BOGOTA PUBLIC SCHOOLS Bogota, New Jersey. Forensic Science Curriculum. Grades 10-12

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1 BOGOTA PUBLIC SCHOOLS Bogota, New Jersey Forensic Science Curriculum Grades Carol Fredericks, Ed.D. Interim Superintendent of Schools Letizia Pantoliano, Ed.D. Director of Curriculum Susan Johnson Teacher of Science Adopted September 21, 2010 Page 1

2 Forensic Science PHILOSOPHY Forensic Science is designed to introduce students to the scientific methods used to answer legal questions and to solve crimes. As a half-year elective, this course is developed to meet the needs of diverse learners. Content includes crime scene investigation, types of evidence, collection of physical evidence, identifying individuals using evidence, entomology and bringing evidence to court. A variety of instructional strategies will be used including, textbook reading, PowerPoint presentations, videos, small and large group discussion, guest speakers, hands-on activities, labs, projects and internet research. Students will be assessed both formally in informally. Upon successful completion of the course, students will understand the science behind this popular field. COURSE OUTLINE: The following curriculum areas and instructional activities should be utilized during the course of study: Standard 5.1 Science Practices A. Understand Scientific Explanations 1. Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. 2. Develop and use mathematical, physical, and computational tools to build evidencebased models and to pose theories. 3. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Textbook reading Video PowerPoint Notes Lab Activity Do Nows Standard 5.1 B. Generate Scientific Evidence Through Active Investigations 1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. 2. Build, refine, and represent evidencebased models using mathematical, physical, and computational tools. 3. Revise predictions and explanations using evidence, and connect PowerPoint Notes Lab Activity Construct tables and graphs Group Discussion Journal Video Concept Mapping Adopted September 21, 2010 Page 2

3 explanations/arguments to established scientific knowledge, models, and theories. 4. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Standard 5.1 C. Reflect on Scientific Knowledge 1. Reflect on and revise understandings as new evidence emerges. 2. Use data representations and new models to revise predictions and explanations. 3. Consider alternative theories to interpret and evaluate evidence-based arguments. Standard 5.1 D. Participate Productively in Science 1. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. 2. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Journal reflections Group discussion Create tables and graphs Concept mapping K-W-L charts Group lab exercises Guest speakers from various professionals in the field followed by discussion and reflection Concept mapping Journal PowerPoint presentations Standard 5.2 Physical Science E. Forces and Motion 1. Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values. 2. Measure and describe the relationship between the force acting on an object and the resulting acceleration. Analyze graphs Lab activity Video Teacher demonstration Textbook reading Standard 6.3 Active Citizenship in the 21 st Century D. History, Culture, and Perspectives 1. Analyze current laws involving individual rights and national security, and evaluate how the law might be applied to a current Textbook reading Case Study Role Play Adopted September 21, 2010 Page 3

4 case study that cites a violation of an individual s constitutional rights. Guest Speaker Mock Trial (Interdisciplinary Unit) Journal Reflection Video Standard st Century Life and Career Skills A. Critical Thinking and Problem solving 1. Apply critical thinking and problem-solving strategies during structures learning experiences 2. Participate in online strategy and planning sessions for course-based, school-based, or outside projects. Standard 9.1 B. Creativity and Innovation 1. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. 2. Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying effective problem-solving strategies during structured learning experiences, service learning, or volunteering. Standard 9.1 C. Collaboration, Teamwork, and Leadership 1. Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. 2. Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. Research Project Mock Trial (Interdisciplinary Unit) Group discussion PowerPoint presentation Guest Speaker Journal Group Discussion Group Discussion Lab activity Adopted September 21, 2010 Page 4

5 INSTRUCTIONAL STRATEGIES Strategies to Accommodate Gifted and Talented Students Pair Gifted & Talented students with other students to spark dialogue and diverse viewpoints. Request Gifted & Talented students to model and verbalize processes used to perform creative problem-solving. Invoke multiple intelligences and Bloom s Revised Taxonomy in higher-ordered thinking skills in all areas of curriculum. Vary instructional groupings. Invoke real life problems that students can identify with. Explore curriculum objectives in greater depth. Provide ample examples. Invoke technological resources. Invoke multi-media resources. Strategies to Accommodate English Language Learners Provide additional instructions. Extend time for assignment completion. Shorten assignments Provide repeated reviews and drills using varied teaching strategies. Read directions, text to students as needed. Note taking assistance Reading strategies (peer, guided, small group) Provide outlines Increase verbal response time/opportunity to respond orally. Encourage student to verbalize steps needed to complete task to check understanding. Have the students do hands-on activities. Vary instructional grouping (individual, pair and small groups) Pair ELL students with bilingual speakers. Model and verbalize processes used to solve problems. Use visual diagrams such as pictures, guess and check and/or tables. Role play and act out. Be aware of differences in algorithms (Mathematics). Suggested activities to differentiate instruction: Incorporate flashcards, note outlines, review guides Use different tactile materials for activities Use picture/power point presentations to engage learners Model appropriate behavior Adopted September 21, 2010 Page 5

6 Demonstrate what is expected Break problems into smaller parts and outline possible solutions Tell the students what is expected before the task is given Make sure the student is focused on the task at hand Give multiple completion options for assignments. Give students a choice of projects Use partners and small groups MATERIALS/ENVIRONMENT Use assignments, notebooks and prompts. Help student keep a journal for reflections, review, questions Underline key words/phrases in directions, charts, etc. Use hands-on materials for concrete development. ASSESSMENTS Modified tests Modified test/alternative assessments Ex. True/False, fill in the blanks, matching, short essay. Allow modifications of time, scheduling or administration of testing. Read directions, test to students as needed. Grade on effort, participation and improvement. Adopted September 21, 2010 Page 6

7 Forensic Science PROFICIENCY LEVELS This curriculum is appropriate for all students in ninth through twelfth grade METHODS OF ASSESSMENT Student progress and achievements are assessed through a variety of formal methods of assessment that include, but are not limited to, the following: A. Formal GROUPING 1. Teacher-created worksheets/tests/quizzes 2. Worksheets from publishers 3. Assessment checklists 4. Work samples 5. District Created Assessment B. Informal 1. Small group and class discussions 2. Class participation 3. Cooperative group work 4. Projects 5. Teacher observation 6. Reading, writing, listening and speaking activities/tasks 7. Journal 8. Labs C. Teacher/Curriculum Assessment The teachers will assess the curriculum throughout the year. Teachers and the Science Supervisor will be in contact throughout the academic year concerning curriculum assessment. Teachers are encouraged to make suggestions for improving and changing the curriculum. Adopted September 21, 2010 Page 7

8 High School Forensic Science is an elective course for any student who has successfully completed at least one high school science course previously; therefore, no level placement criteria apply to this course of study. ARTICULATION/SCOPE/SEQUENCE/TIME FRAME Forensic Science is a half-year course. RESOURCES A. Guest Speakers Teachers are encouraged to contact community groups, parents and organizations to obtain speakers to enhance the curriculum with the approval of the administration. B. Technology Students shall use computers for independent review, research, and enrichment. Teachers shall also use appropriate technology to enhance their lessons. The following are some suggested websites C. Supplies and Materials Technology- computer, internet, digital projector Lab Equipment- Microscope & supplies, Forensic Science Crime Kits & supplies Video equipment Trade books for classroom library/instruction Notebooks Craft supplies-markers, colored pencils, crayons, variety of paper, scissors Journals D. Textbooks Forensic Science; Prentice Hall; Student Edition Textbook, Student Handbook E. Supplemental Material Crime Scene Investigations: Real-Life Science Labs for Grades 6-12; Walker, Pam and Wood, Elaine; 1998 Adopted September 21, 2010 Page 8

9 Case Studies CSI episodes Forensic Science DVD series Other video clips and DVDs as deemed appropriate METHODOLOGIES A wide variety of methodologies will be used. The following are suggestions, not limitations, as to how the curriculum may be implemented and facilitated: Print rich environment Whole class instruction Small group instruction Guided reading Cooperative learning groups Individual assignments Technology-aided instruction Laboratory investigations ENRICHMENT ACTIVITIES Students will be provided with many enrichment learning activities through the year. The following are suggestions, not limitations: Projects Guest Speakers Field Trips Crime Scene Reconstruction Film Viewing and Reflection PROFESSIONAL DEVELOPMENT Teachers shall continue to improve their expertise by participating in a variety of professional development opportunities made available by the Board of Education and other organizations. INTERDISCIPLINARY INSTRUCTION The above curriculum has numerous possibilities for interdisciplinary connections. These content areas can be connected with Visual and Performing Arts, comprehensive Health and Physical Education, Mathematics, Social Studies and Technology and Career Education. Adopted September 21, 2010 Page 9

10 Course Outline The following is a brief outline of course content to be covered. Each unit will include textbook reading, PowerPoint Notes, lab activities, related video, teacher demonstration, and other appropriate activities. Unit 1- Crime Scene Investigation Introduction to Forensic Science Securing and Recording a Crime Scene Types of Evidence Direct Evidence- Eyewitnesses, Lineups, Mugshots, Sketches, Facial Recognition Physical Evidence Collecting Evidence Unit 2- Prints and Trace Evidence Prints Types of Prints- Shoe prints, Tire Treads, Skid Makrs, Tool Marks, Gloves Preserving Prints Trace Evidence Hair Fibers Paint Glass Soil Identifying Firearms Unit 3- Identifying an Individual Fingerprints Describing, Collecting, Identifying Evidence From Blood Searching, Classifying, Bloodstain Patterns Facial Reconstruction DNA Evidence Adopted September 21, 2010 Page 10

11 DNA molecules, DNA profiles Handwriting and Voice Identification Unit 4- Entomology* Unit 5- Brining Evidence to Court From Arrest to Trial Presenting Evidence in Trial The Final Stages of a Trial *Will be covered using supplemental material not presented in the textbook Adopted September 21, 2010 Page 11

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