This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS

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1 CURRICULUM FOR FORENSIC SCIENCE CYCLE GRADE 7

2 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Kevin Robinson, Program Supervisor of STEM The Board acknowledges the following who contributed to the preparation of this curriculum. Brad Edwards Christine H. Salcito, Assistant Superintendent for Curriculum and Instruction Subject/Course Title: Date of Board Adoptions: Forensic Science Cycle August 20, 2013 Grade 7

3 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Science /Forensics/Laboratory Techniques Unit Title: Crime Scene and Eyewitness Basics Target Course/Grade Level: Investigative Skills and Lab Techniques Unit Summary: During this unit, learners will develop basic vocabulary of laboratory skills and forensic investigation. They will use both handson/minds-on activities in conjunction with computer-based resources to introduce them to the topics that will be covered throughout the 10-cycle. By the end of the cycle, students will investigate a completely simulated crime scene. Students will use the investigative techniques they have learned to collect evidence and ultimately utilize skills developed in Language Arts to prepare the evidence for presentation in a criminal proceeding. Approximate Length of Unit: 1 week, 5 days Primary interdisciplinary connections: Science, Math, Technology, Social Studies, Language Arts: Writing 8.1, 8.2, 8.4, 8.5, 8.6, Speaking and Listening 8.1, 8.4, 8.5, Language st Century Life and Career Skills: 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. LEARNING TARGETS Standards: Unit Understandings Students will understand that there is basic vocabulary related to forensic investigations. there is a process followed by investigators to uncover the facts of an investigation. modern investigations also utilize various forms of technology to collect and analyze evidence. Unit Essential Questions Content Area Standard Content Area Strand CPI 5.1 Science Practices A. Understand Scientific Explanations A A A B Science Practices B. Generate Scientific Evidence Through B.2 Active Investigations B B Science Practices C. Reflect on Scientific Knowledge C C C Science Practices D. Participating Productively in Science D D D.3 What are the basic vocabulary terms used when conducting an forensic investigation? What are the main steps used when analyzing a crime scene? What things are accepted as the most valuable types of evidence? What are the essential roles of an investigation?

4 Knowledge and Skills Students will know The following vocabulary terms: accomplice, alibi, arson, CODIS, DNA, fingerprints, physical evidence, primary crime scene, secondary crime scene, suspect, testimony, trace evidence, circumstantial evidence. The four steps to an investigation a scene are: Interview, Examine, Document, and Process DNA is the most valuable type of evidence because everyone s DNA is unique..police Officers, CSI Units, Detectives, Medical Examiners, Specialists, and District Attorneys play important roles in investigations. CODIS and FACES are two pieces of technology that aid in investigations. There are positives and negatives related to having eyewitnesses. Students will be able to Distinguish the basic vocabulary of investigations. Construct a flow chart of the essential steps in a crime scene investigation. Interpret eyewitness evidence to create composite drawings using computer based software. Explain the roles played by investigators related to criminal investigations. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Students will complete worksheets related to basic investigation and eyewitnesses. Students will complete hands-on activity where they will construct a composite sketch of a suspect based on eyewitness descriptions. Formative assessment will be used at regular intervals to guide instruction. A unit-quiz will used as a final summative assessment. Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Cooperative Learning Modeling Discovery-Based Inquiry Alternative Assessment Journaling/Self Reflection Use of technology Formative Assessment RESOURCES Teacher Resources: Crime Scene Investigations: Real-Life Science Activities for the Elementary Grades by Pam Walker and Elaine Wood Crime Scene Investigations: Real-Life Science Labs For Grades 6-12 by Pam Walker and Elaine Wood FACES Software Discovery Education United Streaming CHIN Interactive Investigator Equipment Needed: Computers FACES Software Crime Scene Basics Reference Cards

5 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Science /Forensics/Laboratory Techniques Unit Title: The Power of Evidence Target Course/Grade Level: Investigative Skills and Lab Techniques/Grade 7 Unit Summary: During this unit students explore the various types of physical evidence that can be found at a crime scene and learn how they are used to help investigators. Students will learn about different types of physical evidence that may be found at the scene of an investigation. They will also be engaged by hands-on/mind on activities related to fingerprinting, impressions, hair and fibers, chromatography, simulated blood analysis, and basic DNA analysis Approximate Length of Unit: 5 weeks, 25 days Primary interdisciplinary connections: Science, Math, Technology, Social Studies, Language Arts: Writing 8.1, 8.2, 8.4, 8.5, 8.6, Speaking and Listening 8.1, 8.4, 8.5, Language st Century Life and Career Skills: 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Career Awareness, Exploration, and Preparation: 9.3 All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. Standards: LEARNING TARGETS Unit Understandings Content Area Standard Content Area Strand CPI 5.1 Science Practices A. Understand Scientific Explanations A A A B Science Practices B. Generate Scientific Evidence Through B.2 Active Investigations B B Science Practices C. Reflect on Scientific Knowledge C C C Science Practices D. Participating Productively in Science D D D.3 Students will understand that Gathering physical evidence is an important part of crime scene investigation. Evidence must be collected and documented very carefully. There are different types of fingerprints. Different types of hair and fibers have characteristics that distinguish them from each other. Impressions left at crime scenes are important to identifying perpetrators of crimes also. There are several ways to analyze blood, including type, DNA, and how it is left at a crime scene. Substances can be separated using chromatography to learn their composition. DNA is unique to an individual and analyzing it can be a strong piece of evidence in an investigation.

6 Unit Essential Questions How are fingerprints collected? How are fingerprints analyzed? What are the ways in which fibers (plant, animal, or human) are collected and analyzed? How are impressions important to investigations? What are the ways in which blood is collected and analyzed? How do different types of collected evidence aid in a criminal investigation? Knowledge and Skills Students will know The differences between the different groups of fingerprints. How to collect fingerprints. The main characteristics of different types of fibers. The composition of blood. How to identify different types of blood. How to separate substances using the process of chromatography. How DNA is analyzed. The importance of different types of evidence in an investigation. How to collect and analyze impressions. Students will be able to Distinguish between the different types of physical evidence found at a crime scene. Create documentation that accurately reflects how evidence was collected. Evaluate different fingerprints for their specific characteristics. Compare and Contrast impressions from different sources. Analyze fiber samples and identify their source using evidence Compare and contrast simulated blood samples and identify their type. Interpret DNA profiles and identify the source of DNA to include or exclude individuals. Separate mixtures into their base components using chromatography. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Informal Notes Worksheets Teacher observations Formative Assessment Exit Tickets Unit Quizzes Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Cooperative Learning Modeling Discovery-Based Inquiry Alternative Assessment Journaling/Self Reflection Use of technology Self, Peer, and Formative Assessment Simulated Blood Typing Activity Simulated Fiber Analysis Fingerprinting Activity Blood Spatter Activity Impression Analysis Activity

7 RESOURCES Teacher Resources: Crime Scene Investigations: Real-Life Science Activities for the Elementary Grades by Pam Walker and Elaine Wood Crime Scene Investigations: Real-Life Science Labs for Grades 6-12 by Pam Walker and Elaine Wood Discovery Education United Streaming Equipment Needed: Computers with Internet Access Ward s Science ABO & RH Blood Typing Activity Ward s Science Hair and Fiber Analysis Activity Ward s Fingerprinting Activity M&M Chromatography Activity Strawberry DNA Extraction Activity Ward s Forensic Detective Activity

8 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Science /Forensics/Laboratory Techniques Unit Title: Forensic Entomology and Anthropology Target Course/Grade Level: Investigative Skills and Lab Techniques/Grade 7 Unit Summary: During this unit students learn about forensic entomology (the study of insects) and its use in investigating crime scenes. Students also learn to identify the main bones in the human body as well as investigate the role of forensic anthropologists in crime solving. Approximate Length of Unit: 2 weeks, 10 days Primary interdisciplinary connections: Science, Math, Technology, Social Studies, Language Arts: Writing 8.1, 8.2, 8.4, 8.5, 8.6, Speaking and Listening 8.1, 8.4, 8.5, Language st Century Life and Career Skills: 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Career Awareness, Exploration, and Preparation: 9.3 All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. LEARNING TARGETS Content Area Standard Content Area Strand CPI 5.1 Science Practices A. Understand Scientific Explanations A A A B Science Practices B. Generate Scientific Evidence Through B.2 Active Investigations B B Science Practices C. Reflect on Scientific Knowledge C C C Science Practices D. Participating Productively in Science D D D Life Science A. Organization and Development A Life Science B. Matter and Energy Transformations B Life Science C. Interdependence C C C C Life Science D. Heredity and Reproduction D D D D D D Life Science E. Evolution and Diversity E E E.2

9 Unit Understandings Students will understand that A forensic entomologist uses knowledge about insects to help in a criminal investigation. The life cycles of certain species of insects can provide valuable information to investigators at crime scene about the time the crime took place. A forensic anthropologist uses clues from bones to learn about the person who may have been the victim of a crime. There are numerous scientific techniques used to investigate bones. Bones will look different depending on what specifically happened to the person. Unit Essential Questions What do bugs at a crime scene tell investigators about the crime? What types of bugs are common at a crime scene? What are the differences in male and female human skeletons? How do different injuries look at the skeletal level? Why is it important for forensic anthropologists to investigate the entire area near a set of remains? How do entomologists and anthropologist draw conclusions from their data? Knowledge and Skills Students will know The complete life cycle of insects. How insects are collected as evidence. The bones of the human body. The main differences between the male and female skeleton. How different injuries damage the skeleton. Students will be able to Construct a model of an insect s life cycle. Create documentation that accurately reflects how evidence was collected. Compare and contrast male and female skeletons. Assess insect evidence and draw conclusions about time of death. Assess bone evidence and determine cause of death. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Informal Notes Worksheets Teacher observations Formative Assessment Exit Tickets Unit Quizzes Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Cooperative Learning Modeling Discovery-Based Inquiry Alternative Assessment Journaling/Self Reflection Use of technology Self, Peer, and Formative Assessment

10 RESOURCES Teacher Resources: Crime Scene Investigations: Real-Life Science Activities for the Elementary Grades by Pam Walker and Elaine Wood Crime Scene Investigations: Real-Life Science Labs For Grades 6-12 by Pam Walker and Elaine Wood Discovery Education United Streaming Equipment Needed: Computers with Internet Access Microscopes Ward s Science Sherlock Bones Activity Insect Inquiry Cards Ward s Science Owl Pellets Ward s Forensic Detective Activity

11 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Science /Forensics/Laboratory Techniques Unit Title: Fire Science, Accident Reconstruction, and Final Field Work Simulation Target Course/Grade Level: Investigative Skills and Lab Techniques/Grade 7 Unit Summary: During this unit students learn about the basics of arson investigations and motor vehicle accident reconstruction. Lastly, as a course summative assessment, students use the skills they learned throughout the course to investigate a simulated crime. Students will also present evidence in a simulated legal proceeding. Approximate Length of Unit: 2 weeks, 10 days Primary interdisciplinary connections: Science, Math, Technology, Social Studies, Language Arts: Writing 8.1, 8.2, 8.4, 8.5, 8.6, Speaking and Listening 8.1, 8.4, 8.5, Language st Century Life and Career Skills: 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Career Awareness, Exploration, and Preparation: 9.3 All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. LEARNING TARGETS Content Area Standard Content Area Strand CPI 5.1 Science Practices A. Understand Scientific Explanations A A A B Science Practices B. Generate Scientific Evidence Through B.2 Active Investigations B B Science Practices C. Reflect on Scientific Knowledge C C Science Practices D. Participating Productively in Science C D D D Physical Science A. Properties of Matter A Physical Science A. Properties of Matter A Physical Science A. Properties of Matter A Physical Science A. Properties of Matter A Physical Science B. Changes in Matter B Physical Science D. Energy Transfer and Conservation D Physical Science E. Forces and Motion E Physical Science E. Forces and Motion E Physical Science E. Forces and Motion E Physical Science E. Forces and Motion E Life Science A. Organization and Development A.1

12 5.3 Life Science B. Matter and Energy Transformations B Life Science C. Interdependence C C C C Life Science D. Heredity and Reproduction D D D D D D Life Science E. Evolution and Diversity E E E.2 Unit Understandings Students will understand that Accidental fires and intentional fires have distinct characteristics. Trained investigators can identify the characteristics of accidental and intentional fires. Substances have distinct characteristics when burned. Investigators can use things such as damage, tire tracks, skid marks, and witness statements to accurately determine the facts of an accident. Solving a crime takes the hard work of numerous specialists. Unit Essential Questions How do investigators determine if a fire is arson? What kind of evidence is important to recreating a vehicle accident? How do you successfully investigate a crime? Knowledge and Skills Students will know The vocabulary associated with arson investigations. Why people set fires. How to use skid data to determine speed of a car. How to thoroughly investigate and document a crime. How to organize evidence to present to a jury. Students will be able to Evaluate simulated fire evidence to determine if the fire was arson. Calculate and interpret data related to a simulated car accident. Investigate a crime from start to finish. Present evidence to a jury. Determine the perpetrator of a crime. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Informal Notes Worksheets Teacher observations Formative Assessment Exit Tickets Unit Quizzes

13 Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Cooperative Learning Modeling Discovery-Based Inquiry Alternative Assessment Journaling/Self Reflection Use of technology Self, Peer, and Formative Assessment RESOURCES Teacher Resources: Crime Scene Investigations: Real-Life Science Activities for the Elementary Grades by Pam Walker and Elaine Wood Crime Scene Investigations: Real-Life Science Labs for Grades 6-12 by Pam Walker and Elaine Wood Discovery Education United Streaming Equipment Needed: Computers with Internet Access Microscopes Ward s Who Killed Henry Ward Activity Ward s The Case of the Missing Mascot Activity Ward s The Case of the Missing Cookies Activity Ward s Forensic Detective Activity

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