Bell Work

1. Pick up the Papers on the Back Counter • Find your seat • Work on Crime Puzzle #4 Bell Work

2. Why does Mr. Hudson’s chauffeur think he’s bound for prison? Crime Puzzle #4

3. Observation, Remembering, & Recording What skills are most important in solving crimes?

4. Define observation and perception • Describe what changes occur in the brain during observation • Describe some of the problems in making good observations • Relate observation skills to their use in forensic science • Use observation skills to make good observations during events I can…

5. How Good are Your Observation Skills?

6. #1 Observe the picture for 15 seconds. Look at everything that you think might be important.

7. How many people were in the bank? What time was it? What is the date? What’s on the sign? What is the man at the front of the line handing the teller? What’s on the man’s hat? What is the woman with the little girl wearing? What Do You Remember

8. #1 Taking a second look at the picture

9. What is observation? Discussion

10. What is Observation? • Observations • Things that you can see but also feel, taste, smell, or hear • Items you need to note carefully • Our perceptions (how we interpret information received from the senses) limit what we observe • It is an active process that takes training to develop

11. What is not Observation? • Casually watching what happens • “You see but you do not observe.”--Sherlock Holmes

12. #2 Observe the Photograph for 20 seconds. Note the Details.

13. How many women are in the photograph? How many of the women are wearing hats? How many women are wearing ties? How many women have on boots? How many vehicles are shown in the picture? How Well Did You Observe?

14. #2 How well did you do?

15. In the two examples , what types of details did you find easy to remember? What types of details did you find hard to remember? Which was easier, doing things on your own or working as a group? Why? How many details about the pictures do you think you could remember by the end of the day? Tomorrow? Next week? Discussion

16. Functional areas of the brains

17. How Our Brain Processes Information

18. How to be a Good Observer • Observe systematically • Do not pay attention to only what you think is important • Make a conscious effort to pay attention to all the details in your surroundings. • Look for patterns and make connections. • Do not assume that later on you will be able to remember everything.

19. #3 Scene of a crime -- Observe for 30 seconds – Sketch the Scene From: www.shodor.org/succeed/curriculum/FOR/observation.html

20. Is this a business or residential area? How many vehicles are parked on the sides of the road? What color is the pickup truck driving in the road? Any minivans around? How many? What does the blue sign say? What's the speed limit? Are there any pedestrians on the road? How Well Did You Observe?

21. What to Do Tonight • Read pages 3-9 and do the questions listed in your handout.

22. Pick up new note sheet on the back counter. • Read pages 3-9 and do the questions listed in your handout. Bell Work

23. Define observation and perception • Describe what changes occur in the brain during observation • Describe some of the problems in making good observations • Relate observation skills to their use in forensic science • Use observation skills to make good observations during events I can…

24. #3 How well did you do? From: www.shodor.org/succeed/curriculum/FOR/observation.html

25. Recording Information • Puts observations in long-term memory • Helps you to remember your observations over a long period of time • Keeps the details fresh in your mind

26. Ways to record • Write it down—take notes • Photograph or videotape • Make an audio recording • Sketch or draw maps of scene

27. Break into 2 person teams One person from each group go over to Mrs. Moran’s room The other person will observe the picture, feel free to take some notes to help you remember. How Well Do Others Observe

28. #4 Observe for 60 seconds – Remember you are going to describe this to your teammate www.shodor.org/succeed/curriculum/FOR/observation.html

29. Group from Mrs. Moran’s room: Ask questions about what your teammate observed All the investigators will then have 10 minutes to confer and reconstruct the scene on the whiteboard from the description they got from their partner – no help from the observers at this point How Well Do Others Observe

30. What to Do Tonight • Read over directions for lab #2 • Generate 3 ideas for crime scenario you can act out for Lab #2. • Finish the reading and questions if you haven’t got them completed

31. Work on lab scenarios • Generate 3 ideas for crime scenario you can act out for Lab #2. Bell Work

32. Define observation and perception • Describe what changes occur in the brain during observation • Describe some of the problems in making good observations • Relate observation skills to their use in forensic science • Use observation skills to make good observations during events I can…

33. #4 How well does your description match the scene? www.shodor.org/succeed/curriculum/FOR/observation.html

34. Did everyone answer the questions correctly?   • If everyone viewed the same photograph, list some possible reasons why your answers differed. • Did your ability to see more detail and answer more questions correctly improve with practice? Explain your answer.  • Do you consider yourself a good observer? Discussion

35. Does observation only involve sight and not the other senses? Discussion

36. You will get 1 minute with each box. Then you will switch with another person. You need to determine what is in each box based on observations you made using your other senses You are not permitted to open the boxes. Write your hypotheses on your paper. Repeat until you have investigated three boxes Answer the questions on your handout. Practice Making Observations without sight

37. What Is Observation? • What assumptions can you make about this scene? How might those assumptions be wrong? #5

38. How Much Can We Trust our Senses?

39. Take a blank sheet of paper Place open hand in the middle of the sheet. To the right side of hand make a small dark cross To the left side of hand make a small dark dot Blind Spot

40. Blind Spot • Hold left hand over eye, hold paper at arm’s length • Stare at dot on the left with the right eye only. (Both items visible) • Now move paper slowly towards you and see what happens • Repeat with right eye covered, and stare at cross with left eye

41. Something to Discuss • What happened as you moved the paper towards you? Anything strange? • Why do you think this happened?

42. You and your classmates will enact different crimes. Develop a skit for your crime scenario that you will perform for the class. Your teacher will have a group of items you may use to simulate these crimes or you may bring items in from home as long as they are school appropriate. If in doubt, ask your teacher first. Lab #2: That’s My Story and I’m Sticking to it

43. Something to Discuss • Where was the sun earlier today? • Where will it be later today? • How did it get from the morning point to the afternoon point? • What is the size of a full moon just above the horizon compared to its size straight overhead?

44. Other Illusions in Nature • In your group, list as many other illusions in nature as you can • Pick a spokesperson to share your list with the rest of the class.

45. What do you see?

46. Are the tables the same size and shape?

47. What do you see?

48. What is happening in this picture?

49. Illusions Don’t Happen Just with Sight • All your senses can be fooled in some way or another

50. Two Identical Balls? • Send one person from each group forward to take a close look at the two balls • In your group, write whether you think the balls are identical and what you think will happen • Watch the demonstration • Discuss the results as a class