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OCEAN COUNTY SCIENCE

FORENSIC SCIENCE CURRICULUM

Content Area: Science

Course Title: Forensic Science Grade Level: 11/12

Observation Skills Traditional – September


Block Semester 1—Sept 1 -15th
Block Semester 2— Feb 1 – 15th

Crime Scene Investigation and Traditional – October


Evidence Collection Block Semester 1—Sept 16 - 31
Block Semester 2—Feb 16 -28

Hair, Fiber and Textile Analysis Traditional – November/December


Block Semester 1—October
Block Semester 2—March

Pollen and Spore Examination Traditional – January/February


Block Semester 1—November
Block Semester 2—April

Fingerprint Analysis Traditional – March/April


Block Semester 1—December
Block Semester 2—May

DNA Fingerprinting Traditional – May/June


Block Semester 1—January
Block Semester 2—June

Date Created: July, 2011

Board Approved on: August 18, 2011


OCEAN COUNTY SCIENCE CURRICULUM
Forensic Science: Observations Skills Unit
Content Area: Forensic Science
Unit Title: Observation Skills
Target Course/Grade Level: 11-12
Unit Summary: One of the most important tools of the forensic investigator is the ability to
observe, interpret and report observations clearly. Understanding the limitations of the brain
helps us to improve our observations skills.

Primary interdisciplinary connections:


Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and
Technology.

21st Century Themes:


The unit will integrate the 21st Century Life and Career stand 9.1 strands A-D. These strands include:
Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership,
and cross cultural understanding and interpersonal communication.

Technology connections:
For further clarification refer to NJ Class Standard Introductions at www.njcccs.org.

Learning Targets
Content Standards
This unit will assimilate the four strands of the Science Practices Standard 5.1. These include:
understanding scientific explanations, generating scientific evidence through active investigations,
reflecting on scientific knowledge and participating productively in science.

CONTENT STANDARDS LINK: www.njcccs.org

CPI # Cumulative Progress Indicator (CPI)


Unit Essential Questions Unit Enduring Understandings
Students will understand that…
• What is Forensic science? • Forensic science relates the application of scientific
• What is an observation? knowledge to legal questions.
• What factors distort our powers of • Analytical skills are required of the forensic
observation? scientists
• Observations are perceptions using the five senses
• Scientific methods are used in forensic science
• Our perceptions are based on how we interpret
information from our five senses.
Unit Learning Targets
Students will know…
• How to understand the reliability of
eyewitnesses
• How to develop observation skills
• How to describe examples of factors
influencing eyewitnesses.
• How to compare the reliability of
eyewitness testimony to what actually
happened
• How to relate observation skills to their use
in forensic science
• How to practice and improve their own
observation skills.
OCEAN COUNTY SCIENCE CURRICULUM
Evidence of Learning
Formative Assessments
For additional ideas please refer to NJ State DOE classroom application documents:
http://njcccs.org/CADDownload.aspx
• Observation • DO-NOW
• Homework • Laboratories/Lab Reports
• Class participation • Notebook
• Writing Assignments
• Projects
Quizzes
Summative Assessments
For additional ideas please refer to NJ State DOE Professional Education Port (PEP):
http://www.state.nj.us/education/njpep/index.html

• Chapter/Unit Test • Unit Projects


• Writing Assignments • Final Exams
• Presentations • Portfolio Assessments
• Laboratory Practical
Modifications (ELLs, Special Education, Gifted and Talented)
• Teacher tutoring
• Peer tutoring
• Cooperative learning groups
• Modified assignments
• Differentiated instruction
• Native language texts and native language to English dictionary
• Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template
• Follow all IEP modifications/504 plan
Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher
Resources:
• Textbook
• Laboratory manuals and equipment
• Science Websites
o http://www.sciencenetlinks.com
o www.thinkquest.com
o www.teachersdomain.org
*resources will vary for each district
OCEAN COUNTY SCIENCE CURRICULUM
Forensic Science: Crime Scene Investigation and Evidence Collection Unit
Content Area: Forensic Science
Unit Title: Crime Scene Investigation and Evidence Collection
Target Course/Grade Level: 11-12
Unit Summary:
The goal of a crime-scene investigation is to recognize, document, and collect evidence at the scene of a
crime. Piecing the evidence together is a skill that functions to form a picture of what happened at a crime
scene which in turn will help solve the crime.
Primary interdisciplinary connections:
Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and
Technology.
21st Century Themes:
The unit will integrate the 21st Century Life and Career stand 9.1 strands A-D. These strands include:
Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership,
and cross cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Class Standard Introductions at www.njcccs.org.
Learning Targets
Content Standards
This unit will assimilate the four strands of the Science Practices Standard 5.1. These include:
understanding scientific explanations, generating scientific evidence through active investigations,
reflecting on scientific knowledge and participating productively in science.
CONTENT STANDARDS LINK: www.njcccs.org
CPI # Cumulative Progress Indicator (CPI)
Unit Essential Questions Unit Enduring Understandings
Students will understand that…
• What is a crime scene? • There primary and secondary crime scenes
• Why are different types of evidence important • There are different types of evidence found at a
in a crime scene? crime scene
• How is evidence collected and analyzed? • Crime scene reconstruction is essential to solving a
crime
There must be a chain of custody when handling
evidence
Unit Learning Targets
Students will know…
• How Locard’s Exchange Principle is used in
evidence identification and collection
• How to classify the different types of
evidence
• How to describe the seven steps of crime
scene investigation
• How to describe evidence chain of custody
OCEAN COUNTY SCIENCE CURRICULUM
Evidence of Learning
Formative Assessments
For additional ideas please refer to NJ State DOE classroom application documents:
http://njcccs.org/CADDownload.aspx

• Observation • DO-NOW
• Homework • Laboratories/Lab Reports
• Class participation • Notebook
• Venn Diagrams/Graphic Organizers • Writing Assignments
• Projects
• Quizzes
Summative Assessments
For additional ideas please refer to NJ State DOE Professional Education Port (PEP):
http://www.state.nj.us/education/njpep/index.html

• Chapter/Unit Test • Unit Projects


• Writing Assignments • Final Exams
• Presentations • Portfolio Assessment
• Laboratory Practical
Modifications (ELLs, Special Education, Gifted and Talented)
• Teacher tutoring
• Peer tutoring
• Cooperative learning groups
• Modified assignments
• Differentiated instruction
• Native language texts and native language to English dictionary
• Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template
• Follow all IEP modifications/504 plan
Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher
Resources:
• Textbook
• Laboratory manuals and equipment
• Science Websites
o http://www.sciencenetlinks.com
o www.thinkquest.com
o www.teachersdomain.org
*resources will vary for each district
OCEAN COUNTY SCIENCE CURRICULUM
Forensic Science: Hair, Fiber and Textile Analysis Unit
Content Area: Forensic Science
Unit Title: Hair, Fiber and Textile Analysis
Target Course/Grade Level: 11-12
Unit Summary:
There are many types of evidence that can be found at a crime scene. Some include trace
evidence, class evidence and individual evidence. Hair, fibers and textiles fall into these
categories. Physical and chemical analysis is done in order to identify the types of fibers found at
a crime scene.
Primary interdisciplinary connections:
Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and
Technology.
21st Century Themes:
The unit will integrate the 21st Century Life and Career stand 9.1 strands A-D. These strands include:
Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership,
and cross cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Class Standard Introductions at www.njcccs.org.
Learning Targets
Content Standards
This unit will assimilate the four strands of the Science Practices Standard 5.1. These include:
understanding scientific explanations, generating scientific evidence through active investigations,
reflecting on scientific knowledge and participating productively in science.
CONTENT STANDARDS LINK: www.njcccs.org
CPI # Cumulative Progress Indicator (CPI)
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions
5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and
development (differentiation).
5.3.12.B.1 Cite evidence that the transfer and transformation of matter and energy links
organisms to one another and to their physical setting.
Unit Essential Questions Unit Enduring Understandings
Students will understand that…
• How is human hair used to solve a crime? • Human hair is form of class evidence if no follicle
• How are natural and synthetic fibers used to is present
solve a crime? • The follicle of a human hair contains DNA
• The main function of hair is to help regulate body
temperature.
• Fibers are classified as natural or synthetic
• Textiles refer to the weaving patterns of fibers

Unit Learning Targets


Students will know…
• The basic anatomy of hair
• How to describe the different types of hair
based on where they are found on the body
• The details of how hair is used in crime
scene investigations
• How to describe one method on how hair
can be tested for chemicals.
• How to recognize different weave patterns
in textiles
• How to identify types of fibers based on
their chemical composition.
• How to perform physical and chemical
analysis of fibers in a laboratory setting
OCEAN COUNTY SCIENCE CURRICULUM
Evidence of Learning
Formative Assessments
For additional ideas please refer to NJ State DOE classroom application documents:
http://njcccs.org/CADDownload.aspx

• Observation • DO-NOW
• Homework • Laboratories/Lab Reports
• Class participation • Notebook
• Writing Assignments
• Projects
Quizzes
Summative Assessments
For additional ideas please refer to NJ State DOE Professional Education Port (PEP):
http://www.state.nj.us/education/njpep/index.html

• Chapter/Unit Test • Unit Projects


• Writing Assignments • Final Exams
• Presentations • Portfolio Assessments
• Laboratory Practical
Modifications (ELLs, Special Education, Gifted and Talented)
• Teacher tutoring
• Peer tutoring
• Cooperative learning groups
• Modified assignments
• Differentiated instruction
• Native language texts and native language to English dictionary
• Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template
• Follow all IEP modifications/504 plan
Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher
Resources:
• Textbook
• Laboratory manuals and equipment
• Science Websites
o http://www.sciencenetlinks.com
o www.thinkquest.com
o www.teachersdomain.org
*resources will vary for each district
OCEAN COUNTY SCIENCE CURRICULUM
Forensic Science: Pollen and Spore Examination Unit
Content Area: Forensic Science
Unit Title: Pollen and Spore Examination
Target Course/Grade Level: 11-12
Unit Summary
Specialized forensic fields are often devoted to studying biological evidence at a crime scene. Forensic
palynology is a specialized field that is the study of pollen and spore evidence at a crime scene. Pollen and
spores are released by plants, fungi and certain protists and can be used as evidence in determining where
a crime was committed. Pollen and spores are examples of microscopic evidence that can be useful in
criminal cases.
Primary interdisciplinary connections:
Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and
Technology.
21st Century Themes:
The unit will integrate the 21st Century Life and Career stand 9.1 strands A-D. These strands include:
Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership,
and cross cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Class Standard Introductions at www.njcccs.org.
Learning Targets
Content Standards
This unit will assimilate the four strands of the Science Practices Standard 5.1. These include:
understanding scientific explanations, generating scientific evidence through active investigations,
reflecting on scientific knowledge and participating productively in science.
CONTENT STANDARDS LINK: www.njcccs.org
CPI # Cumulative Progress Indicator (CPI)
5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during
sexual reproduction has an effect on variation in offspring (meiosis, fertilization).
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.
5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and
development (differentiation).
5.3.12.B.4 Explain how environmental factors (such as temperature, light intensity, and the
amount of water available) can affect photosynthesis as an energy storing process.
Unit Essential Questions Unit Enduring Understandings
Students will understand that…
• How are pollen and spores useful in solving • Pollen and spores come from plants, fungi and
in a crime? certain protists are a type of microscopic evidence.
• What are some ways that pollen and spores • Pollen counts provide information of where and
are dispersed? when certain pollen types are produced.
• What kind of organisms produce pollen and • Pollination occurs through a variety of methods in
spores? the natural world
• Pollen and spores are collected at a crime scene
and then analyzed.

Unit Learning Targets


Students will know…
• How to define a pollen fingerprint.
• How to classify different types of pollen and
spore producers
• How to identify means of spore and pollen
dispersal
• How to understand the characteristics of
spores and pollen
• How pollen and spores are important to
forensics.
• How to collect and analyze pollen and spore
samples in a laboratory setting.
OCEAN COUNTY SCIENCE CURRICULUM
Evidence of Learning
Formative Assessments
For additional ideas please refer to NJ State DOE classroom application documents:
http://njcccs.org/CADDownload.aspx

• Observation • DO-NOW
• Homework • Laboratories/Lab Reports
• Class participation • Notebook
• Venn Diagrams/Graphic Organizers • Writing Assignments
• Projects
• Quizzes
Summative Assessments
For additional ideas please refer to NJ State DOE Professional Education Port (PEP):
http://www.state.nj.us/education/njpep/index.html

• Chapter/Unit Test • Unit Projects


• Writing Assignments • Final Exams
• Presentations • Portfolio Assessments
• Laboratory Practical
Modifications (ELLs, Special Education, Gifted and Talented)
• Teacher tutoring
• Peer tutoring
• Cooperative learning groups
• Modified assignments
• Differentiated instruction
• Native language texts and native language to English dictionary
• Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template
• Follow all IEP modifications/504 plan
Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher
Resources:
• Textbook
• Laboratory manuals and equipment
• Science Websites
o http://www.sciencenetlinks.com
o www.thinkquest.com
o www.teachersdomain.org
*resources will vary for each district
OCEAN COUNTY SCIENCE CURRICULUM
Forensic Science: Fingerprint Analysis Unit
Content Area: Forensic Science
Unit Title: Fingerprint Analysis
Target Course/Grade Level: 11-12
Unit Summary
Fingerprints are raised portions of the skin. When we touch an object these ridges leave an impression of
dirt, oil and other secretions of the skin. Fingerprints form before birth in the basal layer of the epidermis.
These cells reproduce faster than the outer epidermis and the lower dermis. As a result this layer collapses
and folds in different directions creating many intricate shapes between the other layers of the skin. This
pattern is permanent and cannot be destroyed by injury because the outer layers protect it. Fingerprints are
official documents due to the infinite patterns that can arise in people. In crime scene investigations
fingerprints are considered as some of the best types of individual evidence collected.
Primary interdisciplinary connections:
Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and
Technology.
21st Century Themes:
The unit will integrate the 21st Century Life and Career stand 9.1 strands A-D. These strands include:
Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership,
and cross cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Class Standard Introductions at www.njcccs.org.
Learning Targets
Content Standards
This unit will assimilate the four strands of the Science Practices Standard 5.1. These include:
understanding scientific explanations, generating scientific evidence through active investigations,
reflecting on scientific knowledge and participating productively in science.
CONTENT STANDARDS LINK: www.njcccs.org
CPI # Cumulative Progress Indicator (CPI)
5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and
development (differentiation).
Unit Essential Questions Unit Enduring Understandings
Students will understand that…
• How are fingerprints useful in determining • Fingerprints have certain characteristics
who committed a crime? • Fingerprints form before birth
• Why are fingerprints considered unique to • Fingerprints cannot be altered
every individual person? • Fingerprint evidence is a reliable source of
• Why are people’s fingerprints kept on individual evidence.
record?
• Fingerprint identification techniques continually
evolve.
Unit Learning Targets
Students will be able to:
• Discuss the history of fingerprinting
• Describe the formation and characteristics
of fingerprints
• Identify the different types of fingerprints
• Understand the reliability of fingerprints in
solving a crime
• Describe the means of fingerprint analysis
• Collect and analyze fingerprints
• Explain the process of lifting a latent
fingerprint
OCEAN COUNTY SCIENCE CURRICULUM
Evidence of Learning
Formative Assessments
For additional ideas please refer to NJ State DOE classroom application documents:
http://njcccs.org/CADDownload.aspx
• Observation • DO-NOW
• Homework • Laboratories/Lab Reports
• Class participation • Notebook
• Venn Diagrams/Graphic Organizers • Writing Assignments
• Projects
• Quizzes
Summative Assessments
For additional ideas please refer to NJ State DOE Professional Education Port (PEP):
http://www.state.nj.us/education/njpep/index.html

• Chapter/Unit Test • Unit Projects


• Writing Assignments • Final Exams
• Presentations • Portfolio Assessments
• Laboratory Practical
Modifications (ELLs, Special Education, Gifted and Talented)
• Teacher tutoring
• Peer tutoring
• Cooperative learning groups
• Modified assignments
• Differentiated instruction
• Native language texts and native language to English dictionary
• Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template
• Follow all IEP modifications/504 plan
Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher
Resources:
• Textbook
• Laboratory manuals and equipment
• Science Websites
o http://www.sciencenetlinks.com
o www.thinkquest.com
o www.teachersdomain.org
*resources will vary for each district
OCEAN COUNTY SCIENCE CURRICULUM
Forensic Science: DNA Fingerprinting Unit
Content Area: Forensic Science
Unit Title: DNA Fingerprinting
Target Course/Grade Level: 11-12
Unit Summary:
Advances in DNA technology have allowed many criminal cases to be solved in today’s modern age.
DNA is used to establish paternity, identify victims and to investigate crimes. DNA profiling is extremely
useful because every person’s DNA is unique. DNA can be found in every type of cell. DNA evidence is
one of best forms of individual evidence crime scene investigators can collect.
Primary interdisciplinary connections:
Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and
Technology.
21st Century Themes:
The unit will integrate the 21st Century Life and Career stand 9.1 strands A-D. These strands include:
Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership,
and cross cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Class Standard Introductions at www.njcccs.org.
Learning Targets
Content Standards
This unit will assimilate the four strands of the Science Practices Standard 5.1. These include:
understanding scientific explanations, generating scientific evidence through active investigations,
reflecting on scientific knowledge and participating productively in science.
CONTENT STANDARDS LINK: www.njcccs.org
CPI # Cumulative Progress Indicator (CPI)
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out
an experiment
5.3.12.A.3 Predict a cell’s response in given set of environmental conditions.
5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze
the benefits and risks (e.g., stem cells, sex determination).
5.3.12.D.1 Explain the value and potential applications of genome projects.
5.3.12.D.2 Predict the potential impact on an organism (no impact, significant impact) given a
change in a specific DNA code, and provide specific real world examples of
conditions caused by mutations.
5.3.12.E.2 Estimate how closely related species are, based on scientific evidence (e.g.,
anatomical similarities, similarities of DNA base and/or amino acid sequence).
Unit Essential Questions Unit Enduring Understandings
• Why is DNA evidence one of the best Students will understand that…
pieces of evidence used to solve a crime? • There are many different sources of DNA that can
• What makes every person’s DNA different? be collected at a crime scene.
• Where in the human body is DNA found • DNA has a complex structure and that the
and what are some sources of DNA found at sequence of nitrogen bases determines identity and
a crime scene? paternity.
• There are various techniques used to analyze DNA
• DNA evidence is compared for matching

Unit Learning Targets


Students be able to:
• Describe basic structure of the DNA
molecule
• Explain the function of DNA in living
things
• Describe the sources of DNA evidence
• Describe the collection and preservation of
DNA evidence from a crime scene
• Explain the use of a variety of molecular
biological techniques including:
o DNA fingerprinting
o PCR
o DNA sequencing
• List the steps of DNA fingerprinting
• Describe the value of the PCR technique
• Compare DNA fragments on a gel
OCEAN COUNTY SCIENCE CURRICULUM
Evidence of Learning
Formative Assessments
For additional ideas please refer to NJ State DOE classroom application documents:
http://njcccs.org/CADDownload.aspx
• Observation • DO-NOW
• Homework • Laboratories/Lab Reports
• Class participation • Notebook
• Venn Diagrams/Graphic Organizers • Writing Assignments
• Projects
• Quizzes
Summative Assessments
For additional ideas please refer to NJ State DOE Professional Education Port (PEP):
http://www.state.nj.us/education/njpep/index.html

• Chapter/Unit Test • Unit Projects


• Writing Assignments • Final Exams
• Presentations • Portfolio Assessments
• Laboratory Practical
Modifications (ELLs, Special Education, Gifted and Talented)
• Teacher tutoring
• Peer tutoring
• Cooperative learning groups
• Modified assignments
• Differentiated instruction
• Native language texts and native language to English dictionary
• Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com , (search tiered lesson
plan template
• Follow all IEP modifications/504 plan
Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher
Resources:
• Textbook
• Laboratory manuals and equipment
• Science Websites
o http://www.sciencenetlinks.com
o www.thinkquest.com
o www.teachersdomain.org
*resources will vary for each district

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