forensic science agenda

What

forensic science agenda

When

4/28/2025

What Students and Parents Need to Know
Case Study

Teacher : Addison
Course/ Subject: Forensic Science
Date of Instruction: 4/28/25
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: .

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:
Provide details of the evidence that led to the capture, arrest, and sentencing of Paul Bernardo, “The Scarborough Rapist,” and Karla Homolka
Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
Describe what the evidence in the cases
Differentiate Paul Bernardo, “The Scarborough Rapist,” before and after Karla
Did their outward appearance affect their treatment?
What is your opinion of allowing a convicted serial murderer to chaperone and or visit their children's school?

Introduction/Connection:
Daily 10’s- Would attractive people have a better likelihood of getting away with committing a crime? or receiving a reduced sentence?
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
Documentary
https://www.youtube.com/watch?v=QQuMZpgKKaw
Dateline
https://www.youtube.com/watch?v=MXMiI25K7yk
Podcast
https://www.youtube.com/watch?v=oRp_5Br4plg
Full Movie
https://www.youtube.com/watch?v=Ed68KcdjTJM
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
Choose 2 videos from above and acquire knowledge of the cases.
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
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=a1pNKVvAzQk
https://www.youtube.com/watch?v=dlS0j4bmfSI
List 5 ways you would have handled the case differently or give your opinion should a "killer Barbie" be allowed to participate in her children's school activities?
and... State and substantiate your opinions with facts