Hammonton High School
Forensics Curriculum
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?
2 weeks
1.
Unit #2: Observation skills
Students 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?
Recommended
Duration
2 weeks
1.
Unit #3: Crime Scene
Investigation and
Evidence Collection
Unit #4: trace evidence
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”
6 Draw and use a crime scene sketch
How is trace evidence used to solve crimes
What are different forms of trace evidence
1. Understand the morphology of a hair follicle: cuticle, cortex,
2.
3.
4.
5.
6.
medulla, cortical fusi, ovoid bodies, root, follicle, pigment
granules, follicular
Differentiate between human versus animal hair samples
Demonstrate the proper procedures in collecting and analyzing
trace evidence
Compare hair samples using a collection of controls
Compare synthetic versus natural fibers
Test methods used for fiber identification
2 weeks
3 weeks
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?
1.
Unit #6 Ballistics and glass
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
3 weeks
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?
3 weeks
1.
Unit #7 Fingerprints
3 weeks
1.
2.
3.
4.
5.
6.
Unit #8: Document
Examination
Unit #9: DNA
Discuss the history of fingerprinting
Describe the characteristics of fingerprinting
Explain what the basic types of fingerprints are
Discuss the latest’s 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
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 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?
1.
2.
3.
Students will identify the characteristics of DNA that is most
useful in forensic comparisons.
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.
Explain the importance of various DNA markers to criminal
2 weeks
3 weeks
investigations
4. Describe the methods of DNA collection, amplification, and
Unit #10: Serology and
Blood Pattern Analysis
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.
2.
3.
4.
Unit #11: Poisons and
toxicology
2 weeks
various components of blood, and the evidence each part
contains
Describe the nature of blood type, and its relative importance
as evidence
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?
1.
2.
3.
Unit #12 Anthropology
Unit #13 Pathology
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
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
2 weeks
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
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.
5.1.12 A3
Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting
evidence.
5.1.12 B1
Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies,
causal/correlation relationships, and anomalous data.
5.1.12 B2
Build, refine, and represent evidence-based models using mathematical, physical, and computational tools.
5.1.12 B3
Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific
knowledge, models, and theories.
5.1.12 B4
Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations.
5.1.12 C1
Reflect on and revise understandings as new evidence emerges.
5.1.12 C2
Use data representations and new models to revise predictions and explanations.
5.1.12 C3
Consider alternative theories to interpret and evaluate evidence-based arguments.
5.1.12 D1
Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and
experiences.
5.1.12 D2
Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.
5.1.12 D3
Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their
safety and welfare.
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 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: 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.
3.
4.
5.
6.
7.
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 Locard’s 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
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.
2.
3.
4.
5.
Lab -Table for 2 mini crime scene that tests student powers of observation and objectivity; use a white t-shirt
Project – Poster board job advertisement for specific forensic discipline
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
Video such as: “Anderson Cooper 360 The CSI Effect”
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 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: 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.
2.
3.
Your brain interprets data in other ways, besides perception
There are many variables that influence perception which leads to faulty eyewitness accounts
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
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. 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
Instructional Guidelines: Aligning Learning Activities
1.
2.
3.
4.
What is Observation
Eyewitness vs. expert eyewitness
Variables that influence recall
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.
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.
3.
4.
5.
6.
Explain the procedures used to process a crime scene.
Students will explain the proper way to classify and process evidence
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
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Lab Practicum
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
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
1.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
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
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
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 bodies, root, follicle, pigment
8.
9.
10.
11.
12.
granules, follicular
Differentiate between human versus animal hair samples
Demonstrate the proper procedures in collecting and analyzing trace evidence
Compare hair samples using a collection of controls
Compare synthetic versus natural fibers
Test methods used for fiber identification
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Lab Practicum
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. 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:
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
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Morphology: cuticle, cortex, medulla, cortical fusi, ovoid bodies, root, follicle, pigment granules, follicular
Tag Medulla and scale patterns
Human versus animal species determination
Race determination
Origin of location on the body
Manner of removal
DNA and toxicology analysis
Hair comparisons / collection of controls
Probative value of hair evidence
Synthetic versus natural fibers
Test methods used for identification
Teaching Strategies
1.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
PERFORMANCE TASKS
1.
Hands-on lab activities and cooperative group work such as:
a. microscopic examination of human hair, other animal species hair; human hair scale patterns
b. students collect and examine hair from a “crime scene” for comparison using a microscope
c.
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.
3.
Trace evidence hair 3-1,2,-3 : Forensic Science Fundamentals and Investigations
Fiber lab 4-1,5: Forensic Science Fundamentals and Investigations
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
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
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.
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.
2.
3.
The various types of impressions left at a crime scene can be used as trace evidence
Latent, patent and plastic impressions are all collected using different methods
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
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. 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:
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
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
1.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
PERFORMANCE TASKS
1.
Hands-on lab activities and cooperative group work such as:
a.
b.
c.
d.
e.
f.
Lab on dental impression work sheet using marshmallows
Lab on tire impression comparison using toy cars
Lab 15-2 shoe size vs. height: Forensic Science Fundamentals and Investigations
Lab 16-1, 2 tool impressions: Forensic Science Fundamentals and Investigations
Lab 1-6 shoe impressions :Crime Scenes Investigations
Lab 2-1 tool marks: Crime Scenes Investigations
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
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 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.
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.
5.
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
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.
2.
3.
4.
5.
Students will describe the 9th amendment and defend their opinion on it
Students will discuss the differences between types of guns
Students will describe how shells and casing help solve crimes
Students will determine the position of the shooter based on bullet trajectory
Students will explain the role of ballistic and glass recovery at a crime scene
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Projects
Chapter Test
Formative Assessments:
Quizzes
Written 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. 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:
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
1.
2.
3.
4.
5.
6.
7.
History of the 9th amendment and the importance in forensics
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.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
2.
Movie: Bowling for Columbine with accompanying worksheet
3.
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 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. 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?
Unit Enduring Understandings:
1.
2.
3.
4.
5.
6.
Fingerprint identification is a reliable method for identifying persons
Fingerprints can be classified as individual and class evidence
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
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 latest’s 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
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Projects
Chapter Test
Formative Assessments:
Quizzes
Written 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. 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:
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
1.
2.
3.
4.
5.
6.
7.
History of fingerprinting
Biological importance of fingerprints
Characteristics of fingerprints
Identifying fingerprints
Lifting fingerprints
Process latent prints on a variety of surfaces using different methods
Comparing fingerprints found at the crime scene with known samples
Teaching Strategies
1.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
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
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Forensics
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
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.
2.
How is document analysis used to help investigators solve crimes?
What procedures are used by forensic scientists to process questioned documents?
Unit Enduring Understandings:
1.
Forensic document examiners look at handwriting, typewriting, types of ink or paper, and other characteristics about
2.
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.
2. Students will demonstrate procedures used by forensic scientists to process questioned documents.
3. Students will explain the importance of evidence databases available to forensic scientists
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Projects
Chapter Test
Formative Assessments:
Quizzes
Written 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. 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:
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
1.
2.
3.
4.
5.
6.
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
Teaching Strategies
1.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
2.
Videos from YouTube
3.
Movie: Catch me if you can
PERFORMANCE TASK
1. Hands-on lab activities and cooperative group work such as:
2. Lab 10- (1-2) Document analysis: Forensic Science Fundamentals and Investigations
3.
4.
5.
Lab 1-1: Who wrote this: Crime Scenes Investigations
Lab 1-2: Typewriter: Crime Scenes Investigations
Lab 1-3: Chromatography: Crime Scenes Investigations
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
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 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.
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.
3.
DNA needs to be properly collected and analyzed before used in an investigation
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
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Projects
Chapter Test
Formative Assessments:
Quizzes
Written 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. 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 200
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
1.
2.
3.
4.
Structure and function of DNA
DNA analysis procedures
DNA identification
Sources of DNA
Analysis of DNA
Teaching Strategies
1.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
2.
Videos from YouTube
3.
Movie: Trial of the century: OJ Simpson
PERFORMANCE TASK
1.
2.
3.
4.
5.
6.
7.
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 Extraction”http://learn.genetics.utah.edu/content/labs/extraction
Web quests such as:www.pbs.org/wgbh/nova/shepard/labwave.html (make a DNA profile)
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
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
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.
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
Unit Enduring Understandings:
1.
2.
3.
4.
5.
Their are various components of blood, each helping forensic scientists solve cases
Blood typing is important as evidence in a crime scene
Different blood stain patterns can help you solve crimes based on their source, direction, and angle of
trajectory
There are modern method of chemically isolating old, invisible blood stains to make them visible
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.
2.
3.
4.
Identify each of the components of blood (using prepared microscope slides)
5.
6.
Determine different organic molecules using artificial urine
Solve crimes based on blood stains, blood type and the make up of urine
Describe the function of blood cells
Determine blood type (using simulated blood) and calculate the probability
Determine the direction and trajectory of blood stains Process old blood stains (using non-human
blood sources)
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Projects
Chapter Test
Formative Assessments:
Quizzes
Written 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. 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 200
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
1.
The Composition of blood
2.
Importance of blood typing and how to identify someone using blood type
3.
Identify different types of blood spatter
4.
Analyze blood spatter to help solve crimes
5.
The Composition of urine
6.
Importance of urine to identify someone
7.
Analyze urine to help solve crimes
Teaching Strategies
4.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
5.
Videos from YouTube
PERFORMANCE TASK
1. Hands-on lab activities and cooperative group work such as:
2. Lab 8-1 Blood: Forensic Science Fundamentals and Investigations
3.
Lab 8-2 Blood: Forensic Science Fundamentals and Investigations
4. Lab 8-3 blood: Forensic Science Fundamentals and Investigations
5. Lab 8-4 Blood: Forensic Science Fundamentals and Investigations
6.
7.
Lab 8-5 Blood: Forensic Science Fundamentals and Investigations
Lab 8-6 blood: Forensic Science Fundamentals and Investigations
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Forensics
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.
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.
2.
What is the job of a forensic toxicologists
How would identifying poisons and drugs help solve criminal cases?
Unit Enduring Understandings:
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
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Projects
Chapter Test
Formative Assessments:
Quizzes
Written 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. 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 200
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
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
6.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
7.
Videos from YouTube
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
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Forensics
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 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. What is the job of a forensic anthropologists
2. 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.
2.
Skeletal remains can be used to identify age, gender, race, and height
Skeletal remains can help investigators identify a suspect or individual
Key Knowledge and Skills students will acquire as a result of this unit
Students will be able to …
1.
2.
3.
4.
5.
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
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Projects
Chapter Test
Formative Assessments:
Quizzes
Written 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. 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:
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
1.
2.
3.
The morphology of the skeleton
Distinguish between age, gender, race, height using skeletal remains
using skeletal remains to help Identify individuals using databases
4. Modern procedures on collecting and analyzing skeletal remains
Teaching Strategies
8.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
9.
Videos from YouTube
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
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Forensics
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
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.
2.
What is the job of a forensic pathologist
How do Forensic pathologists use the remains of a body to help solve criminal cases?
Unit Enduring Understandings:
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
Key Knowledge and Skills students will acquire as a result of this unit
Students will be able to …
6.
7.
8.
9.
10.
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
Explain how time of death can be inferred using insect infestation, and succession
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Projects
Chapter Test
Formative Assessments:
Quizzes
Written 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. 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:
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
Teaching Strategies
1.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
2.
Videos from YouTube
PERFORMANCE TASK
1. Hands-on lab activities and cooperative group work such as:
a. Lab 15-1 criminal profiling: Forensic Science Fundamentals and Investigations
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Forensics
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 profiler’s 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.
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.
2.
What is the job of a forensic criminologist
How do Forensic criminologists use profiling to help solve criminal cases?
Unit Enduring Understandings:
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
Key Knowledge and Skills students will acquire as a result of this unit
Students will be able to …
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
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Projects
Chapter Test
Formative Assessments:
Quizzes
Written 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. 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:
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
1.
2.
3.
History of criminal profiling
Stages of the profiling process
Victimology
4. Famous case studies
Teaching Strategies
3.
Class notes via lecture, PowerPoint, Ipad, overhead projector, and class discussion
4.
Videos from YouTube
PERFORMANCE TASK
Hands-on lab activities and cooperative group work such as:
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