OCEAN COUNTY SCIENCE FORENSIC SCIENCE CURRICULUM

Transcription

1 OCEAN COUNTY SCIENCE FORENSIC SCIENCE CURRICULUM Content Area: Science Course Title: Forensic Science Grade Level: 11/12 Observation Skills Crime Scene Investigation and Evidence Collection Hair, Fiber and Textile Analysis Pollen and Spore Examination Fingerprint Analysis Traditional September Block Semester 1 Sept 1-15th Block Semester 2 Feb 1 15th Traditional October Block Semester 1 Sept Block Semester 2 Feb Traditional November/December Block Semester 1 October Block Semester 2 March Traditional January/February Block Semester 1 November Block Semester 2 April Traditional March/April Block Semester 1 December Block Semester 2 May DNA Fingerprinting Traditional May/June Block Semester 1 January Block Semester 2 June Date Created: July, 2011 Board Approved on: August 18, 2011

2 Content Area: Forensic Science Unit Title: Observation Skills Target Course/Grade Level: OCEAN COUNTY SCIENCE CURRICULUM Forensic Science: Observations Skills Unit Unit Summary: One of the most important tools of the forensic investigator is the ability to observe, interpret and report observations clearly. Understanding the limitations of the brain helps us to improve our observations skills. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and Technology. 21 st Century Themes: The unit will integrate the 21 st Century Life and Career stand 9.1 strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Class Standard Introductions at Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.1. These include: understanding scientific explanations, generating scientific evidence through active investigations, reflecting on scientific knowledge and participating productively in science. CONTENT STANDARDS LINK: CPI # Cumulative Progress Indicator (CPI) Unit Essential Questions What is Forensic science? What is an observation? What factors distort our powers of observation? Unit Enduring Understandings Students will understand that Forensic science relates the application of scientific knowledge to legal questions. Analytical skills are required of the forensic scientists Observations are perceptions using the five senses Scientific methods are used in forensic science Our perceptions are based on how we interpret information from our five senses.

3 Unit Learning Targets Students will know How to understand the reliability of eyewitnesses How to develop observation skills How to describe examples of factors influencing eyewitnesses. How to compare the reliability of eyewitness testimony to what actually happened How to relate observation skills to their use in forensic science How to practice and improve their own observation skills.

4 OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Formative Assessments For additional ideas please refer to NJ State DOE classroom application documents: Observation Homework Class participation Summative Assessments DO-NOW Laboratories/Lab Reports Notebook Projects Quizzes For additional ideas please refer to NJ State DOE Professional Education Port (PEP): Chapter/Unit Test Presentations Laboratory Practical Unit Projects Final Exams Portfolio Assessments Modifications (ELLs, Special Education, Gifted and Talented) Teacher tutoring Peer tutoring Cooperative learning groups Modified assignments Differentiated instruction Native language texts and native language to English dictionary Response to Intervention (RTI) and (search tiered lesson plan template Follow all IEP modifications/504 plan Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: Textbook Laboratory manuals and equipment Science Websites o o o *resources will vary for each district

5 OCEAN COUNTY SCIENCE CURRICULUM Forensic Science: Crime Scene Investigation and Evidence Collection Unit Content Area: Forensic Science Unit Title: Crime Scene Investigation and Evidence Collection Target Course/Grade Level: Unit Summary: The goal of a crime-scene investigation is to recognize, document, and collect evidence at the scene of a crime. Piecing the evidence together is a skill that functions to form a picture of what happened at a crime scene which in turn will help solve the crime. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and Technology. 21 st Century Themes: The unit will integrate the 21 st Century Life and Career stand 9.1 strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Class Standard Introductions at Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.1. These include: understanding scientific explanations, generating scientific evidence through active investigations, reflecting on scientific knowledge and participating productively in science. CONTENT STANDARDS LINK: CPI # Cumulative Progress Indicator (CPI) Unit Essential Questions What is a crime scene? Why are different types of evidence important in a crime scene? How is evidence collected and analyzed? Unit Learning Targets Students will know How Locard s Exchange Principle is used in evidence identification and collection How to classify the different types of evidence How to describe the seven steps of crime scene investigation How to describe evidence chain of custody Unit Enduring Understandings Students will understand that There primary and secondary crime scenes There are different types of evidence found at a crime scene Crime scene reconstruction is essential to solving a crime There must be a chain of custody when handling evidence

6 OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Formative Assessments For additional ideas please refer to NJ State DOE classroom application documents: Observation Homework Class participation Venn Diagrams/Graphic Organizers Summative Assessments DO-NOW Laboratories/Lab Reports Notebook Projects Quizzes For additional ideas please refer to NJ State DOE Professional Education Port (PEP): Chapter/Unit Test Presentations Laboratory Practical Unit Projects Final Exams Portfolio Assessment Modifications (ELLs, Special Education, Gifted and Talented) Teacher tutoring Peer tutoring Cooperative learning groups Modified assignments Differentiated instruction Native language texts and native language to English dictionary Response to Intervention (RTI) and (search tiered lesson plan template Follow all IEP modifications/504 plan Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: Textbook Laboratory manuals and equipment Science Websites o o o *resources will vary for each district

7 Content Area: Forensic Science OCEAN COUNTY SCIENCE CURRICULUM Forensic Science: Hair, Fiber and Textile Analysis Unit Unit Title: Hair, Fiber and Textile Analysis Target Course/Grade Level: Unit Summary: There are many types of evidence that can be found at a crime scene. Some include trace evidence, class evidence and individual evidence. Hair, fibers and textiles fall into these categories. Physical and chemical analysis is done in order to identify the types of fibers found at a crime scene. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and Technology. 21 st Century Themes: The unit will integrate the 21 st Century Life and Career stand 9.1 strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Class Standard Introductions at Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.1. These include: understanding scientific explanations, generating scientific evidence through active investigations, reflecting on scientific knowledge and participating productively in science. CONTENT STANDARDS LINK: CPI # Cumulative Progress Indicator (CPI) A.3 Predict a cell s response in a given set of environmental conditions A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation) B.1 Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.

8 Unit Essential Questions How is human hair used to solve a crime? How are natural and synthetic fibers used to solve a crime? Unit Enduring Understandings Students will understand that Human hair is form of class evidence if no follicle is present The follicle of a human hair contains DNA The main function of hair is to help regulate body temperature. Fibers are classified as natural or synthetic Textiles refer to the weaving patterns of fibers Unit Learning Targets Students will know The basic anatomy of hair How to describe the different types of hair based on where they are found on the body The details of how hair is used in crime scene investigations How to describe one method on how hair can be tested for chemicals. How to recognize different weave patterns in textiles How to identify types of fibers based on their chemical composition. How to perform physical and chemical analysis of fibers in a laboratory setting

9 OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Formative Assessments For additional ideas please refer to NJ State DOE classroom application documents: Observation Homework Class participation Summative Assessments DO-NOW Laboratories/Lab Reports Notebook Projects Quizzes For additional ideas please refer to NJ State DOE Professional Education Port (PEP): Chapter/Unit Test Presentations Laboratory Practical Unit Projects Final Exams Portfolio Assessments Modifications (ELLs, Special Education, Gifted and Talented) Teacher tutoring Peer tutoring Cooperative learning groups Modified assignments Differentiated instruction Native language texts and native language to English dictionary Response to Intervention (RTI) and (search tiered lesson plan template Follow all IEP modifications/504 plan Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: Textbook Laboratory manuals and equipment Science Websites o o o *resources will vary for each district

10 Content Area: Forensic Science Unit Title: Pollen and Spore Examination Target Course/Grade Level: OCEAN COUNTY SCIENCE CURRICULUM Forensic Science: Pollen and Spore Examination Unit Unit Summary Specialized forensic fields are often devoted to studying biological evidence at a crime scene. Forensic palynology is a specialized field that is the study of pollen and spore evidence at a crime scene. Pollen and spores are released by plants, fungi and certain protists and can be used as evidence in determining where a crime was committed. Pollen and spores are examples of microscopic evidence that can be useful in criminal cases. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and Technology. 21 st Century Themes: The unit will integrate the 21 st Century Life and Career stand 9.1 strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Class Standard Introductions at Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.1. These include: understanding scientific explanations, generating scientific evidence through active investigations, reflecting on scientific knowledge and participating productively in science. CONTENT STANDARDS LINK: CPI # Cumulative Progress Indicator (CPI) D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization) A.3 Predict a cell s response in a given set of environmental conditions A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation) B.4 Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process. Unit Essential Questions Unit Enduring Understandings Students will understand that How are pollen and spores useful in solving Pollen and spores come from plants, fungi and in a crime? certain protists are a type of microscopic evidence. What are some ways that pollen and spores Pollen counts provide information of where and are dispersed? when certain pollen types are produced. What kind of organisms produce pollen and Pollination occurs through a variety of methods in spores? the natural world Pollen and spores are collected at a crime scene

11 Unit Learning Targets Students will know How to define a pollen fingerprint. How to classify different types of pollen and spore producers How to identify means of spore and pollen dispersal How to understand the characteristics of spores and pollen How pollen and spores are important to forensics. How to collect and analyze pollen and spore samples in a laboratory setting. and then analyzed.

12 OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Formative Assessments For additional ideas please refer to NJ State DOE classroom application documents: Observation Homework Class participation Venn Diagrams/Graphic Organizers Summative Assessments DO-NOW Laboratories/Lab Reports Notebook Projects Quizzes For additional ideas please refer to NJ State DOE Professional Education Port (PEP): Chapter/Unit Test Presentations Laboratory Practical Unit Projects Final Exams Portfolio Assessments Modifications (ELLs, Special Education, Gifted and Talented) Teacher tutoring Peer tutoring Cooperative learning groups Modified assignments Differentiated instruction Native language texts and native language to English dictionary Response to Intervention (RTI) and (search tiered lesson plan template Follow all IEP modifications/504 plan Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: Textbook Laboratory manuals and equipment Science Websites o o o *resources will vary for each district

13 Content Area: Forensic Science Unit Title: Fingerprint Analysis Target Course/Grade Level: OCEAN COUNTY SCIENCE CURRICULUM Forensic Science: Fingerprint Analysis Unit Unit Summary Fingerprints are raised portions of the skin. When we touch an object these ridges leave an impression of dirt, oil and other secretions of the skin. Fingerprints form before birth in the basal layer of the epidermis. These cells reproduce faster than the outer epidermis and the lower dermis. As a result this layer collapses and folds in different directions creating many intricate shapes between the other layers of the skin. This pattern is permanent and cannot be destroyed by injury because the outer layers protect it. Fingerprints are official documents due to the infinite patterns that can arise in people. In crime scene investigations fingerprints are considered as some of the best types of individual evidence collected. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and Technology. 21 st Century Themes: The unit will integrate the 21 st Century Life and Career stand 9.1 strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Class Standard Introductions at Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.1. These include: understanding scientific explanations, generating scientific evidence through active investigations, reflecting on scientific knowledge and participating productively in science. CONTENT STANDARDS LINK: CPI # Cumulative Progress Indicator (CPI) A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation). Unit Essential Questions How are fingerprints useful in determining who committed a crime? Why are fingerprints considered unique to every individual person? Why are people s fingerprints kept on record? Unit Enduring Understandings Students will understand that Fingerprints have certain characteristics Fingerprints form before birth Fingerprints cannot be altered Fingerprint evidence is a reliable source of individual evidence. Fingerprint identification techniques continually evolve.

14 Unit Learning Targets Students will be able to: Discuss the history of fingerprinting Describe the formation and characteristics of fingerprints Identify the different types of fingerprints Understand the reliability of fingerprints in solving a crime Describe the means of fingerprint analysis Collect and analyze fingerprints Explain the process of lifting a latent fingerprint

16 Content Area: Forensic Science Unit Title: DNA Fingerprinting Target Course/Grade Level: OCEAN COUNTY SCIENCE CURRICULUM Forensic Science: DNA Fingerprinting Unit Unit Summary: Advances in DNA technology have allowed many criminal cases to be solved in today s modern age. DNA is used to establish paternity, identify victims and to investigate crimes. DNA profiling is extremely useful because every person s DNA is unique. DNA can be found in every type of cell. DNA evidence is one of best forms of individual evidence crime scene investigators can collect. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and Technology. 21 st Century Themes: The unit will integrate the 21 st Century Life and Career stand 9.1 strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Class Standard Introductions at Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.1. These include: understanding scientific explanations, generating scientific evidence through active investigations, reflecting on scientific knowledge and participating productively in science. CONTENT STANDARDS LINK: CPI # Cumulative Progress Indicator (CPI) A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment A.3 Predict a cell s response in given set of environmental conditions A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.g., stem cells, sex determination) D.1 Explain the value and potential applications of genome projects D.2 Predict the potential impact on an organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused by mutations E.2 Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence).

17 Unit Essential Questions Why is DNA evidence one of the best pieces of evidence used to solve a crime? What makes every person s DNA different? Where in the human body is DNA found and what are some sources of DNA found at a crime scene? Unit Enduring Understandings Students will understand that There are many different sources of DNA that can be collected at a crime scene. DNA has a complex structure and that the sequence of nitrogen bases determines identity and paternity. There are various techniques used to analyze DNA DNA evidence is compared for matching Unit Learning Targets Students be able to: Describe basic structure of the DNA molecule Explain the function of DNA in living things Describe the sources of DNA evidence Describe the collection and preservation of DNA evidence from a crime scene Explain the use of a variety of molecular biological techniques including: o DNA fingerprinting o PCR o DNA sequencing List the steps of DNA fingerprinting Describe the value of the PCR technique Compare DNA fragments on a gel