Hammonton High School Forensics Curriculum 2012

Hammonton High School Forensics Curriculum 2012
Hammonton High School District
Course Proficiencies and Pacing FORENSIC SCIENCE
Unit Title
Unit #1: Introduction to Forensic Science
Essential question and Skills

What is forensic science and, why has science become integrated into the practice of law? How do the different disciplines used in Forensic Science help solve a crime in an investigation?
will identify various specialty professions within the field of Forensic Science. 2. Students will explain the differences between the perceived and actual roles of a forensic scientist. 3. Describe the relationship of forensics and the law 4. Explain the relevance of specific court cases to current forensics practices 5. Describe typical courtroom proceedings 6. Explain the importance of the work of various forensics pioneers 7. Describe the development of technology important to forensics Why is eyewitness testimony not reliable in a court of law? Students will define Observations and what changes occur in the brain 2. Students will describe examples of factors influencing eyewitness accounts 3. Compare the reliability of eyewitness testimony to what actually happened Why is proper evidence collection important when trying to solve a crime? How is evidence used to determine whether a crime has been committed? 1 Explain the procedures used to process a crime scene. 2 Students will explain the proper way to classify and process evidence 3 Be able to secure a crime scene 4 Search a crime scene 5 Collect evidence and retain the chain of evidence 1.
Recommen ded Duration

2 weeks
1. Students
Unit #2: Observation skills
2 weeks
Unit #3: Crime Scene Investigation and Evidence Collection
2 weeks
6
Unit #4: trace evidence
Draw and use a crime scene sketch 3 weeks
How is trace evidence used to solve crimes What are different forms of trace evidence
1. Understand the morphology of a hair follicle: 2.
cuticle, cortex, medulla, cortical fusi, ovoid bodies, root, follicle, pigment granules, follicular Differentiate between human versus animal hair
3. Demonstrate the proper procedures in collecting 4. Compare hair samples using a collection of 5. Compare synthetic versus natural fibers 6. Test methods used for fiber identification
Unit #5 Impressions How are impressions a form of trace evidence that can be used to help solve crimes? How are different types of impressions used in criminal investigations? Students will distinguish between latent, patent and plastic impressions 2. Students will describe how to make foot, shoe, dental, and tire impressions. 3. Students will match tool marks with the instrument that produced them 4. Students will describe how tool mark evidence is collected preserved and documented How does the study of ballistics in forensic science help in criminal investigations Why do citizens have the right to carry guns Students will describe the 9th amendment and defend their opinion on it 2. Students will discuss the differences between types of guns 3. Students will describe how shells and casing help solve crimes 4. Students will determine the position of the shooter based on bullet trajectory 5. Students will explain the role of ballistic and glass recovery at a crime How can fingerprints be used to identify individuals? How are fingerprints collected from a crime scene, or from items of evidence, used in forensic science to solve a crime? 1. Discuss the history of fingerprinting Describe the characteristics of fingerprinting Explain what the basic types of fingerprints are Discuss the latests methods in lifting a fingerprint Describe what AFIS is and how is it used to solve crime 6. Process latent prints on a variety of surfaces using different methods 7. Comparing fingerprints found at the crime scene with known samples How is document analysis used to help investigators solve crimes? What procedures are used by forensic scientists to process questioned documents? . 1. Students will identify the characteristics of questioned documents that are most useful in forensic comparisons. 2. Students will demonstrate procedures used by 1. 2. 3. 4. 5. 1. 3 weeks controls and analyzing trace evidence
samples
Unit #6 Ballistics and glass
3 weeks
Unit #7 Fingerprints
3 weeks
Unit #8: Document Examination
2 weeks
Unit #9: DNA
forensic scientists to process questioned documents. 3. Students will explain the importance of evidence databases available to forensic scientists. How is DNA used to help solve crimes? Why can we use DNA to exonerate or convict suspects? Students will identify the characteristics of DNA that is most useful in forensic comparisons. 2. Students will demonstrate procedures used by the forensic scientist when processing DNA evidence. Students will explain the importance of DNA databases available to forensic scientists. 3. Explain the importance of various DNA markers to criminal investigations 4. Describe the methods of DNA collection, amplification, and analysis Describe the How is serology used to help solve crimes How are blood patterns used to help solve crimes How is urine analysis used to help solve crimes 1.
3 weeks
Unit #10: Serology and Blood Pattern Analysis
2 weeks
1. various components of blood, and the evidence 2. Describe the nature of blood type, and its relative 3. Describe different blood stain patterns based on
source, direction, and angle of trajectory Explain the method of chemically isolating old, invisible blood stains What is the job of forensic toxicologists? How would identifying poisons and drugs help solve criminal cases? Describe the role of a forensic Toxicologist Discuss the effects of drugs and poisons on the body 3. Describe analytical techniques for detection and identification of poisons and rugs 4. Compare the differences between poisons and drugs What is the job of forensic anthropologists? How do Forensic anthropologists use the remains of a Skelton to help solve criminal cases? What can be determined by analyzing skeletal remains? 1. Describe the morphology of bones 2. Distinguish between male and female skeletal remains 3. Describe how bones contain a record of injuries and disease 4. Demonstrate how one can determined age, gender, race, height using skeletal remains 5. Explain how an investigator use the remains of a skeleton to identify a suspect or individual 1. 2. 4. importance as evidence each part contains
Unit #11: Poisons and toxicology
2 weeks
Unit #12 Anthropology
2 weeks
Unit #13 Pathology
What is the job of a forensic pathologist? How do Forensic pathologists use the remains of a body to help solve criminal cases? 1. Discuss the definition of death 2. Distinguish between four manners of death 3. Explain how the development of rigor, algor and livor mortis can help determine time of death 4. Describe the stages of decomposition 5. Explain how time of death can be inferred using insect infestation, and succession
2 weeks
NJCCCS:
Core Content standards used in Forensics
5.1.12 A1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations 5.1.12 A2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlation relationships, and anomalous data. Build, refine, and represent evidence-based models using mathematical, physical, and computational tools. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on and revise understandings as new evidence emerges. Use data representations and new models to revise predictions and explanations. Consider alternative theories to interpret and evaluate evidence-based arguments. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.
5.1.12 A3
5.1.12 B1
5.1.12 B2
5.1.12 B3
5.1.12 B4
5.1.12 C1 5.1.12 C2 5.1.12 C3 5.1.12 D1
5.1.12 D2
5.1.12 D3
Hammonton High School Science Department Materials List
Forensics
HAMMONTON PUBLIC SCHOOLS CURRICULUM PROJECT Creating a Student-Centered Classroom Content Area: Forensics
Unit Title: 1. Introduction to Forensic Science Target Course/Grade Level: Grade 11-12 School: Hammonton High School UNIT SUMMARY What is forensic science and, why has science become integrated into the practice of law? Who are the major contributors to the development of forensic science? What are the various specialty fields included within the broad realm of forensic science? How do real world roles and responsibilities of forensic professionals compare to fictitious versions portrayed on film?
21st Century Skills: Critical thinking Collaboration; Creativity and Innovation
and
problem
solving;
Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS 2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI): NJCCCS: NJCCCS: 5.1.12 B1-4, C1-3, D1-3; 8.1.12 F1-2; 9.1.12 A1, A4; 9.1.12 F2, F6
Unit Essential Questions: 1. What is forensic science and, why has science become integrated into the practice of law 2. How do the different disciplines used in Forensic Science help solve a crime in an investigation Unit Enduring Understandings: 1. Due to advances in science, forensic science has become integrated into the practice of law 2. Different professionals make up a crime scene unit 3. There are many differences between perceived and actual roles of forensic scientists Key Knowledge and Skills students will acquire as a result of this unit: Students will be able to 1. Students will recognize the major contributors to the development of Forensic Science including the advancements in tools, techniques, and crime lab services. 2. Students will identify various specialty professions within the field of Forensic Science. 3. Students will explain the differences between the perceived and actual roles of a forensic scientist.
STAGE TWO: EVIDENCE OF LEARNING Summative Assessment:

Projects Chapter Test
Formative Assessments:
Quizzes Written Assignments Research Assignments
Student Self-Assessment and Reflection:
Lab conclusions Essay response questions
STAGE THREE: THE LEARNING PLAN Sequence of teaching and learning experiences Unit Resources
Anthony, J . Bettino, Tocsin, S. Forensic Science Fundamentals and Investigations. Cengage Learning. 2008 Walker, Pam., Wood, Elaine. Crime Scenes Investigations. Prentice Hall 1998 DVD: CSI The First season. Paramount Pictures 2003
Web resources:
a. trutv.com b. school.cengage.com/forensicscience c. prenhall.forensics.com d. projectinnocence.com e. sciencespot.net f. pbs.org g. investigationdiscovery.com/investigation/forensics/forensics h. fbi.gov i. High School Teachers of Forensic Science (www.HSTOFS.org) j. www.forensicdentistryonline.com/ k. eskeletons.org l. forensicartist.com/index.html
Instructional Guidelines: Aligning Learning Activities

History of forensics
1. 2. What is forensic science and who are the key contributors to the field of forensics Explain how forensics science relies on multiple disciplines to solve crimes Explain Locards Exchange Principle Admissibility of evidence (Frye and Daubert decisions) Specialty areas: pathology, entomology, anthropology, toxicology, serology, medical, examiner/coroner, botany, odontology, podiatry, psychiatry, engineering, and other, expert fields relating to forensics Actual versus fictitious examples CSI Effect
3.
4.
5.
6. 7.
Teaching Strategies
1. Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
Performance Tasks : Hands-on lab activities and cooperative group work

1. Lab -Table for 2 mini crime scene that tests student powers of observation and objectivity; use
a white t-shirt
2. Project Poster board job advertisement for specific forensic discipline
3. Student dissection of a fictitious portrayal of forensic professionals (such as seen on CSI to

highlight accuracy and embellishment as seen through their inexperienced eyes
4. Video such as: Anderson Cooper 360 The CSI Effect 5. Lab 1-7 deductive reasoning : Crime Scenes Investigations
HAMMONTON PUBLIC SCHOOLS CURRICULUM PROJECT Creating a Student-Centered Classroom Content Area: Forensics
Unit Title: 2. Observations Target Course/Grade Level: Grade 11-12 School: Hammonton High School UNIT SUMMARY Due to the many variables that can influence eyewitness accounts, eyewitness testimony is considered too be subjective and not objective enough to convict in a court of law
21st Century Skills: Critical thinking Collaboration; Creativity and Innovation and problem solving; Communication;
STAGE ONE: LEARNING TARGETS 2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI): NJCCCS: NJCCCS: 5.1.12 B1-4, C1-3, D1-3; 8.1.12 F1-2; 9.1.12 A1, A4; 9.1.12 F2, F6 Unit Essential Questions:
1. Why is eyewitness testimony not reliable in a court of law
Unit Enduring Understandings: 1. Your brain interprets data in other ways, besides perception 2. There are many variables that influence perception which leads to faulty eyewitness
accounts
3. Eyewitness testimony is not reliable due to misperceptions of reality
Key Knowledge and Skills students will acquire as a result of this unit: Students will be able to
1. 2. 3. Students will define observations and describe what changes occur in the brain Students will describe examples of factors influencing eyewitness accounts. Compare the reliability of eyewitness testimony to what actually happened


Anthony, J. Bertino, Tocci, S. Forensic Science Fundamentals and Investigations. Engage Learning. 2008 Walker, Pam., Wood, Elaine. Crime Scenes Investigations. Prentice Hall 1998 DVD: CSI The First season. Paramount Pictures 2003
Web resources:
a. trutv.com b. school.cengage.com/forensicscience c. prenhall.forensics.com d. projectinnocence.com e. sciencespot.net
f. pbs.org g. investigationdiscovery.com/investigation/forensics/forensics h. fbi.gov i. High School Teachers of Forensic Science (www.HSTOFS.org) j. www.forensicdentistryonline.com/ k. eskeletons.org l. forensicartist.com/index.html

1. 3. 4. What is Observation Variables that influence recall
2. Eyewitness vs. expert eyewitness Teaching Strategies

Performance Tasks : Hands-on lab activities and cooperative group work 1. Labs 1-1 , 1-3 on observations and memory recall Forensic Science Fundamentals and
Investigations
HAMMONTON PUBLIC SCHOOLS CURRICULUM PROJECT Creating a Student-Centered Classroom
Content Area: Forensic Unit Title: 3. Crime Scene Investigation and Evidence Collection Target Course/Grade Level: Grade 11-12 School: Hammonton High School UNIT SUMMARY
What are the responsibilities of the first responder and Crime scene technicians at a crime scene? How do investigators thoroughly search for crime scene evidence? What steps should be taken to meticulously document, illustrate, and reconstruct the crime scene? How is evidence properly recognized, collected, and packaged?? 21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental Literacy STAGE ONE: LEARNING TARGETS 2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI): NJCCCS: 5.1.12 A1-3, B1-4, C1-3, D1-3; 5.3.12 A1-6, B1-2, D1; 8.1.12 F1-2; 9.1.12 A1, A4; 9.1.12 F2, F6 Unit Essential Questions 1. Why is proper evidence collection important when trying to solve a crime? 2. How is evidence used to determine whether a crime has been committed? Unit Enduring Understandings: 1. Crime scenes must be processed in a procedural manner
2. The location and handling of evidence is essential to crime scene investigation? 3. Collecting, sketching and securing a crime scene is essential in solving a crime Key Knowledge and Skills students will acquire as a result of this unit: Students will be able to
1.
2. Students will explain the proper way to classify and process evidence
3. 4. 5. 6. Be able to secure a crime scene Search a crime scene Collect evidence and retain the chain of evidence Draw and use a crime scene sketch
Explain the procedures used to process a crime scene.

Lab Practicum Projects Chapter Test

STAGE THREE: THE LEARNING PLAN Sequence of teaching and learning experiences Unit Resources:
Anthony, J . Bettino , Tocsin, S. Forensic Science Fundamentals and Investigations. Cengage Learning. 2008
Walker, Pam., Wood, Elaine. Crime Scenes Investigations. Prentice Hall 1998 DVD: CSI The First season. Paramount Pictures 2003
Web resources:
Instructional Guidelines: Aligning Learning Activities 1. 2. 3. 4. 5. 6. 7. 8. 9.

Define Principal of exchange Individual versus class evidence Types of evidence (biological, chemical, etc.) Steps in securing, preserving, and processing a crime scene Differences in Primary/Secondary crime scenes, Staged crimes, and Search patterns Observations about crime scene environment and Evidence marking Crime scene and evidence contamination Examples of evidence packaging materials and Chain of custody Direct versus circumstantial evidence
Teaching Strategies
PERFORMANCE TASKS 1. Hands-on lab activities and cooperative group work such as: a. Create a crime scene for students to process; (indoor and/or outdoor) including
take notes/description of scene, search/locate evidence, evidence marking, measurements, drawings, photography, sketches 2. 2. Locard principal Lab 2-1 : Forensic Science Fundamentals and Investigations 3. Crime scene investigation lab 2-2: Forensic Science Fundamentals and Investigations
Content Area: Forensics
Unit Title: 4. Trace Evidence Target Course/Grade Level: Grade 11-12 School: Hammonton High School UNIT SUMMARY What is the structure of hair? What key pieces of information can be obtained from microscopic examination of hair? How can different types of fibers be distinguished and identified? How are other types of trace evidence collected, analyzed and used in an investigation 21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental Literacy STAGE ONE: LEARNING TARGETS 2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI): NJCCCS: 5.1.12 A1-3, B1-4, C1-3, D1-3; 8.1.12 F1-2; 9.1.12 A1, A4; 9.1.12 F2, F6 Unit Essential Questions: 1. How is trace evidence used to solve crimes 2. What are different forms of trace evidence Unit Enduring Understandings: 1. Hair and fiber are considered trace evidence, and if identified, can be used to help solve criminal investigations. 2. There are different methodologies for analyzing hair and fiber sample based on the physical and chemical properties
Key Knowledge and Skills students will acquire as a result of this unit: Students will be able to 7. Understand the morphology of a hair follicle: cuticle, cortex, medulla, cortical fusi, ovoid 8. Differentiate between human versus animal hair samples 9. Demonstrate the proper procedures in collecting and analyzing trace evidence 10. Compare hair samples using a collection of controls 11. Compare synthetic versus natural fibers 12. Test methods used for fiber identification STAGE TWO: EVIDENCE OF LEARNING Summative Assessment:
Lab Practicum Projects Chapter Test
bodies, root, follicle, pigment granules, follicular

Anthony, J. Bertino, Tocci, S. Forensic Science Fundamentals and Investigations. Cengage Learning. 2008
Web resources:
Instructional Guidelines: Aligning Learning Activities 13. Morphology: cuticle, cortex, medulla, cortical fusi, ovoid bodies, root, follicle, pigment granules, 14. Tag Medulla and scale patterns 15. Human versus animal species determination 16. Race determination 17. Origin of location on the body 18. Manner of removal 19. DNA and toxicology analysis 20. Hair comparisons / collection of controls 21. Probative value of hair evidence 22. Synthetic versus natural fibers 23. Test methods used for identification Teaching Strategies
1. Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion follicular
PERFORMANCE TASKS
1. Hands-on lab activities and cooperative group work such as:
a. b. c. microscopic examination of human hair, other animal species hair; human hair scale patterns students collect and examine hair from a crime scene for comparison using a microscope microscopic examination/comparison of natural and synthetic fibers; students collect and examine fibers from a crime scene for comparison using a microscope microscopic examination of soil types /plant material/ dust/metal/glass etc.; students collect and examine other types of trace evidence from a crime scene for comparison using a microscope; fracture matching using microscopes
2. Trace evidence hair 3-1,2,-3 : Forensic Science Fundamentals and Investigations 3. Fiber lab 4-1,5: Forensic Science Fundamentals and Investigations
Content Area: Forensics Unit Title: 5. Impressions Target Course/Grade Level: Grade 11-12 School: Hammonton High School UNIT SUMMARY Impressions can be considered both class and individual evidence based on the amount of detail present. Proper collecting and comparisons can help identify a suspect at a crime scene
and
problem
solving;
Communication;
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental Literacy STAGE ONE: LEARNING TARGETS 2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI): NJCCCS: 5.1.12 A1-3, B1-4, C1-3, D1-3; 5.3.12 A1-6, B1-2, D1; 8.1.12 F1-2; 9.1.12 A1, A4; 9.1.12 F2, F6 Unit Essential Questions: 1. How are impressions a form of trace evidence that can be used to help solve crimes? 2. How are different types of impressions used in criminal investigations Unit Enduring Understandings: 1. The various types of impressions left at a crime scene can be used as trace evidence 2. Latent, patent and plastic impressions are all collected using different methods
3. Impression use exemplars to help identify matches
Key Knowledge and Skills students will acquire as a result of this unit: Students will be able to
1. 2. 3. 4. Distinguish between latent, patent and plastic impressions Describe how to make foot, shoe, dental, and tire impressions. Match tool marks with the instrument that produced them Describe how tool mark evidence is collected preserved and documented


Anthony, J. Bertino, Tocci, S. Forensic Science Fundamentals and Investigations. Cengage Learning. 2008 Walker, Pam., Wood, Elaine. Crime Scenes Investigations. Prentice Hall 1998
DVD: CSI The First season. Paramount Pictures 2003
Web resources:

1.Types of impressions 2. types of Shoe impressions/shoe wear patterns 3.types of Tire impressions 4. types of Dental impressions 5. Types of tool impressions
Teaching Strategies
PERFORMANCE TASKS 1. Hands-on lab activities and cooperative group work such as:
a. Lab on dental impression work sheet using marshmallows b. Lab on tire impression comparison using toy cars c. Lab 15-2 shoe size vs. height: Forensic Science Fundamentals and Investigations d. Lab 16-1, 2 tool impressions: Forensic Science Fundamentals and Investigations e. Lab 1-6 shoe impressions :Crime Scenes Investigations f. Lab 2-1 tool marks: Crime Scenes Investigations
Content Area: Forensics Unit Title: 6. Ballistics and glass Target Course/Grade Level: Grade 11 -12 School: Hammonton High School UNIT SUMMARY The term ballistics refers to the science of the travel of a projectile in flight. The flight path of a bullet includes: travel down the barrel, path through the air and path through a target. Forensic ballistics is the science of analyzing firearm usage in crimes. 21st Century Skills: Critical thinking Collaboration; Creativity and Innovation and problem solving; Communication;
STAGE ONE: LEARNING TARGETS 2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI): NJCCCS: 5.1.12 A1-3, B1-4, C1-3, D1-3; 5.3.12 A1-6, B1-2, D1; 8.1.12 F1-2; 9.1.12 A1, A4; 9.1.12 F2, F6 Unit Essential Questions:
1. 2. How does the study of ballistics in forensic science help in criminal investigations Why do citizens have the right to carry guns
Unit Enduring Understandings:

1. 2. 3. 4. The 9th amendment has a direct impact in the legality of carrying and selling weapons The modern gun went through many evolutions and revisions Cartridge shells leaving a gun create indentations that help investigators solve crimes You can determine the position of a shooter using trajectory models
5.
The impact a bullet makes on glass, and the characteristics of the glass can help investigators analyze a crime scene
Key Knowledge and Skills students will acquire as a result of this unit: Students will be able to 1. Students will describe the 9th amendment and defend their opinion on it
2. 3. 4. 5. Students Students Students Students will will will will discuss the differences between types of guns describe how shells and casing help solve crimes determine the position of the shooter based on bullet trajectory explain the role of ballistic and glass recovery at a crime scene

Quizzes Written Assignments

Anthony, J. Bertino, Tocci, S. Forensic Science Fundamentals and Investigations. Cengage Learning. 2008 Walker, Pam., Wood, Elaine. Crime Scenes Investigations. Prentice Hall 1998 DVD: CSI The First season. Paramount Pictures 2003
DVD: Bowling for Columbine
Web resources:
Instructional Guidelines: Aligning Learning Activities 1. History of the 9th amendment and the importance in forensics
2. 3. 4. 5. 6. 7. History of gunpowder and firearms Types of guns and bullets How bullets and casings are used to solve crimes Explanation of trajectories Trajectory Analysis Modern forensics and ballistic analysis
Teaching Strategies
1. 2. 3. Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion Movie: Bowling for Columbine with accompanying worksheet Videos from YouTube
PERFORMANCE TASK 1. Hands-on lab activities and cooperative group work such as: a. Lab 17-1 bullet trajectory: Forensic Science Fundamentals and Investigations
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT Creating a Student-Centered Classroom
Content Area: Forensics Unit Title: 7. Fingerprints Target Course/Grade Level: Grade 11 -12 School: Hammonton High School UNIT SUMMARY Fingerprints collected from a crime scene, or from items of evidence from a crime, can be used in forensic science to identify suspects, victims and other persons who touched the surface in question. Collecting, classifying, and matching fingerprints found at a crime scene replaced older anthropometric measurements as a more reliable method for identifying persons having a prior record, often under an alias name, in a criminal record repository. The science of fingerprint identification stands out among all other forensic sciences for many reasons because of its superiority and reliability 21st Century Skills: Critical thinking Collaboration; Creativity and Innovation and problem solving; Communication;
STAGE ONE: LEARNING TARGETS 2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI): NJCCCS: 5.1.12 A1-3, B1-4, C1-3, D1-3; 5.3.12 A1-6, B1-2, D1; 8.1.12 F1-2; 9.1.12 A1, A4; 9.1.12 F2, F6 Unit Essential Questions: 1. How can fingerprints be used to identify individuals? 2. How are fingerprints collected from a crime scene, or from items of evidence, used
in forensic science to solve a crime?

1. 3. 4. 5. 6. Fingerprint identification is a reliable method for identifying persons The study of fingerprints evolved over many years There are many unique characteristics of fingerprinting There are different methods in lifting a fingerprint AFIS is a database used to solve crimes
2. Fingerprints can be classified as individual and class evidence
Key Knowledge and Skills students will acquire as a result of this unit Students will be able to 1. 2. 3. 4. 5. 6. 7.
Discuss the history of fingerprinting Describe the characteristics of fingerprinting Explain what the basic types of fingerprints are Discuss the latests methods in lifting a fingerprint Describe what AFIS is and how is it used to solve crime Process latent prints on a variety of surfaces using different methods Comparing fingerprints found at the crime scene with known samples


Anthony, J. Bertino, Tocci, S. Forensic Science Fundamentals and Investigations. Cengage Learning. 2008 Walker, Pam., Wood, Elaine. Crime Scenes Investigations. Prentice Hall 1998 DVD: CSI The First season. Paramount Pictures 2003 Fingerprinting fume hood
Web resources:
Instructional Guidelines: Aligning Learning Activities 1. History of fingerprinting

2. 3. 5. 6. 7. Biological importance of fingerprints Characteristics of fingerprints Lifting fingerprints Process latent prints on a variety of surfaces using different methods Comparing fingerprints found at the crime scene with known samples
4. Identifying fingerprints
Teaching Strategies
2. Videos from YouTube 3. Demo Lab on luminal fingerprints
PERFORMANCE TASK 1. Hands-on lab activities and cooperative group work such as: b. Lab 6- (1-6) fingerprinting: Forensic Science Fundamentals and
Investigations
Unit Title: 8. Document analysis Target Course/Grade Level: Grade 11 -12 School: Hammonton High School UNIT SUMMARY Forensic document examiners look at handwriting, typewriting, types of ink or paper, and other characteristics about documents in order to solve crimes
and
problem
solving;
Communication;
1. How is document analysis used to help investigators solve crimes? 2. What procedures are used by forensic scientists to process questioned documents?
1.
2.
Forensic document examiners look at handwriting, typewriting, types of ink or paper, and other characteristics about documents in order to solve crimes. Forensics can help determine the authenticity of a document and uncover forgeries, e.g., by comparing the handwriting of the person who supposedly wrote a document to the document itself
Key Knowledge and Skills students will acquire as a result of this unit Students will be able to 1. Students will identify the characteristics of questioned documents that are most useful in
forensic comparisons. documents.
2. Students will demonstrate procedures used by forensic scientists to process questioned 3. Students will explain the importance of evidence databases available to forensic scientists


STAGE THREE: THE LEARNING PLAN Sequence of teaching and learning experiences
Unit Resources
Anthony, J. Bertino, Tocci, S. Forensic Science Fundamentals and Investigations. Cengage Learning. 2008 Walker, Pam., Wood, Elaine. Crime Scenes Investigations. Prentice Hall 1998 DVD: CSI The First season. Paramount Pictures 2003 DVD: Catch Me if you can
Web resources:
Instructional Guidelines: Aligning Learning Activities 1.

2. History of forensic handwriting analysis Ways to analyze a handwriting sample Characteristics of handwriting Technology used in HW analysis Ways to analyze forgeries and counterfeiting Modern technology in analyze forgeries and counterfeiting
3.
4. 5. 6.
Teaching Strategies
1. 2. Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion Videos from YouTube
3. Movie: Catch me if you can
PERFORMANCE TASK 1. 2. 3. 4. 5.
Hands-on lab activities and cooperative group work such as:
Lab 10- (1-2) Document analysis: Forensic Science Fundamentals and Investigations Lab 1-1: Who wrote this: Crime Scenes Investigations Lab 1-2: Typewriter: Crime Scenes Investigations Lab 1-3: Chromatography: Crime Scenes Investigations
Content Area: Forensics Unit Title: 9. DNA Target Course/Grade Level: Grade 11 -12 School: Hammonton High School UNIT SUMMARY
DNA profiling (also called DNA testing, DNA typing, or genetic
fingerprinting) is a technique employed by forensic scientists to assist in the identification of individuals by their respective DNA 21st Century Skills: Critical thinking Collaboration; Creativity and Innovation and problem solving; Communication;
1. 2. How is DNA used to help solve crimes Why can we use DNA to exonerate or convict suspects
Unit Enduring Understandings: 1. Various DNA markers are important in a criminal investigations
2. DNA needs to be properly collected and analyzed before used in an investigation
3. There are multiple steps in producing a DNA fingerprint 4. DNA comparisons with a database are important in both convicting and exonerating suspects Key Knowledge and Skills students will acquire as a result of this unit Students will be able to
1. 2. 3. Identify the characteristics of DNA that is most useful in forensic comparisons. Demonstrate procedures used by the forensic scientist when processing DNA evidence. Explain the importance of DNA databases available to forensic scientists


Web resources:

1. 2. 3. 4. Structure and function of DNA DNA analysis procedures DNA identification Sources of DNA Analysis of DNA
Teaching Strategies
3. Movie: Trial of the century: OJ Simpson
PERFORMANCE TASK
1. Hands-on lab activities and cooperative group work such as: Lab 7-4 DNA: Forensic Science Fundamentals and Investigations Lab 7-5 DNA: Forensic Science Fundamentals and Investigations Lab 7-6 DNA: Forensic Science Fundamentals and Investigations Famous Case Study to research such as: The Green River Killer (Gary Rideway) Web quests such as:Virtual DNA Extractionhttp://learn.genetics.utah.edu/content/labs/extraction Web quests such as:www.pbs.org/wgbh/nova/shepard/labwave.html (make a DNA profile)
2. 3. 4. 5. 6. 7.
Content Area: Forensics Unit Title: 10. Serology and blood pattern analysis Target Course/Grade Level: Grade 11 -12 School: Hammonton High School UNIT SUMMARY Serology is the study of blood serum, along with saliva, semen and other bodily fluids. Forensic serology studies in relation to crimes and other legal matters. Using a biological approach to the law and crime investigation, forensic serologists work on cases involving homicides, rapes, assaults and paternity disputes
and
problem
solving;
Communication;
1. 2.
3.
How is serology used to help solve crimes How are blood patterns used to help solve crimes How is urine analysis used to help solve crimes

1. Their are various components of blood, each helping forensic scientists solve cases 2. Blood typing is important as evidence in a crime scene 3. Different blood stain patterns can help you solve crimes based on their source, direction, and angle of trajectory 4. There are modern method of chemically isolating old, invisible blood stains to make them visible 5. Urine has a lot of metabolic waste that can be used to solve crimes
Key Knowledge and Skills students will acquire as a result of this unit Students will be able to 1. Identify each of the components of blood (using prepared microscope slides)
2. Describe the function of blood cells
3. Determine blood type (using simulated blood) and calculate the probability
4. Determine the direction and trajectory of blood stains Process old blood stains (using non-human blood sources)
5. Determine different organic molecules using artificial urine 6. Solve crimes based on blood stains, blood type and the make up of urine


Web resources:

1. 2. 3. 4. 5. 6. 7. The Composition of blood Importance of blood typing and how to identify someone using blood type Identify different types of blood spatter Analyze blood spatter to help solve crimes The Composition of urine Importance of urine to identify someone Analyze urine to help solve crimes
Teaching Strategies
PERFORMANCE TASK 1. 2. 3. 4. 5. 6. 7.
Lab 8-1 Blood: Forensic Science Fundamentals and Investigations Lab 8-2 Blood: Forensic Science Fundamentals and Investigations Lab 8-3 blood: Forensic Science Fundamentals and Investigations Lab 8-4 Blood: Forensic Science Fundamentals and Investigations Lab 8-5 Blood: Forensic Science Fundamentals and Investigations Lab 8-6 blood: Forensic Science Fundamentals and Investigations
Unit Title: 11. Poisons and Toxicology Target Course/Grade Level: Grade 11 -12 School: Hammonton High School UNIT SUMMARY Forensic toxicology is the use of toxicology and other disciplines such as analytical chemistry, pharmacology and clinical chemistry to aid medical or legal investigation of death, poisoning, and drug use. The primary concern for forensic toxicology is not the legal outcome of the toxicological investigation or the technology utilized, but rather the obtaining and interpreting of the results. A toxicological analysis can be done to various kinds of samples.
and
problem
solving;
Communication;
1. 2. What is the job of a forensic toxicologists How would identifying poisons and drugs help solve criminal cases?

1. 2. 3. Drugs and poisons are illegal because they interfere with normal bodily functions The role of a forensic Toxicologist is to analyze drugs and poisons There are many analytical techniques for detecting poisons and drugs
Key Knowledge and Skills students will acquire as a result of this unit Students will be able to
5. 6. 7. 8. Describe the role of a forensic Toxicologist Discuss the effects of drugs and poisons on the body Describe analytical techniques for detection and identification of poisons and rugs Compare the differences between poisons and drugs


Anthony, J. Bertino, Tocci, S. Forensic Science Fundamentals and Investigations. Cengage Learning. 2008
Web resources:

1. 2. 3. 4. 5. History of poisons Morphology of poisons on the body Morphology of drugs on the body Relate signs and symptoms of overdose to specific drugs and poisons Modern techniques in collecting and analyzing drugs and poisons
Teaching Strategies
PERFORMANCE TASK 8. Hands-on lab activities and cooperative group work such as: 9. Lab 9-1 Drug analysis: Forensic Science Fundamentals and Investigations 10. Lab 9-2 Urine analysis: Forensic Science Fundamentals and Investigations 11. Lab 9-3 Drug identification: Forensic Science Fundamentals and Investigations
Unit Title: 12. Anthropology Target Course/Grade Level: Grade 11 -12 School: Hammonton High School UNIT SUMMARY Forensic anthropology is the application of the science of physical anthropology in a legal setting, most often in criminal cases where the victim's remains are in the advanced stages of decomposition. A forensic anthropologist can assist in the identification of deceased individuals whose remains are decomposed, burned, mutilated or otherwise unrecognizable. 21st Century Skills: Critical thinking Collaboration; Creativity and Innovation and problem solving; Communication;
1. 2. What is the job of a forensic anthropologists How do Forensic anthropologists use the remains of a Skelton to help solve criminal cases?
3.
What can be determined by analyzing skeletal remains?
Unit Enduring Understandings: 1. Skeletal remains can be used to identify age, gender, race, and height 2. Skeletal remains can help investigators identify a suspect or individual
1. 2. Describe the morphology of bones Distinguish between male and female skeletal remains Describe how bones contain a record of injuries and disease Demonstrate how one can determined age, gender, race, height using skeletal remains Explain how an investigator use the remains of a skeleton to identify a suspect or individual
3. 4.
5.


Anthony, J. Bertino, Tocci, S. Forensic Science Fundamentals and Investigations. Cengage Learning. 2008 Walker, Pam., Wood, Elaine. Crime Scenes Investigations. Prentice Hall 1998 DVD: The Bone collector. Paramount Pictures 200 DVD: The Ice man murder mystery.
Web resources:

1. The morphology of the skeleton
2. Distinguish between age, gender, race, height using skeletal remains 3. using skeletal remains to help Identify individuals using databases
4. Modern procedures on collecting and analyzing skeletal remains
Teaching Strategies
PERFORMANCE TASK 12. Hands-on lab activities and cooperative group work such as: 13. Lab 13-1 Determining the age of a skull: Forensic Science Fundamentals and
Investigations
14. Lab 13-2 Determining the gender using skeletal remains: Forensic Science
Fundamentals and Investigations
15. Lab 13- 4 Determining body size using skeletal remains: Forensic Science
Fundamentals and Investigations
16. Lab 13 5 Medical examiner findings: Forensic Science Fundamentals and

Investigations
Unit Title: 13. Pathology Target Course/Grade Level: Grade 11 -12 School: Hammonton High School UNIT SUMMARY
Forensic pathology is a branch of pathology concerned with determining the cause of death by examination of a corpse. The autopsy is performed by a coroner or medical examiner usually during the investigation of criminal law cases and civil law cases in some jurisdictions. Coroners and medical examiners are also frequently asked to confirm the identity of a corpse. 21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and Innovation
1. 2. What is the job of a forensic pathologist How do Forensic pathologists use the remains of a body to help solve criminal cases?

1. 2. Understanding the mechanism and cause of death can help investigators solve a crime Forensic pathologists can use Rigor, Algor and livor mortis to determine time of death
3.
Forensic pathologists can use the stages of decomposition to determine time of death
6. 7. 8. 9. Discuss the definition of death Distinguish between four manners of death Explain how the development of rigor, algor and livor mortis can help determine time of death Describe the stages of decomposition 10. Explain how time of death can be inferred using insect infestation, and succession


Anthony, J. Bertino, Tocci, S. Forensic Science Fundamentals and Investigations. Cengage Learning. 2008 Walker, Pam., Wood, Elaine. Crime Scenes Investigations. Prentice Hall 1998
DVD: CSI: Crime Scene Investigation (season 1)
Web resources:
Teaching Strategies
PERFORMANCE TASK 1. Hands-on lab activities and cooperative group work such as:
a. Lab 15-1 criminal profiling: Forensic Science Fundamentals and Investigations
Unit Title: 13. Psychology and Serial Killers Target Course/Grade Level: Grade 11 -12 School: Hammonton High School UNIT SUMMARY
A criminal profiler is someone who has extensively studied psychology and criminology. Although they don't solve crimes themselves, they play an important part in the crime solving process, especially in major homicide cases. The criminal profilers works as expert witnesses providing unbiased testimony in criminal court cases that may benefit from a psychological view of the criminal mind. They spend most of their time researching connections between criminals and the crimes they commit. Looking at previous criminals, and how or why they committed their crimes, allows profilers to more accurately profile future criminals.
1.
2. How do Forensic criminologists use profiling to help solve criminal cases? Unit Enduring Understandings:
What is the job of a forensic criminologist
1. 2. 3.
Understanding the mechanism and cause of death can help investigators solve a crime Forensic pathologists can use Rigor, Algor and livor mortis to determine time of death Forensic pathologists can use the stages of decomposition to determine time of death
1. 2. 3. 4. List key contributors to and their work in the field of criminal profiling Explain the stage of criminal profiling Describe the importance of victimology in the criminal profiling process Differentiate between the roles of an investigator and profiler


Anthony, J. Bertino, Tocci, S. Forensic Science Fundamentals and Investigations. Cengage Learning. 2008 Walker, Pam., Wood, Elaine. Crime Scenes Investigations. Prentice Hall 1998 DVD:
The Silence of the Lambs 1991
Web resources:

1. 2. 3. 4. History of criminal profiling Stages of the profiling process Victimology Famous case studies
Teaching Strategies
PERFORMANCE TASK
Lab 11-1 death and decomp: Forensic Science Fundamentals and Investigations Lab 11-2 death and decomp: Forensic Science Fundamentals and Investigations Lab 11-1 Mortis 1 -3: Forensic Science Fundamentals and Investigations

Hammonton High School Forensics Curriculum 2012

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Hammonton High School Forensics Curriculum 2012

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Hammonton High School Forensics Curriculum 2012

Hammonton High School District

Course Proficiencies and Pacing FORENSIC SCIENCE

Essential question and Skills

Recommen ded Duration

Unit #2: Observation skills

Unit #3: Crime Scene Investigation and Evidence Collection

Draw and use a crime scene sketch 3 weeks

1. Understand the morphology of a hair follicle: 2.

Unit #6 Ballistics and glass

Unit #8: Document Examination

Unit #9: DNA

Unit #10: Serology and Blood Pattern Analysis

Unit #11: Poisons and toxicology

Unit #12 Anthropology

Unit #13 Pathology

5.1.12 C1 5.1.12 C2 5.1.12 C3 5.1.12 D1

Hammonton High School Science Department Materials List

21st Century Skills: Critical thinking Collaboration; Creativity and Innovation

STAGE TWO: EVIDENCE OF LEARNING Summative Assessment:

Student Self-Assessment and Reflection:

Lab conclusions Essay response questions

Instructional Guidelines: Aligning Learning Activities

Performance Tasks : Hands-on lab activities and cooperative group work

2. Project Poster board job advertisement for specific forensic discipline

3. Student dissection of a fictitious portrayal of forensic professionals (such as seen on CSI to

3. Eyewitness testimony is not reliable due to misperceptions of reality

STAGE TWO: EVIDENCE OF LEARNING Summative Assessment:

Student Self-Assessment and Reflection:

Instructional Guidelines: Aligning Learning Activities

2. Eyewitness vs. expert eyewitness Teaching Strategies

HAMMONTON PUBLIC SCHOOLS CURRICULUM PROJECT Creating a Student-Centered Classroom

Explain the procedures used to process a crime scene.

STAGE TWO: EVIDENCE OF LEARNING Summative Assessment:

Student Self-Assessment and Reflection:

Instructional Guidelines: Aligning Learning Activities 1. 2. 3. 4. 5. 6. 7. 8. 9.

HAMMONTON PUBLIC SCHOOLS CURRICULUM PROJECT Creating a Student-Centered Classroom

Content Area: Forensics

Student Self-Assessment and Reflection:

HAMMONTON PUBLIC SCHOOLS CURRICULUM PROJECT Creating a Student-Centered Classroom

21st Century Skills: Critical thinking Collaboration; Creativity and Innovation

STAGE TWO: EVIDENCE OF LEARNING Summative Assessment:

Student Self-Assessment and Reflection:

DVD: CSI The First season. Paramount Pictures 2003

Instructional Guidelines: Aligning Learning Activities

HAMMONTON PUBLIC SCHOOLS CURRICULUM PROJECT Creating a Student-Centered Classroom

Unit Enduring Understandings:

STAGE TWO: EVIDENCE OF LEARNING Summative Assessment:

Student Self-Assessment and Reflection:

DVD: Bowling for Columbine

HAMMONTON PUBLIC SCHOOLS

CURRICULUM PROJECT Creating a Student-Centered Classroom

Unit Enduring Understandings:

2. Fingerprints can be classified as individual and class evidence

STAGE TWO: EVIDENCE OF LEARNING Summative Assessment:

Student Self-Assessment and Reflection:

Instructional Guidelines: Aligning Learning Activities 1. History of fingerprinting

2. Videos from YouTube 3. Demo Lab on luminal fingerprints

HAMMONTON PUBLIC SCHOOLS CURRICULUM PROJECT Creating a Student-Centered Classroom

Content Area: Forensics

21st Century Skills: Critical thinking Collaboration; Creativity and Innovation

Unit Enduring Understandings:

STAGE TWO: EVIDENCE OF LEARNING Summative Assessment:

Student Self-Assessment and Reflection: