Each written lesson plan had a structured format:
1. Bell Work—a question posted on the board for students to respond to in writing as they began the class
2. Lesson Objectives—phrased as "by the end of the lesson students will...," "students will understand that...," and "students will know...," plus a list of key terms, concepts, and skills
3. Main Lesson Plan—a description of that day's activities
4. Homework—tasks, such as reviewing information to be completed before the next class
Each lesson plan provided for students to record what they had learned that day in dolce gabbana jewelry(http://www.dolcegabbana4sale.com) journals. These lessons were designed for 10th through 12th graders, although the majority of the students were in the llth grade.
Sharon designed the lessons by attending workshops on forensics and by gathering a variety of texts and materials from traditional sources, such as a biology textbook (Starr, 1997) for diagrams of the human skeleton and a chemistry textbook (Gabler et al., 1996) for an overview of the scientific method. She also used a variety of alternative texts, such as news articles, WebPages, trade books, and journal articles, and she incorporated readings and activities taken from forensics lesson plans posted on the Internet by other teachers, like those described at The Science Spot. She incorporated graphic organizers on matter and the atomic structure of matter taken from supplements produced by commercial publishers, such as those by Mark Twain Media. Other supplemental materials, labs, and activities came from other publishers, such as Top Shelf Science: Forensics (Deslich & Funkhouser, 2003). She constructed a PowerPoint presentation with basic information on forensics, including a definition of the term taken from a journal article (Dillon, 1999).
Sharon began the unit by assessing her students' prior knowledge of forensics through a pretest. The pretest focused on determining students' knowledge i of forensics vocabulary or concepts and forensic procedures. She also assessed her students' interests in and; knowledge of forensics by using a modified K-W-L j activity, a chart that students complete that typically lists what they know, what they want to know, and what they learned about a topic (Ogle, 1986). Instead, the students listed in three columns D&G jewelry(http://www.dolcegabbanadesign.com) everything they knew about forensic science, everything they wanted to learn about forensics, and everything they wanted to be able to do after learning about forensics.
The completed charts showed that most of the students wanted to learn about the various types of evidence found at crime scenes, particularly fingerprinting, and they wanted to be able to use evidence to solve crimes. Their responses included the following:
"I want to learn how to fingerprint and determine things by looking at fingerprints."
"I want to know—is there a different fingerprint for every person?"
"I want to know how forensic scientists perform labs."
Comments that addressed what students wanted to be able to do at the end of the unit included the following:
"I want to be able to do forensics labs."
"I want to be able to do the methods forensic scientists use to solve crimes."
"I want to work like a CSI."
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