Autopsy of a Dill Pickle- A Great Introductory Lab for Anatomy or Forensics!

 

img_9947A Pickle Autopsy? YES!

If you teach Anatomy & Physiology, you know the struggle of the first unit…. it’s HUGE!! … and jam-packed with things that are absolutely essential for students to know in order to be successful in the course.  I usually struggle with finding activities to review the body cavities and directional terms.  This year, someone suggested using the pickle autopsy and I’m so glad I did!

The lab I used was published in The Forensic Teacher and would be appropriate for either discipline (I teach both this year).  Here is the link to the lab I used http://www.theforensicteacher.com/Labs_files/picklelabsheets.pdf  A clever fellow teacher friend came up with the storyline that there was a gang war between the Claussens and the Vlasics in the fridge that resulted in no survivors. I loved it so I also used that storyline to frame my lab.

Set Up– The Basics

Now that I had my lab picked out and my story to tell, I had to figure the logistics of how to get everything set up.

First, the pickles….

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I found the big jars of dills at Walmart for $5.97 each. The smaller pickles I got because I wanted some of my “victims” to be pregnant (or they could also be small children pickles lol).  I had a hard time estimating how many pickles were in the big jars, but these 2 had a total of 33 pickles– more than enough for my classes. The picture below shows them separated by “male” and “female” victims (my “male” pickles are the ones with the stems lol).

Here are all the supplies I used for the lab: img_9916

How to make them look like victims….

I glued wiggly eyes onto thumbtacks for their eyes (so I can reuse them)img_9917

I also used pellets that go in pellet guns for bullet wounds (I smashed them a little with the hammer first and dipped them into gel food coloring before I stuck them in the “victims”)img_9922

I made their heads from an olive stuck on a toothpick– some I even squished so their “brains” fell out a little lol.  I also gave all of them a “spine” (a toothpick on the dorsal side just under the skin).  I also broke several of the toothpicks so this “injury” might be discovered and included in the story of their “victim”. img_9937.jpg

All the “victims” had a bead implanted in the vicinity of their heart.  If the bead was red, they had a normal heart.  If it was black or dark purple, it represented a heart attack.  I found that if you make a slit on the side of the pickle (choose a wrinkle), it will often be completely unnoticeable and students will wonder how in the world you got those beads in there!  I also slipped in a small green bead in the neck region of a few of the “victims” and told my students I heard that some of the gang members involved in the war were caught raiding the grapes from the fridge and several choked on them when their leader caught them.

I also told them that the gang members were not healthy and many had various diseases and disorders because they didn’t take care of themselves.  Many had white beads implanted in various areas.  These beads represented a tumor in the particular area.  Knotted pieces of rubber bands in the abdominal region represented parasites.  Many had broken toothpick “limbs”.  I also had several who were pregnant.

This is the sheet of “Helpful Hints” I gave my students with their lab:

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A Snapshot of My “Victims”

I separated my “victims” into 4 general types based on their cause of death:

  1. Trauma or internal bleeding (Stabbed or gunshot, injected with red food coloring)
  2. Poisoning/ Drug Overdose (I soaked them in baking soda but didn’t get a very good result)
  3. Heart Attack (black bead instead of red bead in chest)
  4. Drowning (blue food coloring injected in chest area)

 

My “victims” had multiple things that could have resulted in their deaths, but having 4 major things just helped me keep it organized. I also put them in separate dishes while I plotted their demise 🙂 img_9926

I also kept them separate in labeled gallon ziplock bags to transport them to school. img_9927

The Lab Set Up

I set my lab up as a mini crime scene.  I had some fake vampire blood from my forensics class that I also added to help set the scene.  I also added in some extra plastic swords and pellets around the “victims”.  (I let my students pick their own “victim” from the scene). img_9948

Group Jobs

Students were in a lab group of 3 per “victim”.  In my lab, every student in the group has a specific job and job description.  It just helps my lab groups run more smoothly and tends to decrease the possibility that one student does the lion’s share of work.  These are the jobs I gave my groups for this lab: img_9936.jpg

My Take on the Pickle Autopsy Lab

Would I use it again? Absolutely!  My students became very proficient at actually using the directional terminology and identifying the body cavities that we talked about in class.  I heard many meaningful conversations within the groups… “That’s a break in his arm that’s intermediate between the shoulder and the elbow” “I think this sword went through the abdominal cavity and not the thoracic cavity”…. This was so much better than hearing them try to memorize a diagram or a chart of the directional terms!

They loved getting into our “gang warfare” story.  I had them fill out a Coroner’s Report detailing the abnormalities they found both in, and on their “victim”, as well as the location of these abnormalities.  Then, they had to determine the cause of death for their victim, supporting their opinion with specific details from their autopsy.  At all times within their report, they had to incorporate correct anatomical terminology.  Finally, they had to create a narrative of what happened to their “victim” based on the findings from their autopsy.  Several groups shared with the class.  It was lots of fun!

 

 

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Posted in Anatomy & Physiology, Forensics, Teaching | Tagged , , , , , , , | 2 Comments

A Fun First Day Activity for ANY Class- Free Download!!

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What am I going to do on the FIRST DAY of class????

This question starts rattling around in my head as soon as the firecrackers go off on the 4th of July.  Ugh!

Since I know the first day(s) of class set the tone and expectations for the entire school year, the pressure in ON to grab students’ attention (and interest) right from the beginning.  I don’t want my first class days to be spent going over the syllabus and course rules/expectations ad nauseum.  Who wants to sit there while the teacher tells you over and over that you’re expected to do all of your work while conducting yourself in a rational manner?  Those things are important, don’t get me wrong, but working together and communicating are also important in my classroom, especially since we utilize teams & groups so often.  So here’s what I did with my classes, both Anatomy & Physiology and Forensics….

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The Activity:

Students were given 6 big yellow plastic cups at their lab station.  I placed them stacked up, one inside the other, on the lab bench as if they were waiting to be filled with water.  They were also given a “contraption” I made before class of 1 rubber band with 5 pieces of yarn tied to it at equal intervals (I had 5 students in my groups).  The rubber band was a medium thickness one (not one of the super skinny ones).  The yarn I cut was about 4 ft long per piece.  I folded it in the middle and used the center to make a knot around the rubber band so each student had 2 free “tails” of yarn (it helps them manipulate better).  You can see what it looked like in the picture below.

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The first task students had was to take the stack of 6 cups, separate them, turn them over, and create a pyramid with 3 on the bottom, 2 on the 2nd row, and 1 on the top.  The catch– They could not touch the cups with their hands, elbows, chins, etc (don’t ask– they tried every way! LOL).  For my Forensics class, I made them do this without talking to each other (Oh gosh, this was so hard but so fun!).

teambuilding snap

They had to time their efforts and record their times in the data table.  We only had time to do 1 run through of each attempt, but you could do as many as time allows.  After they finished the silent trial, then they could talk as they built.  Each time, I had them begin with the cups stacked inside each other and on the table the same way.  They also timed themselves as they deconstructed the pyramid.  Once they had their data from the 6 cups, I gave them “extra materials”.  You could use anything, but I had styrofoam cups and clear plastic cups in my closet so I gave them 2 of each.  They had to repeat their pyramid building using ALL of the materials they were given.  It was challenging for my kids because the cups weren’t the same size.  They found they had to come up with a “game plan” and strategize the best placement for the cups so that their pyramid would be straight enough to stand.  Here are some of the different ways my students made their pyramids:

My Forensics class had an additional task of building a huge pyramid with ALL of the materials I had available (everyone’s yellow cups, as well as everyone’s styrofoam cups and clear plastic cups).  It was awesome!

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Follow-up questions were completed as well.  teambuilding followup

So what did we gain as a result of this activity?

As students, they had to see that the importance of working in a group with communication between group members being KEY.  When I had them build the big pyramid as a whole class, it was chaos for a few minutes!  Then, the natural leaders emerged, the natural organizers got everyone in line, the natural critical thinkers put pencil to paper and figured out the logistics of what they were building.   As a teacher, it helped me figure out which students take charge..which ones quietly just get things accomplished.. which ones are analytical.. and which ones need a little extra “teacher presence”.  All in all, I think it was a successful activity for the first day of class.  We are on alternating block schedule and I had several students on the 2nd day say that everyone couldn’t wait for my class so they could try it for themselves!

I hope everyone has a great school year.  So far, mine is off to a fantastic start! (Translate= I survived the first week lol)

I put the worksheet in my Gdrive if you are interested in trying this activity with your students.  To download the data sheet, please visit this link https://docs.google.com/document/d/1D2ME1zVWGZt0218zY8hhelDRfW9qnmUNQMF-doDhroU/copy

If Google Drive link doesn’t work, please try this link Copy of Forensics Data Sheet for Teambuilding Task

Posted in Anatomy & Physiology, biology, Forensics, Instructional Coaching, Strategies, Teaching | Tagged , , , , , | Leave a comment

Just Launched! Biology Sketch Notes~ My New Website!!

clip Website home page

I’m so excited! My new website launched today!

Wow! This has been a labor of love!  Today, I marked something off my bucket list.  My very own website for Biology Sketch Notes has launched!  Head on over to https://www.biologysketchnotes.com/ and check it out!

Stay tuned for more exciting news coming soon!

Posted in biology, Forensics, Instructional Coaching, Professional Learning Team, Sketch Notes, Strategies, T.I.P Theory Into Practice, Teaching | Tagged , , , , , , , , , , , , , | Leave a comment

An End of the Year Reflection on Using Sketch Notes With My Classes

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Another Year Draws to a Close…

It’s hard to believe that I’ve finished up another year in the classroom.  Looking back, this has been one of the more enjoyable teaching years that I can remember.  I felt like my students came in as babies (I taught mostly 9th graders) and left (hopefully) with skills that will help them be successful in their high school “careers”. I am very proud of the progress that they made in my class this year.

So How Did Using Sketch Notes Work for My Classes This Year?

If I could sum up my feelings/reaction in a word, it would be… Awesome!

I had such positive feedback from my students about using Sketch Notes in different ways instead of traditional lecture, notes, etc this year.  Many times, they would request Sketch Notes for various topics or labs just because they said it made it so much easier for them to remember as compared to traditional notes that I also provided.  Granted, some students would rather study traditional notes (some of my most advanced kids), however, most of my kids (my “strugglers”) preferred to study their Sketch Notes.

Probably the thing I am most proud of this year was their confidence to try to create their own Sketch Notes during the 2nd semester.  First semester, we tried but they just struggled no matter how much scaffolding I provided for them.  Second semester, we began trying to develop their own Sketch Notes as a review before the exam.  The last unit we did on Classification, they developed their own before we ever began to talk about the unit! I was so proud of them! Here are a couple of examples:

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This one was done by one of my students who resisted using Sketch Notes and preferred “traditional” notes that I also provided.  She told me when she turned them in that she learned SO much and is going to try and use this skill in other classes (especially history) next year.

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These Sketch Notes were drawn by one of my autistic students who rarely speaks.  He was SO proud of what he had done.  We decided to have a little contest in his class and his classmates voted his Sketch Notes “Best in Class”.  I’ve never seen him smile bigger than he did that day.

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This has to be the example that brings the biggest smile to my teacher face 🙂 This student spoke very little English at the beginning of the year.  He made such tremendous progress with his language skills during this year.  He helped me many times by translating my instructions into Spanish for the other EL students.  He told me at the end that if he had not had notes with pictures (aka my Sketch Notes) that he would not have ever been able to understand Biology.  He went from barely passing at the beginning of the school year… to an A the last 9 weeks! These are his Sketch Notes- they may be in broken English, but they show me so much about his understanding of how living things are grouped and classified.

Will I Continue to Use Sketch Notes With My Classes?

Yes. yes. yes. Sketch Notes were so versatile and my students just loved them!  I plan to create several others for Forensic Science as well.  Next year, I also have an Anatomy & Physiology class so that will be my next Sketch Note project so stay tuned 🙂

I have drawn as I progressed through Biology this year, so I have created pretty much an entire course of Biology Sketch Notes.  I have also condensed student notes into 1-2 typed pages to correspond with each drawing.  These can be found in my TpT Store at https://www.teacherspayteachers.com/Store/Drm .  I am in the process of creating larger bundles of them.  I am also in the process of publishing the entire curriculum in a book.

Check Out My New Website!  www.biologysketchnotes.com

 

To Learn More About Sketch Notes in the Classroom, Please Visit the Following Links:

1.  Oodles of Doodles Sketch Notes in the Classroom

https://bloomboard.com/users/Ella.Bowling/collections/oodles-of-doodles-sketchnotes-in-the-classroom/0fa9767f-9949-4201-9940-d5cce7804725 

2.  Getting Started with Sketchnoting

http://creativeeducator.tech4learning.com/2016/articles/get-started-with-sketchnoting

3.  How Visual Notes Helped a Student With a Learning Disability Thrive

https://www.edweek.org/tm/articles/2017/10/04/how-visual-notes-helped-a-student-with.html

4.  Epic Sketchnoting Resources:  How to Get Started Teaching Sketchnoting

http://www.coolcatteacher.com/sketchnoting-resources/

5. 10 Creative Ways to Use Sketch Notes in Your Classroom

https://www.weareteachers.com/use-sketchnotes-in-the-classroom/

Posted in biology, Instructional Coaching, Sketch Notes, T.I.P Theory Into Practice, Teaching | Tagged , , , , , , , , , , , , | Leave a comment

A Forensic Fairytale– Day 2 Crime Lab

img_8948Forensic Fairytale– Day 2– The Crime Lab

On Day 2, my students had to analyze the evidence they collected when they excavated their “graves”.  Each person had a job or responsibility from Forensic Geologist to Forensic Anthropologist to Coroner.

I set my lab up by designating different lab tables for each “grave”.

img_8934 I also fixed 2 lab benches for “Evidence Sign Out” so that the students who were the Evidence Technicians could come to the tables and sign out their evidence maintaining the chain of custody. They also picked up the supplies their team would need for examination of their skeletal remains.

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Microscopes were set up around the perimeter of the lab as well as on the front lab table for Forensic Geologists to perform their soil analysis from their grave.  img_8945They had to examine the soil microscopically as well as measure the pH of their sample.  Their sample was also compared to an examplar from the crime scene I set up on the front lab table.

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Forensic Anthropologists worked alongside the Coroner to reconstruct their skeleton, note any defects or wounds, and try to determine what caused the death of their victim.

I also put my half-sized laminated skeletons I use teaching my college students on the tables for reference.  Several years ago, I drew this skeleton and used it life-sized for my classes.  For these little guys, I shrank it 50%, cut out the bones and laminated them, then put them back together with little brass brads so that they joints are movable.  Since they are laminated, students can write on them with dry erase markers.  It’s really been an awesome addition to my Bio201 class.  img_8937

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Overall, my students have really enjoyed this “Forensic Fairytale”.  In the next step, they will prepare a 5 slide CER (Claim, Evidence, Reasoning + summary) presentation in Google slides.  Each group member will be responsible for a single slide as well as an Infographic of the entire case linked to their slide.  They will be using easel.ly to create their infographics.  For more information on this, please click here–>  https://ateacherontheedge.wordpress.com/2018/03/06/making-infographics-easy-with-easel-ly/

Stay tuned for the final step in the Forensic Fairytale!

Don’t forget to follow me on TpT for sketch notes, activities, and project-based learning!  https://www.teacherspayteachers.com/Store/Drm

Posted in Forensics, Instructional Coaching, Project Based Learning PBL, Sketch Notes, Strategies, Teaching | Tagged , , , , , , , , , , , , , , | Leave a comment

A Forensic Fairytale- Day 1- Crime Scene

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She really just wanted to share the little cottage in the forest with her special little guy, her woodland creatures, and live happily ever after there… NOT at the castle with a stuffy, vain Prince! It was after one heart-wrenching visit back to the forest that Snow White hatched a plan…. “If all the other dwarfs are gone, my sweetheart and I can live out our dreams!”  So, she set out to make that happen. She looked up the old witch with the apple orchard. She made all the arrangements. She had everything in order to hatch this horrendous deed. However, there was one thing she didn’t couldn’t have ever predicted……..

One by one, the dwarfs are missing…. What is going on?

The last last month of school is hard… really hard… and when you have Juniors and SENIORS in Forensics, it’s 863,950,999 times as hard! Seniors have already graduated (in their minds lol) and Juniors have Senior-itis.  I feel like I really earn my paycheck this last month of school.  This year, I am determined to provide experiences that make my students really not want miss my class during this time when they are tempted to mentally “check out”.

So, this year, I wanted to do some sort of crime scene outside that might take several class meetings.  I remembered my bargain Halloween skeletons I bought right after Halloween for just a little over $4 at Target.

 

 

Great buy, but I have had trouble figuring out how to use the half-sized skeletons.  (And if you have suggestions for me, I’d love to hear them!  They are pretty close anatomically and they’re jointed). 7518848048_img_1687

Since I had 6 of them, I decided to do some sort of mystery involving the fairytale Snow White and use the little skeletons for her “sidekicks”.  We recently finished our study of Forensic Anthropology so I wanted to do something where they had to reassemble them correctly, as well as examine them as Medical Examiners.  I had 2 guys from another class disassemble them (they were screwed together). Then, I decided it might be interesting to have my students sift through and process evidence in the excavation of a shallow grave.

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I created “Missing Persons” flyers from a template I found online.  You can access it here and it downloads in Word format.  I tried to think of silly clues for my “characters” that would allow me to leave with my little skeletons so students could figure out whose grave they were excavating and which character was missing from the scene. The pictures below are my “graves” before I covered them back up with mulch.

 

I used things like colors of clothing they were wearing in whatever picture I used for them.  I bought cheap t-shirts at a discount store and used a box cutter to rip them up as if they had been in the grave for a period of time.  img_8831I also used accessories as clues and included things like “wears glasses” on the Missing Persons poster.  It’s easy to find things like reading glasses, sunglasses, etc at the local Dollar Tree.  (I think I got almost everything we used for this activity for maybe $25 at Dollar Tree).  I also tucked little “clues” away in their hats, just to help those who were handling their evidence carefully.  Hopefully, on Crime Lab day, they will open their hat and see this label——————>

Below is a sample of one of my Missing Persons posters.  I made one for each dwarf as well as one for Snow White and the Prince (because maybe they were the killers, who knows? 🙂 )

dwarf mp snip

That’s where this Forensic Fairytale started…

You have seen the Missing Persons flyers all over town.  It seems that every year, there is another one posted. You have always wondered what was happening to the famous little men that live near our area.  You’ve heard the stories about the secret diamond mine where they work. Your parents told you all about the girl named Snow White that ate the poisoned apple and slept until Prince Charming came to wake her with a kiss. You’ve even seen the wicked witch… once.. when you and your friends were exploring the forest after you were forbidden to play there when you were young. Now, bones have begun turning up near the edge of the forest. The bones are really small, even though they look like human bones and not those from animals.  Could there be a connection between the missing dwarfs and these bones? Did something terrible happen in their happy little world? You and your team must investigate the area to determine the source. Then, you must piece together this tale of mystery and deceit. Who do the bones belong to? What happened?

Day 1- The Crime Scene

  1. Getting Ready! – My students thought they were having an Anthropology exam 🙂 In fact, I watched them quiz each other over lunch lol.  When we returned to the room, my School Resource Officer came in and said, “Hey I know you’ve been studying bones so can you help me with this? A dog brought it home to a resident after being in the woods and I need to find out out about it. What can you tell me?img_8910 Will you help me find the source?” My students immediately jumped on the opportunity and knew we were doing something much more fun than a test 🙂
  2. Supplies I used-  For digging in the dirt for evidence, I used children’s sand buckets and trowels. Once again, everything came from Dollar Tree 🙂 Helpful hint= Either number (or color code) E.v.e.r.y.t.h.i.n.g! Makes check in and clean up a breeze!img_8855
  3. Student Supplies/ Information-  I always try to have everything organized for my students before we do a big crime scene (buckets, clipboards, etc).  It helps all of us!  For this scene, I loaded their buckets with digging implements, as well as brown paper lunch bags for evidence collection, and a small clear condiment container for their soil sample.  I also put all of their forms, logs, etc onto clipboards so they would have something to write on outside (plus, they tell me they love it because it feels so “official” 🙂 ) Another helpful tip= Invest in some clipboards! They are inexpensive and my students are able to work anyplace we happen to be for a crime scene.  They even grab them for lab days.  Definitely worth the small investment! A second helpful tip= Amazon has really inexpensive tape measures in fun colors.  I just got a pack of 10 for maybe $8.  They are plastic coated so they won’t tear and are 60″ long.  I like them so much better than metal tape measures which were constantly messing up.  I have a long 50m tape that we share for large areas, but the little tapes are perfect for most things we do.  Click here for the Amazon link to the tapes I bought. (Side note: They smell a little weird at first, but it fades after they “air out” a little.) img_8860
  4. Forms I used- I love forms for Forensics.  I think it just adds to the authenticity of the course when students are expected to complete official documents in conjunction with whatever they are doing, just like they will in the “real world”. It’s also helpful in grading too!  I don’t have to search for information and hope they have everything completed because everything that is expected is all in one place.  It also helps keep my EL and IEP students organized because sometimes organization is their obstacle. For this crime scene, I typed up forms for:
    1. Student job assignments- In my experience, everybody has to have a job expectation/responsibility or only one student ends up doing the work. I student jobs snipalways try to think of authentic Forensic jobs that would actually be involved in the task that my students are asked to do.  For this one, we had evidence techs, forensic sketch artists, etc.
    2. Photography log- I know this isn’t used as often now in the digital age as it was photography log snipin the age of film cameras, but I think it helps keep my students organized and reminds them to photograph everything before evidence is disturbed or collected.  They do also photograph because they will need the pictures for their presentation at the end.
    3. Crime Scene Sketch-  I always make a form with graph paper embedded into it for the sketch, but you could just use a simple piece of graph paper for this part.
    4. Evidence log & form- Since I had them collect and package evidence from this scene, I had a separate Evidence Log as well as a half-page Evidence Form they had to attach to each bag.  evidence log snipThe bottom of the Evidence Form also has an area for Chain of Custody so we can practice that on Day 2 when we go to the Crime Lab for evidence processing. Helpful hint= Since I have 2 sections of Forensics and our school is on alternating block schedule (we meet every other day, blue day and white day), I had my students identify everything by a Case ID. For this case, their Case ID was the day they met (BL for blue, WH for white) and the grave site they excavated (there were 6).  This makes evidence organization so much easier for Crime Lab day! img_8877 
    5. Crime Scene management-  Give students plenty of room and plenty of time!  I learned this lesson early on in teaching Forensics.  What I think should take 45 minutes really takes 90 minutes in “teenager time”  🙂 For this project, we will do Crime Scene Processing on 1 day, Crime Lab on another day, and dedicated group work for presentations/ infographic creation on a third day. Students are not always efficient, they don’t always approach things logically.  (Big shocker, yeah?) This crime scene was at the edge of the woods along a trail.  7518848048_img_1685 Graves were dug probably 20ft apart, but I could stand at one end of the trail and see students at the other end.  Our School Resource Officer has a golf cart (complete with lights and siren yay!) so he often helps me or lets me borrow it for our outside scenes.  For that, I am truly grateful because I walked 6 miles yesterday on Crime Scene day according to my Apple watch!

Overall, Day 1 of this Forensic Fairytale was awesome.  My students have really surprised me over this past year with the development of so many skills.  I have pushed them hard, but time after time, they have risen to the challenge.  Hopefully, this hard work will continue with Crime Lab on Day 2. Stay tuned……

Please follow me on TpT https://www.teacherspayteachers.com/Store/Drm  I will be posting all the materials of this PBL in my TeachersPayTeachers store!

 

Posted in Forensics, Project Based Learning PBL, Teaching | Tagged , , , , , , , , , | 1 Comment

A Quick Skeletal Remains Lab Set-Up for Forensic Anthropology

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Need a Quick Way to Cover a LOT of Concepts in Forensics Without Setting Up a Whole Crime Scene? Try Stations!

This week, my class is entering the end of their study of Forensic Anthropology unit and I really wanted to provide them with a practical hands-on opportunity to practice what they’ve been learning.  It always seems that my students do well with diagrams of the skeleton, but when it comes to identifying things on a 3D model…. They panic 🙂 This year, I wanted to provide them practice with real bones and skeletons before we tackle it in a crime scene situation.  Since there seems to be so many topics to over in Forensic Anthropology, I decided to try using stations for this lab practical.

Here’s the way I set up my lab:

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Fun teacher tip–> Any time you can make things look more “real” for them in Forensics, DO IT!  My students love that part of this class.  They always get right into “character” and put themselves into the shoes of a Criminalist.  I think it really helps them develop those critical thinking skills!  Also, I couldn’t find the rest of my white sheets to cover my tables in the “morgue”. I’m going to need to visit the thrift store and get some more.  I love to have 1 for each table. 🙂

Lab Station #1- Whole REAL Skeletons!

I put the whole real skeletons at the front of the lab

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AND at the rear of the lab

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I have 30 students in my Forensics classes so this helped the “flow” of traffic.  I didn’t require them to begin at Station #1.  I let them start wherever they wanted as long as the covered all the stations as well as the 2 Bonus Challenge stations.

At this station, I used a combination of questions from a Forensics lab manual.  The questions basically asked the students to:

  • Identify ALL of the bones in their skeleton (We actually just had a quiz on the major bones.  I don’t require them to learn all of the small bones in the skull, hands, or feet.)
  • Use a protractor to measure the angle of the pubic arch. Decide if they think the skeleton is male or female and provide evidence for their decision.
  • Measure the height of the whole skeleton.
  • Measure the humerus and use the appropriate formula to determine height.  Compare this to the height of the skeleton they just measured. Was it close?  Provide explanation if it wasn’t.
  • Measure the femur and use the appropriate formula to determine height.  Compare this to the height of the skeleton they just measured. Was it close?  Provide explanation if it wasn’t.
  • If the skull is present (only 1 of mine has the skull), determine the ethnic group of the skeleton. (I gave my students sketch notes I drew to use for reference)img_8799
  • Looking at the teeth and sutures of the skull (if present), determine the approximate age of the skeleton.  Provide evidence for your decision.
  • At the end, they had to write a summary statement of their whole skeleton. (Ex. “We believe that our skeleton was a Caucasian male,  between 5’8″ and 5’10” tall between the ages of 30 and 35 years old. “)

Lab Station #2- Determination of Sex (Pelvis)

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At this station, students had to determine which pelvis belonged to a male or a female (these were plastic because we only had 1 real pelvis).  They had my sketch notes for reference as well as a little reference book that came with a Carolina kit called “Who Owns These Bones?” although any reference materials could be used.

Lab Stations #3 & #4- Determination of Height (Femur and Humerus)

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Lab Station #3 was at one end of the lab table and Lab Station #4 was at the other end because I only have 1 osteometric board (which I put in the middle).  img_8797I used real bones for this station.  I found that having 2 humerus bones at 1 end and 2 femur bones at the other end helped the flow of traffic in the lab.  They shared the osteometric board for measuring. I also had reference material at each station so that they could plug their measurements into the appropriate formula to determine height.  The determination of sex with these bones was more challenging because they had to try and figure out if the bones would be “more likely” to be a man or woman since we couldn’t know for sure.  They had quite a few disagreements about this part LOL! It was helpful to have 2 humerus bones and 2 femur bones (mine were identical because they came from an old skeleton) so they had 1 set to measure their classmates’ arms and legs when deciding if it might fit a man or woman. (Side note: The Principal now thinks we are slightly crazy because he came into our lab to see what we were doing and the students immediately started “measuring” the bones against his arm and leg. I’m not sure he knew what to think lol)

Lab Station #5- Determination of Sex AND Determination of Race (Skulls)

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Station #5 had 2 parts.  One lab table had plastic skulls to determine if they were male or female (and I put a fetal skull on there too so they could examine it).

The other lab table had 2 real skulls and 1 “bone clone” skull of an Asian female

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I’m actually not sure how long we have had the 2 skulls with the tops cut off.  They are slightly creepy, I’ll be the first to admit 🙂

Bonus #1- Can You Solve This Case?

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I used the scenario from Carolina’s kit “Who Owns These Bones?” but you could use anything.  I recently ordered this kit and it came with a male’s skull along with a humerus and fibula from a male between 5’9 and 5’11” tall.  I also added a real pelvis from a male.

Bonus #2- How Fast Can You Assemble a Disarticulated Skeleton?

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This station was so fun!  Students had to time themselves re-assembling a disarticulated skeleton (it’s in the box) and record their time on their lab sheet.  So much competition amongst the students! It was great!

Overall, I think stations worked really well for this unit.  My students will be ready for a test next week, however, I’ve decided that on test day, we are going to have a crime scene outside instead.  The school resource officer and I are planning to disassemble and bury my half-size skeletons I purchased at Target after Halloween for $4. Then, just before I give their “test” out, he’s going to come into my room holding a bone that a “dog brought in” and tell my kids he needs their help locating the source (which will be in the woods at the corner of our band practice field).  I can’t wait!  Shhhhhh! Don’t tell them 🙂

To purchase the sketch notes I used in this lab please visit my TpT Store   https://www.teacherspayteachers.com/Store/Drm

 

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