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Scenario
Have you ever wondered if you could solve a crime like detectives on CSI? By using forensic knowledge, students in a seventh-grade Life Science class were able to solve their own Who-dun-it!
The information that follows presents a text/video-based case study from Mary-Ellen Suttle's seventh-grade science classroom and was created to help students develop a basic understanding of forensic science. The essential foci of the lesson allows students to investigate, understand, and apply scientific methods and inquiry to forensic science.
Collaborative groups of Life Science students were given the task of collecting and analyzing evidence to solve the crime of “The missing Puma mascot.” A website was designed for student use that provided:
Students were provided with crime scene evidence which they collected and analyzed in order to determine the culprit (seven teachers were suspects).
Students used:
The DNA sequences and DNA fingerprinting were embedded in QR codes that were scanned by the students using a QR reader. The fingerprints were collected using a camera on their phone or iPad. Students used Googledocs to organize and share their information.
The information that follows presents a text/video-based case study from Mary-Ellen Suttle's seventh-grade science classroom and was created to help students develop a basic understanding of forensic science. The essential foci of the lesson allows students to investigate, understand, and apply scientific methods and inquiry to forensic science.
Collaborative groups of Life Science students were given the task of collecting and analyzing evidence to solve the crime of “The missing Puma mascot.” A website was designed for student use that provided:
- the task
- analysis resources
- evaluation criteria
- and information about the suspects
Students were provided with crime scene evidence which they collected and analyzed in order to determine the culprit (seven teachers were suspects).
Students used:
- fingerprinting
- hair/fiber microscopy
- blood typing
- footprints
- DNA/RNA/Amino Acid codon sequencing
- and DNA fingerprinting to solve the crime
The DNA sequences and DNA fingerprinting were embedded in QR codes that were scanned by the students using a QR reader. The fingerprints were collected using a camera on their phone or iPad. Students used Googledocs to organize and share their information.
Essential questions or objectives
Science Skills used: Investigating/Understanding/Application
- Investigating: Observing, communicating, measuring, predicting, hypothesizing, inferring, interpreting, analyzing, evaluating
- Understanding: Explaining information, understanding how information is related to other facts, applying facts or principles to new problems or situations, making judgments about information
- Application: Applying science to relevant topic (forensic science/crime scene investigation)
standards of learning
LS.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations
LS.12 The student will investigate and understand that organisms reproduce and transmit genetic information to new generations
- data are organized, communicated, interpreted, and used to make predictions
- Measuring using 10 mL graduated cylinders / dropper bottles
- Current applications used to reinforce life science concepts
LS.12 The student will investigate and understand that organisms reproduce and transmit genetic information to new generations
- The structure and role of DNA: Biology (mRNA/codons/amino acids)
- Advanced genetics: DNA fingerprinting
