forensic science agenda

What

forensic science agenda

When

3/12/2024

What Students and Parents Need to Know
New Unit

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction: 3/12/24
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: .

SFS3. Obtain, evaluate, and communicate information relating to biological evidence in forensic investigations.
a. Ask questions to investigate types of toxins, poisons, and drugs and their effects on the body.
b. Analyze and interpret data to investigate the effects of blood alcohol content on the body.
c. Construct an explanation to distinguish the difference between human and animal blood.
d. Plan and carry out an investigation to analyze the physics of bloodstain patterns.
e. Plan and carry out an investigation involving DNA processing and analysis.

Learning Target: I know that I have learned it when I can:
Correctly use the vocabulary associated with DNA, Toxicology, Blood, and alcohol

Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
Describe the types of vocabulary?
 provide basic evidence supporting your mastery of the vocabulary?
clearly communicate how to use different types of vocabulary to describe what actually happened in a case?


Introduction/Connection:
Daily 10’s-Progress Check
What vocabulary needs to be mastered for this unit?
Review the following terms and people:
absorption, acid, acid phosphatase, acute toxicity, agglutination, allele, alveoli, amelogenin gene, amino acids, angle of impact, antibody, anticoagulant, antigen, antiserum, arterial spurting (or gushing) pattern, artery, aspermia, back spatter, base, bloodstain, bubble rings, buccal cells, capillary, cast-off pattern, catalyst, chromosome, chronic toxicity, complementary base pairing, deoxyribonucleic acid (DNA), directionality, directionality angle, direction of flight, draw-back effect, drip pattern, egg, electrophoresis, enzyme, erythrocyte, epithelial cells, excretion, expirated blood, flight path, flow pattern, forward spatter, fuel cell detector, gene, genotype, hemoglobin, heterozygous, high velocity impact spatter (HVIS), homozygous, human genome, hybridoma cells, hybridization, impact pattern, impact site, locus, low copy number, low velocity impact spatter (LVIS), luminol, medium velocity impact spatter (MVIS), misting, metabolism, mitochondria, monoclonal antibodies, multiplexing, nucleotide, oligospermia, oxidation, parent drop, passive drop (bleeding), perimeter stain, pH scale, phenotype, picogram, plasma, point (area) of convergence, point (area) of origin, polyclonal antibodies, polymer, polymerase chain reaction (PCR),precipitin, preservative, primer, projected blood pattern, proteins, replication, restriction enzyme, restriction fragment length polymorphisms (RFLP), ricochet, satellite spatter, serology, serum, sequencing, short tandem repeat (STR),spatter, spine, substrate control, swipe pattern, tandem repeat, target, toxicologist, transfer/contact, pattern, vein, void, wave cast-off, wipe pattern, X chromosome, Y chromosome, Y-STRs, zygote

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
Vocabulary acquisition
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
Learn and use the vocab
https://docs.google.com/document/d/1Vw-374UCr4zY2ZFpXRRCeNUnveoIIW3RWwtp8KF42TQ/edit?usp=sharing
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 Acquisition
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.
Prove it to me (show me what you know)