forensic science agenda

What

forensic science agenda

When

1/30/2025

What Students and Parents Need to Know
Crime Scene and Eyewitness Basics

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction: 1/30/25
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 basic vocabulary and concepts associated with crime scene analysis and testimonial evidence

Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
correctly explain what the "Bugs Bunny Effect" is and how it affects testimony ?
compare the pros of eyewitness testimony to the cons ?
provide basic tenets of crime scene analysis?
clearly communicate how the type of evidence will affect its effectiveness?

Introduction/Connection:
Daily 10’s- what is a crime scene?

Review the following terms::
Crime scene, primary, secondary, accomplice, suspect, alibi

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
Investigate crime scene and eyewitness basics

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
Complete https://docs.google.com/document/d/1lL2IxlBh1YaSJAkuC9n1YHkBhvbSUSlExi-DlBl7cxo/edit?usp=sharing
Comprehend the Bugs bunny effect
https://www.youtube.com/watch?v=eZlPzSeUDDw

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
* Artifact according to Modality preference.

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.

Facial composite drawing