with some of our weaker students in the seating chart. We do this
because peer helpers have been shown to increase overall scores. We have
noticed that students are more likely to ask a peer for help than a teacher,
at least for our demographic, because they tend to have a jaded view of
authority. We have to put in time and effort to make connections with
these kids, so that they can see we are different and will not call them
stupid or belittle them for asking a question. We use the peer helper
strategy, small group instruction, large group instruction, auditory
methods, visual methods, and tactile methods because we know that
students learn differently. It allows the students to receive the material in
multiple ways and increases their chances of retaining the information.

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The 5 Es

E Description

Engagement To engage students, we will begin by showing a brief video clip of a famous
forensic investigation from a crime show (e.g., a blood splatter analysis). Follow
this with a quick class discussion, asking students to share what they know about
how forensic evidence is used in solving crimes. We could use a Kahoot or
GimKit to assess their pre-existing knowledge through a quiz that taps into
concepts like forensic pathology and crime scene investigation techniques. These
methods will activate students' prior knowledge and create curiosity for the
lesson.
Sample Activity:
TV Show Analysis: Students will watch a video clip or entire episode from a
crime investigation show (e.g., CSI, Criminal Minds, Bones, etc. or a similar
documentary clip on blood splatter analysis).
Kahoot quiz or GimKit game on forensic terminology and concepts.

Engagement We will assess student responses during the Kahoot quiz or GimKit and through
Assessment either formal or informal questioning after the video/episode. This will help
gauge how much they already know and give insight into any misconceptions or
gaps in their understanding.

Exploration In this phase, students will conduct hands-on forensic science experiments. They
will be divided into groups and work on different types of forensic evidence
collection and analysis, such as blood spatter trajectory, skeletal examination for
sex determination, crime scene sketching, collecting various types of evidence
(hair, fingerprints, clothing, etc.). Each group will be responsible for analyzing
and collecting one type of evidence from a mock crime scene. The teams will
need to collaborate to analyze all evidence and solve the crime.
Sample Activities:
Blood spatter analysis experiment: Using simulated materials, students can
calculate angles of blood spatter to determine the position of the victim.
Anthropological skeletal analysis: Students will examine one or more pieces of
“skeletal remains” (various skulls & skeletons we have for models & labs) to
determine sex, race, age, etc.

Exploration Students will submit a brief report or “Case File” discussing their findings and
Assessment the methods they used, this will assess the students’ use of forensic tools and
collaboration. For a formative assessment, I will ask each group critical thinking
questions related to the portion of the evidence and activity they performed.

Explanation Following the exploration, I will present a more formal explanation of forensic
methods, focusing on key concepts like blood spatter trajectory, skeletal
differences, and decomposition stages. We use Canva presentations to visually

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 E Description

organize the concepts and engage students with dynamic animations and clipart
relating to the topic. We also pose higher-order thinking questions through
specific case studies (like Jon Benet Ramsey) such as: “How would improper
collection of forensic evidence affect a court case?” or “Why is it important to
accurately determine the stages of decomposition in an investigation?”
Explanation Questions:
What challenges could arise in identifying the cause of death from skeletal
remains alone?
How does understanding blood spatter patterns help forensic scientists
reconstruct crime scenes?

Elaboration Now that students have explored and learned the necessary concepts, we will
have them apply their knowledge to real-life situations. Students will complete
two assignments:
Collaborative project: In groups, students will create a digital crime scene
reconstruction using tools like Lucidchart, Google Drawings, or Canva. They will
map out the crime scene based on their understanding of forensic evidence and
present their findings in a class discussion.
Individual project: Each student will create a blog post discussing the
significance of forensic science in modern-day criminal investigations, focusing
on how forensic evidence could make or break a case. The blog should include
images, analysis, and sources.
Sample Technology Products:
Lucidchart/Google Drawing/Canva crime scene map: A crime scene diagram
complete with labeled evidence and descriptions.
Blog post: A reflection on a famous criminal case that was solved using forensic
science.

Evaluation Students will be evaluated on their participation, understanding, and the products
they create. I will use a rubric to assess both the group project and individual blog
post. The rubric will weigh content understanding more heavily than appearance
or grammar. Each project will be evaluated based on:
How well students applied forensic methods to analyze the crime scene (group
project).
The depth of analysis and reflection in the blog post (individual assignment).

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E Description

Group Project: Crime Scene Reconstruction Rubric

Needs
Excellent (4 Good (3 Satisfactory (2
Criteria Improvement
points) points) points)
(1 point)
All forensic Some forensic
methods (blood Most forensic methods are
Major forensic
spatter, skeletal methods are applied, but
methods are
Content analysis, etc.) applied there are
missing or
Accuracy are accurately correctly, with noticeable
inaccurately
applied to the only minor inaccuracies or
applied.
crime scene errors. missing
reconstruction. elements.
All team Most team
members members Unequal
Little to no
contributed contributed, participation
collaboration;
equally, and the with minor from group
Collaboration one or two
group worked issues in members, with
& Teamwork members did
effectively collaboration. some
most of the
together. Each Group work difficulties in
work.
person’s role is was mostly collaboration.
clear. balanced.
Digital tools
(Lucidchart,
Tools are used
Google Digital tools Digital tools are
well, though
Drawings, are used, but used poorly or
Use of there are some
Canva, etc.) are the execution not at all; the
Technology minor issues
used creatively is basic or reconstruction
with how they
and effectively lacks clarity. lacks clarity.
are applied.
to represent the
crime scene.
The crime scene The map
map is highly The map is includes some The map is
detailed and detailed, with detail, but unclear or lacks
Detail &
clearly labeled, only minor important significant
Clarity
making the labeling or elements are details and
scene easy to clarity issues. unclear or labels.
understand. missing.
Presentation The group The group The The
presents their presents well, presentation is presentation is
crime scene but one or two unclear or poorly
clearly, elements are lacks organized and

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E Description

thoroughly
explanations of lacks critical
explaining each not explained
key forensic explanations.
forensic fully. Most
elements. Only one or two
element. All members
Participation is members
members participate.
uneven. participate.
participate.
The
reconstruction is
The project The project is
highly creative The project
shows some somewhat
and lacks creativity
creativity, with creative, but
Creativity & demonstrates and is very
a few original lacks original
Originality original thinking basic in both
ideas in how analysis or
in how forensic analysis and
the scene is presentation
evidence is presentation.
analyzed. style.
analyzed and
presented.

Individual Assignment: Blog Post Rubric

Needs
Excellent (4 Good (3 Satisfactory (2
Criteria Improvement
points) points) points)
(1 point)
The blog
The blog
thoroughly
covers The blog The blog lacks
covers forensic
forensic touches on accurate content
science's role in
Content science well, forensic science, or depth on
criminal
Accuracy & but lacks but there are forensic science,
investigations,
Depth some specific noticeable gaps with minimal
using specific
case examples in detail or examples or
case examples
or depth of examples. analysis.
and evidence
analysis.
analysis.
The blog
The blog offers
reflects on
deep reflection
forensic The blog shows The blog shows
and insightful
science and some reflection little to no
Critical analysis, making
makes but lacks critical reflection or
Thinking & strong
connections, analysis of critical analysis
Reflection connections
but the forensic science of the subject
between forensic
analysis is in solving cases. matter.
evidence and
somewhat
case outcomes.
surface-level.

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E Description

Needs
Excellent (4 Good (3 Satisfactory (2
Criteria Improvement
points) points) points)
(1 point)
The blog is well-
The blog is
organized, with The blog has The blog is
mostly well-
clear headings, basic poorly
organized,
Organization logical flow, and organization but organized and
though some
& Structure smooth lacks logical difficult to
transitions or
transitions flow or clear follow, with no
sections feel
between sectioning. clear structure.
unclear.
sections.
The blog
The blog The blog The blog lacks
includes
integrates includes multimedia
multimedia,
Use of multimedia minimal elements, or the
though some
Technology elements (e.g., multimedia, and multimedia
elements may
& images, videos) the elements do included is
not be fully
Multimedia effectively to not significantly irrelevant or
relevant or
enhance enhance poorly
well-
understanding. understanding. integrated.
integrated.
The blog has a
The blog is free
few minor The blog is
of grammar, The blog has
errors in difficult to read
spelling, and multiple errors
Grammar, grammar, due to frequent
punctuation that
Spelling, & spelling, or errors in
errors, with occasionally
Mechanics punctuation, grammar,
professional and affect
but they do spelling, and
polished readability.
not affect punctuation.
language.
readability.
The blog is
highly creative,
The blog
using unique The blog shows The blog lacks
shows some
ideas and limited originality and
Creativity & creativity,
personal insight creativity and does not engage
Originality with a few
to engage the mostly repeats the reader with
unique ideas
reader and common ideas. new insights.
or insights.
deepen
understanding.

Total Points & Grading Scale

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 E Description

Score Grade
18-20 A
15-17 B
12-14 C
9-11 D
8 or below F
Evaluation Students’ mastery will be assessed by completion of a cumulative standards-
Assessment based test that covers the Alabama state standards and all material covered in this
unit.

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

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