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