| Biology |
Lesson
5 : Who did it? (Forensic Science) |
| Curriculum
Key: |
AQA
10.2; 10.8 |
OCRA
B2 |
OCRB
B1b |
Edexcel
topic 4 |
Objective(s)
1.
Interpreting information
2. Distinguishing between factual
evidence and circumstantial evidence
3. Introduce students to the science
of Forensics – DNA fingerprinting,
etc |
Resources
needed
Information
sheets: scene of the crime enlarged,
DNA profiles, footwear, fingerprints,
police report, statements, post-mortem
report, conclusion.
Envelopes containing the name
of either a suspect or the victim.
Sheets on genetic fingerprinting.
Worksheet: Evidence cards enlarged,
concept maps enlarged
Post-it notes
Computer for extension task |
Starter:
5
minutes
In
groups of 3-4: students observe
the scene of the crime. They write
down each potential source on
a separate post-it note. |
Teacher
input/assessment
Distribute
pictures and post-it notes. |
Main
Activity 1: 15-20
minutes
In
groups of 3-4: Students are given
the police report, fingerprints,
DNA profiles, statements and footwear.
They are given an A3 copy of the
evidence cards and required to
write down any evidence that may
be associated with the suspect
or victim. Students must distinguish
between factual and circumstantial
evidence.
|
Teacher
input / assessment
Distribute DNA profiles, footwear,
fingerprints, police report, statements
and evidence cards.
|
Main
Activity 2: 15-20
minutes
In
groups of 3-4, students complete
a concept map for each person.
The map should include the possible
role of the person, using the
evidence from Activity 1.
|
Teacher
input / assessment
Distribute Concept Maps 1-4. |
Plenary:
5-10
minutes
Each
group presents the findings of
the role of one person (or more
if time permits) associated with
the crime to the rest of the class.
The name of the suspect is given
to the group in an envelope. They
must include evidence information
and distinguish factual from circumstantial.
They must conclude whether or
not they think the person caused
the death of the victim. |
Teacher
input / assessment
Distribute
envelopes.
Judge the presentations.
Following presentation, teacher
reads post-mortem report &
conclusion. |
Learning
Outcomes:
All
students must: Extract
information and display it on
the concept maps.
Most
students should: Solve
the crime.
Some
students could: Design
a flow chart to show the process
of genetic fingerprinting. |
Key
Skills: extracting,
interpretation and display of
information
Key
words: circumstantial,
factual, evidence
Homework:
Students
design a flowchart to outline
how a DNA profile is produced,
using the website www.s-cool.co.uk
, then select A level and AS level,
then Biology, then Applications
of Genetic Engineering, then the
QuickLearn on Other ways of manipulating
genes (if no computers are available,
teacher distributes the information
sheets on genetic fingerprinting). |
Differentiation:
More
able: students
are given the option to design
their own worksheets and/or present
the information as a PowerPoint
presentation if facilities are
available.
Less
able: teacher
assists students by reading through
the information on I1, I2 and
I3. Students use highlighter pens
to extract relevant information,
with help from teacher, then transfer
information on to W1, W2 and W3
either on paper or as a PowerPoint
presentation if facilities are
available. |
