Skip to content

Lesson 2: Reconstructing the Scene

Lesson 2: Reconstructing the Scene

Objective:

Students will be able to explain how different representations of data can tell different stories.

Materials:

  1. Candy Culprit Clues - The Case & Clue #1(LMR_U1_L02_A_Candy_Culprit_Clues)

  2. Locker Inventory List (LMR_U1_L02_B_Locker_Inventory_List)

  3. Detective Field Notes (LMR_U1_L02_C_Detective_Field_Notes)

  4. Evidence: Locker Photo (LMR_U1_L02_D_Evidence_Locker_Photo)

  5. OPTIONAL: T-Chart: Comparing Representations (LMR_U1_L02_E_T-Chart_Comparing_Representations)

Vocabulary:

structured data unstructured data representations

Essential Concepts:

Essential Concepts:

Variables can be summarized using various representations, like lists, written notes, or photos. Different representations of the same variable can highlight different details and tell different stories. The choice of how to represent a variable or set of variables affects how we interpret the information. Looking at variables in multiple ways can lead to a more complete understanding.

Opening: Let the Case Begin!

  1. Lesson Hook: Welcome the DSU detective recruits back to training. Inform them that the DSU has received a new case and the rookies have been tasked to investigate.

  2. Present the case by displaying the following on the board (LMR_U1_L02_A, page 1). Let the students know they will be investigating this case throughout all of Unit 1 and are expected to present their findings to the DSU Captain at the end.

  3. Introduce the FIRST CLUE of our investigation! All of the clues can be found in the Candy Culprit Clues document (LMR_U1_L02_A, page 1).

  4. Explain that two Data Detectives were dispatched to the initial scene and have submitted their reports about the contents of the victim’s locker. Unfortunately, they provided different forms of evidence in their reports, and we have to make sense of them.

    1. The first detective prefers to organize their notes in a structured way, so their observations are recorded as a bulleted list.

    2. The second detective likes to jot down their notes in an unstructured, story-like way, so their observations are recorded as sentences.

Concept Development

Part 1: Exploring and Drawing the Evidence

  1. Divide students into groups of 3 or 4.

  2. Explain that each group will receive one of two different representations of the evidence that was discovered at the student’s locker – either the first detective’s list or the second detective’s notes.

    1. Their mission is to use this evidence to “reconstruct the scene” of the candy crime by drawing a sketch of the locker.

    2. The drawing should be consistent with the data summary their team was provided.

    3. Emphasize that all groups will be provided with the EXACT same data, they are just in different formats.

  3. Distribute Evidence: Give half of the groups the Locker Inventory List (LMR_U1_L02_B) and the other half the Detective Field Notes (LMR_U1_L02_C). Both handouts include a blank locker drawing template on page 2 for the students to sketch their scenes.

  4. Launch the activity with the Pencils In the Middle strategy and allow students to observe and discuss their given representation with their group members.

    1. What do you notice?

    2. What do you wonder?

    3. What information can be gathered from your group's representation?

STRATEGY:

Pencils In the Middle
- Set the problem: The teacher presents a problem or question for students to discuss.
- Place pencils in the middle: Students take turns sharing their ideas or approaches to solving the problem. As they contribute, they place their pencils in the center of the table.
- Ensure equal participation: A student cannot speak again until everyone in the group has placed their pencil in the middle to ensure all members have a chance to share their ideas.
- Monitor and facilitate: The teacher can circulate to listen to discussions and, in some cases, pick up a random pencil and ask the student to share their idea with the teacher.
- Begin the task: Once all pencils are in the middle and everyone understands the problem, students can retrieve their pencils and work independently on the task.

  1. Drawing the Scene: Task each group with drawing the “scene of the crime” based only on the evidence from their assigned representation. A generic drawing of a locker is provided on page 2 of both LMRs for students to use as a template.

    1. Remind students to think about how they can visually represent and arrange the items based on the information provided.

    2. Set a timer for 15-20 minutes for groups to complete their sketches.

GROUP ROLES:

The Evidence Collector
- This student is responsible for carefully reading the inventory list or the detective's notes aloud to the group. They ensure all items and details are heard and confirmed by the team. They also double-check the evidence to make sure no crucial information is missed during the discussion.
The Lead Investigator - This student guides the group's interpretation of the evidence and ensures a collaborative, respectful environment. They facilitate discussions about where items should be placed, help the team make decisions about the drawing, and ensure everyone's ideas are considered as they piece together the scene.
The Forensic Sketch Artist
- This student is in charge of creating the physical drawing of the locker. They translate the group's collective decisions into the visual sketch, making sure the arrangement and details of the items accurately reflect the agreed-upon interpretation of the evidence.
The Operations Coordinator
- This student acts as the team's project manager. They keep track of the time to ensure the group stays on schedule, manage materials, and are the designated person to ask the teacher questions if the group needs help or clarification. They also ensure the team's final output meets the task requirements.

ADDITIONAL SUPPORT:

Optional Object Cutouts/Stickers for Diverse Learners
For students who struggle with drawing, provide simple cutouts or stickers that they can use to physically arrange the locker items on their handouts.

Optional Virtual/Digital Version for Diverse Learners
Provide an online locker photo template in Canva (or a similar product) that students can place graphics onto.

Part 2: Uncovering the Clues

  1. Once the drawings are complete, have each group tape their drawing to a designated wall space around the room. There should be plenty of space between each drawing to accommodate the Gallery Walk in the next step.

  2. Gallery Walk: Instruct students to walk around the room and observe the drawings created by the other groups. As they walk around, they should look for and record any similarities and differences between the drawings, especially between the groups that received different types of evidence. Provide each student team with sticky notes, and instruct them to write one comment or question at each station they visit.

STRATEGY:

Gallery Walk
Students walk around the classroom, as if in an art gallery, to look at different “stations” or “exhibits.” It promotes movement, collaboration, and a diversity of ideas. At each station, students work individually or in small groups to discuss, respond to, or analyze the content. They write their thoughts and reflections on sticky notes. After a set amount of time, the groups rotate to the next station.

  1. After the Gallery Walk, have students return to their desks.

  2. Lead a class-wide discussion using the following questions to help students connect the evidence and their observations from the Gallery Walk:

    1. First, focus only on the drawings of groups that were given the Locker Inventory List.

      1. Did every group with this representation draw exactly the same sketch? Sample answer: No. We had the same items, but didn’t put them in the same places.

      2. What was similar? Sample answer: We had the exact same items in total.

      3. What was different? Sample answer: We put the items in different spots in the locker.

    2. Second, focus only on the drawings of groups that were given the Detective Field Notes.

      1. Did every group with this representation draw exactly the same sketch? Sample answer: No. We had similar items, but they were different sizes and in different places.

      2. What was similar? Sample answer: We put a lot of the items in similar locations.

      3. What was different? Sample answer: We drew the textbooks standing upright, but other groups drew them laying down on top of each other.

    3. Compare the drawings from groups that received the Locker Inventory List with the drawings from groups that received the Detective Field Notes.

      1. Did every group draw exactly the same sketch? Sample answer: No. Although we had many of the same items in our drawings, we didn’t place them in the exact same places.

      2. What was similar? Sample answer: Most drawings had the same number of items.

      3. What was different? Sample answer: The textbooks were placed on different shelves or were in a different order.

      4. Which representation(s) resulted in sketches that were the MOST similar to each other? Answers will vary.

      5. Did the Detective Field Notes provide any information that the Locker Inventory List did not, and vice versa? Sample answer: Yes. The field notes gave more information about the placement of the items in the locker.

      6. Which representation do you think makes it easier to create a sketch from? Why? Answers will vary.

  3. Reveal the Evidence: Locker Photo (LMR_U1_L02_D) and explain that this is yet another representation of the crime scene.

  4. Prompt another discussion to incorporate the photo representation. As students discuss the questions below, instruct them to create a T-Chart in their notebooks to record the advantages and disadvantages of each type of data representation. Sample answers are provided below.
    OPTIONAL: If preferred, a separate handout titled T-Chart: Comparing Representations (LMR_U1_L02_E) is available to distribute.

    1. What information is present in the photo that was not explicitly included in either the Locker Inventory List or the Detective Field Notes? *Sample answer: We know the exact placement and orientation of each item in the locker. We can also see the color of each object now.

    2. What advantages and disadvantages are provided by using one representation over another?

Advantages Disadvantages
Inventory List Clarity and Precision: The inventory list provides a clear, itemized account of all the contents with exact counts.
Ease of Comparison: It's simple to compare items directly, such as seeing that there is only one of each textbook.
Easy to Replicate: It would be straightforward for a second detective to create an identical list.		 Lacks Context: The list doesn't show the spatial arrangement of the items. It can't show if the locker is messy or neat, or if an item is worn out.
Hides Specifics: It doesn't reveal emotional or qualitative clues, such as the note's tone or the drawing's style.
Field Notes Provides Context: The notes offer subjective observations and a narrative that isn't present in a list.
Captures Early Impressions: The notes can convey a detective's initial thoughts and hypotheses, which can be valuable for an investigation.
Includes Key Details: The notes can call out important pieces of evidence, like the cryptic note or the drawing, and offer an early interpretation.		 Lacks Structure: The information is often unorganized and may be difficult to sort or search.
Prone to Bias: The notes reflect the detective's personal interpretations and can be subjective or miss important details.
Not a Complete Record: The notes might only focus on what the detective thought was important, leaving out other details.
Photo Unfiltered Truth: The photo provides a true, unfiltered visual record of the scene as it was found.
Shows Relationships: It clearly shows the spatial relationships between all the items, which a list or notes cannot.
Reveals Nuance: The photo can capture details like the condition of an item, the style of a drawing, or the look of a note.		 Requires Interpretation: The viewer must still interpret the image to make sense of the clues.
Limited Scope: A single photo can only show one angle of the locker, potentially hiding other evidence.		 
100. What story does each representation tell us?

Closing

  1. Remind students of the question that was posed when they were first introduced to The Case of the Candy Culprit, and then ask if they think they can answer the question after today’s exploration.

    1. Initial Question: Can you determine the identity of the Candy Culprit and bring them justice?

    2. At this point in the investigation, can we answer the question? Sample answer: No! We don't have enough information about who might be involved. We have only seen the crime scene.

    3. What do you feel you know about the Candy Culprit at this point? Sample answer: They might like chocolate candy since that is the piece that they took from the locker, but we can't be sure. Maybe they chose that locker because it wasn't locked and was easy to access.

  2. Wrap-Up: Allow 2 students to share one type of representation they saw today and how that impacted their ideas and assumptions about the crime scene. Sample answer: We learned about an inventory list, which is a structured way to look at data. We also explored some notes that a detective wrote while he was out at the scene, but it was unstructured and a bit messier. Each representation provided different clues and impacted the stories we created.

  3. Key Takeaway: The same evidence can be represented in multiple ways, but these different representations can have a major impact on how we perceive the “story” behind the data.

  4. Transition to next lesson: Announce that during their next day of training, the Data Detectives will be introduced to some students and staff from the school, and will start to see how these people fit into our story.

  5. Challenge students to come up with one positive aspect for each data representation type they interacted with today.

    1. Sample answer: The inventory list was good for specific details, like the exact number of pencils.

    2. Sample answer: The field notes provided a narrative story and made it easier to picture the locker.

    3. Sample answer: The photo gave us the visual truth.