forensic science agenda

What

forensic science agenda

When

4/24/2025

What Students and Parents Need to Know
Imprint and Impression Evidence

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction: 4/24/25
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: .

SFS4. Obtain, evaluate, and communicate information to analyze the role of impression evidence in order to make a physical match examination.
a. Construct an explanation for utilizing the appropriate technique to lift and evaluate identifiable, latent, plastic and patent fingerprints. (Clarification statement: Classifying print and minutiae patterns are addressed in this element. Students should be able to explain why they are using a specific technique.)
b. Analyze and interpret data regarding impression evidence. (Clarification statement: Impression evidence could include ballistics, tool marks, footwear, tire impressions, etc.).
c. Construct an explanation to support the significance of impression evidence in an investigation.



Learning Target: I know that I have learned it when I can:
Clarify imprint and impression evidence=> What it is, how to find it, process and document it.
Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
Describe how imprint and impression evidence is processed.
o Imprint
o Impression
Compare and contrast shoe print evidence, tire evidence, versus other imprint and impression evidence
· Provide basic tenets of how 3 D impressions are casted and 2-D imprints are lifted.
o 3D Cast
o 2D Lift
· Clearly, communicate what should happen before evidence is collected.
Introduction/Connection:
Daily 10’s- How does imprint/impression evidence play a role in crime scene investigation
Review the following terms and people:
Accidental, Bridge, Central pocket whorl, , Core, Crossover, Delta, Dot or Island, Double loop, Elements, Enclosures, Ending Ridge, , Eye, Fork, Hook, Plain arch, Plain whorl, Radial loop , Short Ridge, Specialty, , Tented arch, Ulnar loop, latent fingerprints, latent/invisible prints, fingerprints, fingerprint patterns, fingerprint classification, Automated Fingerprint Identification System (AFIS), Adhesive lifter, Cast, Class characteristic, DOT number, Electrostatic dust print lifter, Elimination (exclusion), Elimination impressions, Identification, Inconclusive, Individual characteristic, Latent, Lift, Negative impression, Outsole, Plastic, Positive impression, Stone hold, Tread, Wear characteristics

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
Differentiated Success criteria activity
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 and Turn in Impress Me 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 Acquisition
Learning Style projects
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.
Impress me Activity task Card Completion, Review, and Turn in