CURRICULUM FOR FORENSIC SCIENCE CYCLE GRADE 7 · Provide extended time. Assign preferential...

CURRICULUM

FOR

FORENSIC SCIENCE

CYCLE

GRADE 7

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

ACKNOWLEDGMENTS

Kevin Robinson, Program Supervisor of STEM

The Board acknowledges the following who contributed to the preparation of this curriculum.

Brad Edwards

Christine H. Salcito, Assistant Superintendent for Curriculum and Instruction

Subject/Course Title: Date of Board Adoptions:

Forensic Science Cycle August 20, 2013

Grade 7

RAHWAY PUBLIC SCHOOLS CURRICULUM Forensic Science – Grade 7

Unit Title Pacing

1 Crime Scene & Eyewitness Basics 1 week

2 Power of Evidence 5 weeks

3 Forensic Entomology &

Anthropology

2 weeks

4 Fire Science, Accident

Reconstruction & Field Work

Simulations

2 weeks

ACCOMMODATIONS 504 Accommodations:

Provide scaffolded vocabulary and vocabulary lists.

Provide extra visual and verbal cues and prompts.

Provide adapted/alternate/excerpted versions of the

text and/or modified supplementary materials.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any key

terms, in advance.

Allow additional time to complete assignments and/or

assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.

Check for understanding frequently.

Have student restate information.

Support auditory presentations with visuals.

Weekly home-school communication tools

(notebook, daily log, phone calls or email messages).

Provide study sheets and teacher outlines prior to

assessments.

Quiet corner or room to calm down and relax when

anxious.

Reduction of distractions.

Permit answers to be dictated.

Hands-on activities.

Use of manipulatives.

Assign preferential seating.

No penalty for spelling errors or sloppy handwriting.

Follow a routine/schedule.

Provide student with rest breaks.

Use verbal and visual cues regarding directions and

staying on task.

Assist in maintaining agenda book.

IEP Accommodations:


Differentiate reading levels of texts (e.g., Newsela).

Provide adapted/alternate/excerpted versions of the

text and/or modified supplementary materials.

Provide extra visual and verbal cues and prompts.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any key

terms, in advance.

Provide students with additional information to

supplement notes.

Modify questioning techniques and provide a reduced

number of questions or items on tests.


assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.


Have student restate information.

Support auditory presentations with visuals.

Provide study sheets and teacher outlines prior to

assessments.

Use of manipulatives.

Have students work with partners or in groups for

reading, presentations, assignments, and analyses.

Assign appropriate roles in collaborative work.


Follow a routine/schedule.

Gifted and Talented Accommodations:


Offer students additional texts with higher lexile

levels.

Provide more challenging and/or more supplemental

readings and/or activities to deepen understanding.

Allow for independent reading, research, and

projects.

Accelerate or compact the curriculum.

Offer higher-level thinking questions for deeper

analysis.

Offer more rigorous materials/tasks/prompts.

Increase number and complexity of sources.

Assign group research and presentations to teach the

class.

Assign/allow for leadership roles during collaborative

work and in other learning activities.

ELL Accommodations:

Provide extended time.


Assign peer buddy who the student can work with.


Provide language feedback often (such as

grammar errors, tenses, subject-verb agreements,

etc…).

Have student repeat directions.

Make vocabulary words available during classwork

and exams.

Use study guides/checklists to organize information.

Repeat directions.

Increase one-on-one conferencing.

Allow student to listen to an audio version of the text.

Give directions in small, distinct steps.

Allow copying from paper/book.

Give student a copy of the class notes.

Provide written and oral instructions.


Shorten assignments.

Read directions aloud to student.

Give oral clues or prompts.

Record or type assignments.

Adapt worksheets/packets.

Create alternate assignments.

Have student enter written assignments in criterion,

where they can use the planning maps to help get

them started and receive feedback after it is

submitted.

Allow student to resubmit assignments.

Use small group instruction.

Simplify language.


Demonstrate concepts possibly through the use of

visuals.

Use manipulatives.

Emphasize critical information by highlighting it for

the student.

Use graphic organizers.

Pre-teach or pre-view vocabulary.

Provide student with a list of prompts or sentence

starters that they can use when completing a written

assignment.

Provide audio versions of the textbooks.

Highlight textbooks/study guides.

Use supplementary materials.

Give assistance in note taking

Use adapted/modified textbooks.

Allow use of computer/word processor.

Allow student to answer orally, give extended time

(time-and-a-half).

Allow tests to be given in a separate location (with

the ESL teacher).


assessments.

Read question to student to clarify.

Provide a definition or synonym for words on a test

that do not impact the validity of the exam.

Modify the format of assessments.

Shorten test length or require only selected test items.

Create alternative assessments.

On an exam other than a spelling test, don’t take

points off for spelling errors.

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: Science/Forensics/Laboratory Techniques

Unit Title: Crime Scene and Eyewitness Basics

Target Course/Grade Level: Investigative Skills and Lab Techniques

Unit Summary: During this unit, learners will develop basic vocabulary of laboratory skills and forensic

investigation. They will use both hands-on/minds-on activities in conjunction with computer-based resources to

introduce them to the topics that will be covered throughout the 10-cycle. By the end of the cycle, students will

investigate a completely simulated crime scene. Students will use the investigative techniques they have learned to

collect evidence and ultimately utilize skills developed in Language Arts to prepare the evidence for presentation in

a criminal proceeding.

Approximate Length of Unit: 1 week

LEARNING TARGETS

New Jersey Student Learning Standards:

Science:

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the

criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to

identify the best characteristics of each that can be combined into a new solution to better meet the criteria for

success.

Science and Engineering Practices

Asking Questions and Defining Problems. ...

Developing and Using Models. ...

Planning and Carrying Out Investigations. ...

Analyzing and Interpreting Data. ...

Using Mathematics and Computational Thinking. ...

Constructing Explanations and Designing Solutions. ...

Engaging in Argument from Evidence.

Interdisciplinary Connections and Standards:

ELA/Literacy:

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-1),(MS-ETS1-

2),(MS-ETS1-3)

RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a flowchart, diagram,

model, graph, or table). (MS-ETS1-3)

RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources

with that gained from reading a text on the same topic. (MS-ETS1-2),(MS-ETS1-3)

WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on

several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

(MS-ETS1-2)

WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess

the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding

plagiarism and following a standard format for citation. (MS-ETS1-1)

WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-ETS1-2)

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and

evidence, and add interest. (MS-ETS1-4)

Mathematics:

MP.2 Reason abstractly and quantitatively. (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4)

Technology:

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and

present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a

resolution to a problem or issue.

8.1.12.D.2 Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on

dissemination of personal information.

21st Century Life and Career Standards:

9.3.LW‐ENF.10 Demonstrate the routine day‐to‐day tasks conducted by various law enforcement agencies.

9.3.LW‐ENF.12 Demonstrate the procedures to properly protect, document and process the crime scene and

all related evidence.

21st Century Learning Standards:

Career Ready Practices:

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Unit Understandings

Students will understand that…

there is basic vocabulary related to forensic investigations.

there is a process followed by investigators to uncover the facts of an investigation.

modern investigations also utilize various forms of technology to collect and analyze evidence.

Unit Essential Questions

What are the basic vocabulary terms used when conducting a forensic investigation?

What are the main steps used when analyzing a crime scene?

What things are accepted as the most valuable types of evidence?

What are the essential roles of an investigation?

Knowledge and Skills

Students will know…

The following vocabulary terms: accomplice, alibi, arson, CODIS, DNA, fingerprints, physical evidence,

primary crime scene, secondary crime scene, suspect, testimony, trace evidence, circumstantial evidence.

The four steps to an investigation a scene are: Interview, Examine, Document, and Process

DNA is the most valuable type of evidence because everyone’s DNA is unique.

.Police Officers, CSI Units, Detectives, Medical Examiners, Specialists, and District Attorneys play

important roles in investigations.

CODIS and FACES are two pieces of technology that aid in investigations.

There are positives and negatives related to having eyewitnesses.

Students will be able to…

Distinguish the basic vocabulary of investigations.

Construct a flow chart of the essential steps in a crime scene investigation.

Interpret eyewitness evidence to create composite drawings using computer based software.

Explain the roles played by investigators related to criminal investigations.

EVIDENCE OF LEARNING

Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”?

End of Unit Assessment: o Students will complete hands-on activity where they will construct a composite sketch of a suspect

based on eyewitness descriptions.

Students will complete worksheets related to basic investigation and eyewitnesses.

Formative assessment will be used at regular intervals to guide instruction.

A unit-quiz will used as a final summative assessment.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Cooperative Learning

Modeling

Discovery-Based Inquiry

Alternative Assessment

Journaling/Self Reflection

Use of technology

Formative Assessment

RESOURCES

Teacher Resources:

Crime Scene Investigations: Real-Life Science Activities for the Elementary Grades by Pam Walker and

Elaine Wood

Crime Scene Investigations: Real-Life Science Labs For Grades 6-12 by Pam Walker and Elaine Wood

FACES Software

Discovery Education United Streaming

CHIN Interactive Investigator

Equipment Needed:

Computers

FACES Software

Crime Scene Basics Reference Cards


UNIT OVERVIEW

Content Area: Science /Forensics/Laboratory Techniques

Unit Title: The Power of Evidence

Target Course/Grade Level: Investigative Skills and Lab Techniques/Grade 7

Unit Summary: During this unit students explore the various types of physical evidence that can be found at a

crime scene and learn how they are used to help investigators. Students will learn about different types of physical

evidence that may be found at the scene of an investigation. They will also be engaged by hands-on/mind on

activities related to fingerprinting, impressions, hair and fibers, chromatography, simulated blood analysis, and

basic DNA analysis

Approximate Length of Unit: 5 weeks

LEARNING TARGETS


Science:





success.










ELA/Literacy:


2),(MS-ETS1-3)








(MS-ETS1-2)







Mathematics:


Technology:























Unit Understandings


Gathering physical evidence is an important part of crime scene investigation.

Evidence must be collected and documented very carefully.

There are different types of fingerprints.

Different types of hair and fibers have characteristics that distinguish them from each other.

Impressions left at crime scenes are important to identifying perpetrators of crimes also.

There are several ways to analyze blood, including type, DNA, and how it is left at a crime scene.

Substances can be separated using chromatography to learn their composition.

DNA is unique to an individual and analyzing it can be a strong piece of evidence in an investigation.


How are fingerprints collected?

How are fingerprints analyzed?

What are the ways in which fibers (plant, animal, or human) are collected and analyzed?

How are impressions important to investigations?

What are the ways in which blood is collected and analyzed?

How do different types of collected evidence aid in a criminal investigation?



The differences between the different groups of fingerprints.

How to collect fingerprints.

The main characteristics of different types of fibers.

The composition of blood.

How to identify different types of blood.

How to separate substances using the process of chromatography.

How DNA is analyzed.

The importance of different types of evidence in an investigation.

How to collect and analyze impressions.


Distinguish between the different types of physical evidence found at a crime scene.

Create documentation that accurately reflects how evidence was collected.

Evaluate different fingerprints for their specific characteristics.

Compare and Contrast impressions from different sources.

Analyze fiber samples and identify their source using evidence

Compare and contrast simulated blood samples and identify their type.

Interpret DNA profiles and identify the source of DNA to include or exclude individuals.

Separate mixtures into their base components using chromatography.


Assessment


Informal Notes

Worksheets

Teacher observations


Exit Tickets

End of Unit Assessment:

o Students will distinguish between different types of physical evidence found at a crime scene.

o Students will use DNA profiles to include or exclude individuals.

Learning Activities



Modeling




Use of technology

Self, Peer, and Formative Assessment

Simulated Blood Typing Activity

Simulated Fiber Analysis

Fingerprinting Activity

Blood Spatter Activity

Impression Analysis Activity

RESOURCES

Teacher Resources:


Elaine Wood

Crime Scene Investigations: Real-Life Science Labs for Grades 6-12 by Pam Walker and Elaine Wood


Equipment Needed:

Computers with Internet Access

Ward’s Science ABO & RH Blood Typing Activity

Ward’s Science Hair and Fiber Analysis Activity

Ward’s Fingerprinting Activity

M&M Chromatography Activity

Strawberry DNA Extraction Activity

Ward’s Forensic Detective Activity


UNIT OVERVIEW


Unit Title: Forensic Entomology and Anthropology


Unit Summary: During this unit students learn about forensic entomology (the study of insects) and its use in

investigating crime scenes. Students also learn to identify the main bones in the human body as well as investigate

the role of forensic anthropologists in crime solving.


LEARNING TARGETS


Science:





success.










ELA/Literacy:


2),(MS-ETS1-3)








(MS-ETS1-2)







Mathematics:


Technology:























Unit Understandings


A forensic entomologist uses knowledge about insects to help in a criminal investigation.

The life cycles of certain species of insects can provide valuable information to investigators at crime scene

about the time the crime took place.

A forensic anthropologist uses clues from bones to learn about the person who may have been the victim of

a crime.

There are numerous scientific techniques used to investigate bones.

Bones will look different depending on what specifically happened to the person.


What do bugs at a crime scene tell investigators about the crime?

What types of bugs are common at a crime scene?

What are the differences in male and female human skeletons?

How do different injuries look at the skeletal level?

Why is it important for forensic anthropologists to investigate the entire area near a set of remains?

How do entomologists and anthropologist draw conclusions from their data?



The complete life cycle of insects.

How insects are collected as evidence.

The bones of the human body.

The main differences between the male and female skeleton.

How different injuries damage the skeleton.


Construct a model of an insect’s life cycle.

Create documentation that accurately reflects how evidence was collected.

Compare and contrast male and female skeletons.

Assess insect evidence and draw conclusions about time of death.

Assess bone evidence and determine cause of death.


Assessment


Informal Notes

Worksheets



Exit Tickets

End of Unit Assessments:

o Students will compare and contrast male and female skeletons.

o Students will use bone evidence to determine the cause of death.

Learning Activities



Modeling




Use of technology


RESOURCES

Teacher Resources:


Elaine Wood

Crime Scene Investigations: Real-Life Science Labs For Grades 6-12 by Pam Walker and Elaine Wood


Equipment Needed:


Microscopes

Ward’s Science Sherlock Bones Activity

Insect Inquiry Cards

Ward’s Science Owl Pellets



UNIT OVERVIEW


Unit Title: Fire Science, Accident Reconstruction, and Final Field Work Simulation


Unit Summary: During this unit students learn about the basics of arson investigations and motor vehicle accident

reconstruction. Lastly, as a course summative assessment, students use the skills they learned throughout the course

to investigate a simulated crime. Students will also present evidence in a simulated legal proceeding.


LEARNING TARGETS


Science:





success.










ELA/Literacy:


2),(MS-ETS1-3)








(MS-ETS1-2)







Mathematics:


Technology:























Unit Understandings


Accidental fires and intentional fires have distinct characteristics.

Trained investigators can identify the characteristics of accidental and intentional fires.

Substances have distinct characteristics when burned.

Investigators can use things such as damage, tire tracks, skid marks, and witness statements to accurately

determine the facts of an accident.

Solving a crime takes the hard work of numerous specialists.


How do investigators determine if a fire is arson?

What kind of evidence is important to recreating a vehicle accident?

How do you successfully investigate a crime?



The vocabulary associated with arson investigations.

Why people set fires.

How to use skid data to determine speed of a car.

How to thoroughly investigate and document a crime.

How to organize evidence to present to a jury.


Evaluate simulated fire evidence to determine if the fire was arson.

Calculate and interpret data related to a simulated car accident.

Investigate a crime from start to finish.

Present evidence to a jury.

Determine the perpetrator of a crime.


Assessment


Informal Notes

Worksheets



Exit Tickets

End of Unit Assessment:

o Students will determine whether a fire was arson or not.

o Students will analyze car accident data.

Learning Activities



Modeling




Use of technology


RESOURCES

Teacher Resources:


Elaine Wood

Crime Scene Investigations: Real-Life Science Labs for Grades 6-12 by Pam Walker and Elaine Wood


Equipment Needed:


Microscopes

Ward’s “Who Killed Henry Ward” Activity

Ward’s “The Case of the Missing Mascot” Activity

Ward’s “The Case of the Missing Cookies” Activity


CURRICULUM FOR FORENSIC SCIENCE CYCLE GRADE 7 · Provide extended time. Assign preferential...

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