forensic science agenda

What

forensic science agenda

When

1/21/2025

What Students and Parents Need to Know
New unit starts today

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction:1/21/25
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: .
SFS1. Obtain, evaluate, and communicate information to properly conduct a forensic investigation of a crime scene.
a. Construct an explanation of how scientific forensic techniques used in collecting and submitting evidence for admissibility in court have evolved over time.
(Clarification statement: Emphasis is on Locard’s Exchange Principle, Frye standard, Daubert ruling)
b. Plan and carry out investigations using the scientific protocols for analyzing a crime scene (e.g., search, isolate, collect, and record).
c. Construct an argument from evidence explaining the relevance of possible evidence at the site of an investigation.
d. Develop models to analyze and communicate information obtained from the crime scene.
(Clarification statement: Properly document and sketch a crime scene.)


Learning Target: I know that I have learned it when I can:
Communicate vocabulary acquisition and standard deconstruction


Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????

correctly deconstruct the standard (SFS1), analyze it and extract the information and concepts from it ?
provide a working glossary and concept document?
clearly communicate by properly using the vocabulary ?

Introduction/Connection:
Daily 10’s- SFS1 break it down for me
Review the following terms::

1. Federal Rules of Evidence
2. Daubert decision
3. Daubert rules
4. Frye standard
5. Evidence
6. Locard's Exchange Principle
7. Ballistics
8. Drugs
9. Fibers
10. Fingerprints
11. Glass
12. Hair
13. Metal
14. Lip prints
15. Soil
16. Toxins
17. Identity
18. Witness
19. Police officer
20. Detective
21. Specialists
22. Medical Examiner
23. District Atorney
24. CSI Unit
25. First responders
26. Protocol
27. Crime Scene
28. Primary Crime Scene
29. Secondary Crime Scene
30. Suspect
31. Accomplice
32. Alibi
33. Key elements
34. Testimonial Evidence
35. Physical Evidence
36. Trace Evidence
37. Interview
38. Examine
39. Document
40. Process
41. FACES



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


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
Create a working glossary and concept document for understanding the unit vocabulary*
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
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.
Explain and turn -in document