CURRICULUM WRITTEN: APPROVED BY THE BOARD OF EDUCATION: REVISED: CURRICULUM WRITING COMMITTEE: Sue Bloor (Rockwood Summit High School)

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1 COURSE OVERVIEW COURSE: Forensic CREDIT(S): ½ Credit PREREQUISITES: Passing grade in a Biology course (or Two Year Biology Parts I & II) and one additional year-long science course. Grade: 11, 12 COURSE DESCRIPTION: (as it should appear in the course enrollment guide) Forensic science is a specialized science elective course that integrates concepts from multiple science disciplines. Students will use prior knowledge from their math courses and will further develop skills in observation, argumentation and citing evidence to defend claims for forensic cases. Students will engage in science and engineering practices to explore techniques in classifying and processing evidence, hair and fiber analysis, fingerprinting, DNA analysis, blood spatter, and death investigation. Students will critically analyze model crime scenes, crime scene photographs, and case studies, utilizing technology to investigate crime scenes and types of evidence further. This course is designed to be a realistic study of forensic science, including the study of actual cases. Students and parents need to be aware of the material in the course and the maturity required by students enrolled in the course. CURRICULUM WRITTEN: APPROVED BY THE BOARD OF EDUCATION: REVISED: CURRICULUM WRITING COMMITTEE: Sue Bloor (Rockwood Summit High School) Elissa Perrin (Eureka High School) Michele Doerhoff (Marquette High School) Jessica Kuntzman (Lafayette High School) Stacey Watson (Individualized Learning Center) UNITS IN THIS COURSE DISTRICT COMMON ASSESSMENTS FOR THIS COURSE UNIT TITLE UNIT TIMEFRAME Unit 1: Introduction to Forensic, Observation, 3-4 Weeks District Common Final and Crime Scene Investigation Unit 2: Death Investigation 2-3 Weeks District Common Final Unit 3: Hair and Fiber Evidence 2-3 Weeks District Common Final Unit 4: Fingerprinting 2-3 Weeks District Common Final Unit 5: Blood and Blood Spatter 4 Weeks District Common Final Unit 6: DNA Evidence 1 Week District Common Final ROCKWOOD SCHOOL DISTRICT CURRICULUM & INSTRUCTION JANUARY 2015

2 TETBOOK INFORMATION BOARD APPROVED MATERIALS FOR THIS COURSE ADDITIONAL MATERIALS/RESOURCES Publisher: Pearson Prentice Hall Edition: 3 rd Edition Author: Richard Saferstein, Ph.D ISBN-13: ISBN-10: Price Upon Adoption: $ (textbook/digital bundle) AIMS Program Autopsy Presentation (annual event) The following items will be purchased during the initial adoption but will need to be replaced by the buildings as needed. Technology/Media Digital Cameras Stereo Microscopes FACES Software (Laptop computers are needed to run this cd-based program.) Memory Cards Forensic Files Best of Series; Nova Forensics on Trial; DNA Interactive Trajectory Forensic Mannequin Forensic Measurement Tools (Crime Scene Markers and Forensic Rulers) Power Winder Tape Measure (30ft) Teachers and students will need access to Chromebooks and/or laptops. Balances Microscope Projection Camera Prepared hair and fiber slides Metal Forceps Fingerprint tape and dispensers Silver Nitrate Iodine crystals Ninhydrin candle warmers fuming chambers Black Lights Scientific Calculators Blood Drop Surfaces (Cloth, Carpet, Glass, Ceramic Tile, Wood, etc.) Protractors Measuring Tape Meter Sticks Gel Electrophoresis Equipment including chambers, micropipettes, power supplies; DNA Model ROCKWOOD SCHOOL DISTRICT CURRICULUM & INSTRUCTION JANUARY 2015

3 ROCKWOOD CURRICULUM WRITING PROCESS OVERVIEW Course Forensic Content Area Grade Level High School (11 th or 12 th grade) Last Update for this Course 2009 Results of Program Evaluation Program Evaluation Recommendations Address the Shifts in the Next Generation Standards: Practice the interconnected nature of science as it is experienced in the real world. Move toward a three-dimensional learning model which includes integration of content knowledge, science & engineering practices, and cross-cutting concepts. Provide a more coherent progression aimed at overall scientific literacy. Prepare students to gain a deeper understanding of content knowledge through engaging in science and engineering practices and making connections to cross-cutting concepts. Develop instructional units that incorporate science practices throughout the course and work toward including engineering practices as well with greater exposure to STEM for all students. Incorporate more problem-based learning to enhance science literacy so students are prepared for college, careers, and citizenship. Continue working towards a more comprehensive integration of Rockwood science standards and Missouri Learning Standards (both math and ELA) to ensure integrated learning in all content areas. Utilize multiple sources for standards (NGSS, MLS, Rockwood Standards, College Board, etc.) to achieve coherence between courses and to ensure specialized courses have useful curriculum documents representative of each course s content. Provide professional development on the instructional shifts for NGSS (particularly for the engineering practices and three-dimensional learning) and on the integration of science, math and ELA practices. Summary of Changes to Curriculum and Instruction Core Conceptual Objectives (CCO) Rockwood Forensic Standards 5 CCO s listed separately 11 Performance Expectations (2 of which are broad to incorporate Math and Argumentation, 1 that focuses on Design/Technology, and 8 that are more content specific) Standards were very general and did not address content Standards were developed and written by Forensic specific to Forensic. General applications of teachers such that the curriculum document is a clear physical science, biology, and chemistry were included representation of what is assessed in the course with key along with science process skills. content knowledge and performance expectations identified. Process Skills and Engineering Practices No inclusion of cross-cutting concepts Cross-cutting concepts as enduring understandings identified in the content of the standard as enduring understandings Facilitating Activities Application Level Assessments Facilitating Activities and/or Model Lessons District Common Assessments (DCA) written to measure student progress toward mastery of essential course outcomes (ECOs) ROCKWOOD SCHOOL DISTRICT 1 CURRICULUM & INSTRUCTION February 2015

4 COURSE: Forensic UNIT TITLE: Unit 1 - Introduction to Forensic, Observation, and Crime Scene Investigation UNIT TIMELINE: 3-4 weeks UNIT DESCRIPTION: This unit is a compilation of Introduction to Forensics, Observation and Crime Scene Investigation. Students will study the history of forensic science and its role in advancing modern science. They will examine how the brain works when making observations and concrete ways to become a better observer. They will determine how eyewitness accounts affect the outcome of judicial proceedings. As students learn how to classify evidence they will assume the role and responsibilities of crime scene investigators. ENDURING UNDERSTANDINGS: Cross-Cutting Concept, Patterns: Students will understand that observable patterns in evidence help guide the organization and classification of evidence, prompting questions about relationships and causes to help interpret, process, and reconstruct a crime scene. Cross-Cutting Concept, Systems and System Models: Students will understand that a crime scene is a system that represents a group of related objects or components that must be collected and scientifically processed to determine relevance to recreate the sequence of events of the crime. Cross-Cutting Concept, Scale, Probability, and Quantity: Students will understand that the significance of evidence is dependent on the scale, probability, and quantity at which it occurs., Scientific Knowledge is Based on Empirical Evidence: Students will understand that science arguments are strengthened by multiple lines of evidence supporting a single explanation. Influence of Engineering, Technology, and and the Natural World: Students will understand that new technologies can have deep impacts on society and the environment, including some that were not anticipated.. DISTRICT FUNDED MATERIALS/RESOURCES : Readings: Saferstein s, Forensic, An Introduction (3 rd Edition). The following items will be purchased during the initial adoption but will need to be replaced by the buildings as needed. Technology/Media Digital Cameras ROCKWOOD SCHOOL DISTRICT 1 ESSENTIAL UNIT QUESTIONS: How can observable patterns help determine causal relationships? Why are scale and quantity essential to constructing an accurate representation, model and/or design? How can evidence obtained through investigation help to create a model? Why is it important to evaluate evidence for reliability and consistency with other data? In what ways do logical thinking, precision, open-mindedness, objectivity, skepticism, replicability and ethics define scientific inquiry? How does the collection of empirical evidence through observation and experimentation inform scientific knowledge? How do new technologies impact science? OPTIONAL MATERIALS/RESOURCES : Socks White Cloth Forceps Hair Samples CURRICULUM & INSTRUCTION February 2015

5 Stereo Microscopes FACES Software (Laptop computers are needed to run this cd-based program.) Memory Cards Forensic Files Best of Series Manipulatives/Lab Equipment: Trajectory Forensic Mannequin Forensic Measurement Tools Crime Scene Markers Forensic Rulers Power Winder Tape Measure (30 ft) Plastic Bags Tape Permanent Markers Drop Projection Blood REFERENCE/ RSD and NGSS SEPs, CCCs & MLS, SMP 4.4; NGSS SEPs and CCCs NGSS SEP, CCC, and NGSS: HS- ETS1-4, SEPs, CCCs and WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT? (see unpacked standards documents for specific instructional details) S: Content specific standards that will be addressed in this unit. Investigate crime scenes carefully, systematically, and scientifically by asking questions that arise from careful observation of evidence to clarify and/or seek additional information. Standard Component: Eyewitness accounts, Observation Skills, Composite Sketches, Types of Crime Scenes, Types of Evidence, Locard s Principle of Exchange, Packaging of Evidence, Search Patterns, Forensic Professionals Analyze mathematical relationships to draw conclusions. Standard Component: Scale and Proportion of a Crime Scene Engage in argumentation by using appropriate and sufficient evidence and scientific reasoning to develop, defend and critique claims and explanations about a case. Standard Component: Innocence Project Presentations Apply a computer simulation, type of technology, or physical representation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems to the problem. Standard Component: Crime Scene Reconstruction MAJOR SUPPORTING ROCKWOOD SCHOOL DISTRICT 2 CURRICULUM & INSTRUCTION February 2015

6 COURSE: Forensic UNIT TITLE: Unit 2 - Death Investigation UNIT TIMELINE: 2-3 Weeks UNIT DESCRIPTION: Students will examine multiple lines of evidence to investigate the cause, manner, mechanism and time of death in a forensic investigation. Evidence will be derived from the human body, decomposition, insect populations and other sources of information that can inform the claims for the death investigation. ENDURING UNDERSTANDINGS: Cross-Cutting Concept, Stability and Change: Students will understand that for analysis of a crime scene, conditions that affect stability and factors that control rates of change are critical elements to consider and understand. Cross-Cutting Concept, Cause and Effect--Mechanism and Prediction: Students will understand that events have causes, sometimes simple, sometimes multifaceted. Forensic science utilizes processed evidence to support or reject claims about specific causes and effects. Mathematical Practice: Students will understand how to model with mathematics., Scientific Knowledge is Based on Empirical Evidence: Students will understand that science arguments are strengthened by multiple lines of evidence supporting a single explanation., Scientific Knowledge is Open to Revision in Light of New Evidence: Students will understand that scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation. DISTRICT FUNDED MATERIALS/RESOURCES : Readings: Saferstein s, Forensic, An Introduction (3 rd Edition). AIMS Program Autopsy Presentation (annual event) Due to the extensive amount of research conducted during this unit, teachers and students will need access to chromebooks. The following items will be purchased during the initial adoption but will be expected to be replaced by the buildings as needed. Manipulatives/Lab Equipment: Stereo Microscopes Class Set Scientific Calculators Glass Specimen Collection Vials ESSENTIAL UNIT QUESTIONS: How can mathematics be used to explain scientific phenomena? How can rates of change in a system provide evidence for timing of a particular event? Why is the relationship between cause and effect essential to the analysis of evidence? How can multiple lines of evidence substantiate a claim? How can discussion, arguments, and evaluation of evidence strengthen understanding and revision of explanations? OPTIONAL MATERIALS/RESOURCES : (These resources are not funded by the district) Decomposition Outdoor lab set up Gloves ROCKWOOD SCHOOL DISTRICT 1 CURRICULUM & INSTRUCTION MAY 2015

7 REFERENCE/ (connects to HS-LS2-6, HS- LS1-2, HS- ESS2-6) CCCs MLS, SMP 4.4; NGSS SEPs and CCCs NGSS SEP SEPs, CCCs & WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT? (see unpacked standards documents for specific instructional details) S: Content specific standards that will be addressed in this unit. Evaluate the claims, evidence and reasoning that the human body, decomposition, and insect populations can be used to establish cause, manner, mechanism and time of death. Standard Component: Establishing Post Mortem Interval (Rigor, Algor, Livor and Stomach and Intestinal contents) Analyze mathematical relationships to draw conclusions. Standard Component: Algor Mortis Algebraic equation Engage in argumentation by using appropriate and sufficient evidence and scientific reasoning to develop, defend and critique claims and explanations about a case. Investigate crime scenes carefully, systematically, and scientifically by asking questions that arise from careful observation of evidence to clarify and/or seek additional information. Standard Component: Observation skills, Deductive Reasoning MAJOR SUPPORTING ROCKWOOD SCHOOL DISTRICT 2 CURRICULUM & INSTRUCTION MAY 2015

8 COURSE: Forensic UNIT TITLE: Unit 3 - Hair and Fiber Evidence UNIT TIMELINE: 2-3 weeks UNIT DESCRIPTION: Students will analyze hair and fiber samples to determine unique characteristics which individualize this evidence. Students will apply this knowledge to identify the source of evidence and crime scene reconstruction. ENDURING UNDERSTANDINGS: Cross-Cutting Concept, Structure and Function: Students will understand that the way an object is shaped or structured determines many of its properties and functions and can be used to narrow evidence and distinguish between human and nonhuman sample of those structures. Cross-Cutting Concept, Patterns: Students will understand that observed patterns in evidence help guide the organization and classification of evidence of evidence, prompting questions about relationships and causes to help interpret, process, and reconstruct a crime scene or solve a case. Practice, Using Mathematics and Computational Thinking: Students will understand how to use mathematical and computational thinking to analyze, represent and model data., Scientific Knowledge is Based on Empirical Evidence: Students will understand that science arguments are strengthened by multiple lines of evidence supporting a single explanation. DISTRICT FUNDED MATERIALS/RESOURCES : Readings: Saferstein s, Forensic, An Introduction (3 rd Edition). The following items will be purchased for the initial adoption but will need to be replaced as needed from the building. Manipulatives/Lab equipment: (Comparison, Stereo and Compound Microscopes, Balances, Microscope Projection Camera, Prepared hair and fiber slides; Metal Forceps) Observing evidence Water retention Technology: Digital cameras (Teachers and students will also need access to computers) Photographing hair and fibers Manipulating pictures to label and measure features ESSENTIAL UNIT QUESTIONS: How does an object s structure relate to its function and identification? What information can be inferred from patterns in nature and data/evidence? How can understanding, coordinating, and identifying patterns help to develop an argument or a scientific explanation? How can mathematics be used to explain scientific phenomena? Why is objectivity important for qualitative observations? How can observation skills impact a scientific investigation? How can multiple lines of evidence substantiate a claim? OPTIONAL MATERIALS/RESOURCES : (These resources are not funded by the district) Textile samples Nail polish Transparency film Candles ROCKWOOD SCHOOL DISTRICT 1 CURRICULUM & INSTRUCTION February 2015

9 REFERENCE/ SEPs, CCCs, and MLS, SMP 4.4; NGSS SEPs & CCCs SEPs, CCCs & NGSS SEP WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT? (see unpacked standards documents for specific instructional details) S: Content specific standards that will be addressed in this unit. Analyze hair and fiber evidence using various scientific techniques in order to obtain information about a crime. Standard Component: Structure and physical characteristics of hair and fiber (micro and macro) Analyze mathematical relationships to draw conclusions. Standard Component: Medullary index ratio, Percent water retention Investigate crime scenes carefully, systematically, and scientifically by asking questions that arise from careful observation of evidence to clarify and/or seek additional information. Standard Component: Observation Skills, Deductive Reasoning Engage in argumentation by using appropriate and sufficient evidence and scientific reasoning to develop, defend and critique claims and explanations about a case. MAJOR SUPPORTING ROCKWOOD SCHOOL DISTRICT 2 CURRICULUM & INSTRUCTION February 2015

10 COURSE: Forensic UNIT TITLE: Unit 4 - Fingerprinting UNIT TIMELINE: 2-3 weeks UNIT DESCRIPTION: Students will learn how fingerprints are formed and how to recognize identifying patterns of fingerprints. They will engage in the practice of collecting and processing fingerprints as well as how to analyze the evidence to support a claim about the forensic investigation. ENDURING UNDERSTANDINGS: Cross-Cutting Concept, Patterns: Students will understand how observed patterns in evidence help guide the organization and classification of evidence, prompting questions about relationships and causes to help interpret, process, and reconstruct a crime scene or solve a case. and Engineering Practice, Analyzing and Interpreting Data: Students will understand how to analyze qualitative and quantitative data by using models/simulations., Scientific Knowledge is Based on Empirical Evidence: knowledge is based on empirical evidence and science includes the process of coordinating patterns of evidence., Scientific Knowledge is Based on Empirical Evidence: Students will understand that science arguments are strengthened by multiple lines of evidence supporting a single explanation. DISTRICT FUNDED MATERIALS/RESOURCES : Readings: Teachers have narrowed the textbook resource to Bertino s Forensic : Advanced Investigations and Saferstein s, Forensic, An Introduction. These materials will be purchased for the initial adoption only: Manipulatives/Lab equipment: (Fingerprint tape and dispensers, Silver Nitrate, Iodine crystals, Ninhydrin; candle warmers; fuming chambers; Black Lights) Technology: (Cameras, Teachers will need access to chromebooks or computers) DVDs: (Forensic Files, Nova Forensics on Trial (for Madrid Bombing case) ESSENTIAL UNIT QUESTIONS: What information can be inferred from patterns in nature and data/evidence? How can understanding, coordinating, and identifying patterns help to develop an argument or a scientific explanation? How can probability be used to analyze evidence and narrow evidence? Why does data analysis help to ensure data/evidence is reliable? Why is objectivity important for qualitative observations? How can observation skills impact a scientific investigation? How can multiple lines of evidence substantiate a claim? Why is it essential that evidence is collected and identified using credible methodologies? OPTIONAL MATERIALS/RESOURCES : (These resources are not funded by the district) Foil Balloons Disposable Paint Brushes Gloves Ink strips 10 cards Superglue Fingerprint dusting powder wands/brushes ROCKWOOD SCHOOL DISTRICT 1 CURRICULUM & INSTRUCTION MAY 2015

11 REFERENCE/ CCCs and SEPs MLS, SMP 4.4; NGSS SEPs and CCCs SEPs, CCCs & NGSS SEP; CCCs and WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT? (see unpacked standards documents for specific instructional details) S: Content specific standards that will be addressed in this unit. Process and analyze the basic properties of fingerprints using various techniques to identify or exclude individuals involved in a crime. Standard Component: Patterns, Types, Minutiae Analyze mathematical relationships to draw conclusions. Standard Component: Probability Investigate crime scenes carefully, systematically, and scientifically by asking questions that arise from careful observation of evidence to clarify and/or seek additional information. Standard Component: Observation skills Engage in argumentation by using appropriate and sufficient evidence and scientific reasoning to develop, defend and critique claims and explanations about a case. MAJOR SUPPORTING ROCKWOOD SCHOOL DISTRICT 2 CURRICULUM & INSTRUCTION MAY 2015

12 COURSE: Forensic UNIT TITLE: Unit 5 - Blood and Blood Spatter UNIT TIMELINE: 4 Weeks UNIT DESCRIPTION: Students will review the structural components of blood, the functions blood, and inheritance patterns for the ABO and Rh blood groups. Students will engage in blood typing as well as the analysis of blood spatter patterns to examine additional evidence for claims in a forensic investigation. ENDURING UNDERSTANDINGS: Cross-Cutting Concept, Structure and Function: Students will understand that the way an object is shaped or structured determines many of its properties and functions and can be used to narrow evidence and distinguish between human and nonhuman samples of those structures. Cross-Cutting Concept, Scale, Probability, and Quantity: Students will understand the significance of evidence is dependent on the scale, probability, and quantity at which it occurs. Cross-Cutting Concept, Patterns: Students will understand that observed patterns in evidence help guide the organization and classification of evidence, prompting questions and relationships and causes to help interpret, process and reconstruct a crime scene or solve a case. Practice, Developing and Using Models: Students will understand how to use, synthesize, and develop models to predict and show relationships among variables between evidence at a crime scene. and Engineering Practice, Obtaining, Evaluating, and Communicating Information: Students will understand how to evaluate the validity and reliability of claims, methods, and designs. Mathematical Practice: Students will understand how to model with mathematics. DISTRICT FUNDED MATERIALS/RESOURCES : Readings: Saferstein s, Forensic, An Introduction (3 rd Edition). The following items will be purchased during the initial adoption only. Scientific Calculators Cameras Blood Drop Surfaces (Cloth, Carpet, Glass, Ceramic Tile, Wood, etc.) Protractors Measuring Tape Meter Sticks ESSENTIAL UNIT QUESTIONS: How does an object s structure relate to its function and its identification? How can probability be used to verify inheritance patterns? Why is the relationship between cause and effect essential to the analysis of evidence? How can understanding, coordinating, and identifying patterns help to develop an argument or a scientific explanation? Why does data analysis help to ensure data/evidence is reliable? How can models provide representations of causal relationships between pieces of evidence? Why is it essential that evidence is collected and identified using credible methodologies? How can mathematics be used to explain scientific phenomena? How can multiple lines of evidence substantiate a claim? How can discussion, arguments, and evaluation of evidence strengthen understanding and revision of explanations? OPTIONAL MATERIALS/RESOURCES : Fake blood Drop and projection Blood ABO Blood Typing plates Hemastix Luminol Sterile Cotton Swabs Dropper Bottles Pipettes Type Specific Blood ROCKWOOD SCHOOL DISTRICT 1 CURRICULUM & INSTRUCTION MAY 2015

13 Antiserum A, B, D Clear Rulers Cardstock Butcher Block Paper Kastle Meyer Reagent Kits String (Area of Convergence) Tape Gloves REFERENCE/ (Connects to HS-LS1-2, HS- LS3-1, and HS- LS3-3) SEPS, CCCs, and SEPs, CCCs, and WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT? (see unpacked standards documents for specific instructional details) S: Content specific standards that will be addressed in this unit. Analyze properties of blood and modeled blood spatter patterns to draw conclusions about the events at a crime scene. Standard Component: Perform Presumptive tests on Blood, Blood Type, Create Blood Spatter Patterns both passive and splashes Analyze properties of blood and modeled blood spatter patterns to draw conclusions about the events at a crime scene. Standard Component: Analyzing Passive and Active Blood Spatter Patterns MAJOR SUPPORTING MLS, SMP 4.4; NGSS SEPs and CCCs NGSS SEP, CCC and SEPs, CCCs & Analyze mathematical relationships to draw conclusions. Standard Component: Probabilities of Blood Types, Angle of Impact and Point of Origin Calculations Engage in argumentation by using appropriate and sufficient evidence and scientific reasoning to develop, defend and critique claims and explanations about a case. Investigate crime scenes carefully, systematically, and scientifically by asking questions that arise from careful observation of evidence to clarify and/or seek additional information. Standard Component: Observation Skills and Deductive Reasoning ROCKWOOD SCHOOL DISTRICT 2 CURRICULUM & INSTRUCTION MAY 2015

14 COURSE: Forensic UNIT TITLE: Unit 6 - DNA Evidence UNIT TIMELINE: 1 week UNIT DESCRIPTION: Students will review the structure and function of DNA. They will learn how DNA evidence is collected, prepared, and processed via gel electrophoresis. Students will then analyze the data to provide evidence for claims in a forensic investigation. ENDURING UNDERSTANDINGS: Cross-cutting Concept, Structure and Function: Students will understand the way an object is shaped or structured determines many of its properties and functions and can be used to narrow evidence. Cross-Cutting Concept, Scale, Probability, and Quantity: Students will understand the significance of evidence is dependent on the scale, probability, and quantity at which it occurs. Practice, Analyzing and Interpreting Data: Students will understand how to analyze qualitative and quantitative data by using models/simulations and by including a more detailed statistical analysis for the comparison of data sets for consistency and reliability. and Engineering Practice, Obtaining, Evaluating, and Communicating Information: Students will understand how to evaluate the validity and reliability of claims, methods, and designs., Scientific Knowledge is based on Empirical Evidence: Students will understand that science arguments are strengthened by multiple lines of evidence supporting a single explanation. DISTRICT FUNDED MATERIALS/RESOURCES : Readings: Saferstein s, Forensic, An Introduction (3 rd Edition). The following items would be purchased during the initial adoption only: Manipulatives/Lab equipment: (Gel Electrophoresis Equipment including chambers, micropipettes, power supplies; DNA Model) DVD: DNA Interactive ESSENTIAL UNIT QUESTIONS: What information can be inferred from patterns in nature and data/evidence? How can understanding, coordinating, and identifying patterns help to develop an argument or a scientific explanation? How does an object s structure relate to its function and identification? Why is the amount of evidence significant to solving a problem? How can probability be used to analyze evidence and narrow evidence? Why is it essential that evidence is collected and identified using credible methodologies? Why is it important for evidence to be reliable and consistent with other data to support a claim? OPTIONAL MATERIALS/RESOURCES : (These resources are not funded by the district) DNA Restriction Enzymes Disposable Tips Buffer Agarose Stain WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT? (see unpacked standards documents for specific instructional details) ROCKWOOD SCHOOL DISTRICT 1 CURRICULUM & INSTRUCTION February 2015

15 REFERENCE/ RSD and NGSS (Connects to HS-LS1-1 and HS-LS3-1) RSD and NGSS (Connects to HS-PS2-6) NGSS SEPs, and CCC S: Content specific standards that will be addressed in this unit. Construct an explanation based on evidence for how the structure and functions of DNA relate to processing forensic evidence. Standard Component: DNA Structure and Function, Chromosomes, Genes Investigate how DNA evidence is prepared, evaluated and analyzed using various techniques so that individuals can be placed or excluded from the scene of a crime. Standard Component: DNA Evidence, DNA Fingerprinting, Gel Electrophoresis Engage in argumentation by using appropriate and sufficient evidence and scientific reasoning to develop, defend and critique claims and explanations about a case. MAJOR SUPPORTING ROCKWOOD SCHOOL DISTRICT 2 CURRICULUM & INSTRUCTION February 2015