Different Literacy Activities To Help Students To Increate Their Ability

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Students followed written directions to take their own dental impressions by biting on Styrofoam wedges (Wise, 1996).

They answered literal and inferential questions about their teeth impressions, such as (a) how many teeth marks are in the top and bottom impressions? (b) What features of the impressions are useful in telling the top teeth from the bottom teeth and (c) How are the teeth different?

Students discovered that dental impressions are used to determine gender because males have a square, wider set jaw and large canine teeth while females have a rounder, smaller set jaw and smaller canine teeth. Students read about the 20 deciduous teeth that first appear in children and the 32 permanent teeth of adults.

They studied diagrams of the molars, premolars, ...
... canines, and incisors and their locations. Students read that forensic scientists can compare teeth impressions to dental records to identify victims and learned that dental impressions are used 80% of the time to identify unknown victims.

These forensics students also studied diagrams and photographs of skulls to determine the characteristic differences between males' and females' bone structures. They learned the differences between extreme and slight supraorbital ridges (bones around the eyes) and the orbital borders. They saw firsthand that males have sloping foreheads while females have straighter foreheads by looking around the room and observing this difference between the boys' and the girls' foreheads.

As one of the culminating activities, students worked in forensic teams by using a fictional crime scene set up around the room to determine who "murdered" their chemistry teacher. The students were charged with observing the scene and collecting as much data as they could from various types of evidence, such as blood spatter, fibers, fingerprints, and footprints.

They read and analyzed fictional suspect files for each of 10 people suspected of the murder that included descriptive information and a motive for each suspect. They identified their choice of culprit in writing with a rationale supported by specific data determined from the evidence at the murder scene and extracted from the suspect files.

As the final activity, Sharon read aloud a short story that she wrote based on a real court case but involving the fictional character, Sherlock Holmes. This narrative served as a model for students to use in writing their own forensic-related fiction. Students wrote murder mysteries incorporating forensic clues and posted their stories on a class blog where their classmates could read and review them.

Their stories incorporated forensic evidence, such as fingerprints, handwriting, fibers, footprints, bite marks, lip prints, and blood spatter. The students wrote story lines that incorporated forensic techniques that they had learned in class, such as chromatography for fiber analysis and graphology for analysis of handwriting samples.

Some students illustrated their stories by including photographs of a particular fingerprint type associated with each fictional suspect.Students' reviews of their peers' mysteries were mostly comments of encouragement and praise for their story lines, forensic clues, and suspect development rather than critique. Their remarks included the following:

"It was very straightforward and he [the author] put in a twist so you would question the story and wonder who the murderer was."

"It was good because while it made one wonder you were still able to deduce who the murderer was."

"Her use of descriptive words made the story very interesting."

"Nice story. I like how you put some detail into it."