forensic science agenda

What

forensic science agenda

When

3/1/2024

What Students and Parents Need to Know

Case Study

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction: 3/1/24
Opening (I Do)
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10



Standard/s: .
SFS2. Obtain, evaluate, and communicate information on various scientific techniques to analyze physical, trace, and digital evidence.

a. Plan and carry out an investigation to determine the value of physical and trace evidence.

b. Plan and carry out an investigation to analyze the morphology and types of hair, fibers, soil and glass evidence in order to make a physical match examination.

c. Use models for the evaluation of handwriting and document evidence.

d. Analyze and interpret data to evaluate digital sources of evidence.

e. Ask questions to determine the appropriate uses of chromatography and spectroscopy in evidence analysis.

(Clarification statement: Addressing spectroscopy at an analytical chemistry level is not required.)


Learning Target: I know that I have learned it when I can:
Properly convey what Physical and trace evidence in the case was, media and political influences, evaluation of graffiti, and letter writing

Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
correctly analyze situations presented, information and concepts concerning crimes committed by Richard Ramirez?
scientifically process and support or refute ideas discussed, support with evidence<-murder, CSC, Fingerprint, shoe impressions, bodies and satanic graffiti?
clearly communicate what the evidence in the case was and how he was caught and convicted ?
discuss what notoriety means and why it distorts public perception

Introduction/Connection:
Daily 10’s-
Richard Ramirez from his niece's perspective

Review the following terms and people:
acid, acid phosphatase, Black hat hackers, catalyst, electrophoresis, enzyme, Embellishment, Ethical hackers (White hat hackers), flourish, Cyber forensics, Chemical composition, Gas Chromatography, Grey Hat Hackers, Paper Chromatography, Mass Spectroscopy, Morphology, Natural, Pigments, Synthetic Fibers, Slant, Spacing, Pen Pressure, Connecting letters, Line Quality, Line Habits (aka. Baseline characteristics), Document expert, Questioned documents, Forgery, About $27 million, document analysis, Size consistency /Ratio-, unique and personalized handwriting habits, honeypot, Penetration testing, true handwriting, exemplar(impression), Exemplar (written)- Lindberg case of the 1930s- 1999- Counterfeiting, Secret Service, 15 years- Measures taken to prevent check forgery-New Security Features in US currency- Items commonly forged today, Fraudulence, authenticity of documents detection, Obliteration, commonly questioned documents, computerized analysis comparison, biometric signature pads, Forged documents, Altered Check Techniques, Forensic accounting, forensic accountancy or financial forensics

DIRECT INSTRUCTION:

Teacher will
Modeling- Examples of scientific communication
Demonstration- examples of the scientific method and questions (see attached)*
Reinforce learning goals- assignment explain
DOK question stems- Ontogeny recapitulates phylogeny argument
Real-life connections- tied with student experiences
Build upon existing knowledge and skills in class discussions
Scriptural references to adequately answer the the prompt
https://docs.google.com/document/d/15BM-c4i4XCVG0UNHpcHUIBn2X3l-RgW523xtEA0e924/edit?usp=sharing
Video Lecture
https://www.youtube.com/watch?v=MC5huwZoPZA
https://www.youtube.com/watch?v=RtQ0HHHEq9w&index=10&list=PLHJJJFDawJxDmwDvmcJszW-XfdTPJnQ-L
https://www.youtube.com/watch?v=VHQvRvAtJ2w


Work Period (We Do, You Do)
Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:

Students will
Answer the following Prompt= Explain Why you think Richard Ramirez won't wear Gold
Take notes and participate in the class discussion of the success criteria
INDEPENDENT/
COLLABORATIVE PRACTICE/DIFFERENTIATION:
DI is done by materials, strategies, groupings, mini-lessons, etc.
CONTENT- is always geared to service students with multiple intelligences and diverse needs.
PROCESS- is kept flexible to accommodate diversity
PRODUCTS- are chosen by teacher and student, then agreed upon by both
Students are allowed choices of products on most assignments.
Options are provided to students to demonstrate understanding without compromising standards and goals
*Vocab Menu
Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:

Engages students in a process that may include a review of lesson concepts/learning targets, preview for future learning, apply or extend lesson concepts and/ or assess student learning.
Class dialogue of the success criteria