Forensic Science Curriculum
Chapter #1: Introduction to Forensic Science
Aim & Objectives:
LESSON #1-1: FORENSICS AND
LAW)
Students will be able to:



Define Forensic science
Differentiate between Civil
and Criminal Law
Identify Locard’s Principle
Instructional Strategies and
Activities
Working in groups, create a list of all
the various fields of science that are
involved in forensics.
Discuss why each field has its own
experts and why them must be
objective in their testimony.
List the various types of law:
Constitutional
Statutory
Case
Criminal
Civil
Compare and contrast criminal law vs
civil law.
Finish with Locard’s principle. Ask
students to think about all the things
they’ve come in contact with today.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
SMART Board
Chapter #1: Introduction to Forensic Science
Aim & Objectives:
Instructional Strategies and
Activities
Applicable CPI
LESSON #1-2: STEPS IN
PURSUING JUSTICE
Intro: Lil’ Wayne trial
Students will be able to:
We use Lil’ Wayne to follow a timeline
of the events that led up to his plea
deal.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
From his arrest and arraignment, to his
grand jury hearing, to what would have
been his trial.
5.1.12.C.1
Reflect on and revise understandings as
new evidence emerges.




Identify the Miranda rights
Understand the rights of an
accused
Sequence the proceedings of a
suspect from initial arrest
through trial.
List the types of pleas a
suspect may enter,
We will learn about the various steps
towards convicting an individual of a
crime.
Finally, we will research how many
suspects end up making a plea deal
with the prosecutor.
Resources, Materials, Web
Sites:
PowerPoint presentation:
The Steps of Justice
Chapter #1: Introduction to Forensic Science
Aim & Objectives:
LESSON #1-3: CASES THAT
HAVE SHAPED THE COURT
Students will be able to:


Identify the Daubert ruling,
Frye standard, and Miranda vs
Arizona as benchmark cases in
forensic science and law.
Differentiate between “real”
science and “junk” science.
Instructional Strategies and
Activities
We will research the histories of these
three cases and learn about their
significance.
Applicable CPI
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
5.1.12.D.3
Demonstrate how to use scientific tools
and instruments and knowledge of how
to handle animals with respect for their
safety and welfare.
Resources, Materials, Web
Sites:
SMART Board
Internet
Textbook
Chapter 1: Introduction to Forensic Science
Aim & Objectives:
LESSON #1.4: THE VALUE OF
AN EYEWITNESS
Students will be able to:



Identify the strengths and
weaknesses of an eyewitness.
Identify specific accounts that
are easy to recall as an
eyewitness.
Identify specific accounts that
an eyewitness most often gets
wrong.
Instructional Strategies and
Activities
Applicable CPI
Skits:
Each table will create a 3 minute skit in
which a crime is committed. The
crimes will be picked at random and no
two groups can have the same crime.
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
One of the groups will be secretly
pulled aside to make sure their
“criminal” leaves the room.
At that point, the class will have 10
minutes to write down and physical
description and draw a picture of their
perpetrator.
Class discussion to determine how
accurate our observations were.
Time permitting, we take notes on the
value of eyewitness testimony.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
Resources, Materials, Web
Sites:
Computer paper for drawings.
Chapter #1: Introduction to Forensic Science
Aim & Objectives:
Instructional Strategies and
Activities
LESSON #1.5: DIRECT VS
INDIRECT EVIDENCE
Review the concepts learned from
yesterday’s activity/skits.
Students will be able to:
Notes on evidence.




Explain the difference
between direct and indirect
evidence.
Describe what is meant by
physical evidence and give
examples.
Tell individual evidence apart
from class evidence.
Determine the significance of
class evidence.
Worksheet on probability.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Worksheet
Chapter #1: Introduction to Forensic Science
Aim & Objectives:
LESSON #1.6 TEST ON
CHAPTER 1, INTRO CHAPTER
2
Students will be able to:


Apply their knowledge of the
materials learned in Chapter 2
on an assessment.
Accurately draw and
photograph a crime scene.
Instructional Strategies
and Activities
Test on Chapter 1
Set up “dead bodies” in courtyard.
Ask students to draw pictures of the
scene.
Make a list of everything you would
document in pictures and drawings.
(Anything that might be useful in
solving the case)
Collect drawings and lists.
Go over drawings and lists on board.
Go back outside to see what was
missed/overlooked.
Applicable CPI
5.1.12.D.1
Engage in multiple forms of discussion
in order to process, make sense of, and
learn from others’ ideas, observations,
and experiences.
5.1.12.D.2
Represent ideas using literal
representations, such as graphs, tables,
journals, concept maps, and diagrams.
Resources, Materials,
Web Sites:
Test
CPR Dummies dressed up as corpses.
Chapter #2: The Crime Scene
LESSON #2-1: MOCK CRIME
SCENE
Set up “dead bodies” in courtyard.
Students will be able to:
Ask students to draw pictures of the
scene.

Accurately draw and
photograph a crime scene.
Make a list of everything you would
document in pictures and drawings.
(Anything that might be useful in
solving the case)
Collect drawings and lists.
Go over drawings and lists on board.
Go back outside to see what was
missed/overlooked.
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
CPR Dummies dressed up as corpses.
Computer paper
Pencils
Chapter #2: The Crime Scene
LESSON #2-2: AT THE CRIME
SCENE
Students will be able to:



Identify the steps to take when
processing a crime scene.
Explain what MO stands for.
Isolate, record, and search for
evidence at a mock crime
scene.
List on first board:
First Responder
Secondary Responders
EMS
CSI
Go over the responsibilities of each
person at a crime scene. Use
yesterday’s set-up as an example.
Learn how to properly assess a crime
scene using sketches and photography.
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
SMART BOARD
White Board
Chapter #2: The Crime Scene
LESSON #2.3: SEARCHING THE
SCENE FOR EVIDENCE
Students will be able to:


Understand why different
pieces of evidence require
different ways to package and
store.
Identify what a chain of
custody is and why it is so
important.
In groups, make a list of all types of
physical evidence that can be collected.
Put list on board and ask groups to
compile a list of way in which evidence
can be collected.
Then, learn which methods for
storage/collection work best with each
piece of evidence and why.
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
SMART BOARD
White Board
Chapter #2: The Crime Scene
LESSON #2.4: WORKING THE
CRIME SCENE
Students will be able to:


Understand the different roles
played by investigators at a
crime scene.
Sketch a crime scene, using
proper angles and labels.
Set up a mock crime scene in the
courtyard.
Students are given a sheet of computer
paper and a clip board. They are made
aware of the crime scene and are asked
to do their best to sketch it for a jury.
Focus: The sketch allows the jury to
visualize the crime taking place!
Collect sketches when completed and
go over them as a class.
Teach them what belongs on a sketch
and what does not.
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
SMART BOARD
White Board
Chapter #2: The Crime Scene
Aim & Objectives:
LESSON #2.5: BOTCHED
CRIME SCENES
Students will be able to:

Examine unsolved famous
crime scenes and identify
mistakes made during their
investigations.
Instructional Strategies and
Activities
Students will do research on the
JonBenet Ramsey and OJ Simpson
crime scenes. The goal of this research
is two-fold:
1.
2.
Become familiar with the
case… events, suspects,
evidence.
Identify mistakes made by
investigators during the
investigation.
Students will work in pairs and attempt
to come up with a power point
presentation in which they
summarize the case and identify
specific mistakes made by
investigators during the
investigation.
*This is a two class period research
assignment, with a third day devoted to
their power point presentations.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Computers
Chapter #2: The Crime Scene
Aim & Objectives:
LESSON #2.6: MULTIPLE
CRIME SCENES
Students will be able to:


Examine data collected at
multiple crime scenes to
establish commonality
between them.
Identify characteristics that
suggest multiple crimes were
carried out by the same
person/people.
Instructional Strategies and
Activities
Applicable CPI
Students will be shown a Discovery
channel video on Jack the Ripper. We
will discuss why certain murder victims
were attributed to him, while others
were not.
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
This knowledge will then be used to
examine the murder victims at Gilgo
Beach, NY.
At first, it was believed to be the work
of a single individual, but now
investigators believe it is the work of at
least two distinct murderers, if not
more.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
SMART Board
Discovery.com
NY Times.com search “Gilgo Beach”
Chapter #2: The Crime Scene
Aim & Objectives:
LESSON #2.7: TEST
Students will be able to:

Apply their knowledge of the
materials learned in Chapter 2
on an assessment.
Instructional Strategies and
Activities
Test
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Test booklet
Chapter #3: Fingerprints
Aim & Objectives:
LESSON #3.1: INTRODUCTION
TO FINGERPRINTS
Students will be able to:



Observe and properly “roll” a
fingerprint.
Explain why fingerprints are
individual evidence.
Identify the three basic
fingerprint patterns.
Instructional Strategies and
Activities
Intro:
Use fingerprint cards and ink.
Have each student practice “rolling”
fingerprints in their notebook.
Once rolled, we use the SMART
BOARD and internet to view various
fingerprints: whorl, loop, and arch.
Students then identify the type of print
found on each finger.
We conclude with an examination to
see if any two students have the same
pattern on every finger.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Ink pads
Fingerprint cards
SMART Board
Chapter #3: Fingerprints
Aim & Objectives:
Instructional Strategies and
Activities
LESSON #3.2: IDENTIFYING
MINUTIAE
Intro activity:
Students will be able to:
Each student receives a latex-free
glove.


Obtain an inked, readable
fingerprint.
Identify ridge characteristics
and compare two fingerprints
with at least 6 points of
identification.
They are to put a single fingerprint on
the palm of the glove.
They are then to blow up the glove as
much as possible, then tie the open
wrist end shut.
Once tied, the students are to take out
the textbook and turn to page 57. They
are to write down the various examples
of minutiae into their notebook.
They are to then look at their enlarged
fingerprint and identify as many
different minutiae on their print as
possible.
We then have a discussion about the
various minutiae… which are easiest to
spot, which are common, and which are
rare.
We’ll discuss how these characteristics
are what make each print unique and
how people have been turned away
from jobs because they don’t have
enough visible minutiae on their prints.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
Resources, Materials, Web
Sites:
Box of latex-free gloves
Fingerprint pads
Textbooks, page 57.
Chapter #3: Fingerprints
Aim & Objectives:
LESSON #3.3: USING THE
HENRY-FBI CLASSIFICATION
SYSTEM
Students will be able to:


Recognize the general ridge
patterns and apply them to the
Henry-FBI Classification
system.
Explain how computers have
made personal identification
easier.
Instructional Strategies and
Activities
Introduction on the life of Edward
Henry.
Chart the system he uses on the board.
Using the fingerprints the students have
created earlier in the week, each student
identifies his/her classification number
according to FBI standards.
We conclude the section by discussing
how computers are able to compare
hundreds of thousands of prints in
seconds.
We talk about the AFIS and IAFIS.
We discuss how many fingerprints are
actually on file with the FBI and whose
fingerprints are there.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Textbook.
Chapter #3: Fingerprints
Aim & Objectives:
LESSON #3.4: VISUALIZING
LATENT PRINTS
Students will be able to:



Compare and contrast latent,
visible, and plastic prints.
Learn the proper techniques
for dusting a crime scene
Develop latent prints using
iodine, ninhydrin, superglue,
etc.
Instructional Strategies and
Activities
Introduction:
Brief notes on latent, plastic, and
visible prints.
Class activity:
Dusting… the doorknob, the desks,
windows, etc.
Each table will develop prints using one
of the techniques we discussed: iodine,
silver nitrate, ninhydrin, or superglue.
We conclude by identifying which ones
are most effective, but permanent…
which forces the investigators to make
sure their techniques are flawless.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Fingerprint dusters
Magnetic powder
Ninhydrin
Iodine crystals
Superglue
Silver Nitrate (optional)
Sealed containers (6)
Chapter #3: Fingerprints
Aim & Objectives:
LESSON #3.5: LIFE BEFORE
PRINTS
Students will be able to:



Implement the techniques of
Alphonse Bertillon on a
criminal.
Identify anthropometry as the
study of body measurements.
Identify the “death knell” of
the Bertillon system of
anthropometry.
Instructional Strategies and
Activities
Lab activity:
Bertillon’s system of measurement: 11
body parts.
Students will pair up and complete the
lab together. Each student will measure
his/her partner’s 11 body parts as
described in the lab.
A chart is created on Excel and each
student fills in their data for the lab.
Once everyone is completed, we assess
the data to see if eac person has unique
data or if there are people with the same
11 body measurements.
What happened in 1903 that made the
Bertillon system obsolete and
fingerprinting the mainstream?
Applicable CPI
Resources, Materials, Web
Sites:
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
Bertillon lab.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
Microsoft Excel
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Internet links to Bertillon card and
poster.
Meter sticks
Chapter #3: Fingerprints
Aim & Objectives:
LESSON #3.6: TEST
Students will be able to:

Apply their knowledge of the
materials learned in Chapter 3
on an assessment.
Instructional Strategies and
Activities
Test
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Test booklet
Chapter #4: Hair Evidence
Aim & Objectives:
LESSON #4.1: INTRO TO HAIR
Students will be able to:


Successfully use a light
microscope.
Describe the structure of hair.
Instructional Strategies and
Activities
Lab activity:
Using microscopes, computer paper,
and colored pencils…
Students will take an individual strand
of hair from their head and examine it
under a microscope.
They will focus on three parts of the
hair: the root, the tip, and the shaft.
For each part, they will complete an
accurate drawing.
These drawings will be saved for later
in the week.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
5.1.12.C.1
Reflect on and revise understandings as
new evidence emerges.
Resources, Materials, Web
Sites:
Microscopes
Slides
Computer paper
Colored pencils
Chapter #4: Hair Evidence
Aim & Objectives:
LESSON #4.2: HUMAN HAIR
PROPERTIES
Students will be able to:






Tell which characteristics of
hair are important in forensic
analyses.
Identify the cuticle, cortex,
and medulla of a hair.
Identify a hair that has been
ripped out of a head.
Identify a hair that has been
recently cut.
Identify how the hairs of
blondes, brunettes, and
redheads differ.
Identify the pigments found in
human hair.
Instructional Strategies and
Activities
Intro:
On pages 78-79, there is a minilab that
discusses a man whose wife is
murdered. Using hair analysis, five
suspects are investigated. The students’
job is to identify the culprit using the
evidence collected by investigators.
Students will work as a table to identify
the criminal.
Notes on the general properties of hair:
Number of hairs on an average scalp.
Number of hairs lost a day.
The parts to a hair: cuticle, medulla,
cortex.
How the hair is attached to the scalp.
Identify the pigments found in human
hair. What color is hair with no
pigments?
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Textbooks
Chapter #4: Hair Evidence
Aim & Objectives:
Instructional Strategies and
Activities
LESSON #4.3: COMPARING
HUMAN HAIRS
Lab activity:
Students will be able to:
Using the hair we drew in class two
days ago, we will compare it to two
other hairs today.


Compare and contrast three
different human hairs.
Identify the structures found in
those hairs under a
microscope.
Find two students in class whose hair is
different from your own.
Draw those two hairs and label all of
the parts of the hairs. Identify whether
or not each hair was ripped out or fell
out.
Also, identify which hairs have a
medulla and which hairs do not.
Finally, identify any other differences
between the three hairs.,, bleaching,
dying, damage, etc.
The three drawing are turned in, with
your own hair on top.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Microscopes
Slides
Computer paper
Colored pencils
Chapter #4: Hair Evidence
Aim & Objectives:
Instructional Strategies and
Activities
LESSON #4.4: A LOOK AT
ANIMAL HAIR
Lab activity:
Students will be able to:
Students were to bring in hairs from
their pets… dog, cat, rabbit, etc.

Tell the difference between
human hair and animal hair.
We will examine a hair from each type
of animal collected under a microscope.
Focus will be on the shaft of the hair…
look at the cuticle, cortex, and medulla.
Size, shape, and appearance all play an
important part of this exercise.
When each hair is drawn, students are
to label the parts of the hair and identify
the differences between this hair and
their own hair.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Microscopes
Slides
Computer paper
Colored pencils
Chapter #4: Hair Evidence
Aim & Objectives:
LESSON #4.5: TEST
Students will be able to:

Apply their knowledge of the
materials learned in Chapter 4
on an assessment.
Instructional Strategies and
Activities
Test
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Test booklet
Chapter #5: Fiber Evidence
Aim & Objectives:
LESSON #5.1- WHAT IS A
FIBER?
Students will be able to:
Instructional Strategies and
Activities
Each table is given 6 different squares
of fabric: cotton, wool, silk, rayon,
nylon, and polyester.

Identify the physical
properties of 6 different types
of fiber.
The students are to list physical
characteristics for each of the six
swatches they are given.

List various natural and
synthetic fibers.
Then, each table is allowed to look in
their textbook and attempt to identify
the name of each fabric.
Once we identify each fabric, we
review the physical properties of it to
ensure each student has accurate notes.
Finally, each table is given three more
fabrics… they are three that they have
already analyzed, but come from
different sources and have different
colors. Their job is to identify the three
unknowns.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Various fabrics: cotton, wool, silk,
rayon, nylon, and polyester
Chapter #6: Fiber Evidence
Aim & Objectives:
LESSON #6.2- PHYSICAL
PROPETIES OF FIBERS
Students will be able to:

Differentiate between the warp
and the weft of a fabric.

Define blend.

Identify weave patterns under
a microscope.
Instructional Strategies and
Activities
After some initial notes on fibers, each
student cuts out a swatch approximately
1” x 1” in size.
The students are to look at their swatch
under low power and identify the
weave pattern of their swatch.
They are to draw what they see and turn
it in as a class grade.
Once everyone has identified the weave
pattern, we will separate the warp and
weft from each other.
The warp are the lengthwise fibers.
They are more tightly wound, making
them smoother and stronger.
The weft are the crosswise fibers. They
run left to right on an article of
clothing.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Various fabrics: cotton, wool, silk,
rayon, nylon, and polyester
Microscopes
Computer paper
Colored pencils
Chapter #6: Fiber Evidence
Aim & Objectives:
LESSON #6.3- CHEMICAL
PROPERTIES OF FIBERS
Students will be able to:

Identify an unknown fiber by
the way in which it burns.
Instructional Strategies and
Activities
Each student copies a chart listed on the
board.
Fiber-Easy to Burn?-Properties of
flame-odor-residue.
The class goes outside and we cut off
1” x 6” swatch of each of the six fabrics
we are studying.
Students wearing goggles will take
turns holding and lighting the fabrics on
fire and recording their observations.
We do them one at a time and we do
each one twice so the students can
record all of the data.
We come back into the room and
students put their results on the board.
Each table is then given an unknown
fiber to burn at their table. They must
identify the unknown based upon the
data they collect.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Various fabrics: cotton, wool, silk,
rayon, nylon, and polyester
Matches
White Board
Chapter #6: Fiber Evidence
Aim & Objectives:
LESSON #6.4- MORE
CHEMICAL PROPERTIES OF
FIBERS
Students will be able to:

Identify the chemical
properties of 6 different types
of fiber.
Instructional Strategies and
Activities
Each table is given 6 different squares
of fabric: cotton, wool, silk, rayon,
nylon, and polyester.
Small samples of each fiber are put into
four well plates.
Each sample is exposed to one of four
compounds (acetone, bleach,
hydrochloric acid, and water).
Students observe for 15 minutes and
record their results.
Students then given an unknown and
follow same procedure to identify it.
Fill out chart and complete follow up
questions.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Lab on page 111 of textbook
Acetone
Bleach
Hydrochloric acid
Well plates
Fibers
Chapter #6: Fiber Evidence
Aim & Objectives:
LESSON #6.5- TEST
Students will be able to:

Apply their knowledge of the
materials learned in Chapter 6
on an assessment.
Instructional Strategies and
Activities
Test
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Test booklet
Three stations:
1.
Burn Test with Unknown
2.
Physical Test with Unknown
3.
Chemical Test with Unknown
Chapter #7: Arson
Aim & Objectives:
LESSON #7.1- THE GREAT
CHICAGO FIRE
Students will be able to:




List facts about the Great
Chicago Fire.
Research various theories
regarding the G.C.F
Use scientific reasoning to
describe the theory that makes
the most sense.
Use technology to research a
topic and create a powerpoint
presentation.
Instructional Strategies and
Activities
The Great Chicago Fire is one of the
largest fires to affect our country.
Students will work in PAIRS on this
research assignment.
Each table will create a PREZI
describing the events and theories as to
its cause. Each student will then create
their own slide describing which theory
has the soundest evidence for it.
This project will count as a double lab
grade. Students will have three days
and two class periods to work on it.
Reminder to students: No Wikipedia!
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Laptops
Prezi
http://www.chicagohs.org/fire/
http://www.thechicagofire.com/
Chapter #7: Arson
Aim & Objectives:
Instructional Strategies and
Activities
LESSON #7.2- INTRO TO
ARSON
Intro:
Students will be able to:
What two questions must an
investigator answer?






Define the following terms:
Arson, Incendiary, Accelerant,
Igniter, Diatom, Silica.
Identify various accelerants
for each phase of matter.
List five reasons why someone
commits arson.
Explain how a body is charred
but not badly damaged
internally by a fire.
Explain the value of an
eyewitness to a crime.
Identify the point of origin in a
house fire.
-Point of origin
-How it started?
Point of Origin:
1. Most damaged area.
2. V-Pattern
3. Eyewitness
How it started:
1. Accidentally…. Usually by an
electrical outlet.
2. Incendiary…. Look for accelerants,
igniters, etc.
Why does someone start a fire
intentionally?
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
SMART Board
White Board
Chapter #7: Arson
Aim & Objectives:
LESSON #7.3- SETON HALL
FIRE
Students will be able to:





Identify the events that took
place in Bolland Hall the night
of the fire.
Identify the victims and
suspects.
List laws that were enacted as
a result of the fire.
How did the criminal and civil
trials play out?
What has happened to the
students involved since they
were sentenced?
Instructional Strategies and
Activities
Using various articles from the Star
Ledger, Bergen Record, and NY Times,
students will learn about the events of
the Seton Hall fire.
The class will take notes/answer
questions based upon a guided
worksheet I give them.
We will use the internet to follow up on
the case and what has happened since
the trials ended.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
nytimes.com
northjersey.com
nj.com
Guided Worksheet
Chapter #7: Arson
Aim & Objectives:
LESSON #7.4- COLLECTING
EVIDENCE AT AN ARSON
SCENE
Students will be able to:


Identify the steps in securing
the crime scene.
Describe the techniques used
by investigators to examine
the scene and collect evidence.
Instructional Strategies and
Activities
Applicable CPI
With the background information from
7.2, we will now play the role of an
investigator arriving at the scene and
describe the steps taken in identifying
and collecting evidence at the scene.
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
Why is it usually easy to collect
evidence at a crime scene?
How should the evidence be collected?
What are some physical characteristics
we look for in a building that help us
answer questions as to an origin and
cause?
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
SMART Board
White Board
Chapter #7: Arson
Aim & Objectives:
LESSON #7.5 TEST
Students will be able to:

Apply their knowledge of the
materials learned in Chapter 6
on an assessment.
Instructional Strategies and
Activities
Test
Applicable CPI
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
Resources, Materials, Web
Sites:
Test booklet
Chapter #8: GLASS AND SOIL EVIDENCE
Aim & Objectives:
LESSON #8.1: INTRO TO GLASS
Students will be able to:



Describe the glass-making
process.
Summarize the value of
density and refractive index.
List ways in which glass
makers can alter the properties
of glass.
Instructional Strategies and
Activities
Notes on the properties of glass.
Summarize pages 309-318
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
White Board
Internet and Smart Board for visuals
Chapter #8: GLASS AND SOIL EVIDENCE
Aim & Objectives:
LESSON #8.2: GLASS ANALYSIS
LAB ACTIVITY
Students will be able to:




Differentiate between various
types of glass by sorting
samples based on physical
appearance.
Differentiate between various
types of glass by testing the
density of glass samples and
comparing them to known
densities of glass.
Differentiate between various
types of glass by comparing
the refractive indices of glass
samples to refractive indices
of known liquids.
Recognize fracture patterns in
glass and identify them as
radial or concentric.
Instructional Strategies and
Activities
Lab:
Parts 1-3 today
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Lab Kit on “Properties of Glass” from
Ward’s Science
Chapter #8: GLASS AND SOIL EVIDENCE
Aim & Objectives:
LESSON #8.3: GLASS ANALYSIS
LAB ACTIVITY (CONTINUED)
Students will be able to:



Determine the direction of
impact on glass by analyzing
the conchoidal fracture
patterns in a piece of broken
glass.
Determine the breakage
sequence in a multiple fracture
pattern in a glass sample.
Utilize mathematical skills
such as taking angle
measurements with a
protractor and applying basic
trigonometry.
Instructional Strategies and
Activities
Lab:
Parts 4-6 today
*THE LAB TOOK THREE PERIODS
TO COMPLETE!*
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Lab kit from Ward’s Science
Chapter #8: GLASS AND SOIL EVIDENCE
Aim & Objectives:
LESSON #8.4: INTRODUCTION
TO SOIL
Students will be able to:


Determine the five factors that
contribute to a soil’s
composition.
List lab techniques that can be
used to identify and
differentiate between soil
types.
Instructional Strategies and
Activities
Intro:
Adolf Coors kidnapping.
Colorado  Atlantic City.
Why was it possible to identify the soil
under the car as being not native to NJ?
Notes on general characteristics of soil.
Use smart board to show pages of the
Munsell color scale.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
White board.
SMART Board for Munsell Color Scale
Chapter #8: GLASS AND SOIL EVIDENCE
Aim & Objectives:
LESSON #8.5: SOIL LAB
Students will be able to:





Compare and contrast soil
based on general appearance.
Compare and contrast soil
types using UV and polarized
light.
Compare and contrast soil
types in regards to their
acidity.
Compare and contrast soils in
regards to their densities.
Compare and contrast soils in
regards to their particle sizes.
Instructional Strategies and
Activities
Lab on Soil Evidence from Kemtec.
Takes two full periods, plus lunch time
if needed.
Determine the source of an unknown
soil sample, comparing it to four known
samples.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Lab kit.
Worksheets I created for the lab.
Chapter #8: GLASS AND SOIL EVIDENCE
Aim & Objectives:
LESSON #8.6: TEST ON SOIL
AND GLASS EVIDENCE
Students will be able to:

Apply their knowledge of the
materials learned in Chapter 8
on an assessment.
Instructional Strategies and
Activities
Test
Applicable CPI
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
Resources, Materials, Web
Sites:
Test booklet.
Chapter #9: The Human Skeleton
Aim & Objectives:
LESSON #9.1 ANATOMICAL
POSITIONS AND PLANES
Students will be able to:



Review the midterm exam,
learning from the mistakes
made.
Identify the Anatomical Planes
of the body
Identify the Anatomical
Positions and Terms of the
Body.
Instructional Strategies and
Activities
Review midterm exam.
Students are given two worksheets:
Worksheet #1: Anatomical Positions
and Terms of the Body.
Students will learn the relative position
of the parts of the human body:
superior vs inferior, medial vs lateral,
anterior vs posterior, ventral vs dorsal,
and proximal vs distal.
Worksheet #2: Anatomical Planes of
the Body.
Many specimens in forensics are
sectioned so that the interior of the
organs and regions can be examined. It
is important that the direction of the cut
is known so that the proper orientation
of the specimen is known.
Students will learn to identify Coronal,
Transverse, Sagittal, and Midsagittal
cuts.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Midterm exam
Kaplan’s Anatomy Coloring Book.
Chapter #9: The Human Skeleton
Aim & Objectives:
LESSON #9.2 THE HUMAN
SKULL
Students will be able to:


Identify the facial and cranial
bones of the skull.
Identify the bones of the axial
and appendicular skeleton.
Instructional Strategies and
Activities
The human skull is composed of 22
bones… 8 cranial and 14 facial.
Students will use worksheets from two
different books to learn the 22 bones of
the skull.
Once the worksheets are finished,
students will be shown a replica human
skull with three bones marked. The
students will have to identify the three
bones on the skull.
Finally, students will be given a
worksheet which differentiates between
the axial and appendicular skeletons.
At the end of the chapter, students will
be expected to be able to list bones
from each section.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Kaplan’s Anatomy Coloring Book.
Biology Coloring Book
Chapter #9: The Human Skeleton
Aim & Objectives:
LESSON #9.3 THE HUMAN
SKULL CONTINUED
Students will be able to:



Estimate the age of human
remains based upon features of
the skull.
Identify the gender of a human
skull.
Identify the race of a human
skull.
Instructional Strategies and
Activities
Page 279 has pictures of two different
skulls, one belonging to a male, the
other to a female.
Students are to trace each of the skulls
into their notebook.
Students will then circle all of the parts
that are different.
Using their worksheets from the
previous day, students will identify the
names of the points they circled.
Finally, students will identify which
skull is male and which is female.
Pages 280-289 of the textbook discuss
how race and age can be determined by
looking at specific features of the skull.
Students will review the pages and be
given a replica human skull. Their job
will be to identify the age, race, and
gender of the skull I have passed
around the room.
They must also list the traits they used
that brought them to their conclusion.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Forensics Textbook
Replica human skull.
Chapter #9: The Human Skeleton
Aim & Objectives:
LESSON #9.4 THE REST OF
THE AXIAL SKELETON
Students will be able to:



Identify the parts to the human
vertebral column.
Identify the three parts of the
sternum.
Identify how many ribs are
found in the human body.
Instructional Strategies and
Activities
Worksheet on Vertebral Column:
Made up of 33 bones called vertebrae,
the spine features three natural curves,
the cervical (neck) curve, the thoracic
(middle back) curve, and the lumbar
(lower back) curve. In a normal spine,
the cervical and lumbar sections curve
forward, while the thoracic section
curves backward. The cervical spine is
the top 7 vertebrae in the neck area.
These are smaller bones that allow
turning the head freely, while the rest of
the back remains stationary. The
thoracic spine is made up of the 12
vertebrae in the upper back, and each
thoracic vertebra is attached to a rib.
The lumbar spine is made up of the
next 5 vertebrae. The lower back
usually receives the most stress and
strain, so most spine problems occur in
the lumbar region. Finally, below the
lumbar region are 5 fused vertebrae of
the sacrum and the 5 fused vertebrae of
the coccyx.
Worksheet on the sternum and ribs:
The sternum is composed of three parts
and connects to the first seven pairs of
ribs, which are called “true” ribs. The
other five are called “false” ribs. The
last two “false” ribs are also called
“floating” ribs because they only
attached to the vertebral column.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Kaplan’s Anatomy Coloring Book.
Biology Coloring Book
Chapter #9: The Human Skeleton
Aim & Objectives:
LESSON #9.5 THE
APPENDICULAR SKELETON
Students will be able to:



Identify the bones of the arms
and legs.
Identify the bones that attach
our arms and legs to our torso.
Determine the gender of an
individual based upon the
shape/structure of their hips.
Instructional Strategies and
Activities
Two coloring activities… one for the
arm and the other for the legs.
A worksheet will follow that examines
the bones of the hip.
The shape of the hips will be examined
as it plays a huge role in the
determination of sex.
Females’ hips have a pubic arc that is
greater than 90 degrees, while males’
have one that is closer to 45-60 degrees.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Kaplan’s Anatomy Coloring Book.
Biology Coloring Book
Chapter #9: The Human Skeleton
Aim & Objectives:
LESSON #9.6 ESTIMATING
HEIGHT USING THE LONG
BONES
Students will be able to:


Estimate the height of an
individual by measuring the
length of his/her humerus,
radius, tibia, or femur.
Estimate the length of their
own long bones based upon
their height.
Instructional Strategies and
Activities
Forensic Investigators have come up
with equations that estimate the height
of an individual using their long bones.
The equation varies with males and
females so the gender of the unknown
individual must be determined first.
Students will practice by completing
the activity in the textbook on page
275, #1-7.
We will go over the answers as a class
and then they will be given bones to
measure.
A humerus, a femur, and a set of hip
bones will be passed from table to
table.
Each table must determine the gender
and height of the individual based upon
the data they collect.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Forensics Textbook
Unknown victim’s hips
Unknown victim’s humerus
Unknown victim’s femur
Chapter #9: The Human Skeleton
Aim & Objectives:
LESSON #9.7 TEST
Students will be able to:

Demonstrate their knowledge
of the human skeleton and its
value to forensics on an
assessment.
Instructional Strategies and
Activities
Test
Mostly written, but some parts will
involve examination of bones and
determination of gender, age, race, &
height.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
Resources, Materials, Web
Sites:
Test booklet
Human skull
Unknown long bones
Unknown hips
Chapter #10: Body Decomposition
Aim & Objectives:
LESSON #10.1: THE MORTISES
Students will be able to:




List and define the three
“mortises”
Explain how detectives can
tell if a body has been moved
after death.
Calculate how long a body has
been dead.
Identify factors that affect the
rates of the mortises.
Instructional Strategies and
Activities
Notes on Livor Mortis, Algor Mortis,
and Rigor Mortis.
Discussion on how environmental
factors, body size, and body health all
affect the rates of livor, algor, and rigor
mortis.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
White Board
Chapter #10: Body Decomposition
Aim & Objectives:
LESSON #10.2: THE STAGES
OF DECOMPOSITION
Students will be able to:





Identify the steps and stages of
decomposition for a human
left out in the elements.
List the chronological order in
which insects arrive to feed on
a decomposing body.
Define putrefaction.
Define Grave Wax.
Locate the “Body Farm” and
describe what is done there.
Instructional Strategies and
Activities
A week-by-week account of what
happens to a decomposing body.
The effects of bacteria and insects in
the process will be discussed at length.
Explain how the process differs in an
individual who is seen by a mortician
and prepped for burial.
Watch a movie clip from NatGeo on
the Body Farm at Tennessee.
Introduce the rat decomposition project.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
White Board
Internet
http://video.nationalgeographic.com/vid
eo/player/science/health-human-bodysci/human-body/body-farm-sci.html
Old rat decomposition projects to show
the classes.
Chapter #10: Body Decomposition
Aim & Objectives:
LESSON #10.3: THE AUTOPSY
Students will be able to:



List the steps taken by a
coroner to identify cause of
death.
Identify the organs removed
and how they are examined.
Explain why everything must
be placed back into the body
when finished.
Instructional Strategies and
Activities
Students will participate in an internet
interactive webquest.
The website is sponsored by the
Australian Museum and looks at the
step-by-step process of an autopsy.
Students are to take notes on the
website and fill out a worksheet when
finished.
When complete, students have a
homework assignment. It has recently
been published that the remains of King
Tut have been thoroughly examined.
Students are to view one of two
websites about the research and type up
a one page summary about the autopsy
on the Egyptian king.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Internet
http://www.deathonline.net/what_happe
ns/autopsy/autopsy_steps.cfm
http://www.sciencedaily.com/releases/2
010/02/100216163332.htm?utm_source
=feedburner&utm_medium=feed&utm
_campaign=Feed%3A+sciencedaily+(S
cienceDaily%3A+Latest+Science+New
s
http://www.msnbc.msn.com/id/354235
52/ns/technology_and_science-science/
Chapter #10: Body Decomposition
Aim & Objectives:
LESSON #10.4 CHAPTER TEST
Students will be able to:

Demonstrate their knowledge
of human death and
decomposition and its value to
forensics on an assessment.
Instructional Strategies and
Activities
Chapter Test
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Test Booklet
Chapter #11: BLOOD
Aim & Objectives:
LESSON #11.1: THE
COMPOSITION OF BLOOD
Students will be able to:




Identify the components of
human blood.
Explain the functions of red
and white blood cells as well
as plasma.
List the four blood types and
the rh factors.
Compare and contrast the
compositions of the four blood
types with and without the
presence of rh factors.
Instructional Strategies and
Activities
Introduction to blood.
What are the parts of blood?
Solid components and liquid
components…
Scientific names for white and red
blood cells.
Functions of white and red blood cells.
What is leukemia?
Comparing the blood stream to a lazy
river… what would be present in A+
blood? What about B- blood?
For homework: Students will find out
their blood type and we will use this
information to discuss its value in a
case.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
White board
Information packet from American Red
Cross (Community Blood Center)
Chapter #11: BLOOD
Aim & Objectives:
LESSON #11.2: ANTIGENS AND
ANTIBODIES
Students will be able to:



Define antigen.
Define antibodies.
Identify the antibodies and
antigens found in each of the
blood types.
Instructional Strategies and
Activities
Using the chart and pictures found on
page 224 on our textbook, students will
learn what antigens and antibodies are
and then identify which antigens and
antibodies are found in their own blood
types.
Finally, the students will pick a blood
type and create a “blood stream lazy
river”, in which the students will draw
an artery and represent all of the
components of the blood (RBCs,
antibodies, rh factors, etc) as if the
blood stream was a lazy river.
The drawing must be labeled properly,
colored, and show
imagination/creativity.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Computer paper.
Colored pencils.
Chapter #11: BLOOD
Aim & Objectives:
LESSON #11.3: LAB:
FORENSICS MYSTERY WITH
SYNTHETIC BLOOD
Students will be able to:





Perform a simulated
phenolphthalein (KastleMeyer) test on two stained
cloth samples for the
presumptive presence of
blood.
Perform standard tests used for
blood type identification.
Interpret test results and draw
conclusions.
Use prior knowledge to solve
a problem.
Learn about the form and
function of blood components.
Instructional Strategies and
Activities
Lab: Forensics Mystery with Synthetic
Blood Kit
Intro: Define agglutination and draw on
white board how antibodies “attack”
antigens.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Lab and lab supplies.
Chapter #11: BLOOD
Aim & Objectives:
LESSON #11.4: LAB: BLOOD
SPATTER (ACTIVITY #1)
Students will be able to:




Explain the relationship
between the height from which
a passive drop of blood falls
with its shape and diameter.
Define passive drop.
Define spine.
Define satellite stain.
Instructional Strategies and
Activities
Lab: Blood Spatter #1
What effect does height have on the
diameter and shape of blood?
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Meter stick
Clear ruler
Synthetic blood
Index cards
Chapter #11: BLOOD
Aim & Objectives:
LESSON #11.5: LAB: BLOOD
SPATTER (ACTIVITY #2)
Students will be able to:

Explain the relationship
between different surfaces and
droplet shape and diameter.
Instructional Strategies and
Activities
Lab: Blood Spatter #2
What effect does the impact surface
have on the diameter and shape of
bloodstains?
Extended questions:
Is there a correlation between surface
and the number of spines and satellite
stains?
What types of surfaces would be unable
to be used for blood spatter analysis?
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Meter stick
Clear ruler
Synthetic blood
Cardboard
Plastic bag
Ceramic tile
Carpet
Wood
Chapter #11: BLOOD
Aim & Objectives:
LESSON #11.6: LAB: BLOOD
SPATTER (ACTIVITY #3)
Students will be able to:


Identify the important features
of a bloodstain when
calculating the direction a
blood droplet came from.
Calculate the direction a blood
droplet came from.
Instructional Strategies and
Activities
Lab: Blood Spatter #3
How can you determine the direction of
travel from a bloodstain?
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Paper towels
Synthetic blood
Toothbrush
Gloves
Eye protection
Chapter #11: BLOOD
Aim & Objectives:
LESSON #11.7: LAB: BLOOD
SPATTER (ACTIVITIES #4-5)
Students will be able to:

Use the inverse sin function to
calculate the angle of impact
for a droplet of blood.
Instructional Strategies and
Activities
Lab: Blood Spatter #4-5
How does the angle of impact affect the
appearance of bloodstains?
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Meter stick
Clear ruler
Synthetic blood
Index cards
Clipboard
Calculator
Protractor
Chapter #11: BLOOD
Aim & Objectives:
LESSON #11.8 LAB: BLOOD
SPATTER (ACTIVITY #6)
Students will be able to:

Identify the velocity of blood
spatter by its size and shape.
Instructional Strategies and
Activities
Lab: Blood Spatter #6
What effect does velocity have on
bloodstains?
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Synthetic blood
Paper towels
Hammer
Misting bottle
Protective eyewear
Cardboard box
Chapter #11: BLOOD
Aim & Objectives:
LESSON #11.9 LAB: BLOOD
SPATTER (ACTIVITY #7)
Students will be able to:

Identify the origin of blood
spatter in a room.
Instructional Strategies and
Activities
Lab: Blood Spatter #7
How can you determine the origin of a
blood droplet?
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Synthetic blood
Paper towels
Misting bottle
Meter stick
Ruler
Butcher string
Chapter #11: BLOOD
Aim & Objectives:
Instructional Strategies and
Activities
LESSON #11.10 BLOOD TEST
Students will be able to:

Demonstrate their knowledge
of the properties of blood and
blood spatter and its value to
forensics on an assessment.
Test
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Test booklet
Chapter #12 Document and Handwriting Analysis
Aim & Objectives:
LESSON #12.1 ANALYSIS OF
HANDWRITING AND
HANDPRINTING
Students will be able to:

Identify the 12 characteristics
of handwriting that are used
by experts to identify
forgeries.
Instructional Strategies and
Activities
Students will write out a paragraph of
text on page 337 of the textbook and
turn it in to the teacher.
Applicable CPI
They will then fill out a handwriting
exercise worksheet.
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
This worksheet is copied by other
classmates in an attempt to see how
easy or difficult it is to copy another
person’s handwriting.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
We will discuss the 12 points to
handwriting as a class and see which
are easier to forge and which prove to
be most difficult.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Textbooks
Loose leaf paper
Chapter #12 Document and Handwriting Analysis
Aim & Objectives:
LESSON #12.2 ANALYSIS OF
HANDWRITING AND
HANDPRINTING (PART 2)
Students will be able to:

Identify characteristics of their
own handwriting (angles, tops,
bottoms, and embellishments)
Instructional Strategies and
Activities
Students will sign their name for times
on a sheet of paper. They will then be
given an angular template transparency
to identify the angle at which they write
each latter in their name.
Follow-up questions:
Do all the angles match on all of your
letters?
Is the angle of the first letter in your
name the same for all four signatures?
Do any of the letters in your name have
the same angle in all four signatures?
The second part of the activity is to use
those four signatures to see
consistencies in the high and low points
in your signature. Using tracing paper,
students will make small marks at all
the high points in the signature as well
as the low points. This will create a
“zigzag” pattern above and below each
signature. These patterns are then
compared for consistency.
Students will AGAIN write out the
paragraph of text on page 337 of the
textbook and turn it in to the teacher.
This time, they are trying to hide their
handwriting so I cannot guess it is their
paper.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Textbooks
Loose leaf paper
Tracing paper
Chapter #12 Document and Handwriting Analysis
Aim & Objectives:
LESSON #12.3 INK
COMPARISONS USING
CHROMATOGRAPHY
Students will be able to:

Examine documents to
determine the ink used on it by
its chemical composition.
Instructional Strategies and
Activities
Lab: Ink Comparison Using Paper
Chromatography
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Pens
Chromatography paper
Distilled water
Beakers
Test tubes
Chapter #12 Document and Handwriting Analysis
Aim & Objectives:
LESSON #12.4
COUNTERFEITING AND
CURRENCY
Students will be able to:





Students will be able to
identify the ways in which the
Secret Service has attempted
to suppress counterfeiting US
currency.
Define microprinting.
Define star note.
Define watermark.
Identify the security thread on
US currency.
Instructional Strategies and
Activities
Using the secret service website, “know
your money”, students will answer
questions about the security features
found on various paper currency.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Website:
www.treas.gov/usss
Chapter #12 Document and Handwriting Analysis
Aim & Objectives:
LESSON #12.5 TEST
Students will be able to:

Demonstrate their knowledge
of the properties of
handwriting and paper
currency and its value to
forensics on an assessment.
Instructional Strategies and
Activities
Test
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Test booklet
Chapter #13 Poisons and Alcohols
Aim & Objectives:
Instructional Strategies and
Activities
LESSON #13.1: THE HISTORY
OF POISONS
Big question of the day: Botox
injections… what are they really?
Students will be able to:
Smart Board



List various poisons that have
been used since Ancient
Greece.
Identify the properties of
arsenic that make it a popular
poison.
Explain how the Marsh Test
works.
Notes of the history of poisons from
Ancient Greece through today.
Pictures of hemlock, arsenic, ricin,
botulin, etc.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
The case of Marie Lafarge.
The Marsh Test.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Smart board
My notes
Chapter #13 Poisons and Alcohols
Aim & Objectives:
LESSON #13.2: THE
ELEMENTS OF TOXICOLOGY
Students will be able to:




List factors that determine the
effectiveness of certain
poisons.
Compare and contrast chronic
exposure with acute toxicity.
Define: chelating agents,
LD50, synergism, and
antagonism.
Describe the role of OSHA in
the workplace.
Instructional Strategies and
Activities
Big question of the day: If two people
are given the same dosage of a poison,
is it possible for one person to die,
while the other survives?
Play clip from “A Princess Bride”
Notes of the factors that affect a
poison’s effectiveness.
Types of exposure.
Developing imunity.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
You tube… “A Princess Bride”
Chapter #13 Poisons and Alcohols
Aim & Objectives:
LESSON #13.3: DETECTING
LEAD LAB
Students will be able to:

Identify lead-based
compounds in paint.
Instructional Strategies and
Activities
Lab activity: Detecting Lead
Page 185 of textbook.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Paint chips
Tweezers
Test tubes
Acetic acid
Distilled water
0.1M sodium sulfide
Sodium rhodizonate solution/test strips
Microwave oven
Glass stirring rods
Chapter #13 Poisons and Alcohols
Aim & Objectives:
LESSON #13.4: PROPERTIES
OF ALCOHOL
Students will be able to:



Explain how a breathalyzer
works.
Identify how alcohol is
metabolized by the body.
Calculate an approximate
BAC for a man or woman
given a set of data.
Instructional Strategies and
Activities
Big questions: Why does alcohol affect
the human body like it does? How does
the human body detoxify itself from the
alcohol? How does a breathalyzer
work?
Although mostly notes, there are two
equations that the students will use to
calculate approximate BAC levels for
an adult male and an adult female who
consume alcohol and attempt to drive
home.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Notes
Smart board.
Chapter #13 Poisons and Alcohols
Aim & Objectives:
LESSON #13.5: TEST ON
POISONS AND ALCOHOLS
Students will be able to:

Demonstrate their knowledge
of the properties of poisons
and alcohols and their value to
forensics on an assessment.
Instructional Strategies and
Activities
Test booklet
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
test
Chapter #14 Drugs
Aim & Objectives:
LESSON #14.1: PROPERTIES
OF DRUGS
Students will be able to:



Create a power point
presentation about the
properties of a various type of
drug: hallucinogens,
stimulants, narcotics,
depressants, OTC, and
designer drugs.
Classify types of illicit drugs
and their negative effects.
Discuss federal penalties for
possession and use of
controlled substances.
Instructional Strategies and
Activities
Laptops.
One day class research. Time on their
own outside of class as well, depending
on block schedule.
One day to present.
Each group must create a worksheet for
the class as well.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Laptops
Rubric… 10 point scale.
Chapter #14 Drugs
Aim & Objectives:
LESSON #14.2: SPOT TESTS
Students will be able to:

Identify the active ingredients
found in various over the
counter medications by
performing a spot test on
them.
Instructional Strategies and
Activities
Spot test lab.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Aspirin
Tylenol
Excedrine
Alka seltzer
Motrin
Advil
Mortar and pestle
Universal indicator
Ferric chloride, 2%
HCl, 0.6M
Well plates
Distilled water
Chapter #14 Drugs
Aim & Objectives:
LESSON #14.3: IS IT MOTRIN?
Students will be able to:

Identify the active ingredients
found in an unknown white
powder by comparing its spot
test results with those from the
previous lab results.
Instructional Strategies and
Activities
Applicable CPI
“At the international arrivals area of
Newark Liberty Airport, the random
inspection of a passenger’s suitcase
reveals a film canister containing white
powder. The passenger indignantly says
it’s Motrin, which he powdered so it
dissolved quickly and could cure his
frequent headaches. Customs agents
need a quick spot test because they
don’t know whether to call the DEA or
let the man go.”
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
Have the students create an experiment
that will be quick and accurate in
determining whether or not the
compound is Motrin.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Supplies should be similar to
yesterday’s class.
Chapter #14 Drugs
Aim & Objectives:
LESSON #14.4: SYNTHETIC
DRUG LAB
Students will be able to:

Identify how various “white
powder” drugs provide
different results in spot tests
depending upon their chemical
make up.
Instructional Strategies and
Activities
Presumptive Color Test for Drugs
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
Resources, Materials, Web
Sites:
Synthetic drugs
Testing reagents
Toothpicks
Safety goggles
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
Pipets
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
Plastic spot plates
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Mortar and pestle
Powdered sugar
Chart on page 153 of textbook
Chapter #14 Drugs
Aim & Objectives:
Instructional Strategies and
Activities
LESSON #14.5: DEA
SCHEDULES OF CONTROLLED
SUBSTANCES
Big question: Are all drugs treated the
same by the D.E.A.?
Students will be able to:
Notes on the five categories of
controlled substances.



List the five categories of
schedules created by the DEA.
Identify examples of illicit
drugs from each schedule.
Identify other tools and tests
that can be used to identify the
chemical component of
various illicit drugs.
List other tests that we didn’t do that
are effective in identifying the chemical
component of various illicit drugs.
Ex.. IR, UV-VIS spectroscopy, GCMS.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Smart board
Yahoo images.
Chapter #14 Drugs
Aim & Objectives:
LESSON #14.6: TEST ON
DRUGS
Students will be able to:

Demonstrate their knowledge
of the properties of various
drugs and drug laws and their
value to forensics on an
assessment.
Instructional Strategies and
Activities
Test booklet
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Test
Chapter #15 Firearms
Aim & Objectives:
Instructional Strategies and
Activities
LESSON #15.1: THE HISTORY
OF FIREARMS
Notes on the history of firearms.
Students will be able to:
Smart Board images of various types of
guns.



Identify various types of guns
that man has created in the
past 500 years.
Identify the mechanism behind
the firing of a gun.
Define: pan and hammer.
Matchlock, flintlock, pepperbox,
revolver, etc.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Notes
Smart Board
Yahoo images.
Chapter #15 Firearms
Aim & Objectives:
LESSON #15.2: PROPERTIES
OF GUN POWDER AND
BULLETS
Students will be able to:





Identify the ingredients needed
to make gun powder.
Identify the parts of a bullet
and the function of each part.
List the various types of
bullets.
Explain how a bullet travels
through a gun.
Identify at least three ways in
which a bullet can be matched
to a gun.
Instructional Strategies and
Activities
Notes on the history of firearms.
Smart Board images of various types of
guns.
Matchlock, flintlock, pepperbox,
revolver, etc.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Notes
Smart Board
Yahoo images.
Chapter #15 Firearms
Aim & Objectives:
LESSON #15.3: GUN SHOT
RESIDUE LAB
Students will be able to:

Detect trace amounts of two
compounds present in gun shot
residue.
Instructional Strategies and
Activities
Lab on Gunshot residue
GSR can be found on the clothing or
skin of a person who recently fired a
gun. There are two presumptive tests
that detect trace amounts of nitrates and
metals.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Wards Lab Kit
36-6243
Chapter #15 Firearms
Aim & Objectives:
Instructional Strategies and
Activities
LESSON #15.4: RESTROING
SERIAL NUMBERS LAB
Intro: NJ Gun laws
Students will be able to:
What types of guns can you buy?
How many?
How often?

Explain how a gun can be
traced to an individual using
serial numbers.

Restore serial numbers that
have been filed off of a piece
of steel using chemicals

Identify NJ state laws in
purchasing a handgun.
Lab: Restoring Serial Numbers
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
http://www.state.nj.us/njsp/about/firear
ms.html
Lab Kit
Chapter #15 Firearms
Aim & Objectives:
LESSON #15.5: TEST ON
FIREARMS
Students will be able to:

Demonstrate their knowledge
of the properties of firearms,
bullets, and gun powder and
their value to forensics on an
assessment.
Instructional Strategies and
Activities
Test booklet
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Test
Chapter #16 DNA ANALYSIS
Aim & Objectives:
LESSON #16.1 PROPERTIES OF
DNA
Students will be able to:


Explain the shape and
structure of DNA.
Identify the components of a
nucleotide.
Instructional Strategies and
Activities
Notes on the properties of DNA.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
SMART BOARD
Images of double helix
Images of nucleotides.
Chapter #16 DNA ANALYSIS
Aim & Objectives:
LESSON #16.2 DNA
EXTRACTION FROM A
BANANA
Students will be able to:

Extract the DNA from the
cells of a banana
Instructional Strategies and
Activities
DNA Extraction Lab
Page 247 of textbook
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
BANANA
Lysis buffer
Filter paper
Thanol
Toothpicks
Plastic bags
500ml beakers x2
Chapter #16 DNA ANALYSIS
Aim & Objectives:
LESSON #16.3 SIMULATION OF
RFLP
Students will be able to:

Use restriction enzymes to cut
DNA and make a DNA
fingerprint.
Instructional Strategies and
Activities
Lab: Simulation of RFLP
Applicable CPI
In this activity, students will take a long
strand of simulated DNA and use
simulated restriction enzymes to cut the
strand and make a DNA fingerprint.
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
Using a comparison of fragment
lengths, you will then analyze the DNA
fingerprints to determine the perpetrator
of a crime.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Adding machine tape
Scissors
Meter sticks
Graph paper
Chapter #16 DNA ANALYSIS
Aim & Objectives:
LESSON #16.4 GEL
ELECTROPHORESIS
Students will be able to:



Set up and operate a gel
electrophoresis box.
Separate samples of DNA
using gel electrophoresis.
Identify the factors that affect
how DNA samples move
across the gel.
Instructional Strategies and
Activities
Lab: Electrophoresis
Electrophoresis uses the fact that DNA
is polar to separate the fragments. DNA
is negatively charged. The size and
shape of the fragment will determine
how far the molecules will travel.
When the DNA fingerprint is viewed,
the smaller pieces will be farther away
from the wells where the samples were
loaded.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Agarose
DNA Samples
Electrophoresis containers
DC Power supply
Pipettes
Distilled water
Concentrated buffer solution.
Chapter #16 DNA ANALYSIS
Aim & Objectives:
Instructional Strategies and
Activities
LESSON #16.5 POLYMERASE
CHAIN REACTION
PCR: Polymerase Chain Reaction
Students will be able to:
Takes a small sample of DNA and
amplifies it into millions of exact
copies.



Describe how PCR is a
valuable tool in forensics.
Identify the three steps to
PCR.
Simulate DNA replication
using PCR.
Notes on the steps and then we’ll
simulate PCR from 6 suspects for a
crime. The goal will be to identify the
which suspect’s DNA matches that
found at a crime scene.
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Textbook, pages 257-258
Chapter #16 DNA ANALYSIS
Aim & Objectives:
LESSON #16.6 SHORT TANDEM
REPEATS
Students will be able to:

Explain the benefits of
analyzing STR.

Find STR in a simulated
sequence of DNA.

Calculate the probability that
two individuals selected at
random might possess the
same STR.
Instructional Strategies and
Activities
Intro to STR: what are they and why
are they useful?
Applicable CPI
Create a table of the 13 STR and
probabilities for each, both Caucasian
and African American
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
Calculate probabilities, notice how if
you use all 13 STR, the probability of
having another match becomes over
1:1,000,000,000!!!!
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Textbook, pg 260
SMART BOARD
Chapter #16 DNA ANALYSIS
Aim & Objectives:
LESSON #16.7 TEST
Students will be able to:

Demonstrate their knowledge
of the properties of DNA and
its value to forensics on an
assessment.
Instructional Strategies and
Activities
Test booklet
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Test
Chapter #17 FINAL PROJECT
Aim & Objectives:
LESSON #17.1 FINAL PROJECT
Students will be able to:

Demonstrate their knowledge
of everything we’ve covered
this year at a hypothetical
crime scene.
Instructional Strategies and
Activities
Ward’s Mystery at 232 Maple
Covers:
1.
2.
3.
4.
5.
6.
Blood
Animal Hair
Fibers
Human Hair
Fingerprints
Unknown powders
Applicable CPI
5.1.12.B.1
Design investigations, collect evidence,
analyze data, and evaluate evidence to
determine measures of central
tendencies, causal/correlational
relationships, and anomalous data.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Resources, Materials, Web
Sites:
Ward’s Lab Kit