Theme/Unit: History And Services Of The Crime Lab .
The central purpose of scientific inquiry is todevelop explanations of natural phenomena, testproposed explanations, and provide new insightsinto phenomena.Reading OutcomesESSENTIAL QUESTIONS:1. What is truth? Is scientific evidence all there is todetermining truth? Are observations accurate? Are you seeing what is there or what youwant to see? Formative – During Unit:Worksheets, Vocabulary Quiz, Unit QuizSummative – End of Unit:Unit Test and Laboratory Worksheets Writing OutcomesAssessments:Review:Unit 1 review sheetEmbedded questions in comLanguage/Listening and SpeakingPresentation:Notes:Provided via fill in blankDetermine the central ideas or conclusions of a text;summarize complex concepts, processes, or informationpresented in a text by paraphrasing them in simpler but stillaccurate terms.Follow precisely a complex multistep procedure whencarrying out experiments, taking measurements, orperforming technical tasks; analyze the specific results basedon explanations in the text.Determine the meaning of symbols, key terms, and otherdomain-specific words and phrases as they are used in aspecific scientific or technical context relevant to grades 11–12 texts and topics.Analyze the author’s purpose in providing an explanation,describing a procedure, or discussing an experiment in atext, identifying important issues that remain unresolved.Integrate and evaluate multiple sources of informationpresented in diverse formats and media (e.g., quantitativedata, video, multimedia) in order to address a question orsolve a problem.CCSS.ELA-Literacy.W.11-12.1o CCSS.ELA-Literacy.W.11-12.1.ao CCSS.ELA-Literacy.W.11-12.1.bo CCSS.ELA-Literacy.W.11-12.1.co CCSS.ELA-Literacy.W.11-12.1.do CCSS.ELA-Literacy.W.11-12.1.eDemonstrable Knowledge:1) Create a timeline of events in thedevelopment of forensic science.2) Create a mind map of the variousprofessions in the area of forensic study.3) Investigate and report on a forensic casestudy using the crime library website.Identify the area of forensics that played asignificant role in the case(www.crimelibrary.com).4) Maintain a procedural notebookby including all relevant procedures andlaboratory exercises.Instructional ResourcesForensic Science for High School, Deslich &Funkhouser, p. 1-20LiteratureEnduring Understandings:Strategies or Best Practices Used to ExplicitlyTeach Skills and ConceptsLiterature Based Writing:Informational Writing:FORENSICS CURRICULUM PERFORMANCEINDICATORSStudents will know and be able to:· Present a timeline of events in thedevelopment of forensic science.· Describe the various professions in thearea of forensic study.· Access the Internet for specificinformation.· Observe the relevance of classroom studyto real- life situations.· Set up and maintain a laboratory notebookInformationalStandards-Based Essential Skills to be TargetedThroughout the UnitAcademic/Content Vocabulary: Criminalistics,Focus VocabularyTheme/Unit: History and Services of the Crime Labevidence, ballistics, odontology, pathology, entomology,polygraphy, statutory law, common law, civil law,criminal law, probable cause booked, Miranda rights,arraignment, preliminary, evidentiary hearing, grad jury,indicted, plea bargaining, violation
Reading Outcomes Formative – During Unit:Worksheets, Vocabulary Quiz, Unit QuizSummative – End of Unit:Unit Test and Laboratory Worksheets Writing OutcomesAssessments:Review:Unit 1 review sheetEmbedded questions in comLanguage/Listening and SpeakingPresentation:Notes:Provided via fill in blankDetermine the central ideas or conclusions of a text;summarize complex concepts, processes, or informationpresented in a text by paraphrasing them in simpler but stillaccurate terms.Follow precisely a complex multistep procedure whencarrying out experiments, taking measurements, orperforming technical tasks; analyze the specific results basedon explanations in the text.Determine the meaning of symbols, key terms, and otherdomain-specific words and phrases as they are used in aspecific scientific or technical context relevant to grades 11–12 texts and topics.Analyze the author’s purpose in providing an explanation,describing a procedure, or discussing an experiment in atext, identifying important issues that remain unresolved.Integrate and evaluate multiple sources of informationpresented in diverse formats and media (e.g., quantitativedata, video, multimedia) in order to address a question orsolve a problem.CCSS.ELA-Literacy.W.11-12.1o CCSS.ELA-Literacy.W.11-12.1.ao CCSS.ELA-Literacy.W.11-12.1.bo CCSS.ELA-Literacy.W.11-12.1.co CCSS.ELA-Literacy.W.11-12.1.do CCSS.ELA-Literacy.W.11-12.1.eDemonstrable Knowledge:1) Create a mind map of various types ofphysical evidence and how it is collected.2) Write a news article that describes acrime scene (Use scoring guide provided).3) Sketch a crime scene (rough andfinished) by observing the scene.4) Act out a simple crime, recordobservations, and discuss what wasobserved.5) Maintain a procedural notebook byincluding all relevant procedures andlaboratory exercises.Forensic Science for High School, Deslich &Funkhouser, p. 21-36Literature The central purpose of scientific inquiry is todevelop explanations of natural phenomena, testproposed explanations, and provide new insightsinto phenomena.Instructional ResourcesLiterature Based Writing:Informational Writing:InformationalEnduring Understandings:ESSENTIAL QUESTIONS:1. What is truth? Is scientific evidence all there is todetermining truth? Are observations accurate? Are you seeing what is there or what youwant to see?Strategies or Best Practices Used to ExplicitlyTeach Skills and ConceptsStandards-Based Essential Skills to be TargetedThroughout the UnitAcademic/Content Vocabulary: testimonialevidence, direct evidence, physical evidence,circumstantial evidence, unknown sample, controlsample, individual evidence, class evidence,probative valueFORENSICS CURRICULUM PERFORMANCEINDICATORSStudents will know and be able to: Describe the various types of physicalevidence and how they are collected.Observe and process a crime scene.Solve a common logic problem.Focus VocabularyTheme/Unit: Processing the Crime Scene
The central purpose of scientific inquiry is todevelop explanations of natural phenomena, testproposed explanations, and provide new insightsinto phenomena.Reading OutcomesESSENTIAL QUESTIONS:1. What is truth? Is scientific evidence all there is todetermining truth? Are observations accurate? Are you seeing what is there or what youwant to see? Formative – During Unit:Worksheets, Vocabulary Quiz, Unit QuizSummative – End of Unit:Unit Test and Laboratory Worksheets Writing OutcomesAssessments:Review:Unit 3 review sheetEmbedded questions in comLanguage/Listening and SpeakingPresentation:Notes:Provided via fill in blankDetermine the central ideas or conclusions of a text;summarize complex concepts, processes, or informationpresented in a text by paraphrasing them in simpler but stillaccurate terms.Follow precisely a complex multistep procedure whencarrying out experiments, taking measurements, orperforming technical tasks; analyze the specific results basedon explanations in the text.Determine the meaning of symbols, key terms, and otherdomain-specific words and phrases as they are used in aspecific scientific or technical context relevant to grades 11–12 texts and topics.Analyze the author’s purpose in providing an explanation,describing a procedure, or discussing an experiment in atext, identifying important issues that remain unresolved.Integrate and evaluate multiple sources of informationpresented in diverse formats and media (e.g., quantitativedata, video, multimedia) in order to address a question orsolve a problem.CCSS.ELA-Literacy.W.11-12.1o CCSS.ELA-Literacy.W.11-12.1.ao CCSS.ELA-Literacy.W.11-12.1.bo CCSS.ELA-Literacy.W.11-12.1.co CCSS.ELA-Literacy.W.11-12.1.do CCSS.ELA-Literacy.W.11-12.1.eDemonstrable Knowledge:Demonstrable Knowledge:1) Produce, lift, identify and distinguishbetween various fingerprints by displayingevidence through a portfolio.2) Maintain a procedural notebookby including:a. Reference section including;The three principles offingerprinting, biology of skin, andlifting techniquesb. create fingerprint cardsc. best print from glassd. best print from metale. best print from dark surfacef. best print from chemical reactionsInstructional ResourcesForensic Science for High School, Deslich &Funkhouser, p. 49-76LiteratureEnduring Understandings:Strategies or Best Practices Used to ExplicitlyTeach Skills and Conceptsbonus: best palm, foot or shoeprintLiterature Based Writing:Informational Writing:FORENSICS CURRICULUM PERFORMANCEINDICATORSStudents will know and be able to:· Identify the classes of fingerprints.· Determine the primary identificationnumber of someone’s fingerprints.· Describe several methods for lifting prints.· Lift fingerprints using various methods.· Photograph prints and produce a printportfolio.InformationalStandards-Based Essential Skills to be TargetedThroughout the UnitAcademic/Content Vocabulary: fingerprint, loop,whorl , arches, minutiae, plastic prints, visibleprints, latent prints, ninhydrin, dactyloscopy,anthropoemetry, AFISFocus VocabularyTheme/Unit: Fingerprinting
The central purpose of scientific inquiry is todevelop explanations of natural phenomena, testproposed explanations, and provide new insightsinto phenomena.Reading OutcomesESSENTIAL QUESTIONS:1. What is truth? Is scientific evidence all there is todetermining truth? Are observations accurate? Are you seeing what is there or what youwant to see? Formative – During Unit:Worksheets, Vocabulary Quiz, Unit QuizSummative – End of Unit:Unit Test and Laboratory Worksheets Writing OutcomesAssessments:Review:Unit 4 review sheetEmbedded questions in comLanguage/Listening and SpeakingPresentation:Notes:Provided via fill in blankDetermine the central ideas or conclusions of a text;summarize complex concepts, processes, or informationpresented in a text by paraphrasing them in simpler but stillaccurate terms.Follow precisely a complex multistep procedure whencarrying out experiments, taking measurements, orperforming technical tasks; analyze the specific results basedon explanations in the text.Determine the meaning of symbols, key terms, and otherdomain-specific words and phrases as they are used in aspecific scientific or technical context relevant to grades 11–12 texts and topics.Analyze the author’s purpose in providing an explanation,describing a procedure, or discussing an experiment in atext, identifying important issues that remain unresolved.Integrate and evaluate multiple sources of informationpresented in diverse formats and media (e.g., quantitativedata, video, multimedia) in order to address a question orsolve a problem.CCSS.ELA-Literacy.W.11-12.1o CCSS.ELA-Literacy.W.11-12.1.ao CCSS.ELA-Literacy.W.11-12.1.bo CCSS.ELA-Literacy.W.11-12.1.co CCSS.ELA-Literacy.W.11-12.1.do CCSS.ELA-Literacy.W.11-12.1.eDemonstrable Knowledge:1) Perform the standardized test to IDpoisons and drugs2) Produce a class book of poisons titled“Weekly Reader”:a. each student – choose 5poisons for each of the seventopicsb. 1 page typed per poison3) Determine and perform the mostappropriate method of testing unknownpoisons and drugs.4) Create a visual that depicts thepathway of blood through the body.5) Maintain a procedural notebookby including all relevant procedures andlaboratory exercises.Instructional ResourcesForensic Science for High School, Deslich &Funkhouser, p. 179-196LiteratureEnduring Understandings:Strategies or Best Practices Used to ExplicitlyTeach Skills and ConceptsLiterature Based Writing:Informational Writing:FORENSICS CURRICULUM PERFORMANCEINDICATORSStudents will know and be able to:· Identify the classes of fingerprints.· Determine the primary identificationnumber of someone’s fingerprints.· Describe several methods for lifting prints.· Lift fingerprints using various methods.· Photograph prints and produce a printportfolio.InformationalStandards-Based Essential Skills to be TargetedThroughout the UnitAcademic/Content Vocabulary: toxicology, toxin,chronic exposure, acute toxicity, synergism,antagonism, chelating agent, DUIFocus VocabularyTheme/Unit: Toxicology
The central purpose of scientific inquiry is todevelop explanations of natural phenomena, testproposed explanations, and provide new insightsinto phenomena.Reading OutcomesESSENTIAL QUESTIONS:1. What is truth? Is scientific evidence all there is todetermining truth? Are observations accurate? Are you seeing what is there or what youwant to see? Formative – During Unit:Worksheets, Vocabulary Quiz, Unit QuizSummative – End of Unit:Unit Test and Laboratory Worksheets Writing OutcomesAssessments:Review:Unit 5 review sheetEmbedded questions in comLanguage/Listening and SpeakingPresentation:Notes:Provided via fill in blankDetermine the central ideas or conclusions of a text;summarize complex concepts, processes, or informationpresented in a text by paraphrasing them in simpler but stillaccurate terms.Follow precisely a complex multistep procedure whencarrying out experiments, taking measurements, orperforming technical tasks; analyze the specific results basedon explanations in the text.Determine the meaning of symbols, key terms, and otherdomain-specific words and phrases as they are used in aspecific scientific or technical context relevant to grades 11–12 texts and topics.Analyze the author’s purpose in providing an explanation,describing a procedure, or discussing an experiment in atext, identifying important issues that remain unresolved.Integrate and evaluate multiple sources of informationpresented in diverse formats and media (e.g., quantitativedata, video, multimedia) in order to address a question orsolve a problem.CCSS.ELA-Literacy.W.11-12.1o CCSS.ELA-Literacy.W.11-12.1.ao CCSS.ELA-Literacy.W.11-12.1.bo CCSS.ELA-Literacy.W.11-12.1.co CCSS.ELA-Literacy.W.11-12.1.do CCSS.ELA-Literacy.W.11-12.1.eDemonstratable Knowledge:1) Create a mind map of various types ofthe characteristics of various types of fibersand hair2) Observe, classify, and sketch varioustypes of hair (ie: human,cat, dog) and fibersusing a microscope.3) Read case studies and determinethe role that trace evidence played in thecase.4) Maintain a procedural notebook byincluding all relevant procedures andlaboratory exercises.Instructional ResourcesForensic Science for High School, Deslich &Funkhouser, p. 197-218LiteratureEnduring Understandings:Strategies or Best Practices Used to ExplicitlyTeach Skills and ConceptsLiterature Based Writing:Informational Writing:FORENSICS CURRICULUM PERFORMANCEINDICATORSStudents will know and be able to:· Name the microscopic parts of a hair.· Describe the characteristics of varioustypes of fiber.· Differentiate between human and animalhair.· Distinguish the various characteristics inhuman hair.· Solve a crime by identifying hair and/orfibers from the scene.InformationalStandards-Based Essential Skills to be TargetedThroughout the UnitAcademic/Content Vocabulary: Physicalproperties, malleable, chemical properties,stationary phase, mobile phase, cheiloscopy,chromatography, chromatogramFocus VocabularyTheme/Unit: Trace Evidence
The central purpose of scientific inquiry is todevelop explanations of natural phenomena, testproposed explanations, and provide new insightsinto phenomena.Reading OutcomesESSENTIAL QUESTIONS:1. What is truth? Is scientific evidence all there is todetermining truth? Are observations accurate? Are you seeing what is there or what youwant to see? Formative – During Unit:Worksheets, Vocabulary Quiz, Unit QuizSummative – End of Unit:Unit Test and Laboratory Worksheets Writing OutcomesAssessments:Review:Unit 6 review sheetEmbedded questions in comLanguage/Listening and SpeakingPresentation:Notes:Provided via fill in blankDetermine the central ideas or conclusions of a text;summarize complex concepts, processes, or informationpresented in a text by paraphrasing them in simpler but stillaccurate terms.Follow precisely a complex multistep procedure whencarrying out experiments, taking measurements, orperforming technical tasks; analyze the specific results basedon explanations in the text.Determine the meaning of symbols, key terms, and otherdomain-specific words and phrases as they are used in aspecific scientific or technical context relevant to grades 11–12 texts and topics.Analyze the author’s purpose in providing an explanation,describing a procedure, or discussing an experiment in atext, identifying important issues that remain unresolved.Integrate and evaluate multiple sources of informationpresented in diverse formats and media (e.g., quantitativedata, video, multimedia) in order to address a question orsolve a problem.CCSS.ELA-Literacy.W.11-12.1o CCSS.ELA-Literacy.W.11-12.1.ao CCSS.ELA-Literacy.W.11-12.1.bo CCSS.ELA-Literacy.W.11-12.1.co CCSS.ELA-Literacy.W.11-12.1.do CCSS.ELA-Literacy.W.11-12.1.eDESIRED PERFORMANCEDemonstrable Knowledge:1) Use information on the ink andhandwriting analysis to write an opinionpaper on who committed a crime involvingdocuments. (Use scoring guide.) As aresource use the Hard Evidence book andwww.crimelibrary.com2) Maintain a procedural notebookincluding all relevant procedures andlaboratory exercises.Instructional ResourcesForensic Science for High School, Deslich &Funkhouser, p. 327-351LiteratureEnduring Understandings:Strategies or Best Practices Used to ExplicitlyTeach Skills and ConceptsLiterature Based Writing:Informational Writing:FORENSICS CURRICULUM PERFORMANCEINDICATORSStudents will know and be able to:· Perform the process of chromatographyand determine Rf value.· Identify various facets of individualhandwriting.· Separate and identify different types of inkusing paper chromatography.· Determine the type of pen used in a forgednote.InformationalStandards-Based Essential Skills to be TargetedThroughout the UnitAcademic/Content Vocabulary: diacritics,forgery, blind forgery, simulated forgery, tracedforgery, backhand, obliterate, watermarkFocus VocabularyTheme/Unit: Document Analysis
The central purpose of scientific inquiry is todevelop explanations of natural phenomena, testproposed explanations, and provide new insightsinto phenomena.Reading OutcomesESSENTIAL QUESTIONS:1. What is truth? Is scientific evidence all there is todetermining truth? Are observations accurate? Are you seeing what is there or what youwant to see? Formative – During Unit:Worksheets, Vocabulary Quiz, Unit QuizSummative – End of Unit:Unit Test and Laboratory Worksheets Writing OutcomesAssessments:Review:Unit 1 review sheetEmbedded questions in comLanguage/Listening and SpeakingPresentation:Notes:Provided via fill in blankDetermine the central ideas or conclusions of a text;summarize complex concepts, processes, or informationpresented in a text by paraphrasing them in simpler but stillaccurate terms.Follow precisely a complex multistep procedure whencarrying out experiments, taking measurements, orperforming technical tasks; analyze the specific results basedon explanations in the text.Determine the meaning of symbols, key terms, and otherdomain-specific words and phrases as they are used in aspecific scientific or technical context relevant to grades 11–12 texts and topics.Analyze the author’s purpose in providing an explanation,describing a procedure, or discussing an experiment in atext, identifying important issues that remain unresolved.Integrate and evaluate multiple sources of informationpresented in diverse formats and media (e.g., quantitativedata, video, multimedia) in order to address a question orsolve a problem.CCSS.ELA-Literacy.W.11-12.1o CCSS.ELA-Literacy.W.11-12.1.ao CCSS.ELA-Literacy.W.11-12.1.bo CCSS.ELA-Literacy.W.11-12.1.co CCSS.ELA-Literacy.W.11-12.1.do CCSS.ELA-Literacy.W.11-12.1.eInstructional ResourcesDESIRED PERFORMANCEDemonstrable Knowledge:1) Select a case study and properlydetermine and communicate how the studyof blood types, stains, and patterns led to aconviction in the case. Use as a resource.2) Maintain a procedural notebookincluding all relevant procedures andlaboratory exercises.Forensic Science for High School, Deslich &Funkhouser, p. 219-242LiteratureEnduring Understandings:Strategies or Best Practices Used to ExplicitlyTeach Skills and ConceptsLiterature Based Writing:Informational Writing:FORENSICS CURRICULUM PERFORMANCEINDICATORSStudents will know and be able to:· Name and describe the four major bloodtypes.· Name and describe the three major bloodcells.· Accurately type blood.· Solve genetic probabilities using bloodtypes.· Describe and identify differences betweenanimal and human blood.· Use probability to determine bloodheritage.· Determine the blood spatter angle.· Observe and draw conclusions using bloodsplatter patterns.InformationalStandards-Based Essential Skills to be TargetedThroughout the UnitAcademic/Content Vocabulary: class evidence,presumptive, chemiluminesce, precipitin test,antibodies, antigens, agglutinate, serology, plasma,metabolites, erythrocytes, leukocytes, bloodfactors, secretors,Focus VocabularyTheme/Unit: Serology
Enduring Understandings: The central purpose of scientific inquiry is todevelop explanations of natural phenomena, testproposed explanations, and provide new insightsinto phenomena.Reading OutcomesESSENTIAL QUESTIONS:1. What is truth? Is scientific evidence all there is todetermining truth? Are observations accurate? Are you seeing what is there or what youwant to see? Formative – During Unit:Worksheets, Vocabulary Quiz, Unit QuizSummative – End of Unit:Unit Test and Laboratory Worksheets Writing OutcomesAssessments:Review:Unit 8 review sheetEmbedded questions in comwww.innocenceproject.orgLanguage/Listening and SpeakingPresentation:Notes:Provided via fill in blank Determine the central ideas or conclusions of a text;summarize complex concepts, processes, or informationpresented in a text by paraphrasing them in simpler but stillaccurate terms.Follow precisely a complex multistep procedure whencarrying out experiments, taking measurements, orperforming technical tasks; analyze the specific results basedon explanations in the text.Determine the meaning of symbols, key terms, and otherdomain-specific words and phrases as they are used in aspecific scientific or technical context relevant to grades 11–12 texts and topics.Analyze the author’s purpose in providing an explanation,describing a procedure, or discussing an experiment in atext, identifying important issues that remain unresolved.Integrate and evaluate multiple sources of informationpresented in diverse formats and media (e.g., quantitativedata, video, multimedia) in order to address a question orsolve a problem.CCSS.ELA-Literacy.W.11-12.1o CCSS.ELA-Literacy.W.11-12.1.ao CCSS.ELA-Literacy.W.11-12.1.bo CCSS.ELA-Literacy.W.11-12.1.co CCSS.ELA-Literacy.W.11-12.1.do 1-12.8Strategies or Best Practices Used to ExplicitlyTeach Skills and ConceptsDemonstrable Knowledge:1) Relate the structure and geneticuniqueness of DNA by applying it to anactual court case. The Innocence Project byBarry Scheck can be used as a resource.Write your research into a newsletter formatand include the following teacher preparedrubric· Explanation of what DNA and itsrelevance to forensic science· Summary of the case researchedincluding the end result of the courtcase· The types of DNA fingerprinting· Pros and cons of using DNA in thecourt of law2) Maintain a procedural notebookincluding all relevant procedures andlaboratory exercises.Instructional ResourcesForensic Science for High School, Deslich &Funkhouser, p. 243-267LiteratureStandards-Based Essential Skills to be TargetedThroughout the UnitLiterature Based Writing:Informational Writing:FORENSICS CURRICULUM PERFORMANCEINDICATORSStudents will know and be able to:· Describe the general structure of DNA.· Determine and identify matching DNAsamples.· Discuss the legality of DNA as acourtroom tool.· Research and draw conclusionsconcerning a specific case using DNA.InformationalDNAFocus VocabularyTheme/Unit:Academic/Content Vocabulary: Chromosome,DNA, genes, proteins, amino acids, enzymes,restriction enzyme, electrophoresis, probe,polymerase chain reaction, PCR, alleles, Shorttandem repeats, STR, CODIS
Enduring Understandings: The central purpose of scientific inquiry is todevelop explanations of natural phenomena, testproposed explanations, and provide new insightsinto phenomena. Reading OutcomesESSENTIAL QUESTIONS:1. What is truth? Is scientific evidence all there is todetermining truth? Are observations accurate? Are you seeing what is there or what youwant to see? Presentation:Notes:Provided via fill in blankReview:Unit 8 review sheetEmbedded questions in comwww.innocenceproject.orgWriting OutcomesFormative – During Unit:Worksheets, Vocabulary Quiz, Unit QuizSummative – End of Unit:Unit Test and Laboratory Worksheets Language/Listening and SpeakingAssessments: Determine the central ideas or conclusions of a text;summarize complex concepts, processes, or informationpresented in a text by paraphrasing them in simpler but stillaccurate terms.Follow precisely a complex multistep procedure whencarrying out experiments, taking measurements, orperforming technical tasks; analyze the specific results basedon explanations in the text.Determine the meaning of symbols, key terms, and otherdomain-specific words and phrases as they are used in aspecific scientific or technical context relevant to grades 11–12 texts and topics.Analyze the author’s purpose in providing an explanation,describing a procedure, or discussing an experiment in atext, identifying important issues that remain unresolved.Integrate and evaluate multiple sources of informationpresented in diverse formats and media (e.g., quantitativedata, video, multimedia) in order to address a question orsolve a problem.CCSS.ELA-Literacy.W.11-12.1o CCSS.ELA-Literacy.W.11-12.1.ao CCSS.ELA-Literacy.W.11-12.1.bo CCSS.ELA-Literacy.W.11-12.1.co CCSS.ELA-Literacy.W.11-12.1.do 1-12.8Strategies or Best Practices Used to ExplicitlyTeach Skills and ConceptsDemonstrable Knowledge:1. Work in an expert groups (crimescene, toxicology, serology, trace evidence,fingerprint) to collect data.2. “Experts” use their forensicsprocedural notebook to collect data.- Work with team members to plan awork schedule.- Set up tests and collect results. Runtests more than once to verifyresults.- Organize the data into a clear,accurate, and comprehensive report.3. “Home” groups are organized thatcontain an expert from each group. “Home”groups critically analyze the expert datathrough peer review and do the following:- Prepare a written report detailingthe results of each forensic test.- Produce a report detailing theevidence to support the group claim.- Present the report to the forensicexaminer (The forensic examinercan question groups.).Instructional ResourcesForensic Science for High School, Deslich &Funkhouser, p. 37-48LiteratureStandards-Based Essential Skills to be TargetedThroughout the UnitLiterature Based Writing:Informational Writing:FORENSICS CURRICULUM PERFORMANCEINDICATORSStudents will know and be able to:· Critically analyze and process a crimescene.· Make a claim and support it with forensicevidence.· Prepare a written and oral report to theforensic examiner.InformationalCrime SceneAcademic/Content Vocabulary:Criminalistics,Focus VocabularyTheme/Unit:evidence, ballistics, odontology, pathology, entomology,polygraphy, statutory law, common law, civil law,criminal law, probable cause booked, Miranda rights,arraignment, preliminary, evidentiary hearing, grad jury,indicted, plea bargaining, violation
professions in the area of forensic study. 3) Investigate and report on a forensic case study using the crime library website. Identify the area of forensics that played a significant role in the case (www.crimelibrary.com). by including all relevant procedures and laboratory exercises. e Forensic Science for H
Name Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Nelson Acosta Achiever .
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a. 2016 Theme This year’s annual theme is Exploration, Encounter, and Exchange. You will choose your topic and ultimately design your project in relation to this theme. b. Purpose of the Theme Understanding the annual theme and its purpose in
Islam Theme A - Marriage and Family Theme B - Religion and Life Theme D - Religion, Peace and Conflict Theme E - Religion, Crime and Punishment . Paper 1 Christianity . Law: Rules or commands which must be followed; the law of God is revealed in the Bible. Lourdes: Place of pilgrimage where the Virgin Mary appeared to St Bernadette in .
