forensic science agenda

What

forensic science agenda

When

4/12/2024

What Students and Parents Need to Know
Case Study

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction: 4/12/24
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:
evidence that led to the profile and capture of Andrei Chikatilo using DNA, Toxicology, Blood, and alcohol 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 Andrei Chikatilo scientifically process and support or refute ideas discussed, support with evidence
Compare and contrast Andrei Chikatilo with the previous case studies.
Clearly, communicate what the evidence was in the case and how was he apprehended and convicted?
Discuss your opinion of the Russian/ Ukrainian Justice System in this case

Introduction/Connection:
Daily 10’s- How does the country of origin affect the behavior of a predator?
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, 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
https://www.youtube.com/watch?v=eTdesmgC2c8&list=PLArCZoo67xVSVDG8nKVh2AZPuaLKkhtQN
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 Prompt= Background and question examples=> how will you create a case study profile for Andrei Chikatilo and creation of case profile for Andrei Chikatilo
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.
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