TOWNSHIP OF UNION PUBLIC SCHOOLS
Forensic Science
Curriculum Guide
2013
Approved July 2013
Board Members
Francis “Ray” Perkins, President
Richard Galante, Vice President
Versie McNeil
David Arminio
Linda Gaglione
Guy Francis
Thomas Layden
Vito Nufrio
Susana Cooley
TOWNSHIP OF UNION PUBLIC SCHOOLS
Administration
District Superintendent …………………………………………………………………...……………………....Dr. Patrick Martin
Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum
Assistant Superintendent ………………………………………………………………………………………….Dr. Noreen Lishak
Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis
Director of Student Information/Technology ………………………………..………………………….………….Ms. Ann M. Hart
Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta
DEPARTMENT SUPERVISORS
Language Arts/Social Studies K-6 ……..………………………………….…………………………………….. Mr. Robert Ghiretti
Mathematics K-6/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford
Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Nicole Ahern
Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska
Math 7-12…………………………………………………………………………………………………………..Mr. Jason Mauriello
Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle
Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante
World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo
Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago
Curriculum Committee
Academic Area
Maureen Guilfoyle, Supervisor of Science
Dr. Edward J. Boffa
Dr. Richard T. Massarelli
Table of Contents
Title Page
Board Members
Administration
Department Supervisors
Curriculum Committee
Table of Content
District Mission/Philosophy Statement
District Goals
Course Description
Recommended Texts
Course Proficiencies
Curriculum Units
Appendix: New Jersey Core Curriculum Content Standards
Mission Statement
The Township of Union board of Education believes that every child is entitled to an education, designed to meet
his or her individual needs, in an environment that is conductive to learning. State standards, federal and state
mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a
regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any
disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or
when necessary removed in order for the district to maintain the appropriate educational setting.
Philosophy Statement
The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts
through its educational practices. It is the belief of the Board of Education that a primary function of the Township
of Union Public School System is formulation of a learning climate conductive to the needs of all students in
general, providing therein for individual differences. The school operates as a partner with the home and
community.
Statement of District Goals
 Develop reading, writing, speaking, listening, and mathematical skills.
 Develop a pride in work and a feeling of self-worth, self-reliance, and selfdiscipline.
 Acquire and use the skills and habits involved in critical and constructive
thinking.
 Develop a code of behavior based on moral and ethical principles.
 To be able to work with others cooperatively.
 Acquire a knowledge and appreciation of the historical record of human
achievement and failures and current societal issues.
 Acquire a knowledge and understanding of the physical and biological
sciences.
 Efficient and effective participation in economic life and the development of
skills to enter a specific field of work.
 Appreciate and understand literature, art, music, and other cultural
activities.
 Develop an understanding of the historical and cultural heritage.
 Develop a concern for the proper use and/or preservation of natural
resources.
 Develop basic skills in sports and other forms of recreation.
Course Description
Forensic Science is an all-encompassing term which refers to the application of science
and technology to law. This course will focus on the integration of science and technology
for the purpose of solving crimes and enforcing criminal and civil law. This course will allow
the student to apply their knowledge of biology, chemistry and physics to analyze evidence,
evaluate crime scenes and solve crimes.
Forensic Science will allow the student to understand the importance of science and
technology in everyday life. Students will also be introduced to many careers that support
and relate to forensic science. Many of these careers that are related to forensic science
encourage students to continue their education to the doctorate level, however, there are
also related careers that the student can pursue from high school.
Utilizing student centered learning, cooperative learning, technology, practical laboratory
activities, cross curricular and STEM activities, this full year course will introduce the
student to advanced concepts in the Sciences while seeking to increase scientific literacy.
The capstone requirement for both midterm and final exam grades include performance
based assessments both individually and cooperatively.
Recommended Textbooks
Saferstein, Richard, Forensic Science: An Introduction, Pearson Prentice Hall, NJ 2008
Saferstein, Richard, Basic Laboratory Excercises for Forensic Science, Pearson Prentice Hall, NJ 2008
Ancillary materials supplied as needed
Course Proficiencies
Students will be able to…
1. Describe the history, origin, and progression of criminalistics and forensic science.
2. Describe a crime scene setup, legal ramifications and documentation of a crime scene.
3. Identify the types and uses of physical evidence via organic analysis and microscopic analysis.
4. Cite the differences between man-made and natural hair fibers and morphology of each.
5. Discuss how serology, nature of blood, blood typing and staining patterns of blood play a role in blood analysis.
6. Interpret findings of DNA profiling.
7. Apply the history/ origin/ fundamental principles of fingerprinting to the laboratory methods of detecting fingerprints,
as well as footprints, bite marks, arson, explosives, ballistics, anthropology, drugs, toxicology and document
forgery.
8. Apply the practical laboratory/ investigative techniques learned in class to analyze a staged crime scene, along with
various clues and evidence for identification
Curriculum Units
Unit 1: History and Introduction to Criminalistics/ Forensics
Unit 2: The Crime Scene and
Evidence:Identification and Collection
Unit 3: Fingerprints, Hair & Fiber Analysis
Unit 4: Drug Identification and Toxicology
Unit 5: Ballistics, Forensic Serology and Anthropology
Unit 6: Surveillance and Trace Evidence
Unit 7: Arson, Explosives, Document analysis and forgery
Pacing Guide- Course
Content
Number of Days
Unit 1:
History and Introduction to Criminalistics/ Forensics
10
Unit 2:
The Crime Scene and Evidence: Identification and Collection
23
Unit 3:
Fingerprints, Hair & Fiber Analysis
25
Unit 4:
Drug Identification and Toxicology
20
Unit 5:
Ballistics, Forensic Serology and Anthropology
33
Unit 6:
Surveillance and Trace Evidence
15
Unit 7:
Arson, Explosives, Document analysis and Forgery
36
The midterm project/presentation will involve approximately 9 days of class time. The final project/presentation will involve
approximately 7 days of class time.
Unit 1;History and Introduction to Criminalistics/ Forensics
Essential Questions





What is Forensic
Science?
Who are the major
contributors to the
development of
forensic science?
What is a crime
laboratory and what
services do they
provide?
Are there any
important court
decisions that define
forensic science?
What are expert
witnesses?
Instructional Objectives/
Activities
Assessments
Skills and
Benchmarks(CPIs)
Student will be able to:
Strategies and Activities
Evaluations may include:
may include:
 Define forensic
 Case Study Analysis
science/
 Guest Speakers
 Crime Scene
criminalistics.(5.1)
 Crime Scene Analysis
Analysis: Lab
 List areas of forensic
/ Reenactment
Practical
science that require
 Power Point
 Final Exam
expertise in specific
Presentations
 Tests
realms of science and
 Student
 Quizzes
technology.(5.4)
Presentations
 Debate
 Name and know
 Actual Case Studies
 Student
contributions of
from News Media
Presentations
scientists to the
 Overhead
 Lab Reports
development of
transparencies
 Research Paper
forensic science.
 Demonstrations
 Exit Cards
(5.3,5.4)
 Web Quests
 Formative
 Cite examples of the
 Laboratory Activities:
assessments
type of crime labs that
Group and Individual
exist at different
 Small Group
government levels
Discussions
within the United
 Debate
States (5.1)
 Student Research/
 Explain the
Letter Writing,
admissibility of
Interviews, Library
scientific evidence in
Research
the courtroom with
 Unsolved Crime



respect to judicial
decisions. (5.1,5.2)
Understand and
explain the roles,
responsibilities and
qualifications of the
expert
witness.(5.1,5.2)
Determine the
meaning of symbols,
key terms, and other
domain specific
words and phrases as
they are used in a
specific scientific or
technical context
relative to topics. (R4
grades 11-12)
Evaluate the
hypotheses, data,
analysis and
conclusions in a
science or technical
context verifying the
data when possible
and corroborating or
challenging
conclusions with
other sources of
information. (R8
grades 11-12



Scene Analysis from
Actual Local and
National Case
Studies
Games: Jeopardy,
Movies
Relevant CSI
episodes to material

Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach
focusing on
addressing what is
most significant for a
specific purpose and
audience. (W5 grades
11-12)

Write routinely over
extended time frames
and shorter time
frames for a range of
discipline specific
tasks, purposes and
audiences. (W10
grades 11-12)
Unit 2:The Crime Scene and Evidence: Identification and Collection
Essential Questions





Instructional Objectives/ Skills
Activities
and Benchmarks(CPIs)
Student will be able to:
Strategies and Activities
may include:
What can be
 Define physical
considered physical
evidence.(5.1,5.4)
 Guest Speakers
evidence and how
 Discuss the role of the
 Crime Scene
can it be properly
first responding officer as
Analysis /
collected to maintain
well as subsequent
Reenactment
its integrity for court
investigators that arrive
 Power Point
proceedings?
at a crime
Presentations
What
scene.(5.1,5.4)
 Student
responsibilities do
 Understand the roles and
Presentations
various members of
responsibilities of the
 Actual Case Studies
law enforcement
different forensic
from News Media
have as they arrive
scientists that may be
 Overhead
at a crime scene?
involved in analyzing
transparencies
physical
How is a crime
 Demonstrations
scene properly
evidence.(5.1,5.2,5.3,5.4)
 Web Quests
documented or
 Understand what “chain
 Laboratory Activities:
recorded?
of custody” is, who is
Group and Individual
What types of
responsible for it and
 Small Group
physical evidence
what the ramifications
Discussions
are typically found
are if it is broken.
 Debate
at a crime scene?
(5.1,5.4)
 Student Research/
What is the
 Describe the roles of the
Letter Writing,
difference between
forensic entomologist,
Interviews, Library
identification and
odontologist,
Research
comparison of
anthropologist and
 Unsolved Crime
Assessments
Evaluations may include:
 Case Study Analysis
 Crime Scene
Analysis: Lab
Practical
 Final Exam
 Tests
 Quizzes
 Debate
 Student
Presentations
 Lab Reports
 Research Papers
 Exit Cards
 Formative
assessments


physical evidence?
What techniques
are used to analyze
physical evidence?
What value is
placed on physical
evidence relative to
criminal
investigation?






pathologist as they relate
to a homicidal
investigation (5.3,5.4)
Describe procedures to
systematically search a
crime scene for physical
evidence.(5.1,5.4)
Demonstrate/describe
proper techniques for
collecting and packaging
common types of
physical
evidence.(5.3,5.4)
Analyze, illustrate and
label a crime scene
correctly.(5.3,5.4)
Properly analyze
collected physical
evidence using good
laboratory
technique.(5.1,5.3,5.4,5.6)
List and describe the
common types of
evidence found at a
crime scene(5.1,5.4,5.6)
Discuss the difference
between identification
and comparison of
physical
evidence.(5.1,5.4,5.6)





Scene Analysis from
Actual Local and
National Case
Studies
Games: Jeopardy
Movies
Relevant CSI
episodes to material
Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach
focusing on
addressing what is
most significant for a
specific purpose and
audience. (W5
grades 11-12)
Write routinely over
extended time frames
and shorter time
frames for a range of
discipline specific
tasks, purposes and
audiences. (W10
grades 11-12






Discuss the difference
between individual and
class characteristics with
examples of such as it
pertains to physical
evidence.(5.3,5.4,5.6)
Describe the value of
physical evidence as it
pertains to criminal
investigation.(5.1,5.3,5.4)
List and describe the
various major
computerized databases
that relate to physical
evidence.(5.4)
Explain the role physical
evidence plays in crime
scene reconstruction
during criminal
investigation(5.1,5.3,5.4)
Determine the meaning
of symbols, key terms,
and other domain
specific words and
phrases as they are used
in a specific scientific or
technical context relative
to topics.(R4 grades 1112)
Evaluate the hypotheses,
data, analysis and
conclusions in a science
or technical context
verifying the data when
possible and
corroborating or
challenging conclusions
with other sources of
information. (R8 grades
11-12)
Unit 3:Fingerprints, Hair & Fiber Analysis
Essential Questions




How are fingerprints
different between
individuals?
The work of which
scientists led to our
knowledge and
understanding that
fingerprints are a vital
tool for identification?
How are fingerprints
related to forensic
science and criminal
investigation?
What technological
resources are
available to law
enforcement to
identify unknown
fingerprints recovered
at a crime scene?
Instructional Objectives/
Skills and
Benchmarks(CPIs)
Students will be able to:
 Name those
individuals who made
significant
contributions to the
development of
fingerprint technology
and its ultimate
acceptance as a tool
for identification.(5.2)
 Discuss the case of
William West(5.2)
 Define and describe
ridge characteristics
(5.5)
 Explain why
fingerprints are an
unchangeable feature
of human
anatomy.(5.5)
 List the three major
fingerprint patterns as
well as their
subclasses(5.4,5.5)
 Describe the
Activities
Assessments
Strategies and Activities
Evaluations may include:
may include:
 Case Study Analysis
 Guest Speakers
 Crime Scene
 Crime Scene Analysis
Analysis: Lab
/ Reenactment
Practical
 Power Point
 Final Exam
Presentations
 Tests
 Student
 Quizzes
Presentations
 Debate
 Actual Case Studies
 Student
from News Media
Presentations
 Overhead
 Lab Reports
transparencies
 Research Papers
 Demonstrations
 Exit Cards
 Web Quests
 Formative
 Laboratory Activities:
assessments
Group and Individual
 Small Group
Discussions
 Debate
 Student Research/
Letter Writing,
Interviews, Library
Research
 Unsolved Crime




differences between
visible, latent, and
plastic
fingerprints(5.4)
List and describe
methods for
developing prints on
both porous and nonporous
objects(5.1,5.4)
Describe methods
utilized to preserve a
developed latent
print(5.1,5.4)
Explain what
automated fingerprint
identification system
is and how it is used
in criminal
investigation(5.4)
Determine the
meaning of symbols,
key terms, and other
domain specific
words and phrases as
they are used in a
specific scientific or
technical context
relative to topics. (R4
grades 11-12)





Scene Analysis from
Actual Local and
National Case
Studies
Games: Jeopardy
Movies
Relevant CSI
episodes to material
Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach
focusing on
addressing what is
most significant for a
specific purpose and
audience. (W5 grades
11-12)
Write routinely over
extended time frames
and shorter time
frames for a range of
discipline specific
tasks, purposes and
audiences. (W10
grades 11-12

Essential Questions


How does hair as
physical evidence
relate to forensic
science and
investigation?
How do fibers as
physical evidence
relate to forensic
science and
investigation?
Evaluate the
hypotheses, data,
analysis and
conclusions in a
science or technical
context verifying the
data when possible
and corroborating or
challenging
conclusions with
other sources of
information. (R8
grades 11-12)
Instructional Objectives/ Skills
and Benchmarks(CPIs)
 Describe the anatomical
structure of hair(5.5)
 Know the three phases
of hair growth(5.5)
 Differentiate between
animal and human
hairs(5.5)
 Describe/demonstrate
proper methods of
collection and packaging
of both hair and
fibers(5.2,5.4,5.5)
Activities
Strategies and Activities
may include:
 Guest Speakers
 Crime Scene
Analysis /
Reenactment
 Power Point
Presentations
 Student
Presentations
 Actual Case Studies
from News Media
Assessments





Describe how DNA can
be obtained from hair
samples(5.4,5.5)
Describe microscopic
features of both hair and
fibers that are useful for
comparison and
identification(5.4,5.5,5.6)
Describe properties of
fibers that can be used
for investigation in
forensic science.(5.4,5.6)
Determine the meaning
of symbols, key terms,
and other domain
specific words and
phrases as they are used
in a specific scientific or
technical context relative
to topics. (R4 grades 1112)
Evaluate the hypotheses,
data, analysis and
conclusions in a science
or technical context
verifying the data when
possible and
corroborating or
challenging conclusions
with other sources of












Overhead
transparencies
Demonstrations
Web Quests
Laboratory Activities:
Group and Individual
Small Group
Discussions
Debate
Student Research/
Letter Writing,
Interviews, Library
Research
Unsolved Crime
Scene Analysis from
Actual Local and
National Case
Studies
Games: Jeopardy
Movies
Relevant CSI
episodes to material
Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach
focusing on
addressing what is
information. (R8 grades
11-12)

most significant for a
specific purpose and
audience. (W5
grades 11-12)
Write routinely over
extended time frames
and shorter time
frames for a range of
discipline specific
tasks, purposes and
audiences. (W10
grades 11-12
Unit 4:Drug Identification and Toxicology
Essential Questions



How are drugs
related to forensic
science?
How can drugs be
analyzed using
principles of
chemistry?
What is the
Controlled
Substances Act and
how does it relate to
drug classification?
Instructional Objectives/ Skills
and Benchmarks(CPIs)
Student will be able to:
 Differentiate between
psychological and
physical
dependence(5.5)
 List and classify
commonly abused
drug(5.6)
 Know the type of
dependency
(psychological/physical)
that may be caused by
the more commonly
abused drugs(5.5)
 Know the schedules
and meaning of same of
the Controlled
Dangerous Substances
Act(5.4)
 Describe both field and
laboratory tests that
forensic chemists may
employ to identify an
unknown drug(5.4)
Activities
Assessments
Strategies and Activities
may include:
 Guest Speakers
 Crime Scene
Analysis /
Reenactment
 Power Point
Presentations
 Student
Presentations
 Actual Case Studies
from News Media
 Overhead
transparencies
 Demonstrations
 Web Quests
 Laboratory Activities:
Group and Individual
 Small Group
Discussions
 Debate
 Student Research/
Letter Writing,
Interviews, Library
Evaluations may include:
 Case Study Analysis
 Crime Scene
Analysis: Lab
Practical
 Final Exam
 Tests
 Quizzes
 Debate
 Student
Presentations
 Lab Reports
 Research Papers
 Exit Cards
 Formative
assessments




Describe the process of
gas
chromatography(5.6)
Describe mass
spectronomy and its
usefulness in drug
identification(5.4,5.6)
Describe proper
techniques of collection
and preservation of drug
evidence(5.1,5.4)Deter
mine the meaning of
symbols, key terms, and
other domain specific
words and phrases as
they are used in a
specific scientific or
technical context
relative to topics. (R4
grades 11-12)
Evaluate the
hypotheses, data,
analysis and
conclusions in a science
or technical context
verifying the data when
possible and
corroborating or
challenging conclusions
with other sources of
information. (R8 grades






Research
Unsolved Crime
Scene Analysis from
Actual Local and
National Case
Studies
Games: Jeopardy
Movies
Relevant CSI
episodes to material
Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach
focusing on
addressing what is
most significant for a
specific purpose and
audience. (W5
grades 11-12)
Write routinely over
extended time frames
and shorter time
frames for a range of
discipline specific
tasks, purposes and
audiences. (W10
11-12)
Essential Questions




How does alcohol
affect the human
body?
What court
proceedings led to
alcohol related traffic
enforcement?
How can poisoning
be detected in the
body?
Why are most
consumer products
tamper resistant?
grades 11-12
Instructional Objectives/
Activities
Skills and
Benchmarks(CPIs)
Student will be able to:
 Describe how alcohol
is absorbed, travels
through the body and
ways it is eliminated
from the body.(5.5)
 Describe the human
circulatory
system(5.5)
 Describe the design
of the Breathalyzer as
well as the chemical
reaction which takes
place in the presence
of alcohol.(5.4)
 Explain what a field
sobriety test through
words and
demonstration(5.4,5.5)
 Discuss laboratory
procedures for blood
alcohol analysis(5.4)
 Know driving
impairment levels at
Assessments






the state and federal
level(5.3)
Explain the
significance of
Schmerber v.
California relative to
traffic
enforcement.(5.2)
Discuss hair analysis
as it relates to
toxicology(5.4)
Discuss major
poisoning cases and
how they were solved
(5.2)
Know how Tylenol
was tampered with,
its results and how
changes were
subsequently made to
all consumer food
and drug
products.(5.2)
Describe methods for
isolating and
identifying drugs and
poisons.(5.4)
Describe the role of
the toxicologist in the
criminal justice


system.(5.2)
Determine the
meaning of symbols,
key terms, and other
domain specific
words and phrases as
they are used in a
specific scientific or
technical context
relative to topics. (R4
grades 11-12)
Evaluate the
hypotheses, data,
analysis and
conclusions in a
science or technical
context verifying the
data when possible
and corroborating or
challenging
conclusions with
other sources of
information. (R8
grades 11-12)
Unit 5:Ballistics, Forensic Serology and Anthropology
Essential Questions
Instructional Objectives/
Skills and
Activities
Assessments



Benchmarks(CPIs)
Student will be able to:
What are firearms,
what types of firearms
 Differentiate between
are there?
a handgun and
rifle(5.4)
How can examination
link a bullet or
 Know basic
cartridge to a firearm?
mechanics of revolver
& semi-automatic
How is NIBIN/IBIS
handgun(5.4)
vital to criminal
investigation?
 Describe how a barrel
is rifled(5.4,5.7)
 List both class and
individual
characteristics of
bullets and
cartridges(5.7)
 Use with good
technique a
comparison
microscope to
compare bullets and
cartridges(5.4)
 Distinguish between
caliber and gauge
and describe how
they are
determined(5.4)
 Describe how
databases are
important to law
Strategies and Activities
Evaluations may include:
may include:
 Case Study Analysis
 Guest Speakers
 Crime Scene
 Crime Scene Analysis
Analysis: Lab
/ Reenactment
Practical
 Power Point
 Final Exam
Presentations
 Tests
 Student
 Quizzes
Presentations
 Debate
 Actual Case Studies
 Student
from News Media
Presentations
 Overhead
 Lab Reports
transparencies
 Research Papers
 Demonstrations
 Exit Cards
 Web Quests
 Formative
 Laboratory Activities:
assessments
Group and Individual
 Small Group
Discussions
 Debate
 Student Research/
Letter Writing,
Interviews, Library
Research
 Unsolved Crime
Scene Analysis from
Actual Local and
National Case
Studies






enforcement(5.4)
Describe how to
determine shooting
distance(5.1,5.4)
Describe Gun Shot
Residue test and how
it is utilized(5.4)
Describe how
obliterated serial
numbers can be
restored(5.4)
Know proper
technique to collect
and package all
firearm
evidence(5.1,5.4)
Explain how a tool
mark can be
compared to a
suspects tool(5.4)
Determine the
meaning of symbols,
key terms, and other
domain specific
words and phrases as
they are used in a
specific scientific or
technical context
relative to topics. (R4
grades 11-12)





Games: Jeopardy,
Movies(Fracture)
Relevant CSI
episodes to material
Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach
focusing on
addressing what is
most significant for a
specific purpose and
audience. (W5 grades
11-12)
Write routinely over
extended time frames
and shorter time
frames for a range of
discipline specific
tasks, purposes and
audiences. (W10
grades 11-12

Essential Questions




How does the study
of blood contribute to
forensic science?
How can body fluids
be identified at a
crime scene?
How does the study
of blood spatter help
investigators with
crime scene
reconstruction?
In what ways can
body fluids be
detected at a crime
Evaluate the
hypotheses, data,
analysis and
conclusions in a
science or technical
context verifying the
data when possible
and corroborating or
challenging
conclusions with
other sources of
information. (R8
grades 11-12)
Instructional Objectives/
Activities
Skills and
Benchmarks(CPIs)
Student will be able to:
 Explain the ABO
blood typing system
and the genetic
reasoning behind it
concerning antigens
and antibodies.(5.5)
 Describe
agglutination and how
and why this
happens.(5.5)
 Know what a
presumptive blood
test is(5.4)
Assessments
scene?






What is forensic
anthropology and
odontology, and how
are they used in
forensic
investigation?
What is the
morphology and
physiology of bones
and teeth?



Explain how human
blood can be
differentiated from
animal blood(5.4)
Use a Punnet Square
to determine
genotype and
phenotype of
offspring(5.5)
Describe how
physical evidence is
collected in a rape
investigation.(5.2,5.4,
5.5)
Describe how
serologic stains are
preserved and
packaged for
laboratory
analysis.(5.1,5.4,5.5)
Describe the origin
and structure of
human bones and
teeth.
Discuss how the
characteristics of bone
and muscle help
provide valuable clues
in forensic investigation.
Compare and contrast
bones in regard to age,

disease, and
race.Determine the
meaning of symbols,
key terms, and other
domain specific words
and phrases as they
are used in a specific
scientific or technical
context relative to
topics. (R4 grades 1112)
Evaluate the
hypotheses, data,
analysis and
conclusions in a
science or technical
context verifying the
data when possible and
corroborating or
challenging conclusions
with other sources
ofinformation. (R8
grades 11-12)
Unit 6:Surveillance and Trace Evidence
Essential Questions
Instructional Objectives/
Skills and
Activities
Assessments
Benchmarks(CPIs)





How are trace
elements important to
forensic science?
How are trace
elements detected?

How can law
enforcement
agencies gather
information on
suspects without their
knowledge?

Are privacy laws
challenged when
information is
gathered without
suspect’s knowledge?
What methods are
employed in covert
surveillance?







Describe the usefulness
of trace elements for
the forensic comparison
of various types of
physicalevidence. (5.6)
Define the term isotope.
(5.6)
Define radioactivity.
(5.6)
Explain how elements
can be made
radioactive. (5.6)
Describe the
components of paint.
(5.6)
Describe the proper
collection and
preservation of paint
evidence. (5.4)
List the important
forensic properties of
soil. (5.8, 5.4)
Describe the densitygradient tube
technique. (5.8)
Describe the proper
collection of soil evidence.
(5.4, 5.2, 5.8)Determine
the meaning of symbols,
key terms, and other
domain specific words and
phrases as they are used
in a specific scientific or
Strategies and Activities
Evaluations may include:
may include:
 Case Study Analysis
 Guest Speakers
 Crime Scene
 Crime Scene Analysis
Analysis: Lab
/ Reenactment
Practical
 Power Point
 Final Exam
Presentations
 Tests
 Student
 Quizzes
Presentations
 Debate
 Actual Case Studies
 Student
from News Media
Presentations
 Overhead
 Lab Reports
transparencies
 Research Papers
 Demonstrations
 Exit Cards
 Web Quests
 Formative
 Laboratory Activities:
Assessments
Group and Individual
 Small Group
Discussions
 Debate
 Student Research/
Letter Writing,
Interviews, Library
Research


Unsolved Crime Scene
Analysis from Actual
Local and National
Case Studies
Games: Jeopardy



technical context relative
to topics. (R4 grades 1112)
Evaluate the hypotheses,
data, analysis and
conclusions in a science
or technical context
verifying the data when
possible and corroborating
or challenging conclusions
with other sources of
information. (R8 grades
11-12)
List means and
technologies available to
law enforcement to gather
evidence covertly against
a subject.(5.1,5.2,5.4)
Cite relevant case law
which allows the
admissibility of this
evidence in
court.(5.1,5.2,5.4)




Movies(Enemy of the
State)
Relevant CSI episodes
to material
Develop and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new approach
focusing on addressing
what is most significant
for a specific purpose
and audience. (W5
grades 11-12)
Write routinely over
extended time frames
and shorter time frames
for a range of discipline
specific tasks, purposes
and audiences. (W10
grades 11-12
Unit 7: Arson, Explosives, Document Analysis and Forgery
Essential Questions
Instructional Objectives/
Skills and
Benchmarks(CPIs)
Activities
Assessments




What is arson?
How can fire scenes be
investigated by forensic
science?
How are explosives
classified?
How can suspected
bombing scenes be
investigated by forensic
science?
Student will be able to:
Strategies and Activities
Evaluations may include:
may
include:
 Define heat of
 Case Study Analysis
combustion and
 Guest Speakers
 Crime Scene
ignition temperature.
 Crime Scene Analysis
Analysis: Lab
(5.6)
/ Reenactment
Practical
 Describe the
 Power Point
 Final Exam
difference between
Presentations
 Tests
an exothermic and
 Student
 Quizzes
endothermic chemical
Presentations
 Debate
reaction.(5.6)
 Actual Case Studies
 Student
 List the requirements
from News Media
Presentations
necessary to initiate
 Overhead
 Lab Reports
and sustain
transparencies
 Research Papers
combustion. (5.6)
 Demonstrations
 Exit Cards
 Describe how
 Web Quests
 Formative
physical evidence
 Laboratory Activities:
assessments
must be collected at
Group and Individual
the scene of a
 Small Group
suspected arson.
Discussions
(5.1, 5.4, 5.6)
 Debate
 Describe the
 Student Research/
laboratory procedure
Letter Writing,
used for the detection
Interviews, Library
and identification of
Research
hydrocarbon
 Unsolved Crime
residues. (5.2, 5.4,
Scene Analysis from
5.6)
Actual Local and
 Explain how
National Case
explosives are
Studies
classified. (5.4)
 Games: Jeopardy




How are documents
analyzed for use in
criminal
investigation?
What are
“questioned”
documents?
How is handwriting
analyzed?






Identify some
common commercial,
homemade, and
military explosives.
(5.4)
Describe how
physical evidence
must be collected at
the scene of a
suspected arson or
explosion.(5.1,5.4,5.6)
Describe common
individual
characteristics
associated with
handwriting.(5.4)
Define “questioned
document”. (5.4)
List some important
guidelines to be
followed for the
collection of known
writings for
comparison
to a questioned
document. (5.1, 5.4)
Describe class and
individual
characteristics of a
typewriter. (5.4)
Analyze typewritten




Movies (Catch Me If
You Can)
Relevant CSI
episodes to the
material
Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach
focusing on
addressing what is
most significant for a
specific purpose and
audience. (W5 grades
11-12)
Write routinely over
extended time frames
and shorter time
frames for a range of
discipline specific
tasks, purposes and
audiences. (W10


passages and
associate to suspect
typewriter(5.1,5.4)
Determine the meaning
of symbols, key terms,
and other domain
specific words and
phrases as they are
used in a specific
scientific or technical
context relative to
topics. (R4 grades 1112)
Evaluate the
hypotheses, data,
analysis and
conclusions in a
science or technical
context verifying the
data when possible and
corroborating or
challenging conclusions
with other sources of
information. (R8 grades
11-12)
New Jersey Core Curriculum Content Standards
Academic Area
EXPECTED OUTCOMES with link to New Jersey Core Curriculum Science Standards
The following list identifies the NJ Core Curriculum Content Standards:
5.1 All students will develop problem-solving, decision-making and inquiry skills, reflect by
formulating usable questions and hypotheses, planning experiments, conducting systematic
observations, interpreting and analyzing data, drawing conclusions, and communicating results.
5.2 All students will develop an understanding of how people of various cultures have contributed to
the advancement of science and technology, and how major discoveries and events have advanced
science and technology.
5.3 All students will integrate mathematics as a tool for problem-solving in science as a means of
expressing and / or modeling scientific theories.
5.4 All students will understand the interrelationships between science and technology and develop a
conceptual understanding of the nature and process of technology.
5.5 All students will gain an understanding of the structure, characteristics, and basic needs of
organisms and will investigate the diversity of life.
5.6 All students will gain an understanding of the structure and behavior of matter.
5.7 All students will gain an understanding of natural laws as they apply to motion, forces, and energy
transformations.
5.8 All students will gain an understanding of the structure, dynamics and geophysical system of the
earth.
5.9 All students will gain an understanding of the origin, evolution, and structures of the universe.
5.10 All students will develop and understanding of the environment as a system of interdependent
New Jersey Scoring Rubric