forensic science agenda

What

forensic science agenda

When

2/28/2025

What Students and Parents Need to Know
Case Study Friday!!

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction: 2/28/25
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 what body objects, physical and trace evidence was used to convict Ed Gein? What is NGRI?

Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
correctly analyze situations presented, information and concepts concerning crimes committed by Ed Gein?
scientifically process and support or refute ideas discussed, support with evidence<-murder- grave robbing-body objects-etc.?
clearly communicate what the evidence in the case was and how he was caught and convicted ?
discuss what NGRI means and why it is difficult to achieve.

Introduction/Connection:
Daily 10’s-Describe characteristics of a "PSYCHO"
http://www.youtube.com/watch?v=Ps8H3rg5GfM
Psycho Test
https://www.youtube.com/watch?v=XoG73D-q5Lw
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
Case Study
The Background ~ The "Real Life" Inspiration behind the Movies
https://www.youtube.com/watch?v=c6ogP8OX5sI

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
Take notes and participate in class discussion
https://www.youtube.com/watch?v=2EHI69bMq4A
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.

https://www.youtube.com/watch?v=fX_0MG2RE3g
Success criteria hand in