2016

DENT 4301: Forensic

Dentistry

Arvind Babu RAJENDRA SANTOSH

The University of the West Indies
2/17/2016

Lesson Plan

Lesson
plan
No.
1.

Title of the lesson

Contact
hours
1 hours

2.

Introduction to Forensic
Dentistry
Forensic Anthropology

3.

Forensic Pathology

2 hours

4.

Lip and finger print

analysis

2 hours

2 hours

Tentative Date
08th April,
2016
08th April,
2016
08th April,
2016
08th April,
2016

Tentative time
08-09 AM
09-11 AM
11-12 noon; 12 PM
2-4 PM

Lesson Plan I
COURSE: Forensic Dentistry
COURSE CODE: DENT 4301
TOPIC: Introduction to Forensic Dentistry
GROUP: Year three, semester two
TIME: 1 hours
LEARNING OUTCOMES:
Upon successful completion of this lesson, the students will be able to:
1.
2.
3.
4.
5.

Define the terms forensics and forensic dentistry

List and categorize various dental tissues that can be helpful in age estimation.
Recognize and describe the role of dental structures in forensic dentistry.
Discuss the role of bite-mark analysis in forensic investigation.
Describe various ways for the dental professional to become involved in forensic dentistry.

i.
ii.
iii.
iv.

INSTRUCTIONAL MATERIALS:
Presentation using the tool (MS PowerPoint/Prezi)
Textbook,
Reference journal,
Images, Videos

Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.

CONTENT SUMMARY: (optional, you might referenced the text)

This is a lesson that introduces the role of dental structures that can assist in forensic investigation.
Forensic dentistry provides scientific methods to assist in identification of victims related to crime or

accident. To assist with forensic dentistry, dental professionals need to be aware of the importance of
keeping accurate, current, detailed and legible dental records for the use of identification. The subsequent
information will provide an overview of forensic dentistry history, various identification methods utilized
and how dental professionals can become involved. During this lesson the student should be able to link
the concepts of forensic investigation to the knowledge on oral anatomy, histology and pathology/disease
that was previously taught in Oral and Dental Anatomy, Oral Histology and Embryology, Oral and
Maxillofacial Pathology, Oral Medicine and Oral radiology.
PROCEDURES
Step 1: The teacher introduces the lesson by sharing importance of dental tissues in forensic investigation.
In this process, teacher will ask students about the role and significance of dental structures in
forensic investigation. Teacher will also ask students to share about their knowledge on influence
of dental structures in forensic investigation. (if any)
Step 2: Use PowerPoint/Prezi presentation to present major points for discussion
Step 3: Teacher student discussion (using question and answer approach) to further elucidate the
importance of dental structures in forensic dentistry.
Step 4: Formative assessment activity in the form of RSQC 2
Step 5: Guided discussion to use reference books, journals and website to incorporate the evidence based
teaching and learning in the dental education at The University of the West Indies.
CULMINATING ACTIVITIES
a. Minute exercise on recall memory on radiographic images one of the oral pathologies.
b. RSQC2 as an end piece way of formative assessment.
EVALUATION
1. Who am I as a University teacher?
2. How should I think about University teaching?
3. Who are the students I teach?
4. How shall I teach? (Organizing teaching)

5.
6.
7.
8.
9.

How can I learn about teaching from teaching?

What are the societal and university issues that affect my teaching?
Were there opportunities for my teaching during the practicum to enter the realms of coaching?
Were there opportunities for my teaching to be positioned as mentoring?
What classroom behavior and management challenges confronted me and how did I resolve

10.
11.
12.
13.
14.
15.

them?
Was there any discernment of a teachable moment? If so, how was it recognized and utilized?
How did I utilize formative assessment in teaching practicum?
How did formative assessment influence your pedagogy?
How did the learning environment of the classroom informed my preparation for teaching?
How will I continue to grow as a university teaching?
How can I utilize the scholarship of Teaching and Learning (SoTL) to inform my professional
development?

Lesson Plan II
COURSE: Forensic Dentistry
COURSE CODE: DENT 4301
TOPIC: Forensic Pathology
GROUP: Year three, semester two
TIME: 2 hours
LEARNING OUTCOMES:
Upon successful completion of this lesson, the students will be able to:
1. Describe rigor, livor and algor mortis changes in death process.
2. Explain the terms exit and entry wound

3. Propose age estimation methods in forensic dentistry depending on the case situation.
4. Understand the autopsy reporting process.

INSTRUCTIONAL MATERIALS:
v.
vi.
vii.
viii.

Presentation using the tool (MS PowerPoint/Prezi)

Textbook,
Reference journal,
Images, Videos

Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.

CONTENT SUMMARY: (optional, you might referenced the text)
This is a lesson that introduces the role of dental structures that can assist in forensic pathological
investigation. This lesson will enlighten the scope of forensic pathologist in death investigation. This
lesson will discuss various age estimation procedures that can be employed by a dentist for crime
scene/forensic investigation, and through a series of case studies, the student will be able to appropriately
apply one of the age estimation methods in personal identification procedure. This lesson will introduce
the autopsy reporting process, and the student will understand the methods and components in autopsy
reporting. During this lesson the student should be able to link the concepts of forensic investigation to
the knowledge on oral anatomy, histology and pathology/disease that was previously taught in Oral and
Dental Anatomy, Oral Histology and Embryology, Oral and Maxillofacial Pathology, Oral Medicine and
Oral radiology.
PROCEDURES
Step 1: The teacher introduces the lesson by sharing the scope of dental structures in forensic pathology
investigation. In this process, teacher will ask students about the role and significance of dental
anthropological methods that can assist in forensic investigation.
Step 2: Use PowerPoint/Prezi presentation to present major points for discussion

Step 3: Teacher student discussion (using question and answer approach) to further elucidate the
importance of dental anthropology in forensic Investigation.
Step 4: Formative assessment activity in the form of Cloze test.
1. Cloze test type of matching. (6 marks)
Instructions:
1. Complete the following paragraph by selecting one of the options that is
given below.
2. The choice/response can be used more than once.
3. Please provide your answers where indicated by Arabic numerals.
________________________print pattern (1) show vertical, branched and reticular
forms. ______________ mortis (2) is secondary to postmortem chemical
changes in muscle proteins. ___________ mortis(3) is related to postmortem
cooling. Exit wounds from _____________velocity (4) firearms tend to be large
and destructive. ____________(5) portion of tooth is excellent source of DNA
collection.
Options:
Finger print, Lip print, Both finger and lip print, Rigor Mortis, Algor mortis,
Livor mortis,
High velocity, Low velocity, Enamel, Dentin, Pulpal, Cementum, Periodontal
ligaments,
Alveolar bone or Basal bone.
Correct answer:
(1)Lip, (2) Rigor Mortis, (3) Algor, (4) High and (5) Pulpal

Step 5: Guided discussion to use reference books, journals and website to incorporate the evidence based
teaching and learning in the dental education at The University of the West Indies.
CULMINATING ACTIVITIES
c. Cloze test as an end piece way of formative assessment.
EVALUATION
16. Who am I as a University teacher?
17. How should I think about University teaching?
18. Who are the students I teach?
19. How shall I teach? (Organizing teaching)
20. How can I learn about teaching from teaching?

21.
22.
23.
24.

What are the societal and university issues that affect my teaching?
Were there opportunities for my teaching during the practicum to enter the realms of coaching?
Were there opportunities for my teaching to be positioned as mentoring?
What classroom behavior and management challenges confronted me and how did I resolve

25.
26.
27.
28.
29.
30.

them?
Was there any discernment of a teachable moment? If so, how was it recognized and utilized?
How did I utilize formative assessment in teaching practicum?
How did formative assessment influence your pedagogy?
How did the learning environment of the classroom informed my preparation for teaching?
How will I continue to grow as a university teaching?
How can I utilize the scholarship of Teaching and Learning (SoTL) to inform my professional
development?

Lesson Plan III

COURSE: Forensic Dentistry
COURSE CODE: DENT 4301
TOPIC: Forensic Anthropology
GROUP: Year three, semester two
TIME: 2 hours
LEARNING OUTCOMES:
Upon successful completion of this lesson, the students will be able to:
6. Describe forensic anthropological methods.
7. Understand various dental age estimation methods and propose a dental age estimation method
following a series of case studies.
8. Explain various metric and non metric dental identifiers for ethnic identification.

INSTRUCTIONAL MATERIALS:
ix.
x.
xi.
xii.

Presentation using the tool (MS PowerPoint/Prezi)

Textbook,
Reference journal,
Images, Videos

Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.

CONTENT SUMMARY: (optional, you might referenced the text)
This is a lesson that introduces the role of dental anthropology that can assist in forensic investigation.

This lesson will introduce the steps in forensic anthropological analysis. The data collection from
anthropological specimens for the purpose of personal identification in death scene investigation.
This lesson will emphasize on metric and non metric dental identifiers for the purpose of ethnicity
identification from dental tissues. During this lesson the student should be able to link the concepts of
forensic investigation to the knowledge on oral anatomy, histology and pathology/disease that was
previously taught in Oral and Dental Anatomy, Oral Histology and Embryology, Oral and Maxillofacial
Pathology, Oral Medicine and Oral radiology.
PROCEDURES
Step 1: The teacher introduces the lesson by sharing the role of anthropologist in forensic investigation. In
this process, teacher will ask students about the role and significance of dental anthropological
methods that can assist in forensic investigation.
Step 2: Use PowerPoint/Prezi presentation to present major points for discussion
Step 3: Teacher student discussion (using question and answer approach) to further elucidate the
importance of dental anthropology in forensic Investigation.
Step 4: Formative assessment activity in the form of Exit card

Image 1: Exit card

Step 5: Guided discussion to use reference books, journals and website to incorporate the evidence based
teaching and learning in the dental education at The University of the West Indies.
CULMINATING ACTIVITIES
d. Minute exercise on recall memory on radiographic images one of the oral pathologies.
e. Exit card as an end piece way of formative assessment.
EVALUATION
31. Who am I as a University teacher?
32. How should I think about University teaching?
33. Who are the students I teach?
34. How shall I teach? (Organizing teaching)
35. How can I learn about teaching from teaching?
36. What are the societal and university issues that affect my teaching?
37. Were there opportunities for my teaching during the practicum to enter the realms of coaching?
38. Were there opportunities for my teaching to be positioned as mentoring?
39. What classroom behavior and management challenges confronted me and how did I resolve
40.
41.
42.
43.
44.
45.

them?
Was there any discernment of a teachable moment? If so, how was it recognized and utilized?
How did I utilize formative assessment in teaching practicum?
How did formative assessment influence your pedagogy?
How did the learning environment of the classroom informed my preparation for teaching?
How will I continue to grow as a university teaching?
How can I utilize the scholarship of Teaching and Learning (SoTL) to inform my professional
development?

Lesson Plan IV
COURSE: Forensic Dentistry
COURSE CODE: DENT 4301
TOPIC: Lip and finger print analysis

GROUP: Year three, semester two

TIME: 2 hours
LEARNING OUTCOMES:
Upon successful completion of this lesson, the students will be able to:
1. Lip and finger print pattern for the purpose of personal identification.
2. Dental/oral tissue significance in Forensic investigation
3. Correlation of lip and finger prints.

INSTRUCTIONAL MATERIALS:
xiii.
xiv.
xv.
xvi.

Presentation using the tool (MS PowerPoint/Prezi)

Textbook,
Reference journal,
Images, Videos

Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.

CONTENT SUMMARY: (optional, you might referenced the text)
This is a lesson that introduces the role of lip and finger print pattern that can assist in forensic dentistry
investigation. This lesson will introduce the methods of evidence extraction from lip and finger print from
a forensic investigation scene. This lesson will draw students attention towards the scope of dentistry in
forensic investigation. During this lesson the student should be able to link the concepts of forensic
investigation to the knowledge on oral anatomy, histology and pathology/disease that was previously
taught in Oral and Dental Anatomy, Oral Histology and Embryology, Oral and Maxillofacial Pathology,
Oral Medicine and Oral radiology.
PROCEDURES

Step 1: The teacher introduces the lesson by sharing the scope of dental structures in forensic pathology
investigation. In this process, teacher will ask students about the role and significance of dental
anthropological methods that can assist in forensic investigation.
Step 2: Use PowerPoint/Prezi presentation to present major points for discussion
Step 3: Teacher student discussion (using question and answer approach) to further elucidate the
importance of dental anthropology in forensic Investigation.
Step 4: Formative assessment activity in the form of Work, Pair and Share.
Step 5: Guided discussion to use reference books, journals and website to incorporate the evidence based
teaching and learning in the dental education at The University of the West Indies.
CULMINATING ACTIVITIES
f.

Work, pair and share test as an end piece way of formative assessment.

EVALUATION
46. Who am I as a University teacher?
47. How should I think about University teaching?
48. Who are the students I teach?
49. How shall I teach? (Organizing teaching)
50. How can I learn about teaching from teaching?
51. What are the societal and university issues that affect my teaching?
52. Were there opportunities for my teaching during the practicum to enter the realms of coaching?
53. Were there opportunities for my teaching to be positioned as mentoring?
54. What classroom behavior and management challenges confronted me and how did I resolve
55.
56.
57.
58.
59.
60.

them?
Was there any discernment of a teachable moment? If so, how was it recognized and utilized?
How did I utilize formative assessment in teaching practicum?
How did formative assessment influence your pedagogy?
How did the learning environment of the classroom informed my preparation for teaching?
How will I continue to grow as a university teaching?
How can I utilize the scholarship of Teaching and Learning (SoTL) to inform my professional
development?