forensic science agenda

What

forensic science agenda

When

2/25/2025

What Students and Parents Need to Know

SFS2 Hairs and Fibers

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction:2/25/25
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:
Properly convey what physical and trace evidence is by using the associated vocabulary
Elaborate on different types hair and fiber evidence and what it can tell an investigator
Success Criteria (You adequately exhibit what you can do) Can you??????
compare and contrast physical and trace evidence?
clearly communicate by properly using the vocabulary ?
differentiate hair from fiber evidence?
distinguish what different types of fibers can be found at a crime scene (natural vs. synthetic)?
Identify which hairs come from humans and which hairs come from animals?
be able to tell what animal the hairs came from?


Introduction/Connection:
Daily 10’s-packet and assignment handout
https://docs.google.com/document/d/1Knyl3_5ooun2o3ogZ6BzgxADl-N0DBDtL7qTCtOPg1w/edit?usp=sharing
Review the following terms and people:
acid, acid phosphatase, Black hat hackers, catalyst, electrophoresis, enzyme, Embellishment, Ethical hackers (White hat hackers), flourish, Cyber forensics, Chemical composition, Gas Chromatography, Grey Hat Hackers, Paper Chromatography, Mass Spectroscopy, Morphology, Natural, Pigments, Synthetic Fibers, Slant, Spacing, Pen Pressure, Connecting letters, Line Quality, Line Habits (aka. Baseline characteristics), Document expert, Questioned documents, Forgery, About $27 million, document analysis, Size consistency /Ratio-, unique and personalized handwriting habits, honeypot, Penetration testing, true handwriting, exemplar(impression), Exemplar (written)- Lindberg case of the 1930s- 1999- Counterfeiting, Secret Service, 15 years- Measures taken to prevent check forgery-New Security Features in US currency- Items commonly forged today, Fraudulence, authenticity of documents detection, Obliteration, commonly questioned documents, computerized analysis comparison, biometric signature pads, Forged documents, Altered Check Techniques, Forensic accounting, forensic accountancy or financial forensics

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://docs.google.com/presentation/d/1NGNRMdRG2z3za4OjvenCd2t_calEhQtxt0_c0vKMkRg/edit?usp=sharing
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 SFS2 hair and fiber challenge and notes
https://sciencespot.net/Media/FrnsScience/hairfibernotewkst.pdf


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 assignment