BHS FORENSIC CURRICULUM PLANS
COURSE: Forensic Science
UNIT 2: Crime Scene Investigation Chapter 2 &3
TOPICS: Types of Evidence, Crime Scene
APPROXIMATE TIMELINE: 17-55 minute sessions
Revised: 6/21/2011
Note to Educators:
1. The BHS science curriculum documents provide the framework for what teachers are responsible
for teaching as well as suggested quality resources for instruction and assessment. In BHS, it is
the responsibility of campus instructional leaders and classroom educators to determine how
instruction will be delivered based on the needs of the students they serve.
2. BHS secondary science units must be completed in the assigned order during the school year.
However, it is the responsibility of the educator to sequence the topics within the units based on
availability of resources and the needs of the students served.
TEKS/OBJECTIVES AND SPECIFICITY
A. The student is expected to:
 (c)(1)(A)
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demonstrate safe practices during laboratory and field
investigations;
(c)(1)(B)
demonstrate an understanding of the use and conservation of
resources and the proper disposal or recycling of materials;
(c)(2)(F)
collect and organize qualitative and quantitative data and make
measurements with accuracy and precision using tools such as calculators,
spreadsheet software, data-collecting probes, computers, standard laboratory
glassware, microscopes, various prepared slides, stereoscopes, metric rulers,
electronic balances, gel electrophoresis apparatuses, micropipettors, hand
lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing
devices, cameras, Petri dishes, lab incubators, meter sticks, and models,
diagrams, or samples of biological specimens or structures;
(c)(2)(G)
analyze, evaluate, make inferences, and predict trends from data;
(c)(2)(H)
communicate valid conclusions supported by the data through
methods such as lab reports, labeled drawings, graphic organizers, journals,
summaries, oral reports, and technology-based reports;
(c)(3)(A)
in all fields of science, analyze, evaluate, and critique scientific
explanations by using empirical evidence, logical reasoning, and experimental
and observational testing, including examining all sides of scientific evidence
of those scientific explanations, so as to encourage critical thinking by the
student;
(c)(3)(B)
communicate and apply scientific information extracted from
various sources such as current events, news reports, published journal
articles, and marketing materials;
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 (c)(3)(C)
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draw inferences based on data related to promotional materials for
products and services;
(c)(3)(D)
evaluate the impact of scientific research on society and the
environment;
(c)(3)(E)
evaluate models according to their limitations in representing
biological objects or events;
(c)(3)(F)
research and describe the history of science and contributions of
scientists;
(c)(5)(A)
analyze the role of scientists such as forensic pathologists and
anthropologists as they relate to a homicide investigation;
(c)(5)(B)
demonstrate the ability to work as a member of a team;
(c)(5)(C)
conduct a systematic search of a simulated crime scene for
physical evidence following crime scene protocol;
(c)(5)(D)
apply knowledge of the elements of criminal law that guide search
and seizure of persons, property, and evidence;
(c)(5)(E)
describe the elements of a crime scene sketch such as
measurements, compass directions, scale of proportion, legend, key, and title;
(c)(5)(F)
develop a crime scene sketch using triangulation, rectangular
coordinates, straight-line methods, and use of coordinates on transecting
baseline;
(c)(5)(G)
outline the chain of custody procedure for evidence discovered in a
crime scene;
(c)(5)(H)
demonstrate proper techniques for collecting and packaging
physical evidence found at a crime scene;
(c)(5)(I)
explain the functions of national databases available to forensic
scientists;
(c)(5)(J)
collect and preserve physical evidence from a simulated crime
scene; and
(c)(6)(A)
demonstrate conversions of measurements between English and
International System (SI) of units.
ENDURING UNDERSTANDINGS: =The “take-home” big
ideas for the unit
ESSENTIAL QUESTIONS: = The highlevel questions that lead students to hold
enduring understandings
Learning Plan
Instruction
Textbooks:

Forensic Science an Introduction, Richard Saferstein.
Labs/Activities:

Forensic Science Experiments on File
Reading
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
Forensic Science an Introduction, Richard Saferstein.
Visuals:
 United Streaming Video. Directions for log-in and use of lesson search tools.
Assessment
Prior Knowledge:
 Proper use of chemicals & chemical labware.
 Correct use of scientific method
Unit Knowledge:
 All students must show their work in a logical manner and include units of measure.
 Teachers must hold students accountable for showing all work in a logical manner including units
of measure.
 Less multiple choice testing and more problems solving assessments.
 Students should be able to plan labs, collect and interpret data, form hypotheses, and
communicate.
TAKS Review
 High Stakes (tested) TEKS Exam Questions embedded in all exams refer to:
o TEA TAKS Gr. 10 and 11 Science Study Guide
http://www.tea.state.tx.us/student.assessment/resources/guides/study/
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UNIT 2 ESSENTIAL VOCABULARY
rough sketchfinished sketchchain of custodystandard/reference samplebuccal swabsubstrate controlautopsyrigor mortislover mortisalgor mortisclass characteristicscomparisonidentificationindividual characteristicsproduct rulereconstruction-
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REFERENCES
Collins, James W. et al., The Texas Safety Standards: Kindergarten Through Grade 12. Austin, Texas:
University of Texas Charles A. Dana Center. 2000. Includes Face and Eye Protection Standards
on pp. 75, 82-88. 20 June 2007.
http://www.utdanacenter.org/sciencetoolkit/safety/texas_safety.php (1.1AB, 1.4A)
Textbooks:

Forensic Science an Introduction, Richard Saferstein.
Labs/Activities:

Forensic Science Experiments on File
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