PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION FORENSICS. Student Eligibility: Grades Date Approved: 9/24/12

Transcription

1 PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION FORENSICS Length of Course: Elective/Required: School: Semester Elective High Schools Student Eligibility: Grades Credit Value: 2.5 Credits Date Approved: 9/24/12

2 FORENSICS 2 TABLE OF CONTENTS Statement of Purpose 3 Essential Instructional Behavior (Draft 14) 4 Unit of Study 1: Introduction and History of Forensic Science 6 Unit of Study 2: Observation Skill and Crime Scene Analysis 8 Unit of Study 3: Hair and Fiber Analysis 10 Unit of Study 4: Fingerprint Analysis 12 Unit of Study 5: Serology 14 Unit of Study 6: Impressions New Jersey Core Curriculum Content Standards - Science 19 Modifications will be made to accommodate IEP mandates for classified students.

3 FORENSICS 3 STATEMENT OF PURPOSE Forensics is a new course offering in the Edison Public School district for the school year. The course is being offered as a semester elective to seniors who want to take an introductory course in Forensics. Forensics is multifaceted and designed so students can apply scientific principles and concepts to solve crime-related problems. By studying different scenarios and applying their scientific knowledge, students will understand the relationship of science and problem solving to real-life situations. Teachers completed work on this guide by identifying the units of study and delineating the expectations of student skills as well as appropriate instructional teacher actions that will help to insure proper and consistent delivery of the curriculum across the district. This guide was created by: Francesca Pugliese John P. Stevens High School Kristen Gumina John P. Stevens High School Brian Murtagh Edison High School Coordinated by: Laurie Maier - Supervisor, Edison High School Hope Benson - Supervisor, John P. Stevens High School

4 FORENSICS 4 Public Schools of Edison Township Divisions of Curriculum and Instruction Draft 14 Essential Instructional Behaviors Edison s Essential Instructional Behaviors are a collaboratively developed statement of effective teaching from pre-school through Grade 12. This statement of instructional expectations is intended as a framework and overall guide for teachers, supervisors, and administrators; its use as an observation checklist is inappropriate. 1. Planning which Sets the Stage for Learning and Assessment Does the planning show evidence of: a. units and lessons directly related to learner needs, the written curriculum, the New Jersey Core Content Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)? b. measurable objectives that are based on diagnosis of learner needs and readiness levels and reflective of the written curriculum, the NJCCCS, and the CPI? c. lesson design sequenced to make meaningful connections to overarching concepts and essential questions? d. provision for effective use of available materials, technology and outside resources? e. accurate knowledge of subject matter? f. multiple means of formative and summative assessment, including performance assessment, that are authentic in nature and realistically measure learner understanding? g. differentiation of instructional content, processes and/or products reflecting differences in learner interests, readiness levels, and learning styles? h. provision for classroom furniture and physical resources to be arranged in a way that supports student interaction, lesson objectives, and learning activities? 2. Observed Learner Behavior that Leads to Student Achievement Does the lesson show evidence of: a. learners actively engaged throughout the lesson in on-task learning activities? b. learners engaged in authentic learning activities that support reading such as read alouds, guided reading, and independent reading utilizing active reading strategies to deepen comprehension (for example inferencing, predicting, analyzing, and critiquing)? c. learners engaged in authentic learning activities that promote writing such as journals, learning logs, creative pieces, letters, charts, notes, graphic organizers and research reports that connect to and extend learning in the content area? d. learners engaged in authentic learning activities that promote listening, speaking, viewing skills and strategies to understand and interpret audio and visual media? e. learners engaged in a variety of grouping strategies including individual conferences with the teacher, learning partners, cooperative learning structures, and whole-class discussion? f. learners actively processing the lesson content through closure activities throughout the lesson? g. learners connecting lesson content to their prior knowledge, interests, and personal lives? h. learners demonstrating increasingly complex levels of understanding as evidenced through their growing perspective, empathy, and self-knowledge as they relate to the academic content? i. learners developing their own voice and increasing independence and responsibility for their learning? j. learners receiving appropriate modifications and accommodations to support their learning?

5 FORENSICS 5 3. Reflective Teaching which Informs Instruction and Lesson Design Does the instruction show evidence of: a. differentiation to meet the needs of all learners, including those with Individualized Education Plans? b. modification of content, strategies, materials and assessment based on the interest and immediate needs of students during the lesson? c. formative assessment of the learning before, during, and after the lesson, to provide timely feedback to learners and adjust instruction accordingly? d. the use of formative assessment by both teacher and student to make decisions about what actions to take to promote further learning? e. use of strategies for concept building including inductive learning, discovery-learning and inquiry activities? f. use of prior knowledge to build background information through such strategies as anticipatory set, K-W-L, and prediction brainstorms? g. deliberate teacher modeling of effective thinking and learning strategies during the lesson? h. understanding of current research on how the brain takes in and processes information and how that information can be used to enhance instruction? i. awareness of the preferred informational processing strategies of learners who are technologically sophisticated and the use of appropriate strategies to engage them and assist their learning? j. activities that address the visual, auditory, and kinesthetic learning modalities of learners? k. use of questioning strategies that promote discussion, problem solving, and higher levels of thinking? l. use of graphic organizers and hands-on manipulatives? m. creation of an environment which is learner-centered, content rich, and reflective of learner efforts in which children feel free to take risks and learn by trial and error? n. development of a climate of mutual respect in the classroom, one that is considerate of and addresses differences in culture, race, gender, and readiness levels? o. transmission of proactive rules and routines which students have internalized and effective use of relationship-preserving desists when students break rules or fail to follow procedures? 4. Responsibilities and Characteristics which Help Define the Profession Does the teacher show evidence of: a. continuing the pursuit of knowledge of subject matter and current research on effective practices in teaching and learning, particularly as they tie into changes in culture and technology? b. maintaining accurate records and completing forms/reports in a timely manner? c. communicating with parents about their child s progress and the instructional process? d. treating learners with care, fairness, and respect? e. working collaboratively and cooperatively with colleagues and other school personnel? f. presenting a professional demeanor? MQ/jlm 7/2009

6 FORENSICS 6 Unit of Study 1: Introduction and History of Forensic Science Time: 1 Week Targeted State Standards: 5.1 A.1, 5.1.B.2, 5.2.A.1, 5.2.A.2, 5.2.A.3, 5.2.B.2, 5.4.A.1 Unit Objectives/Enduring Understandings: Be exposed to the basics and history of forensic science to prepare them for deeper understanding of specific topics in the following units. Realize that Science can be applied to solving crimes Understand that physical evidence is the basis for building a criminal case against a suspect Essential Questions: Is science applicable to solving crimes? Is all evidence found at a crime scene significant? Has technology revolutionized forensic science and in what ways is technology used to solves crimes? Unit Assessment: Formal Summative Assessment Core Content Instructional Actions Cumulative Progress Indicators 5.1 A.1, 5.1.B.2, 5.2.A.1, 5.2.A.2, 5.2.A.3, 5.2.B.2, 5.4.A.1 Concepts What students will know. The definition of forensic science The history of Bertillion, Orfila, Galton, Goddard, Mc Crone and Locard That there are several branches of forensic science: Physical science unit, biology unit, firearms unit, document examination unit, photography unit, toxicology unit, latent fingerprint unit, polygraph unit, voiceprint analysis unit, and evidence collection unit. The set up of the forensic science lab The methods used to process crime scenes The importance of the Skills What students will be able to do. Demonstrate how to properly use the light microscope Activities/Strategies Technology Implementation/ Interdisciplinary Connections Teacher Powerpoint on the History of Forensic Science Sherlock Holmes? Who is he? Why is he so important? (Research activity) Modern Marvels: Inside a Foresics Lab Assessment Check Points Quizzes Tests Labs and Write Ups Class Discussions Worksheets Teacher Feedback Homework Online Activities BRAG Sheet

7 FORENSICS 7 Unit of Study 1: Introduction and History of Forensic Science (cont.) Time: 1 Week Core Content Instructional Actions Cumulative Progress Indicators Concepts What students will know. microscope to forensic analysis The types/categories of physical evidence How data and information can be extracted from physical evidence Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points Resources: Bertino Forensics Science Book, Computer Programs, PowerPoints, Study Guides,Video Segments from various crime tv shows (CSI, Forensic Files, etc) Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

8 FORENSICS 8 Unit of Study 2: Observation Skill and Crime Scene Analysis Time: 3 Weeks Targeted State Standards: 5.1 A.1, 5.1.B.2, 5.2.A.1, 5.2.A.2, 5.2.A.3, 5.2.B.2, 5.4.A.1 Unit Objectives/Enduring Understandings: Practice and improve their powers of observation Relate observation skills to their use in forensic science Differentiate between the seven steps involved in processing and evaluating evidence at a crime scene. Realize that physical evidence is the basis for building a criminal case against a suspect. Understand that physical evidence can be used in a variety of ways and be tested in several ways to produce results that can be used to solve the crime. Appreciate that documenting the crime scene is just as important as collecting evidence. Essential Questions: Is all evidence found at a crime scene significant? Is Locard s Exchange Principle always applicable in the collection, preservation and analysis of evidence? Is it possible to commit the perfect crime? Does human activity have an impact on the collection and evaluation of evidence? Has technology revolutionized forensic science and in what ways is technology used to solve crimes? Unit Assessment: Various Formal and Summative Assessments on Observation skills and their importance (Both in lab and out of lab activities) Core Content Instructional Actions Cumulative Progress Indicators 5.1 A.1, 5.1.B.2, 5.2.A.1, 5.2.A.2, 5.2.A.3, 5.2.B.2, 5.4.A.1 Concepts What students will know. The methods used to process crime scenes The importance of the microscope to forensic analysis The types/categories of physical evidence How data and information can be extracted from physical evidence Skills What students will be able to do. Demonstrate how to properly use the light microscope Develop a sketch of a suspect based on eyewitness testimony Demonstrate the securing of a crime scene Search a crime scene for evidence Use the correct method for Activities/Strategies Technology Implementation/ Interdisciplinary Connections Teacher Led Powerpoints Observation Activity Bedroom Sketch / Intro To Crime Scene Sketch Suspect Sketching Locards Principle Activity Crime Scène Investigation/Chain of Custody Assessment Check Points Quizzes Tests Labs and Write Ups Class Discussions Worksheets Teacher Feedback Homework Online Activities BRAG Sheet

9 FORENSICS 9 Unit of Study 2: Observation Skill and Crime Scene Analysis (cont.) Time: 3 Weeks Core Content Instructional Actions Cumulative Progress Indicators Concepts What students will know. The importance of chain of custody. The job description of a crime scene investigator The seven steps to processing a crime scene. The method for documenting and processing a crime scene Methods for the collection of crime scene evidence That the powers of observation and good questioning techniques are important characteristics of good forensic scientists kills What students will be able to do. sketching a crime scene Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points Resources: Bertino Forensics Science Book, Computer Programs, PowerPoints, Study Guides,Video Segments from various crime tv shows (CSI, Forensic Files, etc) Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

10 FORENSICS 10 Unit of Study 3: Hair and Fiber Analysis Time: 2 Weeks Targeted State Standards: 5.1 A.1, 5.1.B.2, 5.2.A.1, 5.2.A.2, 5.2.A.3, 5.2.B.2, 5.4.A.1, Unit Objectives/Enduring Understandings: The learner will learn the variety of scientific analysis that can be used to evaluate hair and fiber evidence by: Demonstrate how to package and process hair and fiber evidence Demonstrate how to use a microscope to evaluate hair and fiber evidence Identify human and animal hairs Differentiate between natural and synthetic fibers Essential Questions: Has computer technology changed the science of analyzing trace evidence for the better? Is hair evidence just as useful in identifying a suspect as DNA? Is there value in fiber evidence when trying to identify a suspect? Unit Assessment: Investigatory Lab analyzing and identifying various hair and fiber samples. Core Content Instructional Actions Cumulative Progress Indicators 5.1-A.1, 5.1.B.2, 5.2.A.1, 5.2.A.2, 5.2.A.3, 5.2.B.2, 5.4.A.1 Concepts What students will know. How to evaluate hair and fiber evidence. How to determine the source of a strand of hair. How to extract DNA from hair. Skills What students will be able to do. Demonstrate how to package and process hair and fiber evidence Demonstrate how to use a microscope to evaluate hair and fiber evidence Identify human and animal hairs Differentiate between natural and synthetic fibers Activities/Strategies Technology Implementation/ Interdisciplinary Connections Reading Job of a CSI Critical Thinking Activity: US v. Mincey Students will be asked about the validity of fiber and hair evidence based on how the evidence was obtained Can this evidence be individualized? Lab: Students will be given a variety of evidence to evaluate and determine whether it is class or individual. Assessment Check Points Quizzes Tests Labs and Write Ups Class Discussions Worksheets Teacher Feedback Homework Online Activities

11 FORENSICS 11 Unit of Study 3: Hair and Fiber Analysis (cont.) Time: 2 Weeks Resources: Bertino Forensics Science Book, Computer Programs, PowerPoints, Study Guides,Video Segments from various crime tv shows (CSI, Forensic Files, etc) Slides Clear nail polish Reference slides (both hair and fiber) Computer microscope Cloth samples Hair samples from animal and human sources Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

12 FORENSICS 12 Unit of Study 4: Fingerprint Analysis Time: 3 Weeks Targeted State Standards: 5.1 A.1, 5.1.B.2, 5.2.A.1, 5.2.A.2, 5.2.A.3, 5.2.B.2, 5.4.A.1 Unit Objectives/Enduring Understandings: Distinguish between the combination of pattern type and minutiae that make each person s fingerprints unique. Recognize that there are three basic fingerprint patterns: loops, arches and whorls and 12 basic minutiae that make up each individual s prints. Identify the three basic types of fingerprints that can be lifted from a crime scene: latent, visible and plastic. Correctly identify the best method to lift a print based upon the type of print and the surface it is found on. Explain how the FBI developed database of fingerprints (CODIS) is used by police agencies around the world to help identify prints that have been lifted from a crime scene. Essential Questions: Can two people have the same fingerprint? Are the three basic patterns and 12 minutiae the only way to individualize fingerprint evidence? Has computer technology changed the science of fingerprinting for the better? Unit Assessment: Investigatory Lab analyzing and identifying various fingerprints. Core Content Instructional Actions Cumulative Progress Indicators 5.1 A.1, 5.1.B.2, 5.2.A.1, 5.2.A.2, 5.2.A.3, 5.2.B.2, 5.4.A.1 Concepts What students will know. The historical development of fingerprints as a science. Fingerprints have three basic patterns: arches, loops and whorls The 12 minutiae that combine to form a unique set of fingerprints for each individual How CODIS is used to identify fingerprints Skills What students will be able to do. Identify fingerprints Compare fingerprints Lift fingerprints Activities/Strategies Technology Implementation/ Interdisciplinary Connections Case studies that deal with fingerprints Lifting and preserving fingerprints lab: Student will use powders, tape and fuming box to lift prints from a variety of surfaces Fingerprint Comparison Lab: Students will compare unknown prints to known prints Crazy Glue Lab: students will bring in pieces of evidence to lift prints from them using crazy glue in a fuming box Assessment Check Points Tests and quizzes Lab on lifting and preserving fingerprints Lab on comparing fingerprints Crazy glue fuming Lab

13 FORENSICS 13 Unit of Study 4: Fingerprint Analysis (cont.) Time: 3 Weeks Resources: Essential Materials, Supplementary Materials, Links to Best Practices Fingerprinting kits Fuming Box for crazy glue fuming Fingerprinting powders Dif tape Forensic Science: Fundamentals & Investigations; Student Edition Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

14 FORENSICS 14 Unit of Study 5: Serology Time: 4 weeks Targeted State Standards: 5.1.A.1, 5.1.A.2, 5.1.A.3, 5.1.A.4, 5.1.B.1, 5.1.B.2, 5.1.C.1, 5.2.A.1, 5.3.A.1, 5.3.C.1, 5.3.D.1, 5.4.B.1, 5.5.C.1 Unit Objectives/Enduring Understandings: Identify DNA as the structural unit of heredity made up of long chains of repeating units called nucleotides. Recognize that there is a difference between nuclear and mitochondrial DNA and therefore they must be processed differently Explain how PCR can be used to amplify minute amounts of DNA found at a crime scene Identify the proper way to collect and store DNA from a crime scene to prevent degradation. Analyze blood splatter evidence to help reconstruct a crime scene. Describe how to screen for the presence of human blood. Describe how to determine the blood type of a sample. Interpret toxicology tests performed on DNA and Blood evidence. Essential Questions: What is the basic structure and function of DNA? Is all DNA the same? How does DNA fingerprinting and PCR work? How does gel electrophoresis work? Explain how crime-scene evidence is collected for DNA analysis? Explain how crime scene evidence is processed to obtain DNA evidence in criminal cases? Does blood evidence have value in criminal investigation? Does the duality of blood as class and individual evidence make it one of the better tools in a forensic scientist s arsenal? Unit Assessment: Investigatory Lab analyzing and identifying various blood and DNA samples. Core Content Instructional Actions Cumulative Progress Indicators 5.1.A.1, 5.1.A.2, 5.1.A.3, 5.1.A.4, 5.1.B.1, 5.1.B.2, 5.1.C.1, 5.2.A.1, 5.3.A.1, 5.3.C.1, 5.3.D.1, 5.4.B.1, 5.5.C.1 Concepts What students will know. DNA is a biological molecule made up of a combination of nucleotides that are unique to each individual The unique nature of DNA makes it the definitive form of personal identification There are a variety of different sources for DNA Skills What students will be able to do. Demonstrate how to collect evidence at a crime scene to protect the fragile DNA samples that may exist Explain the differences between nuclear and mitochondrial DNA and the processing and uses for each in a criminal Activities/Strategies Technology Implementation/ Interdisciplinary Connections Case studies Powerpoint presentation and notes DNA Fingerprinting Simulation activity Where is the CAT? Simulation activity: students will analyze simulated DNA fingerprints to identify a suspect. Who is the Parent Critical Thinking Assessment Check Points Tests and quizzes DNA fingerprinting simulation activity Where is the CAT? Activity Critical thinking activities Romanov Murders internet

15 FORENSICS 15 Unit of Study 5: Serology (cont.) Time: 4 weeks Core Content Instructional Actions Cumulative Progress Indicators Concepts What students will know. The difference between nuclear DNA and mitochondrial DNA That PCR is used to amplify small amounts of DNA How DNA evidence is collected at a crime scene The identity of each of the four ABO blood groups can be established by testing the blood with anti-a and anti-b sera The Kastle-Meyer test is used to determine if a stain is blood Luminol can be used to search out trace amounts of blood located at a crime scene The effect of height and surface angel on blood drops How to interpret blow back Toxicology reports can give us insight into contributing factors in death and accident investigations. Skills What students will be able to do. investigation. Perform the processes of gel electrophoresis, PCR and DNA fingerprinting Analyze DNA fingerprints for similarities Type blood Perform the Kastle-Meyer test Analyze bullets and trajectory angles Analyze convergence patterns Analyze blood spatter for height, surface angle, angle of convergence and point of origin Interpret toxicology reports. Test for the presence of various classes of controlled substances. Activities/Strategies Technology Implementation/ Interdisciplinary Connections activity: students are presented with a southern blot to Process and analyze Romanov Murders Internet Activity; Students will follow a webquest to use DNA technology to identify the remains of the Romanov family Blood Typing Lab: Students will learn how to perform a test to determine a the blood type of a blood sample Presumptive Blood Test activity: students will use the Kastle-Meyer test to test a variety of blood samples to determine their authenticity. Blood Splatter Analysis Lab: Students will analyze the effect of height, impact angle, area of convergence and point of origin Crime Scene Investigation: A Critical Thinking Activity: Students will use information collected from a crime scene and their knowledge of blood spatter analysis to develop a hypothesis to describe events that occurred at a crime scene Drug analysis and Identification Labs: Students will test for the presence of various drugs in an unknown sample to determine the sample s composition. Assessment Check Points activity Presumptive Blood Test Blood Typing Lab Blood Spatter Analysis lab Crime Scene Investigation: A Critical Thinking Activity

16 FORENSICS 16 Unit of Study 5: Serology (cont.) Time: 4 weeks Resources: Essential Materials, Supplementary Materials, Links to Best Practices Gel electrophoresis kit DNA samples Website: Fake blood Butcher paper Ant-A and Anti-B solutions Luminol Blue light Plastic ballistics set Trajectory rods String Bullet angle templates Toothbrush Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

17 FORENSICS 17 Unit of Study 6: Impressions Time: 3 Weeks Targeted State Standards: 5.1 A.1, 5.1.B.2, 5.2.A.1, 5.2.A.2, 5.2.A.3, 5.2.B.2, 5.4.A.1 Unit Objectives/Enduring Understandings: Study, identify and analyze various bite marks, tool marks, tire and footware impressions by demonstrating: How to collect bite mark impressions How to collect tool mark, tire and footwear impression evidence at a crime scene How to analyze and compare bite marks, tool marks, tire impressions and footwear impressions, The value of the tire and footwear databases developed by the FBI Essential Questions: Has computer technology changed the science of analyzing trace evidence for the better? How are impressions useful in recreating a crime scene? (class evidence and individual evidence) Have tire and footwear databases changed the landscape of impressions evidence? Can individualizing tool-mark impressions, tire impressions and footwear impressions make them more useful as evidence in a criminal investigation? Unit Assessment: Investigatory Lab analyzing and identifying various impression prints. Core Content Instructional Actions Cumulative Progress Indicators 5.1-A B A A A B A.1 Concepts What students will know. Impression evidence can be made from bites, tools, tires and shoes Collecting the impressions using the correct medium is of utmost importance Structural variations made by scratches, nicks, gouges, breaks and wear are what individualize tool and tire marks and footwear impressions Skills What students will be able to do. Take bite mark impressions and evaluate them as evidence Analyze tool marks Determine tire size Take tire impressions and compare them Take footwear casts and compare them Activities/Strategies Technology Implementation/ Interdisciplinary Connections Bite mark analysis lab: Students will examine and document each other s teeth on a dental chart and then make bite mark impressions in wax and try to match them as unknown to the known dental charts Tool mark analysis lab: Students will make castings of a variety of screw drivers to identify the unknown casting Tire impressions lab: Students will learn how to make tire mark impressions using an automobile. They will then take these impressions back to the Assessment Check Points Quizzes Tests Labs and Write Ups Class Discussions Worksheets Teacher Feedback Homework Online Activities

18 FORENSICS 18 Unit of Study 6: Impressions (cont.) Time: 3 Weeks Core Content Instructional Actions Cumulative Progress Indicators Concepts What students will know. Skills What students will be able to do. Resources: Bertino Forensics Science Book, Computer Programs, PowerPoints, Study Guides,Video Segments from various crime tv shows (CSI, Forensic Files, etc) Casting medium Impression setting solution Paint Butcher paper Car (to make tire impressions) Variety of footwear Footwear Impression cards Footwear impression casts (for comparison) Clay Old keys Variety of screw drivers Impression foam Activities/Strategies Technology Implementation/ Interdisciplinary Connections classroom to learn how to identify tire impressions by make, model and size. They will also learn how to identify minor imperfections that are unique to each vehicle. Toy car tire impression activity: Students will be given a set of unknown toy tire mark impressions and a set of cars. They will match the tire impressions to the specific car that made them Footwear impression lab: Students will make castings of their footwear. They will then be presented with a set of pre-made impressions that they must match up to a variety of footwear Assessment Check Points presented as examples Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

19 FORENSICS 19 Content Area Standard Strand By the end of grade P 2009 New Jersey Core Curriculum Content Standards - Science Science 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. A. Understand Scientific Explanations : Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Content Statement CPI# Cumulative Progress Indicator (CPI) Who, what, when, where, why, and how questions form the basis for young learners investigations during sensory explorations, experimentation, and focused inquiry. 4 Fundamental scientific concepts and principles and the links between them are more useful than discrete facts. 4 Connections developed between fundamental concepts are used to explain, interpret, build, and refine explanations, models, and theories. 4 Outcomes of investigations are used to build and refine questions, models, and explanations. 8 Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. 8 Results of observation and measurement can be used to build conceptual-based models and to 5.1.P.A A A A A A.2 Display curiosity about science objects, materials, activities, and longer-term investigations in progress. Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences. Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations. Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.

20 FORENSICS 20 search for core explanations. 8 Predictions and explanations are revised based on systematic observations, accurate measurements, and structured data/evidence. 12 Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. 12 Interpretation and manipulation of evidence-based models are used to build and critique arguments/explanations. 12 Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose theories A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence.

21 FORENSICS 21 Content Area Standard Strand By the end of grade P Science 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Content Statement CPI# Cumulative Progress Indicator (CPI) Observations and investigations form young learners understandings of science concepts. P Experiments and explorations provide opportunities for young learners to use science vocabulary and scientific terms. P Experiments and explorations give young learners opportunities to use science tools and technology. 4 Building and refining models and explanations requires generation and evaluation of evidence. 4 Tools and technology are used to gather, analyze, and communicate results. 4 Evidence is used to construct and defend arguments. 4 Reasoning is used to support scientific conclusions. 8 Evidence is generated and evaluated as part of building and refining models and explanations. 5.1.P.B P.B P.B B B B B B.1 Observe, question, predict, and investigate materials, objects, and phenomena (e.g., using simple tools to crack a nut and look inside) during indoor and outdoor classroom activities and during any longer-term investigations. Use basic science terms and topic-related science vocabulary. Identify and use basic tools and technology to extend exploration in conjunction with science investigations. Design and follow simple plans using systematic observations to explore questions and predictions. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations. 8 Mathematics and technology are used B.2 Gather, evaluate, and represent evidence using scientific tools,

22 FORENSICS 22 to gather, analyze, and communicate technologies, and computational strategies. results. 8 Carefully collected evidence is used to construct and defend arguments B.3 Use qualitative and quantitative evidence to develop evidencebased arguments. 8 Scientific reasoning is used to support scientific conclusions. 12 Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. 12 Mathematical tools and technology are used to gather, analyze, and communicate results. 12 Empirical evidence is used to construct and defend arguments. 12 Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions B.4 Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational tools B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations.

23 FORENSICS 23 Content Area Standard Strand By the end of grade P Science 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time. Content Statement CPI# Cumulative Progress Indicator (CPI) Interacting with peers and adults to share questions and explorations about the natural world builds young learners scientific knowledge. 4 Scientific understanding changes over time as new evidence and updated arguments emerge. 4 Revisions of predictions and explanations occur when new arguments emerge that account more completely for available evidence. 4 Scientific knowledge is a particular kind of knowledge with its own sources, justifications, and uncertainties. 8 Scientific models and understandings of fundamental concepts and principles are refined as new evidence is considered. 8 Predictions and explanations are revised to account more completely for available evidence. 8 Science is a practice in which an established body of knowledge is continually revised, refined, and extended. 5.1.P.C C C C C C C.3 Communicate with other children and adults to share observations, pursue questions, and make predictions and/or conclusions. Monitor and reflect on one s own knowledge regarding how ideas change over time. Revise predictions or explanations on the basis of learning new information. Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. Monitor one s own thinking as understandings of scientific concepts are refined. Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models. Generate new and productive questions to evaluate and refine core explanations.

24 FORENSICS Refinement of understandings, explanations, and models occurs as new evidence is incorporated C.1 Reflect on and revise understandings as new evidence emerges. 12 Data and refined models are used to revise predictions and explanations. 12 Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges C.2 Use data representations and new models to revise predictions and explanations C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.

25 FORENSICS 25 Content Area Standard Strand By the end of grade P Science 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. D. Participate Productively in Science : The growth of scientific knowledge involves critique and communication, which aresocial practices that are governed by a core set of values and norms. Content Statement CPI# Cumulative Progress Indicator (CPI) Science practices include drawing or writing on observation clipboards, making rubbings, or charting the growth of plants. 4 Science has unique norms for participation. These include adopting a critical stance, demonstrating a willingness to ask questions and seek help, and developing a sense of trust and skepticism. 4 In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific argumentation and representation). 4 Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events. 4 Organisms are treated humanely, responsibly, and ethically. 8 Science involves practicing productive social interactions with 5.1.P.D D D D D D.1 Represent observations and work through drawing, recording data, and writing. Actively participate in discussions about student data, questions, and understandings. Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. Demonstrate how to safely use tools, instruments, and supplies. Handle and treat organisms humanely, responsibly, and ethically. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and

26 FORENSICS 26 peers, such as partner talk, wholegroup experiences. discussions, and small-group work. 8 In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.) D.2 Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building. 8 Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events. 8 Organisms are treated humanely, responsibly, and ethically. 12 Science involves practicing productive social interactions with peers, such as partner talk, wholegroup discussions, and small-group work. 12 Science involves using language, both oral and written, as a tool for making thinking public. 12 Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically D.3 Demonstrate how to safely use tools, instruments, and supplies D.4 Handle and treat organisms humanely, responsibly, and ethically D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

27 FORENSICS 27 Content Area Standard Strand By the end of grade P Science 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. A. Properties of Matter : All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. Content Statement CPI# Cumulative Progress Indicator (CPI) Observations and investigations form a basis for young learners understanding of the properties of matter. 2 Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their physical properties. 2 Matter exists in several different states; the most commonly encountered are solids, liquids, and gases. Liquids take the shape of the part of the container they occupy. Solids retain their shape regardless of the container they occupy. 4 Some objects are composed of a single substance; others are composed of more than one substance. 4 Each state of matter has unique properties (e.g., gases can be compressed, while solids and liquids cannot; the shape of a solid is independent of its container; liquids and gases take the shape of their 5.2.P.A A A A A.2 Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight. Sort and describe objects based on the materials of which they are made and their physical properties. Identify common objects as solids, liquids, or gases. Identify objects that are composed of a single substance and those that are composed of more than one substance using simple tools found in the classroom. Plan and carry out an investigation to distinguish among solids, liquids, and gasses.

28 FORENSICS 28 containers). 4 Objects and substances have properties, such as weight and volume, that can be measured using appropriate tools. Unknown substances can sometimes be identified by their properties. 4 Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity. 6 The volume of some objects can be determined using liquid (water) displacement. 6 The density of an object can be determined from its volume and mass. 6 Pure substances have characteristic intrinsic properties, such as density, solubility, boiling point, and melting point, all of which are independent of the amount of the sample. 8 All matter is made of atoms. Matter made of only one type of atom is called an element. 8 All substances are composed of one or more of approximately 100 elements. 8 Properties of solids, liquids, and gases are explained by a model of matter as composed of tiny particles (atoms) in motion. 8 The Periodic Table organizes the elements into families of elements with similar properties. 8 Elements are a class of substances composed of a single kind of atom A A A A A A A A A A.5 Determine the weight and volume of common objects using appropriate tools. Categorize objects based on the ability to absorb or reflect light and conduct heat or electricity. Determine the volume of common objects using water displacement methods. Calculate the density of objects or substances after determining volume and mass. Determine the identity of an unknown substance using data about intrinsic properties. Explain that all matter is made of atoms, and give examples of common elements. Analyze and explain the implications of the statement all substances are composed of elements. Use the kinetic molecular model to predict how solids, liquids, and gases would behave under various physical circumstances, such as heating or cooling. Predict the physical and chemical properties of elements based on their positions on the Periodic Table. Identify unknown substances based on data regarding their physical and chemical properties.

29 FORENSICS 29 Compounds are substances that are chemically formed and have physical and chemical properties that differ from the reacting substances. 8 Substances are classified according to their physical and chemical properties. Metals are a class of elements that exhibit physical properties, such as conductivity, and chemical properties, such as producing salts when combined with nonmetals. 8 Substances are classified according to their physical and chemical properties. Acids are a class of compounds that exhibit common chemical properties, including a sour taste, characteristic color changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a salt and water. 12 Electrons, protons, and neutrons are parts of the atom and have measurable properties, including mass and, in the case of protons and electrons, charge. The nuclei of atoms are composed of protons and neutrons. A kind of force that is only evident at nuclear distances holds the particles of the nucleus together against the electrical repulsion between the protons. 12 Differences in the physical properties of solids, liquids, and gases are explained by the ways in which the atoms, ions, or molecules of the substances are arranged, and by the A A.7 Determine whether a substance is a metal or nonmetal through student-designed investigations. Determine the relative acidity and reactivity of common acids, such as vinegar or cream of tartar, through a variety of student-designed investigations A.1 Use atomic models to predict the behaviors of atoms in interactions A.2 Account for the differences in the physical properties of solids, liquids, and gases.

30 FORENSICS 30 strength of the forces of attraction between the atoms, ions, or molecules. 12 In the Periodic Table, elements are arranged according to the number of protons (the atomic number). This organization illustrates commonality and patterns of physical and chemical properties among the elements. 12 In a neutral atom, the positively charged nucleus is surrounded by the same number of negatively charged electrons. Atoms of an element whose nuclei have different numbers of neutrons are called isotopes. 12 Solids, liquids, and gases may dissolve to form solutions. When combining a solute and solvent to prepare a solution, exceeding a particular concentration of solute will lead to precipitation of the solute from the solution. Dynamic equilibrium occurs in saturated solutions. Concentration of solutions can be calculated in terms of molarity, molality, and percent by mass. 12 Acids and bases are important in numerous chemical processes that occur around us, from industrial to biological processes, from the laboratory to the environment A.3 Predict the placement of unknown elements on the Periodic Table based on their physical and chemical properties A.4 Explain how the properties of isotopes, including half-lives, decay modes, and nuclear resonances, lead to useful applications of isotopes A.5 Describe the process by which solutes dissolve in solvents A.6 Relate the ph scale to the concentrations of various acids and bases.

31 FORENSICS 31 Content Area Standard Strand By the end of grade P Science 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. B. Changes in Matter : Substances can undergo physical or chemical changes to form new substances. Each change involves energy. Content Statement CPI# Cumulative Progress Indicator (CPI) Observations and investigations form a basis for young learners understanding of changes in matter. 2 Some properties of matter can change as a result of processes such as heating and cooling. Not all materials respond the same way to these processes. 4 Many substances can be changed from one state to another by heating or cooling. 6 When a new substance is made by combining two or more substances, it has properties that are different from the original substances. 8 When substances undergo chemical change, the number and kinds of atoms in the reactants are the same as the number and kinds of atoms in the products. The mass of the reactants is the same as the mass of the products. 8 Chemical changes can occur when two substances, elements, or compounds react and produce one or more different substances. The 5.2.P.B B B B B B.2 Explore changes in liquids and solids when substances are combined, heated, or cooled (e.g., mix sand or clay with various amounts of water; mix different colors of tempera paints; freeze and melt water and other liquids). Generate accurate data and organize arguments to show that not all substances respond the same way when heated or cooled, using common materials, such as shortening or candle wax. Predict and explain what happens when a common substance, such as shortening or candle wax, is heated to melting and then cooled to a solid. Compare the properties of reactants with the properties of the products when two or more substances are combined and react chemically. Explain, using an understanding of the concept of chemical change, why the mass of reactants and the mass of products remain constant. Compare and contrast the physical properties of reactants with products after a chemical reaction, such as those that occur during photosynthesis and cellular respiration.