Download Written In Bone – Forensic Anthropology

Written In Bone – Forensic Anthropology

This project provides an example for students to see how science is used in the real world.

Curriculum/State Standards

Alaska Science Standards A1 – Science as Inquiry and Process C1 – Concepts of Life Science E1 – Science and Technology

Overview

This project allows students to see what the job of a forensic anthropologist entails. They will study features of human skulls and bones that allow anthropologists to identify a skeleton and then try it themselves with a hands-on activity.

Objectives

The students will understand the job of a forensic anthropologist. The students will learn the features and components of a human skull and bones. The students will learn the differences between skulls of different ages, races, and gender. The students will measure different areas of a human skull to determine age, race, and gender. The students will measure the pelvis, femur, humerus, and radius bones to determine the gender and height. The students will use their measurements and observations to identify the skeleton and solve a fictitious crime.

Materials

computers with Internet access 2 each of skull, pelvis, femur, radius, and humerus bone replicas calipers and/or metric rulers

Readiness Activity

As a review and/or readiness activity, students label the names of bones on a

human skeleton diagram.

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GRADE LEVEL

Strategies/Activities

Students will be given an overview of what a forensic anthropologist’s role is in a criminal investigation. This can be introduced by watching clips of the show “Bone Detectives” on the Discovery Channel website. Then I have them complete the activities on the website http://shs.westport.k12.ct.us/ forensics/11-forensic_anthropology/ skeletal_analysis_worksheet.htm. This gives students practice in observing the features of skulls and bones. Working in groups of three to four, students will be presented with bones from a “crime scene” and take on the role of a forensic anthropologist. They will try to identify the “victim” by identifying the bones. Groups will rotate between five stations, each containing two examples of one bone – the skull, femur, humerus, radius, and pelvis. At each station, students will make observations according to the online activity they did earlier. They will also use this website to reference calculations to help them determine the height of the victim by measuring the long bones. The skull and pelvis will help determine gender. Students will record their data and observations on a worksheet and then make a final determination of the victim’s identity from a list of (fictitious) missing persons.

Culminating Activity

After discussing the correct identification points of our skeleton, students are given a quiz in which they have side-by-

THIS WINNING PROJECT IDEA SUBMITTED BY:

Lindsay Weingartner Hanshew Middle School Anchorage, AK

7-8

3-4

PERIODS

$404

TOTAL BUDGET

Written In Bone – Forensic Anthropology ....continued.... side pictures of male and female skulls. They are asked to identify the gender and the features of the skulls that allowed them to make their decision. They will also be asked to explain what characteristics of the victim can be determined by examining the skull and teeth (race, diet, age, etc.).

Evaluation Method

Students are evaluated on their participation in both the online activity and the group activity. They must record their data and explain their results and then take a quiz to show they have learned and understand how a forensic anthropologist uses bones to identify a skeleton.