forensic science agenda

What

forensic science agenda

When

2/7/2025

What Students and Parents Need to Know
Oj Simpson Case Study

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction: 2/7/25
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 types of evidence that lead to the acquittal and legal problems of OJ Simpson


Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
correctly analyze situations presented, information and concepts concerning Nicole Brown-Simpson and Ron Goldberg murder case?
scientifically process and support or refute ideas discussed ?
clearly communicate what the evidence in the cases was and how the evidence was handled ?

Introduction/Connection:
Daily 10’s- Answer the following questions:
OJ Simpson- what do you know?
What part did (does) public perception play in his legal cases?
How did OJ Simpson manipulate the legal system?
Review the following terms::
Crime scene contamination , crime scene search protocol,evidence tampering, police corruption, racism



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
Video Lecture:
https://www.youtube.com/watch?v=QG5CPhGoT3M

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
Analyze, discuss, and summarize the problems with the cases presented


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.

Class Discussion
https://www.youtube.com/watch?v=pPCchZ10VX0