| A lesson plan is a teacher's detailed description of the | | | | Students are expected to predict whether or not the |
| course of instruction for an individual lesson. While | | | | substances provided will be catalase positive or |
| there is no single way to construct one, most lesson | | | | negative. They also examine whether each substance |
| plans contain some or all of the elements of the | | | | tests positive for blood using the phenolphthalein test. |
| course. In today's modern teaching style, individual | | | | After this step, they open the evidence packets |
| lesson plans are often inappropriate. Specific | | | | provided and test whether each stain that was found |
| objectives and timelines may be included in the unit | | | | is likely to be blood or not. The second part addresses |
| plan, but lesson plans are more fluid as they cater to | | | | blood typing. |
| the students needs and learning styles. | | | | Hair Analysis intends to introduce students to the |
| Students are asked to engage in problems or inquiry | | | | thought process involved in developing a technique for |
| learning. Rigid lesson planning with title, objectives and | | | | forensic analysis and to the physical structure of hair. It |
| specific outcomes within certain time constraints, often | | | | also provides opportunity for students to improve skills |
| no longer fit within modern effective pedagogy. Today, | | | | in observation, critical thinking and microscopy. This |
| formal lesson plans are often required only by student | | | | activity again involves two parts, which may be |
| teachers, who must be demonstrably familiar with the | | | | performed separately or as a cohesive unit. The first |
| components of a lesson, or by teachers new to the | | | | part requires students to examine a given set of hair. |
| field, who have not yet internalized the flow of a | | | | Using their observational and critical thinking skills, they |
| lesson. | | | | develop a procedure to identify hair collected from |
| Given below are a series of different lesson plans | | | | crime scenes. The second part is intended to |
| which may appeal to science professors, currently | | | | complement any crime scene scenario. In this part, |
| teaching forensic science in class, involving a range of | | | | students examine the hair supposedly collected from |
| difficulties and different aspects of forensic science. | | | | the crime scene as well as hair of the suspects and |
| Bloodstain Analysis involves introducing students to | | | | the pets involved. They use the data sheet provided to |
| some of the techniques used by forensic scientists for | | | | determine which suspect is the most likely match. |
| analyzing blood, the concept of blood type, and | | | | DNA fingerprinting involves the preparation and |
| providing opportunity for students to practice critical | | | | conduct of the DNA fingerprinting laboratory. It is |
| thinking skills in the context of scientific inquiry. It | | | | divided into the following parts- Preparation of the |
| consists of two parts. The first part is intended to | | | | student materials, plasmid DNA preparation, restriction |
| teach students about the catalase test, which is used | | | | endonuclease preparation, migration dye preparation |
| to detect the presence of blood. While there are more | | | | and preparation, loading and running of an agarose gel |
| sensitive tests available for the presence of blood that | | | | for use with carolina blue stain. |
| an investigator might use, this is by far the cheapest. | | | | |