forensic science agenda

What

forensic science agenda

When

2/21/2025

What Students and Parents Need to Know
New Unit

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction: 2/21/25
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: .
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.)


Learning Target: I know that I have learned it when I can:
Communicate the similarities and differences between physical and trace evidence using the vocabulary
Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
Describe the types of physical and trace evidence?
compare and contrast physical and trace evidence?
provide basic rules for handling evidence?
clearly communicate how to use different types of evidence to support what actually happened in a case?

Introduction/Connection:
Daily 10’s-
Compare and contrast physical and trace evidence
Review the following terms and people:
Paint: Glass: Explosives: Ballistics: Dust & Dirt: Fingerprints: Impression Evidence-Shoeprints and Tire Tracks: Bite Marks: Tool Marks: Fracture Matches: Wounds: Questioned Documents: Insects: DNA: Skeletal Remains: Forensic Anthropology: Body Fluids: Hairs and Fibers:

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
Info and intro SFS2
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
https://docs.google.com/presentation/d/1xH6sTHk45OK-EFyVEqZc1Oe1E58r1kKRZzluwd_USeI/edit?usp=sharing
Slide Lecture
GUIDED PRACTICE:

Students will
Complete foldable activity
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 Menu
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.
Turn in foldable and success criteria