In Search Of The Ninth: Using Forensic Science To .

In Search of the Ninth: Using Forensic Science toInvestigate the Disappearance of Ancient Rome’sNinth LegionAuthorGrade LevelDurationMaria Salas Murphy24 class periodsNational StandardsAZ StandardsGEOGRAPHYElement 2: Places andRegions4. The physical andhuman characteristics ofplaces.Element 4: HumanSystems9. The characteristics,distribution, andmigration of humanpopulations on Earth'ssurface.ELAReadingInformational TextKey Ideas and Details2.RI.3 With prompting and support, describethe connection between a series of historicalevents, scientific ideas or concepts, or stepsin technical procedures in a text.Craft and Structure2.RI.4 Determine the meaning of words andphrases in a text relevant to a grade 2 topic orsubject area.WritingText Types and Purposes2.W.1. Write opinion pieces in which theyintroduce the topic or book they are writingabout, state an opinion, supply reasons thatsupport the opinion, use linking words (e.g.,because, and, also) to connect opinion andreasons, and provide a concluding statementor section.Speaking and ListeningPresentation of Knowledge and Ideas2.SL.4 Tell a story or recount an experiencewith appropriate facts and relevant,descriptive details, speaking audibly incoherent sentences.SCIENCECore Ideas for Using ScienceU1: Scientists explain phenomena usingevidence obtained from observations and orscientific investigations. Evidence may leadto developing models and or theories to makesense of phenomena. As new evidence isdiscovered, models and theories can berevised.U2: The knowledge produced by science isused in engineering and technologies to solveproblems and/or create products.Arizona SocialScience StandardsGEOGRAPHYExamining humanpopulation andmovement helpsindividualsunderstand past,present, and futureconditions on Earth’ssurface.2.G3.1 Explain whyand how people, goods,and ideas move fromplace to place. Keyconcepts include butare not limited totransportation, trade,immigration, migration,and communicationGlobalinterconnections andspatial patterns are anecessary part ofgeographicreasoning.2.G4.1 Identifydifferent physical andcultural regions in theworld.Disciplinary Skills andProcessesSP1: Chronologicalreasoning requiresunderstandingprocesses of changeand continuity overtime, which meansassessing similaritiesand differencesbetween historicalperiods and betweenthe past and present.

In Search of the NinthU3: Applications of science often have bothpositive and negative ethical, social,economic, and/or political implications.SP4: Thinking withinthe discipline involvesthe ability to analyzerelationships amongcauses and effects andto create and supportarguments usingrelevant evidence.SIOP ElementsPreparationScaffoldingGrouping OptionAdapting contentLinking to backgroundLinking to past learningStrategies usedModelingGuided practiceIndependent practiceComprehensible inputWhole classSmall groupsPartnersIndependentIntegrating ngListeningHands onMeaningfulLinked to objectivesPromotes engagementIndividualGroupWrittenOralArizona English Language Proficiency StandardsGrade 2BasicListening and ReadingStandard 1 By the end of each language proficiency level, an English learner can constructmeaning from oral presentations and literary and informational text through grade appropriatelistening, reading, and viewing.B-1: ask and answer questions by using evidence from a text.B-2: determine the central topic or message.Speaking and WritingStandard 3 By the end of each language proficiency level, an English learner can speak andwrite about grade appropriate complex literary and informational texts and topics.B-1: deliver short oral presentations that include some details to develop a topic.Standard 4 By the end of each language proficiency level, an English learner can construct gradeappropriate oral and written claims and support them with reasoning and evidence.B-1 express an opinion on a topic or text.B-2: supply a reason that supports the opinion and is based on some textual evidence.Listening, Speaking, Reading, and WritingStandard 6 By the end of each language proficiency level, an English learner can participate ingrade-appropriate oral and written exchanges of information, ideas, and analyses, responding topeer, audience, or reader comments and questions.B-1: participate in discussions about familiar topics and texts.B-3: use general academic and domain-specific words and phrases.OverviewThe ancient Roman army was composed of singlemen, over the age of 20, who were committed toserve in this army and remain unmarried for 25years. These Roman soldiers were divided intoapproximately 30 legions. There were between4,000 and 6,000 men in each legion. The legionsfought together to defend and to expand the RomanEmpire. Following Emperor Hadrian’s command,

In Search of the Ninthone of these legions, the Ninth Legion, set off to fightin the northern part of what we now know as GreatBritain. The Ninth Legion was never seen or heardfrom again.PurposeIn this lesson students will investigate a mystery:What happened to the Ninth Legion? What cluescould help us to find the legion or know its fate?Students will learn how forensic scientists recordobservations and analyze data to solve mysteries.This lesson includes strategies for diverse learners(ELLs).Key Vocabularylegion: a group of 4,000 to 6,000 Roman soldierslegionary: a soldier who is a member of a legionempire: a large area of land and people ruled by anemperoremperor: the ruler of an empire.forensics: the use of science to investigatesomething after it has happenedimpression: a mark produced by pressureinterview: a meeting where a writer or reporter asksquestions of one or more peopleMaterials Roman Legion ml Vocabulary cards Vocabulary Test and Answer Key Fingerprinting investigation worksheet Transparent tape Sharpened pencils Scratch paper White cardstock sheets Markers Magnifying glass Footprints investigation worksheet Plaster of Paris Water Hair spray Teeth impressions investigation worksheet Styrofoam plate Scissors Thick chocolate Interviews investigation worksheet Ticket to Leave for Session One and Two Forensic Activities Written Opinion Scoring Guide Oral Presentation Scoring GuideObjectivesThe student will be able to:1. describe how some aspects of ancientcivilizations are different from today.2. analyze the data obtained from a forensicinvestigation to draw conclusions.3. construct an opinion based on evidence.4. formulate questions to gain information.ProceduresPrior to this lesson, the teacher should becomefamiliar with the story of the Ninth Legion and itsdisappearance either through websites such /theenigma-of-the-ninth-legion or from reading the book,The Eagle of the Ninth, by Rosemary Sutcliff. ForSession Two, it would be helpful to have classroomvolunteers (older students or adults) to help witheach of the groups conducting the forensicexperiments.SESSION ONEEngage:a. Introduce the lesson by telling students that theyare going to be forensic scientists and solving amystery. Explain the word “forensics” and placeit on the word wall. Then tell them the story ofthe Ninth Legend. After engaging them with themysterious tale, project and read the introductoryinformation about Roman legions from mlb. If time, let the students choose other links toproject and read such as “Build a Roman Fort” or“The Roman Army.”c. Ask students to discuss their thoughts about whatthey learned with a partner. (Grouping Options:Partners)d. Reiterate the title of the lesson, In Search of theNinth. Inform students that they will be doingsome investigations in order to attempt to solvethis mystery of what happened to the NinthRoman Legion.e. Emphasize the vocabulary pertinent to thislesson: empire, emperor, legion, and legionary.Share vocabulary cards with those students whowould benefit from the visual images.(Scaffolding: Comprehensible input)e. Ask the students if they were to travel to Romethis week, would they find the Roman army just

In Search of the Ninthlike it was in ancient times? (No) Discuss whatthings would have changed. Today’s soldiers: can be women can marry don’t have to be in the army for 25 years don’t use slingshots and bows and arrows don’t ride horses etc.(Application: Linked to objectives)f. End the session by having students work ingroups complete the Ticket to Leave for SessionOne. (Assessment: Group, Written)SESSION TWOExplore:a. Ask students if they have ever watched a policeor detective show on TV. Have students namesome of the ones they have seen. (Preparation:Linking to background) (Application:Meaningful)b. Share the remaining vocabulary terms for thislesson (forensics, impression, and interview).Distribute vocabulary cards with those studentswho would benefit from the visual images.c. Tell students that today they will be doinginvestigations in an attempt to solve the mysteryof the Ninth Legion.d. Divide students into 4 groups and have eachgroup complete a forensic activity: fingerprinting,foot printing, teeth impressions and forensicinterviewing. Rotate all four groups every 15minutes until the 4 groups complete the 4activities. (Application: Promotesengagement, Hands On) (Grouping Option:Small groups)e. Explain to students that in the next session theywill analyze their data and present their findingsto the whole class.f. Conclude the session by having students work ingroups to complete Ticket to Leave for SessionTwo. (Assessment: Group, Written)SESSION THREEExplain:a. Ask students to define forensics based on whatthey learned in Session One and Two.(Preparation: Linking to past learning)b. Explain that forensic scientists analyze evidencefrom crime scenes using the tools of science andtechnology. And today, they will work like forensicscientists.Elaborate:a. Tell students that as forensic scientists, they areto analyze the data they collected in Session Twoand then decide which of the 4 activities was thebest way to solve the mystery. Then they willpresent their group’s opinion on what was the mosthelpful way to solve the mystery to the class.(Grouping Options: Small group)b. Review what a written opinion would look like.(Scaffolding: Modeling)c. Allow students time to work together to completethe task. Monitor progress to ensure that all studentsunderstand the assignment. (Scaffolding:Comprehensible input)Evaluate:a. Distribute and discuss the Forensic ActivitiesWritten Opinion Scoring Guide.b Have each group compare their draft versions oftheir written opinions to the Written Opinion ScoringGuide so they are sure they have included allrequirements. Remind students that they shouldintroduce their opinion with the mystery they aresolving, then include the evidence from the data theygathered, and be sure the vocabulary wordspresented in this lesson are in the opinion.(Assessment: Written) (Integrated Processes:Writing)SESSION FOURc. When groups have their final copy of the writtenopinion completed, share the Oral PresentationScoring Guide. Allow some time for groups toprepare their presentations. Remind students thateach student must present an integral part of thereport. Have each group present their opinions tothe class. (Assessment: Individual and SmallGroup) (Integrated Processes: Speaking andListening)AssessmentMastery will be considered:Geography and social studies: 75% or higher on the 4 point Ticket to Leave forSession One.ELA grades: 80% or higher on the Forensic Activities WrittenOpinion Scoring Guide. 75% or higher on the 4 point Ticket to Leave forSession Two. 75% or higher on Vocabulary Test. 75% or higher on the Oral Presentation ScoringGuide.Science grades: