forensic science agenda

What

forensic science agenda

When

5/2/2025

What Students and Parents Need to Know

Case Study

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

SFS5. Obtain, evaluate, and communicate information to Medicolegal Death Investigations.
a. Ask questions to identify various causes of death (blunt force trauma, heart attack, bleeding, etc.).
b. Construct an argument based on evidence that pertains to the manner of death (natural, homicide, suicide, accidental, or undetermined).
c. Use mathematics and computational thinking to explain post mortem changes used to determine post mortem interval (PMI):
• Rigor mortis
• Livor mortis
• Algor mortis
• Gastric contents
(Clarification statement: Instruction should include the historical use of Algor Mortis as it is often not used by practicing forensic specialists.)
d. Analyze and interpret entomological data to evaluate the role insects play in decomposition and determining PMI.
e. Plan and carry out an investigation to analyze height, sex, age, and race to develop an anthropological profile of the victim and potential perpetrator


Learning Target: I know that I have learned it when I can:
Describe in detail Various causes, manner, mode, and cause of death, anthropological profile of victims and perpetrator
Focus explosions


Success Criteria:
Success Criteria (You adequately exhibit what you can do) Can you??????
Correctly, analyze situations presented, information and concepts concerning crimes committed by Ted Kaczynski scientifically process and support or refute ideas discussed, support with evidence
How do you think the officials handled this case?
Clearly, communicate what the evidence was in the cases of the “Unabomber”. How was he apprehended and convicted?
Communicate what you would have done if you were David?

Introduction/Connection:
Daily 10’s- Is Genius closely related to mental illness?
Review the following terms and people:
accident or mishap, algor mortis, Autopsy, blunt trauma, blunt injury, non-penetrating trauma or blunt force trauma, Cadaver dogs, contact wound, defense wound, Excavation, Entomology, Explosives, Fire, Firearm residues, Firearm Wounds/GSW, First Degree Murder, Gastric contents Heart Attack Histologic Examination Homicide Incised Wounds Knife wounds Infanticide Justifiable homicide Lacerations, livor mortis, Manslaughter, Natural Causes, Physical anthropologists, Physician assisted suicide, Postmortem interval (PMI)- Rigor mortis, Police artists, puncture wound, Second Degree Murder, Stabbing, stab wounds, Strangulation = Ligature, Manual, Homicidal ;Suicide, Undetermined, Oviposition, Eggs, Larva - 1st instar , Larva - 2nd instar, Larva - 3rd instar Pre-pupa Pupa Adult fly

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
Unabomber Lecture https://www.youtube.com/watch?v=o6mYuNd6uhYht
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
Research Ted Kaczynski and his crimes https://www.youtube.com/watch?v=d8BX_Nd4BPs
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.
https://www.youtube.com/watch?v=cVqqQYiDrX8
https://www.youtube.com/watch?v=QwiYmtT5S70
https://www.youtube.com/watch?v=vItWgWeLe9o