Suggested Resources: Unit 2: Fingerprints Approximate Timeline: 2 weeks Content Standards Content Objectives Iowa Core Statements Common Student-Centered Learning Targets Common Assessments Graduate Ends Techniques Interpratation Probative Value Critical Thinking / Supporting Claims with Evidence Anatomy of fingerprints Identifying fingerprints Developing fingerprints Fingerprints as evidence Think critically and logically to make the relationships between evidence and explanations. Recognize and analyze alternative explanations and predictions. Understand and apply knowledge of chemical reactions. I can explain techniques that are used to analyze fingerprint evidence. I can interpret fingerprint evidence. Examples may include identifying arch, loop, and whorl patterns, and identifying minutiae details. I can evaluate the probative value of fingerprint evidence. I can support a claim of fingerprint matches with evidence statements. Graduates demonstrate strategies for lifelong learning Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas Graduates demonstrate proficiency in science, including life, earth and physical science Graduates possess technological and information literacy Suggested Resources:
Unit 3: Hair/Fibers Approximate Timeline: 2 weeks Content Standards Content Objectives Iowa Core Statements Common Student-Centered Learning Targets Common Assessments Graduate Ends Techniques Interpratation Probative Value Critical Thinking / Supporting Claims with Evidence Hair anatomy Disinguishing characteristics Basic characteristics of fibers Hair/fibers as evidence Think critically and logically to make the relationships between evidence and explanations. Recognize and analyze alternative explanations and predictions. Demonstrate critical thinking skills using appropriate tools and resources. I can demonstrate techniques that are used to identify and match hairs and fibers. I can interpret hair and fiber evidence. This may include using microscopes to analyze and identify samples. I can explain the probative value of hair and fibers evidence. I can support a claim about hair and fiber evidence with critical thinking. Graduates demonstrate strategies for lifelong learning Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas Graduates demonstrate proficiency in science, including life, earth and physical science Graduates possess technological and information literacy
Suggested Resources: Unit 5: Blood and DNA Approximate Timeline: 3 weeks Content Standards Content Objectives Iowa Core Statements Common Student-Centered Learning Targets Common Assessments Graduate Ends Techniques Interpratation Probative Value Critical Thinking / Supporting Claims with Evidence Blood basics Blood typing Blood at the scene of the crime Extracting DNA PCR and electrophoresis Blood and DNA as evidence Think critically and logically to make the relationships between evidence and explanations. Understand and apply knowledge of the cell. Understand and apply knowledge of the molecular basis of heredity. Recognize and analyze alternative explanations and predictions. I can list and describe the components of human blood. I can distinguish between major blood groups. I can determine the trajectory of a blood droplet. I can separate the DNA from cells through a DNA extraction process. I can describe “PCR” and “Electrophoresis” and their importance in the field of Forensic Science. I can analyze given samples of DNA gels and blood typing evidence to determine if the sample has probative value. Graduates demonstrate strategies for lifelong learning Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas Graduates demonstrate proficiency in science, including life, earth and physical science Graduates possess technological and information literacy
Suggested Resources: Unit 6: Human Remains Approximate Timeline: 3 weeks Content Standards Content Objectives Iowa Core Statements Common Student-Centered Learning Targets Common Assessments Graduate Ends Techniques Interpratation Probative Value Critical Thinking / Supporting Claims with Evidence Parts of human skeleton Forensic anthropology Forensic entomology Think critically and logically to make the relationships between evidence and explanations. Recognize and analyze alternative explanations and predictions. I can name the major bones in the human skeleton. I can determine the approximate age and sex of a skeleton, given the appropriate tools. I can explain how forensic entomology can assist in analyzing human remains. I can identify the differences between rigor, algor, and livor mortis. I can describe the life cycle of an insect and explain how the life cycle has probative value in an investigation. Graduates demonstrate strategies for lifelong learning Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas Graduates demonstrate proficiency in science, including life, earth and physical science Graduates possess technological and information literacy
Suggested Resources: Unit 7: Documents and Handwriting Approximate Timeline: 2 weeks Content Standards Content Objectives Iowa Core Statements Common Student-Centered Learning Targets Common Assessments Graduate Ends Techniques Interpratation Probative Value Critical Thinking / Supporting Claims with Evidence Documents as evidence Methods of forgery Handwriting analysis Ink chromatography Think critically and logically to make the relationships between evidence and explanations. Understand and apply knowledge of the structure and properties of matter. Recognize and analyze alternative explanations and predictions. Synthesize information from a range of sources into a coherent understanding of a process, phenomenon or I can analyze handwriting to determine whether or not the document is a forgery. I can list and describe various methods of forgery. I can construct a lab to analyze various inks using chromatography. I can research and write a report summarizing an infamous forgery case. Graduates demonstrate strategies for lifelong learning Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas Graduates demonstrate proficiency in science, including life, earth and physical science Graduates possess technological and information literacy