forensic science agenda

What

forensic science agenda

When

2/11/2025

What Students and Parents Need to Know: Today! Sketches and Sketch Project

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction: 2/10-11/25
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:
Analyze and determine proper techniques for
rough and finished sketches, and other crime scene documentation
Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
Describe what the proper procedures are for sketching and documenting the crime scene?
compare and contrast rough sketches vs. finished sketches?
provide basic tenets of crime scene sketches?
clearly communicate how proper crime scene documentation is crucial to an investigation?

clearly communicate how proper crime scene documentation is crucial to an investigation?

Introduction/Connection:
Daily 10’s-Explain what is needed on a sketch
Review the following terms::
Rough sketch, finished sketch, CAD, fixed point, POE,


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
Crime scene documentation- Sketches


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
Exhibit mastery of crime scene documentation and techniques and take notes to complete sketch project

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
**Tic - Tac- Toe according to Modality preference is one example in this unit
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
Review Progress on Sketch Project

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.
Crime scene sketch project