forensic science agenda

What

forensic science agenda

When

3/22/2024

What Students and Parents Need to Know
Case Study

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction:3/22/24
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: .

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.)

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:
evidence that led to the capture Dennis Rader=> DNA, ethics, relatives and crime scene investigation
Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
Correctly, analyze situations presented, information and concepts concerning crimes committed by Dennis Rader scientifically process and support or refute ideas discussed, support with evidence
Why did it take 30 years to capture BTK?
Clearly, communicate what the evidence was in the case and how Dennis Rader was apprehended and convicted?
Discuss your opinion of the use of a relative’s DNA to capture a criminal

Introduction/Connection:
Daily 10’s- The family didn't know?
https://www.youtube.com/watch?v=Wxq9OHVVxpo
https://www.youtube.com/watch?v=acHtSL09GGI
Review the following terms and people:
flourish, Chemical composition, Gas Chromatography, Paper Chromatography, Mass Spectroscopy, Natural, Pigments, Slant, Spacing, Pen Pressure, Connecting letters, Line Quality, Line Habits (aka. Baseline characteristics), Document expert, Questioned documents, Forgery, document analysis, Size consistency /Ratio-, unique and personalized handwriting habits, true handwriting, Exemplar (written)- forgery- Items commonly forged today, Fraudulence, authenticity of documents detection, Obliteration, commonly questioned documents, biometric signature pads, Forged documents, Altered Check Techniques
absorption, acid, acid phosphatase, acute toxicity, agglutination, allele, alveoli, amelogenin gene, amino acids, angle of impact, antibody, anticoagulant, antigen, antiserum, artery, aspermia, back spatter, base, = buccal cells, capillary, cast-off pattern, catalyst, chromosome, chronic toxicity, complementary base pairing, deoxyribonucleic acid (DNA), egg, electrophoresis, enzyme, erythrocyte, epithelial cells, excretion, expirated blood, flight path, flow pattern, forward spatter, fuel cell detector, gene, genotype, hemoglobin, heterozygous,), homozygous, human genome, hybridoma cells, hybridization, impact site, locus, low copy number, misting, metabolism, mitochondria, monoclonal antibodies, multiplexing, nucleotide, oligospermia, oxidation, parent drop, passive drop (bleeding), perimeter stain, 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
BTK Lecture
https://www.youtube.com/watch?v=VPNelJlPDn0
https://www.youtube.com/watch?v=UlWqj4n7AGg
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
Comprehend DNA ethics and the case study of Dennis Rader
https://www.youtube.com/watch?v=j7yMSgPYF2k documentary*
https://www.youtube.com/watch?v=_D8GXNmpJPY *
https://www.youtube.com/watch?v=j7yMSgPYF2k&t=15s
https://www.youtube.com/watch?v=vCOdxMtYisc
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.
https://www.kansas.com/news/special-reports/btk/article1
Could you?