Forensic Science: Footwear Lesson Plan

Lesson Number 6 Part A Duration of lesson 45 minutes

Topic and Focus Footwear Investigation Year Level Level 9

Learning Intentions:

- Students will be able to explain the significance of why footwear testing is important in forensic investigations.

- Students will be able calculate an estimate of the suspects height based on their footprint.

Success Criteria:

- Students can explain the importance on footwear testing.

-Students can obtain an estimate of a suspects height based on their footprint.

Curriculum Links

Domains Dimensions Key elements of standards to which lesson is focussed

Level 8 Science Science Inquiry Skills

Planning and conducting

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)

In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS141)

Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS144)

English Literacy

Interpreting, analysing and evaluating

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

Mathematics Statistics and Probability

Data representation and interpretation

Investigate techniques for collecting data, including census, sampling and observation(ACMSP284)

Level 9

Science Science Inquiry Skills

Planning and conducting

Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)

Processing and analyzing data and information

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)

English Literacy

Interpreting, analysing and evaluating

Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)

Level 10

Science Science Inquiry Skills

Planning and conducting

Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)

Processing and analyzing data and information

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)

Evaluating

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)

English Literacy

Interpreting, analysing and evaluating

Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

Mathematics Statistics and Probability

Data representation and interpretation

Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data (ACMSP253)

Assessment Criteria and Method of Evaluation

Formative Summative

Students will contribute to the class discussion Students have input in the class brainstorm Formal and informal questioning

Copy of the brainstorm in student’s notes. Prediction of accuracy of height estimate activity.

*Note: Final assessment of understanding and student learning will be conducted in lesson 7 of Forensic Unit.

Resources and Materials

-Smartboard/whiteboard

-Student books for notes

-Student worksheets (Worksheet – Foot Length vs Height)

-Tape measures

-Calculators

OH&S Considerations

To ensure this lesson is safe for all participants ensure:

- Students wash their hands after measuring peer’s feet.

- Students move slowly around the classroom to avoid collisions.

- Students are respectful to their peers and behave in an appropriate manner.

- Students should always asking before measuring someone whether it be their foot or height.

Stages of lesson

Tasks Time Student action Teacher action

Preparation Practical Activity Preparation: Have class set of tape measures and worksheets ready.

N/A N/A The teacher will get materials ready for the practical.

Stage 1 Introduction

Introduction: Introduce the new topic with a brainstorm of what students know about finding evidence via footprints at crime scenes.

- “What could a footprint at a crime scene tell us?”

The teacher will prompt students with information regarding the relevance of footprints at a crime scene if required (hopefully students have some idea on how the information is relevant)

- Length of foot can give an estimation of someone’s height - Tread of shoe may help depict what kind of shoe the suspect was wearing and potentially

create a lead.

10 mins

Students will be situated at their desks taking notes of the brainstorm (may be used in final assessment if needed).

With the use of the whiteboard or Smart Board, the teacher will write down the student’s response’s prompting the students if required for the brainstorm.

The teacher explains to the students that footprints can be found at crime scenes where someone has walked through soft ground, mud, sand or snow. A footprint can tell a forensic investigator a few things

- The foot length in cm can be multiplied by 7 to give an estimation of someone’s height For example: 28cm x 7 = 196cm

- Once the tread of a shoe is identified and matched with a particular shoe, investigators can

potentially use this evidence as a lead (e.g. check security cameras for someone in the area with those kind of shoes etc.)

- The tread of the shoe may be found at multiple scenes or places.

In this lesson students will complete an activity which gives the estimate of someone’s height based on the length on someone’s foot.

5 mins

Students should record the equation which they can use to estimate someone’s height based on the length of their foot to be used in further lesson e.g final assessment

The teacher will explain to students the different reasons we would look for footprints at a crime scene. The teacher should ensure that all students understand how the equations work before heading off to complete the task.

Stage 2 Body of lesson

Activity: Students will require a tape measure and the “Worksheet – Foot length vs Height‘. The students will be measuring a total of 3 peer’s feet to find the length. Students input their measurements into their worksheet and complete the calculations (students can use a calculator if they desire too) so they have an estimation of their peer’s height. Once students have the estimate of the 3 peer’s height they must then measure the 3 student’s height. When students have finished doing all of their measuring, they can then begin answering the two questions on the bottom of the work sheet about how accurate the student’s equation estimations were compared to the student’s actual height. Once the students have finished measuring the can put the tape measures back, wash their hands and return to their desks with their worksheet for a class discussion.

25 mins

Students will complete their measurements and questions and write the information on their worksheets. Students will go and wash their hands and then return back to their desks.

Reminding the students to write down each of the student’s name as they measure their feet on the worksheet. To avoid confusion of whose measurements, belong to which students when it comes to measuring their height.

Stage 3: Conclusion

Class discussion: The teacher will ask students questions to see the students comprehension of the information that

was looked at in the lesson. - “Why would we look for footprints at a crime scene?” - “What evidence can we depict from a footprint?” -“How accurate were your estimates in compared to their students actual height?”

-“Was anyone’s estimate exactly the same as the students actual height?” - ”Do you think that the equation to estimate someone’s height based on their foot length will be

relatively accurate and would you use this in future investigations?”

5 mins

Students will have input in the discussion, comparing their results with the other class members.

The teacher should attempt to hear from every student so that you can gage a good understanding of what each of the students have learnt.

Learning Intentions:

- Students will be able to investigate and identify what kind of shoes the suspect was wearing based on their shoe tread.

- Students create a footwear cast of their shoeprint and explain the significance of the tread.

Success Criteria:

- Students can classify shoe treads with their correct shoe style (e.g boots, sneakers, thongs).

- Students understand how footwear imprint at a crime scene can potentially be used as evidence.

Curriculum Links

Domains Dimensions Key elements of standards to which lesson is focussed

Level 8

Science Science Inquiry Skills

Planning and conducting

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)

In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS141)

Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS144)

The Arts Visual Arts

Examples of Knowledge and Skills

Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)

Lesson Number 2 Part B Duration of lesson 45 minutes

Topic and Focus Footwear Investigation Year Level Level 9

Level 9

Science

Science Inquiry Skills

Planning and conducting

- Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)

Processing and analyzing data and information

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)

The Arts Visual Arts

Example of Knowledge and Skills

Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)

Level 10

Science Science Inquiry Skills

Planning and conducting

Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)

Processing and analyzing data and information

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)

Evaluating

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)

The Arts Visual Arts

Example of Knowledge and Skills

Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)

Resources and Materials

Smartboard ‘Match the shoe treads’ document (to be used on smartboard) Student stationary Snow print wax Casting plaster bagged and measured 400gm Water 400ml Class set of aluminum casting frames (not necessarily required) Rulers or tape measures Class set of spare lockers Lose dirt Information sheets for student practical

If desired you can get ‘Crime Scene – Do Not Enter’ tape. This can help for engagement of students and helps create a realism of the topic.

OH&S Considerations

To ensure this lesson is safe for all participants ensure: - Students wash their hands after dealing with casting mix. - Students move slowly around the classroom when working with casting mixtures. - Students are respectful to their peers and behave in an appropriate manner.

Assessment Criteria and Method of Evaluation

Formative Summative

Students will contribute to the class discussion Students will be observed when creating shoe cast Formal and informal questioning during discussion

Completion of shoe casting

*Note: Final assessment of understanding and student learning will be conducted in lesson 7 of Forensic Unit.

Stages of lesson

Tasks Time Student action Teacher action

Preparation The teacher should prepare all of the materials needed for the practical. Class set of:

Aluminum casting frames Empty student lockers Bucket of dirt 5 or more cans of snow spray 400gm of casting powder in a zip lock bag (per student) 400ml of water (per student)

Have the smartboard ready with the document ‘Match the Shoe Treads’ so there is a smooth transition from the practical to this activity.

N/A N/A The teacher should ensure to have as much ready for the practical as possible due to needing at least 15 minutes for the foot wear casting to set, this will create more time for the students to look at their cast created.

Stage 1 Introduction

Introduce the activity that the students will be completing through the lesson. The teacher should go through the materials with the students so they understanding Of why they are using the materials they are. Locker tub – to hold the dirt Aluminum frame – to create a barrier around the foot print Snow spray – to help hold the dirt in place when casting mix is poured on Casting powder – using the correct powder will create a more detailed tread result Water – using the correct ratio of water to powder will provide a better casting outcome.

5 mins

Students will be sitting at their desks listening to the teacher talk about the materials for the practical.

The teaching will be explaining to the students what the materials are that they will be using in the practical and what some of them are used for.

Stage 2 Body of lesson

Students will be next creating their own casting. Students will need a “Practical - Procedure steps” sheet. Foot casting activity

1. Fill your tub with dirt and place aluminum casting frame in the dirt seen in the picture.

2. Place your foot (with your shoe on) into the dirt and push down to make an imprint on

the dirt (you want to keep the imprint neat so try not to move your foot around too

much). Now check you are able to see the tread of your shoe in the dirt.

3. You will need to spray the snow impression wax over the foot print so that it is able to

set the foot print and the dirt won’t move.

4. Get your casting powder bag

5. Poor 400ml of water into the bag and zip lock the bag so the mixture cannot escape.

Massage the water into the powder till you have a think mixture.

6. Now you are able to pour the mixture slowly and carefully over the foot print ensuring

you cover the whole thing.

7. Put to the side and let it set for 15 minutes.

10 mins

The students will be creating their own footprint cast and should be following correct procedure steps. Once the student has created their cast they will put their tub to the side of the classroom so it won’t get damaged.

The teacher should be moving around the room and observing the students ensuring that all students are staying on task. The teacher should ensure that they are always available to help students with anything assistance they require. Once students have finished the teacher will ask students to put their work to the side.

While the students wait for their casts to set the teacher will then begin the activity on the smartboard ‘Match the Shoe Treads’. While completing the activity with the student the teacher should be asking questions and prompting ideas on how students can depict what shoe matches the tread. e.g.

What kind of shoe would have tread like this? Why? Do you think that there are any shoes here that could match another tread? Why? What can we look at on the shoe to see if the tread similar?

The teacher should also get the students to elaborate on why they believe that shoe matches that particular tread to see the students thinking. Once all of shoes and treads have been matched correctly the students can then look at their own

treads on their shoes and compare them to the treads on the smartboard. Does their tread differ from anyone the smartboard? If so, why is that the case?

15 mins

Students will return to their desks ready for the next activity.

Students will be engaging in the activity correcting which shoes match the treads.

The teacher will be running the activity asking the students which shoes match the treads. The teacher should try and hear from a variety of students.

Stage 3: Conclusion

The students can now remove their casts and remove any excess dirt from the cast. Students should return their aluminium frame and tub with dirt to the front of the class and clean up any excess mess at their work stations. Once students have finished cleaning up they may wash their hands and return to their desks with their casts for presentation and discussion with other students. The students should share their cast with the other students and compare the different treads. E.g. two students may be wearing running shoes but have very different tread.

10 mins

The students will clean up their work stations and return all materials back to the front of the class. The students will observe other students cast and talk about differences.

The teacher should ensure all materials are returned and that the classroom is cleaned to a satisfactory standard before students begin looking at other student’s work.

Class discussion questions: What is unique about your shoeprint cast? Why is it important to collect footwear evidence at a crime scene? What information can we get some someone’s shoe print? Is it possible for two of the same sort of shoes e.g. running shoes to have different

treads? If so, would it be easy to depict that they are both running shoes?

5 mins

The students will be sitting at their table and participating in the class discussion

The teacher will be asking class discussion questions. The teacher should attempt to hear from all students in the class to hear what they have learnt over the two sessions.