Critical Content/Concept Web
Unit Topic:
Introduction to Forensics
Conceptual Lens:
Grade:
Unit Overview
Legal Procedures
9-12
Introduction




Legal System


Definitions
Locard Principle
Evidence
Crime Lab Services
Probable Cause
Warrants
Unit Topic:
Introduction to
Forensics
Innocence
Project
Investigations

Eyewitness Accounts


Purpose
Effectiveness
In this units students will be
introduced to forensics and the
legal principles all forensics
processes and procedures must
abide by.
Grade: 9 -12
Subject: Forensics
Unit: Intro to Forensics
Lens: Legal Procedures
Enduring Understandings
Guiding Questions
1. The Constitution of the United States is the source
document for all laws.
1. Why is The Constitution of the United States considered
the source document for all laws?
2. The Amendments of the Constitution guarantee certain
legal rights which all investigative procedures must
observe.
1. Why are the first ten amendments to the constitution
called The Bill of Rights?
2. Whose rights do they refer to?
3. What are those rights?
4. Why are they important to criminal procedures including
evidence collection?
Grade: 9 -12
Subject: Forensics
Unit: Intro to Forensics
Lens: Legal Procedures
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The definition of forensics is relating to the
application of scientific knowledge to legal
questions
2. Locard Principle is contact between individuals
and locations that leads to an exchange of trace
evidence
3. The definition of evidence is data presented to a
court or jury in proof of the facts in issue and
which may include the testimony of witnesses,
records, documents, or objects
4. The services of each unit provided by a full service
crime lab
i. Physical Science Unit: Soil
Chemicals, paint metals Drugs
ii. Biology unit: DNA, Blood, Hair
Fibers, Botanical materials
iii. Firearms Unit: firearms, discharged
bullets, cartridge cases, shot gun
shells, ammunition of all types,
trajectory
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Define forensics
2. Explain the Locard principle
3. Define what Evidence is
4. List services provided by a full service crime lab
5. Define probable cause
6. Explain the purpose and process of obtaining a
warrant
7. Explain what an eyewitness account is and the
limitations
AC
iv. Document and examination Unit:
handwriting, forgery
v. Photography unit: records physical
evidence, x-rays, digital imaging to
make invisible images visible
5. What probable cause is
6. What warrants are, how they are issued and how
they work
7. The definition of eyewitness accounts
8. That eyewitness accounts have limitations
9. The innocence project is a not for profit
organization designed to reexamine postconviction cases using DNA and other evidence to
provide conclusive proof of guilt or innocence.
10. 200 people have been set free because of the
innocence project 17 of which were on death row
8. Identify the purpose and success of the innocence
project
Grade: 9 -12
Subject: Forensics
Unit: Intro to Forensics
Lens: Legal Procedures
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Processing a Crime Scene
Conceptual Lens:
Grade:
Unit Overview
Procedure and records
In this unit students will be
introduced to the processes and
procedures of examining a crime.
9-12
Handling Evidence
Crime Scene




Define
Types of evidence
Chain of custody
Packaging
/transporting evidence
Unit Topic:
Processing a Crime
Scene
Working A Crime
Scene



7 S’s
Photography
Search patterns
Crime Scene Drawings
and Measurements



Notes
Logs
Sketches
Grade: 9 -12
Subject: Forensics
Unit: Processing a Crime Scene
Lens: Procedures and records
Enduring Understandings
1. Science is the systematic examination of events
occurring in the natural world. Scientists construct
theories, based on evidence, about how and why things
happen.
Guiding Questions
1. What is science?
2. Why do we do science?
8-9.PS.1.2.1 Use observations and data as evidence on which to base scientific
explanations.
8-9.PS.1.2.2 Develop models to explain concepts or systems.
8-9.PS.1.2.3 Develop scientific explanations based on knowledge, logic, and analysis
2. Processes and procedures are established to ensure
Forensic scientist and other investigators collect and
preserve evidence that can be used in court.
1. Why would a piece of evidence not be admissible in
court?
2. Why is it important to collect evidence in accordance
with established procedures?
8-9.PS.1.6.2 Utilize the components of scientific problem solving to design, conduct, and
communicate results of investigations.
8-9.PS.1.6.3 Use appropriate technology and mathematics to make investigations
8-9.PS.1.6.4 Formulate scientific explanations and models using logic and evidence
-9.PS.1.6.5 Analyze alternative explanations and models
3. Failure to follow the correct process and procedures
may result in missed evidence or evidence that is
inadmissible in a court of law.
What are some example of why a piece of evidence might
be disallowed in a court of law?
Grade: 9 -12
Subject: Forensics
Unit: Processing a Crime Scene
Lens: Procedures and records
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. A crime scene is a place where any evidence may
be located and gathered to help explain events
2. The seven S’s of Crime scene investigation:
3. A crime scene is photographed unaltered
4. The four crime search patterns
5. What chain of custody means and why it must be
preserved
6. The different evidence requires different
packaging
7. Sketching is used to indicate spatial relationship
between objects
8. Note and log documentation is to record sequence
of actions, time of day, temperature and who was
present
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Define what a crime scene is
2. List 7 S’s of a crime scene
3.
4.
5.
6.
1. secure
2. separate witness
3 scan the scene
4. see the scene
5. sketch the scene
6. search for evidence
7. secure evidence
Explain the value of photographic evidence
Demonstrate the crime search patterns
Collect and package evidence for processing
Take notes and Sketch a crime scene
AC
Grade: 9 -12
Subject: Forensics
Unit: Processing a Crime Scene
Lens: Procedures and records
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Forensic Entomology
Conceptual Lens:
Grade:
Unit Overview
The Science of Bug Evidence
9-12
General Information


Stages of Death



Definition
Career
Livermortis
Rigormortis
Algormortis
Unit Topic:
Forensic
Entomology
Life Cycle Of Insects


Morphology
Environmental Factors
Taxonomy



Binomial Nomenclature
Dichotomous Key
Insect Families
Students will study the life cycle of
common organisms and how those
life cycles can help determine the
chronology of an event.
Grade: 9 -12
Subject: Forensics
Unit: Forensic Entomology
Lens: The Science of Bug Evidence
Enduring Understandings
Guiding Questions
1. All living things have a life cycle.
1. What is a life cycle?
2. Do all organisms have life cycles?
3. Are there distinct stages in a life cycle?
2. Application of scientific knowledge about the life cycles
of other living organisms can provide valuable information
to the Forensic Scientist.
1. If we understand an organism’s life cycle, how might
that help us determine when something happened?
8-9.PS.1.2.1 Use observations and data as evidence on which to base scientific
explanations.
8-9.PS.1.2.2 Develop models to explain concepts or systems.
8-9.PS.1.2.3 Develop scientific explanations based on knowledge, logic, and analysis
9-10.B.1.6.4 Formulate scientific explanations and models using logic and evidence.
Grade: 9 -12
Subject: Forensics
Unit: Forensic Entomology
Lens: The Science of Bug Evidence
Critical Content and Skills
Students will Know…
1. The definition of forensic entomology
2. Characteristics of rigor mortis, liver mortis, and
algor mortis
3. What a dichotomous key is and its purpose
4. All things are classified
5. System was created by Carolus Linneus
6. The taxonomy of insects that are attracted to
decaying flesh
7. The life cycle of insects from larvae to adult
8. Variables effect the life cycle of insects
AC = Assessment Code:
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Define Forensic Entomology
2. Describe the differences between liver mortis, rigor
mortis, algor mortis
3. Use a Dichotomous Key
4. Identify different types of insects pertaining to
forensics
5. Diagram the life cycle of an insect
AC
Grade: 9 -12
Subject: Forensics
Unit: Forensic Entomology
Lens: The Science of Bug Evidence
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Forensic Anthropology
Conceptual Lens:
Grade:
Unit Overview
Applied Anatomy
Students will apply their
understanding of human anatomy
to the science of forensics.
9-12
Human Skeletal
Remains




Odontology
Sex Determination
Height
Age
Race



Unit Topic:
Forensic Anthropology
Teeth Impression
Bite Marks
Identification
Grade: 9 -12
Subject: Forensics
Unit: Forensic Anthropology
Lens: Applied Anatomy
Enduring Understandings
Guiding Questions
1. Anatomical structures have distinguishing characteristics
and change as an organism grows.
1. What are anatomical structures?
2. Are they the same for males, females and Humans of all
ages?
9-10.B.1.1.1 Explain the scientific meaning of system, order, and organization
9-10.B.1.1.2 Apply the concepts of order and organization to a given system
9-10.B.1.3.1 Measure changes that can occur in and among systems.
2. Application of scientific knowledge about anatomy can
provide valuable clues to the forensic scientist.
9-10.B.1.2.3 Develop scientific explanations based on knowledge, logic and analysis
1. How can we use the differences in anatomy to help
determine what happened at a crime scene?
Grade: 9 -12
Subject: Forensics
Unit: Forensic Anthropology
Lens: Applied Anatomy
Critical Content and Skills
Students will Know…
AC = Assessment Code:
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. That parts of a skeleton can determine age,
race, and sex
1. Classify remains according to age race and
sex
2. That identification can be made from dental
records
2. Match bite marks with dental impressions
AC
Grade: 9 -12
Subject: Forensics
Unit: Forensic Anthropology
Lens: Applied Anatomy
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Trace Evidence
Conceptual Lens:
Grade:
Unit Overview
Collection, Identification and Analysis
Students will use their skills with a
microscope to examine and classify
trace evidence.
9-12
Fingerprinting









Types of Fingerprints
Print Evidence
Collection Techniques
Unit Topic:
Trace Evidence
Microscopy and
Technology


Parts of a Microscope
Types of Microscopes
Types of Trace
Evidence
Hair
Fiber
Soil
Pollen
Paint
Metal
Grade: 9 -12
Subject: Forensics
Unit: Trace Evidence
Lens: Collection, Identification and analysis
Enduring Understandings
Guiding Questions
1. Minute particles of trace evidence can help tell the story
of a crime scene.
1. What is trace evidence?
2. Where does it come from?
3. How can we use it to determine what happened at a
crime scene?
2. Some types of evidence are unique to individuals and
therefore can be used to identify a particular person.
1. What are some things that are totally unique to you?
Grade: 9 -12
Subject: Forensics
Unit: Trace Evidence
Lens: Collection, Identification and analysis
Critical Content and Skills
Students will Know…
1.
2.
3.
4.
5.
6.
7.
The part of a microscope
The various types of microscopes
What trace evidence includes
The 3 types of fingerprints
The frequencies of the 3 types of fingerprints
The 3 types of finger print evidence
There are different methods for collecting
fingerprints off of different surfaces
AC = Assessment Code:
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Use a light microscope and a dissection
microscope for analysis of evidence
2. Identify each type of microscope listed
a. Electron Microscope
b. Light Microscope
c. Dissection microscope
d. Stereoscope
3. List the most common types of trace evidence:
fiber, paint hair, pollen, soil, metal
4. Label the three types of fingerprints and express
their frequencies
a. Arches 5%
b. Whorls 30%
c. Loops 65%
5. Compare latent, visible, and plastic fingerprints
6. Collect fingerprints for analysis
AC
Grade: 9 -12
Subject: Forensics
Unit: Trace Evidence
Lens: Collection, Identification and analysis
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Biological Evidence
Conceptual Lens:
Grade:
Unit Overview
Reading Body Fluids
Blood


Students will apply their knowledge
of biology to the field of forensics.
9-12
DNA







Typing
Blood Splatter
Function
Structure
Processing
Typing
Gel-Electrophoresis
Sources of DNA
Mitochondrial DNA
Unit Topic:
Biological Evidence
Toxicology
Serology



Define
Types of Bodily Fluids
Composition of Types
of Fluids



Screening
Bioterrorism Agents
Measuring Toxicity
Grade: 9 -12
Subject: Forensics
Unit: Biological Evidence
Lens: Reading Body Fluids
Enduring Understandings
1. Application of the biological sciences is a central part of
forensic science.
Guiding Questions
1. What is biology the study of?
2. Who do crimes occur against?
3. How can an understanding of Biology help us what
happened to a biological system?
Grade: 9 -12
Subject: Forensics
Unit: Biological Evidence
Lens: Reading Body Fluids
Critical Content and Skills
Students will Know…
1. DNA is composed of nucleotides
2. DNA is unique for every person
3. DNA can be used to identify or exonerate
suspects from a crime
4. The 4 steps of DNA fingerprinting
5. Gel electrophoresis separates DNA fragments
according to size and molecular weight
6. Mitochondrial DNA is used for identification of
skeletal remains
7. DNA can be extracted from nucleated cells
8. Serology is the study of bodily fluids
9. Bodily fluids include blood, semen, saliva
10. The composition of blood
11. The composition of semen
12. The composition of saliva
13. The 4 types of blood
AC = Assessment Code:
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Analyze segments of DNA for identification
2. List in order the sequence of DNA fingerprinting
a. Extraction
b. Restriction Fragments
c. Amplification
d. Electrophoresis
3. Explain the process of gel-eletrophoresis
4. Explain when and why mitochondrial DNA would
be used
5. Extract their own DNA from saliva
6. Identify the components of different bodily fluids
7. List the types of bodily fluids in serology, (blood,
semen, saliva)
8. List the four types of blood
9. Explain blood splatter analysis
10. Identify different types and the trajectory of blood
splatter
AC
14. That blood splatter analysis is a field of forensics
that deals with the physical properties of blood
and he patterns produced under different condition
as a result of various forces applied to the source
of blood
15. Toxicology is the study of poisons and the
identification of drugs and other substances a
person may have used for medicinal, recreational
or criminal purposes.
11. Define Toxicology
a. Drugs
b. Types of Poisons
c. Sobriety (Beer Goggles)
d. Alcohol
e. Heavy Metals and Pesticides
f. Bioterrorism Agents
g. Measuring Toxicity
Grade: 9 -12
Subject: Forensics
Unit: Biological Evidence
Lens: Reading Body Fluids
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Physical Evidence
Conceptual Lens:
Grade:
Unit Overview
Applied Physics
9-12
Ballistics




Tool Marks


Cartridge Cases
Bullet Comparisons
Gun Shot Residue
Trajectory
Impressions
Comparison
Unit Topic:
Physical Evidence
Glass
Casts


Impressions
Comparisons




Types of Glass
Nature of Glass
Characteristics
Fracture Patterns
In this unit the students will apply
their knowledge of physical science
and physics to the analysis of
physical evidence at a crime scene.
Grade: 9 -12
Subject: Forensics
Unit: Physical Evidence
Lens: Applied Physics
Enduring Understandings
1. Forensic scientists apply our understanding of physics
and material science to analyze crimes scenes.
Guiding Questions
1. What are some principles of physical science or physics
you can name?
2. Can any of those principles be applied to the
examination of physical evidence?
3. How do you think you could apply some of those
principles?
2. A “picture’ of what happened at a crime scene can be
1. How do we use data to construct an understanding of
constructed based on the evidence and an understanding of
what occurred during a scientific experiment?
physical and material science.
2. How could we use that same process to construct an
understanding of what happened at a crime scene?
Grade: 9 -12
Subject: Forensics
Unit: Physical Evidence
Lens: Applied Physics
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The difference between a bullets and cartridge
cases
2. That a caliber of Bullet relates to barrel size of gun
3. That a fired gun can produce Gunshot Residue
4. The difference between a hand gun, a rifle, and a
shot gun
5. That certain tools will leave specific identifiable
impressions
6. That each tire shoe and bite mark can be
identified by their impression
7. That there are different types and characteristics
of glass
8. That glass has two types of fracture patterns,
(radial and concentric)
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Identify types of bullets, guns, and cartridges
2. Test for GSR simulation
3. Match the marks made from a hammer, screw
driver, and tire iron
4. Take casts of shoe prints and tire marks
5. List characteristics and types of glass
6. Determine the chronological order of fracture
pattern breaks by analyzing conchoidial lines
7. Identify radial and concentric fracture patterns
AC
Grade: 9 -12
Subject: Forensics
Unit: Physical Evidence
Lens: Applied Physics
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Forgery
Conceptual Lens:
Grade:
Unit Overview
Document Science
In this unit students will extend
their understanding of Forensics
into forgery.
9-12
Handwriting Analysis

Forgery


12 Characteristics
Unit Topic:
Forgery
Counterfeiting

Define
Define
Fraudulence
Grade: 9 -12
Subject: Forensics
Unit: Forgery
Lens: Document Science
Enduring Understandings
1. Scientific principles can be applied to the analysis of
documents to establish their authenticity.
Guiding Questions
1. Why do scientists look for patterns?
2. What are some patterns in nature scientists have
observed?
3. What types of patterns can be found in hand writing?
Grade: 9 -12
Subject: Forensics
Unit: Forgery
Lens: Document Science
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. That there are 12 categories of handwriting
analysis
2. The difference between and forgery and
fraudulence
3. The that counterfeiting is the production of
imitation of currency, works of art,
documents, name brand look-a-likes for the
purpose of deception
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Analyze samples for the 12 categories of
handwriting
2. Explain the difference between forgery and
fraudulence
3. Determine if documents are counterfeit
AC
Grade: 9 -12
Subject: Forensics
Unit: Forgery
Lens: Document Science
Instructional Plan/Activities
(Correlations)