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LESSON PLAN #1 TEMPLATE (EDU 316/605)
Name: __Tiffany Hill_______ Date:______10/24/2022______ Lesson Content:____Forensic Entomology___ Grade Level: __12__
Essential Question: How is forensic entomology used to determine PMI in a death investigation?
Standard(s)
List the Georgia Standards of Excellence
(GSE) that align with learning objective.
SFS5. Obtain, evaluate, and
communicate information related to
medicolegal death investigations.
d. Analyze and interpret
entomological data to evaluate the
role insects play in decomposition
and determining PMI.
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Objective “I Can” Statement
Objective should be measurable and aligned with the The objective is written in student-friendly “I
standard (written in student-friendly language). CAN” language.
NOTE: You must identify the following elements in your I CAN … use insects to help
objective: determine the time of death
1. Behavior Communicate their understanding (postmortem interval) of a
deceased person/animal.
2. Condition Utilize varying information about
insects to draw conclusions about PMI.
3. Criteria (Quantitative/Qualitative) Use information
about insects to approximate PMI and explain
their reasoning.
TSWBAT (The students will be able to…)
- I can explain forensic entomology.
- I can communicate the main goal of forensic
entomology.
- I can communicate how insects can gain
access to suitcases/backpacks/etc. and how
this action can affect determining time of
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death.
- I can communicate how maggots are used to
estimate time of death.
- I can use the types of insects present on the
body to estimate time of death based on the
roles that the insects play in decomposition.
- I can communicate how weather/climate
affects forensic entomology.
- I can communicate how location, exposure,
and sunlight affects forensic entomology.
- I can communicate the value of forensic
entomotoxicology as an emerging science.
- I can communicate the proper collection
method of maggots from a crime
scene/corpse.

Pre-requisites: What are the content, skills, and experiences students should know/be able to do/and/or have BEFORE they can achieve the learning target you set?
Consider the class, group, and individual needs:

 Content Knowledge: Students will have completed the Mediolegal Investigation Unit prior to this unit. They will have knowledge of the process of human
decomposition, rigor and algor mortis, and how postmortem intervals can be calculated based on those methods.
 Skills: Calculate time of death based on a number of different methods from the previous unit.
 Experiences/Background/Culture: Students will have completed the Chicken Decomposition Lab in the unit before this. During this unit, the focus is on the
decomposition process. However, we draw attention to the insects that assist with the decomposition process during the lab as well. Students are already
familiar with the role of the insects before we ever start this unit because of this lab.

Identify Resources Needed:

 School-issued Chromebooks
 Study Guide/Vocab List
 Notes
Identify Technology Types:

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 Prezi
 Diigo
 Nearpod
 Google Forms
 Quizlet
 Gimkit
 Flipgrid
 YouTube
 Google Slides

List References:

 Notes and materials developed by TCHS teachers

Label and Step by Step Progression

allocate time (What will the teacher do?) WHAT WILL STUDENT DO?
for
instruction, [NOTE: Be sure to identify and label the following elements in
transition, your lesson plan:
and activity 1. Hook and Link,
2. Task (small group, peer, stations, worksheet, video, etc.),
3. Closure}

Instruction Hook: Famous Cases Using Forensic Entomology Article
https://www.liquisearch.com/forensic_entomology_and_the_law/
case_studies#:~:text=Case%20Studies%20A%20good
%20example%20of%20a%20case,disappearance%20four
%20days%20before%20her%20body%20was%20found.
 Students will read the short article and the class will discuss how
the insects assisted the investigation and resulted in good
evidence. (Article is linked in Diigo to make access easier.)

Link: We will link this information from the article to the Chicken  Students will look at the slides of the lab from the previous unit.
Decomposition lab that we did in the previous unit.
 Students will follow along with the Prezi. They can make additional

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Guided Instruction: We will go over the Prezi together so that
students can add information/highlight in their notes.
Transition Task: Video – Flies and Maggots (Shows life cycle of flies and
role in decomposition) https://www.youtube.com/watch?
v=saswW8A5FVo
Task: Small group - Case Study – Casey Anthony (Article about
coffin flies and importance in that case)
https://people.com/crime/casey-anthony-trial-bug-expert-
testifies-that-body-was-in-car/
Activity Task: Individual Online Assignment – Quizlet vocab review
https://quizlet.com/_bp4b71?x=1jqt&i=khmi7
Task: Individual Online Assessment – Gimkit Review
https://www.gimkit.com/join/62a7b57701b8f30023d1da56
Task: Individual Online Assessment – Flipgrid Summary
https://flipgrid.com/240c2890
Closure: Ticket out the Door – Blow Fly Life Cycle Activity
https://docs.google.com/document/d/
0B4RNby04C5xUQ1JYWldwWHM4X1k/edit?resourcekey=0-
Tf9ZRlhDtszIZsNeFsogMA
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notes or highlight on their paper copy of the notes that they have.
 Students will watch the short video about the development of flies
and maggots. Link is provided on Diigo.
 Students will pair up to read and discuss the Casey Anthony
material linked in Diigo.
 Students will complete the Quizlet assignment (links in Diigo and
Weebly). They will take the “test”. Students must make a 100% on
the test and screenshot the results and email it to me.
 Students will earn $5000 in the Gimkit Review (links in Diigo and
Weebly).
 Students will make a 2:30-3 minute Flipgrid explaining 2 of the
Measurable Objectives from the Syllabus (links in Diigo and
Weebly).
 Students will read the article and answer the questions on the
handout (linked in Diigo). Students can answer the questions
digitally or on paper.