Course Description - Newark Public Schoolscontent.nps.k12.nj.us/.../uploads/sites/111/2014/09/lpsiii...

NEWARK PUBLIC SCHOOLS

Curriculum Guide: LAW ENFORCEMENT AND PUBLIC

SAFETY III

LAW ENFORCEMENT AND PUBLIC SAFETY III 1


SCHOOL ADVISORY BOARD MEMBERS2013-2014

Ms. Antoinette Baskerville-Richardson, ChairpersonMr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. HasanMr. Alturrick Kenney

Ms. Eliana Pintor MarinMs. DeNiqua Matias

Dr. Rashied McCrearyMs. Ariagna Perello

Mr. Khalil Sabu Rashidi

Mr. Jordan Thomas, Student Representative


NEWARK PUBLIC SCHOOLS ADMINISTRATION2013-2014

Cami Anderson, State District Superintendent

Chief of Staff & General Counsel: Charlotte Hitchcock

Assistant Superintendent: Mitchell CenterAssistant Superintendent: Brad Haggerty

Assistant Superintendent: Tiffany HardrickAssistant Superintendent: Roger LeonAssistant Superintendent: Aqua Stovall

Assistant Superintendent: Peter Turnamian

Special Assistant, Office of Curriculum and Instruction: Caleb PerkinsSchool Business Administrator: Valerie Wilson



SCHOOL ADVISORY BOARD

Program and Instruction Committee

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Rashidi

Dr. Caleb Perkins, NPS Special Assistant of Curriculum

Valerie Merritt, NPS Director of Board Relations


TABLE OF CONTENTS

Course Description..........................................................................................................................................................................................................5

Recommended Textbooks/Resources..............................................................................................................................................................................6Course Proficiencies........................................................................................................................................................................................................7

Unit 1: INTRODUCTION TO FORENSIC SCIENCE................................................................................................................................................13

Part 1: Introduction: Definition, Scope of and History of Forensic Science..................................................................................................13

Part 2: The Crime Scene: Functions and Types of Forensic Scientists and Labs.......................................................................................15Unit 2: TYPES AND PROPERTIES OF PHYSICAL EVIDENCE.............................................................................................................................17

Part 3: Physical Properties: Glass, Soil and Sand............................................................................................................................................17

Part 4: Hairs, Fibers, and Paint: Trace Evidence: Hair and Fiber..................................................................................................................19

Part 5: Fingerprints: Prints, Tracks and Toolmarks..........................................................................................................................................21

Part 6: Document and Voice Examination: Document and Handwriting.......................................................................................................23

Part 7: Forensic Aspects of Arson and Explosion: Arson and Explosion......................................................................................................24

Part 8: Firearms, Tool Marks, and Other Impressions: Ballistics and Firearms...........................................................................................25

Part 9: Drugs & Forensic Toxicology...................................................................................................................................................................26

Unit 3: TYPES AND PROPERTIES OF BIOLOGICAL EVIDENCE........................................................................................................................28

Part 10: Forensic Serology...................................................................................................................................................................................28

Part 11: DNA: The Indispensable Forensic Science Tool................................................................................................................................30

Part 12: Entomology..............................................................................................................................................................................................31

Part 13: Anthropology............................................................................................................................................................................................32


Part 14: Odontology...............................................................................................................................................................................................34

APPENDIX A: Common Core State Standards Applicable to LPS III........................................................................................................................36APPENDIX B: Activities..............................................................................................................................................................................................42

THE NEWARK PUBLIC SCHOOLS DISTRICTMISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects

of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that

our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven.

We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We

pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and

minds to value education.


Newark Public SchoolsLaw Enforcement and Public Safety III: Forensic Science

Forensic Science is a science of the 21" century. While in the past it was difficult to teach on the high school level, new opportunities and

avenues and availabilities are allowing us to bring the science of mysteries into the classroom. Forensic science can be defined as the application

of science to the law. In criminal cases forensic scientists are often involved in the search for and examination of physical traces which might be

useful for establishing or excluding an association between someone suspected of committing a crime and the scene of the crime or victim. Due to

a crime scene's diverse characteristics, forensic science can be considered a combination of both a social science and a physical science. Some of

the sciences that are useful during a crime scene investigation may include physics, chemistry, biology, psychology, and criminal justice.

(http://www.bergen.org/ESTlYear51) Forensic Science presents a way for students to learn science through inquiry and critical thinking skills and

to explore the path of careers in forensic science. This course will have students using inductive and deductive reasoning in order to apply the

scientific method to solve the mysteries before them.


Newark Public SchoolsLaw Enforcement and Public Safety III: Forensic Science

Course Description

This curriculum guide has been designed to support the instruction of a college prep introduction and overview of forensic science course for a

half year of regular schedule classes (43 minutes). The content of this curriculum has been specifically constructed and aligned with the

philosophy for teaching high school science. A one-year course in chemistry and a one-year course in physics is a prerequisite for this 12th grade

forensic science course. This course also requires that biology have been taken or is being taken simultaneously. The purpose of this curriculum is

to fulfill the following:

1. Establish student interest in of their surroundings and sustain that interest by encouraging student to apply knowledge of all science to solve real

world mysteries.

2. Introduce and further student inquiry in new topics in science.

3. Equip students to extend knowledge of concepts presented in class by incorporating the use of inquiry and technology in the learning process.

4. Enable student to exercise practical applications of physical sciences in real world scenarios.

5. Promote scientific literacy and thereby enable student to assess local and global impact of science and technology on society.

6. Demonstrate proficiency in the use of the scientific method through the collection, analysis and application of results to solve crime scenes; also

through oral and written communication.

7. Use inductive and deductive reasoning and application of the scientific method to solve real world crimes and mysteries

8. Allow students to engage and be aware of public discourse and debate about scientific and technological matters and their impact on society.

9. Empower student to function in independent and collaborative environments.


Recommended Textbooks/Resources

Richard Saferstein (2004). Criminalistics: An Introduction to Forensic Science. Upper Saddle River, NJ: Pearson/Prentice Hall. ISBN#O-13-

113706-9

Teacher Reference Texts

Deslich, Barbara and Funkhouser, John (2005). Forensic Science for High School. Dubuque, Iowa: Kendal/Hunt Publishing Company.

ISBN#O-7575·1824·9

Sutton, James. Forensics-Searching for Clues. West Chester, OH: T&S Educational, Inc. ISBN #1·877960-24·1

Wood, Elaine and Walker, Pam. (1998) Crime Scene Investigation. San Francisco, CA: John Wiley & Sons, Inc. ISBN #0·7879·6630·4

Deslich, Barbara and Funkhouser, John. (2003) TopShelf Forensics. Portland, ME: J. Weston Walch. ISBN #0·825\-4627-5

Further Resources Recommended

Using T1·84 Plus Calculator to collect and analyze forensic data: http://education.ti.com/en/us/activities/explorations-series-books/

activitybook_forensics

No Bones About It Activity (data collection): forensics.rice.edu/en/materials/activity_nine.pdf

.


http://education.ti.com/en/us/activities/explorations-series-books/activitybook_forensics

http://education.ti.com/en/us/activities/explorations-series-books/activitybook_forensics

Course Proficiencies

UNIT #1: INTRODUCTION TO FORENSIC SCIENCE

Definition, Scope of and History of Forensic Science

1. Explain what forensic science is.

2. Present a timeline of events in the development of forensic science.

3. Observe the relevance of classroom study to real-life situation.

Functions and Types of Forensic Scientists and Labs

4. Describe the various jobs performed in the area of forensic science.

5. Describe the development and services of a crime lab.

Crime Scenes and Physical Evidence

6. Describe various types of physical evidence and the methods of collection.

7. Examine and classify a crime scene.

8. Illustrate and label a crime scene.

9. List and describe the common types of physical evidence.

10. Compare and contrast individual and class evidence.


UNIT #2: TYPES AND PROPERTIES OF CHEMICAL EVIDENCE

Physical PROPERTIES OF PHYSICAL EVIDENCE: Glass, Soil and Sand

11. Distinguish between chemical and physical properties

12. 2. Experimentally calculate density

13. Differentiate between various types of glass by comparing the refractive indices of glass samples to the refractive indices of known liquids.

14. Recognize fracture patterns in glass and classify them as radial or concentric

15. Determine the direction of impact on glass by analyzing the conchoidal fracture patterns in a piece of glass.

16. Identify characteristics of different types of soil and sand.

17. Apply knowledge of characteristics of glass, sand and soil to determine which came from a crime scene.

Trace Evidence: Hair and Fiber

18. Name the microscopic parts of a hair.

19. Differentiate between animal and human hair.

20. Identify the hair scale patterns.

21. Differentiate between various types of fiber based upon their characteristics.

22. Solve a crime by identifying hair and fibers from the scene of a crime.

Prints, Tracks and Toolmarks

22. Understand the three fundamental principles of fingerprinting.

23. Determine the primary classification of fingerprints.

24. Describe and evaluate several methods for detecting fingerprints.

25. 4. Identify various types of tool-marks.


26. 5. Identify various types of track marks.

Document and handwriting Analyses

27. Perform chromatography as a method of separating and identifying materials.

28. Describe and identify the various characteristics of handwriting.

29. Identify various types of forgery.

Arson and Explosion

30. Explain types of evidence found and collected at an arson investigation.

31. Compare and contrast types of explosives.

32. Describe and explain what an accelerant is.

Ballistics and Firearms

33. Describe and label the parts and types or firearms

34. Observe trajectory motion.

35. Explain the relationship between angle and velocity and use it to calculate velocity.

Toxicology

36. Identify and label the major parts of the circulatory and excretory systems.

37. Describe how blood flows through the body.

38. Name and describe the various types or equipment used by forensic toxicologists.

39. Perform test to identify certain drugs and/or poisons.


UNIT #3: TYPES AND PROPERTIES OF BIOLOGICAL EVIDENCE

Serology

40. Name and describe the four major blood types.

41. Name and describe the three major blood cells.

42. Accurately type blood.

43. Solve genetic probabilities using blood types.

44. Describe and identify differences between animal and human blood.

45. Use probability to determine blood heritage.

46. Determine blood spatter angle.

47. Observe and draw conclusions using blood spatter patterns.

DNA Fingerprinting

48. Describe the general structure or DNA.

49. Make a model or DNA

50. Compare and contrast RFLP and PCR DNA fingerprinting

51. Determine the legality of DNA as a courtroom tool.

52. Research and draw conclusions concerning a specific case using DNA.

Entomology

53. Describe what forensic entomology is.

54. Discuss the three sub-categories of forensic entomology.

55. Describe the role insects play in estimating the time of death


Anthropology

56. Name the major bones of the human body.

57. Determine the age, height, race and sex from a given bone.58. Distinguish a human bone from that of an animal.

59. Use an insect to determine the time of death at a crime scene.

Odontology

60. Name and number baby and permanent teeth.

61. Describe the anatomy of a tooth.

62. Explain how bite marks are used as evidence ion a court of law.

63. Use dentition to ID human remains and solve crimes


Suggested Course Pacing

Unit Topic Regular Scheduling (43 min)

Block Scheduling (86

min)UNIT #1: INTRODUCTION TO FORENSIC SCIENCE

Part I - Introduction: Definition, Scope of and History of Forensic Science

10 5

Part 2 - The Crime Scene: Functions and Types of Forensic Scientists and Labs

2 1

UNIT #2: TYPES AND PROPERTIES OF PHYSICAL EVIDENCE

Part 3 - Physical Properties: Glass, Soil and Sand 8 4Part 4 - Hairs, Fibers, and Paint: Trace Evidence: Hair and Fiber 12 6Part 5 - Fingerprints: Prints, Tracks and Toolmarks 12 6Part 6 - Document and Voice Examination: Document and Handwriting

Analyses8 4

Part 7 - Forensic Aspects of Arson and Explosion: Arson and Explosion 6 3Part 8 - Firearms, Tool Marks, and Other Impressions: Ballistics and

Firearms4 2

Part 9 – Drugs & Part 10 - Forensic Toxicology 12 6

UNIT #3: TYPES AND PROPERTIES OF BIOLOGICAL EVIDENCE

Part 10 - Forensic Serology. 6 3Part 11 - DNA: The Indispensable Forensic Science Tool 10 5Part 12 - Entomology 4 2Part 13 - Anthropology 10 5Part 14 - Odontology 6 3


Unit 1: INTRODUCTION TO FORENSIC SCIENCE Part 1: Introduction: Definition, Scope of and History of Forensic Science

Essential Questions Instructional Objectives/Skills and Benchmarks

Types of Activities and Assessments that could illustrate Objectives

Suggested Resources Academic Alignments

What are the requirements, benefits, and challenges of various careers in the field of forensic science?

What courses of study are required for this profession?

In general, what tasks do those who practice this career perform?

Where can you find useful information about forensic science?

How has forensic science developed and changed with advancement in technology?

1. Present a timeline of the development of forensic science.

2. Identify some key figures in the development of forensic science through an activity.

3. Discuss and present various organizations and universities associated with forensic science and career possibilities.

4. Examine the lives and contributions of important scientists who affected major breakthroughs in our understanding of the natural and designed

Appendix B Activities

Timeline

Web Research

Observation Skills

Who's Who

Perceptual Fallacies

Logic Puzzle

List of Forensic Science Associations

List of Forensic Science Books on the internet

Timeline Info:History of Forensic Science in Canada

Compiled by the American College of Forensic Examiners

FBI Handbook of Forensic Science

CPI21st Century:9.1.12.A.19.3.12.C.49.4.12.L.(4).39.4.12.L.189.4.12.L.219.4.12.L.67

CCSSELA-Lit:L.6RH.3SL.1, 4WHST.2WHST.6-9


http://www.fbi.gov/about-us/lab/handbook-of-forensic-services-pdf/view

http://www.fbi.gov/about-us/lab/handbook-of-forensic-services-pdf/view

http://historyofforensics.com/



http://www.museevirtuel-virtualmuseum.ca/edu/ViewLoitCollection.do;jsessionid=540F47662085910693190B05CF77C350?method=preview&lang=EN&id=3491

http://www.museevirtuel-virtualmuseum.ca/edu/ViewLoitCollection.do;jsessionid=540F47662085910693190B05CF77C350?method=preview&lang=EN&id=3491

http://www.istl.org/03-spring/internet.html#books

http://www.istl.org/03-spring/internet.html#books

http://karisable.com/crdna2.htm

http://karisable.com/crdna2.htm




Who are the key people in the development of forensic science?

How can information be utilized to solve a crime?

world.

5. Discuss significant technological achievements in which science has played an important part as well as technological advances that have contributed directly to the advancement of scientific knowledge.

6. State their own opinions as to the cause of death and give reasons for their decisions.

7. Define forensic science and be able to list five types of forensic sciences currently allowed as evidence in our courts.

9. Observe the relevance of classroom study to real-life situation.





Unit 1: INTRODUCTION TO FORENSIC SCIENCE Part 2: The Crime Scene: Functions and Types of Forensic Scientists and Labs




What evidence is present at a crime scene and how can it be analyzed?

In what order should evidence be analyzed?

What evidence is admissible in court?

1. Research careers in forensic science.

2. Describe the development and services of a crime scene laboratory.

3. When making decisions, evaluate conclusions, weigh evidence, and recognize that arguments may not have equal merit.

4. Observe and draw a crime scene, labeling the evidence.


Career Research

Crime Scene Drawing

Deductive Reasoning

Crime Suspect Sketch

Making Faces

FBI Crime Scene Info

Smart Draw Software

Crime Scene Investigation Activities:STEM WorksKids Ahead

Protecting the Crime Scene

FBI Adventures

CPI21st Century:9.1.12.A.19.4.1.O.(2).49.4.12.L.189.4.1.O.(2).69.4.12.L.(4).39.4.12.L.(4).39.2.12.C.2;

Sci:5.1.8.B.35.1.12.B.25.1.12.B.35.1.12.B.45.1.12.C.15.1.12.C.35.1.12.D.2

CCSS


http://www.fbi.gov/fun-games/kids/kids-adventure

http://www.crime-scene-investigator.net/evidenc1.html

http://www.crime-scene-investigator.net/evidenc1.html

http://kidsahead.com/subjects/10-crime-scene-investigation/activities

http://www.stem-works.com/subjects/10-crime-scene-investigation/activities

http://www.smartdraw.com/

http://www.fbi.gov/about-us/lab/handbook-of-forensic-services-pdf




5. Develop observation skills and make inferences through completing a lab on crime scene. evaluation.

6. Cooperatively create and perform a crime scene.

7. Reconstruct a crime scene.

8. Explain types and significance of evidence in evaluating a crime scene.

9. Discuss safety within a crime scene laboratory.

10. Compare and contrast class and individual characteristics.

11. Develop quality controls to examine evidence.

ELA-Lit:RST.3, 8SL.4WHST.1, 2.b, 7-9


Unit 2: TYPES AND PROPERTIES OF PHYSICAL EVIDENCEPart 3: Physical Properties: Glass, Soil and Sand




How is trace evidence discovered at a crime scene?

How is trace evidence analyzed?

What are some types of physical properties?

What are some types of chemical properties?

1. Compare and contrast physical and chemical properties.

2. Activate prior knowledge and reinforce the concepts of weight/mass, density and temperature.

3. Describe and discuss glass properties through an experiment.

4. Understand of the properties of sand and soil through an experiment.

5. Experimentally and mathematically identify unknown pieces of glass.

6. Observe and


Virtual Sand Activity

Glass Analysis Activity

Analysis of Minerals and Soils Lab Activity

Video-Forensic Detectives:Chemistry at Work fromDiscovery School: Chemistry atWork

CPI21st Century:9.1.12.A9.4.12.L.189.4.1.O.(2).49.4.1.O.(2).6

SCI:5.2.8.A.55.1.8.B.35.1.12.B.25.1.12.B.35.1.12.B.45.1.12.C.15.1.12.C.35.1.12.D.25.2.12.A.2

CCSSELA-Lit:RST.3SL.1, 4WHST.2.b


http://school.discoveryeducation.com/teachersguides/pdf/lifescience/ds/forensic_detectives_chemistry_at_work.pdf




determine glass fracture patterns and direction of impact on glass through an experiment.

7. Use a virtual lab activity to determine various characteristics of sand and relate that information to the environment of formation.

8. Examine soil and investigate some of the physical and chemical properties of soil.

MTH:G.MG.1G.MG.2


Unit 2: TYPES AND PROPERTIES OF PHYSICAL EVIDENCEPart 4: Hairs, Fibers, and Paint: Trace Evidence: Hair and Fiber




What are the parts of hair structure?

How can you differentiate between animal hair and human hair?

How can investigators use hair evidence to help solve a crime?

What are the distinguishable properties of fibers?

What is the difference between warp and weft in fabric samples?

1. Discuss and assess the impact of current and emerging technologies on our understanding of inherited human characteristics.

2. Describe the various features of human hair.

3. Compare and contrast animal hair and human hair.

4. Describe the characteristics of various types of fibers.

5. Sketch and label the various parts of a hair.


Hair Identification

Fiber Analysis

Assessment:

Fiber Analysis Assessment

FBI Laboratory Services: Background information

FBI Laboratory Services: Hair, Fiber, Crime, and Evidence

Crime Library: Trace Evidence

Case Studies on Hair and crime

Microscopic Study of Exotic Animal Hair Part 1


SCI:5.1.12.A.15.1.8.B.35.1.12.B.25.1.12.B.35.1.12.B.45.1.12.C.15.1.12.C.35.1.12.D.25.2.8.A.55.2.12.A.25.3.12.D.1

CCSSELA-Lit:RST.3SL.1, 4


http://www.modernmicroscopy.com/main.asp?article=24



http://news.discovery.com/animals/zoo-animals/cat-fur-forensics-crime.htm

http://news.discovery.com/animals/zoo-animals/cat-fur-forensics-crime.htm

http://www.trutv.com/library/crime/criminal_mind/forensics/trace/1.html

http://www.trutv.com/library/crime/criminal_mind/forensics/trace/1.html

http://www.fbi.gov/about-us/lab/forensic-science-communications/fsc/july2000/deedric1.htm/



http://www.fbi.gov/about-us/lab/forensic-science-communications/review/2009_04_review02.htm






WHST.2.b


Unit 2: TYPES AND PROPERTIES OF PHYSICAL EVIDENCEPart 5: Fingerprints: Prints, Tracks and Toolmarks




How are fingerprints collected?

What are the distinguishing features of fingerprints?

How can shoeprints and other impressions found at a crime scene be useful?

What are tool-marks?

What are lip impressions?

What are the five common patterns of lip prints?

1. Describe the history of fingerprinting.

2. Explain the three principles of fingerprinting.

3. Describe and give examples of the primary classification of fingerprints.

4. Compare and contrast the methods of fingerprinting.

5. Label various characteristics of fingerprints.

6. Determine different types of tool-marks and identify the tool that made the marks.

7. Evaluate types of tire and foot tracks as evidence to solve a


Fingerprinting

Foot Print/Shoe Impressions

Lip Impressions

Lipstick Chromatography

Tool Marks

Tire Tracks

Famous prints

Case Study and Fingerprints

Court TV: The Car that Swims


SCI:5.1.12.B.35.1.12.C.35.1.12.D.15.1.12.D.35.2.12.A.2

CCSSELA-Lit:L.6RST.3SL.1, 4WHST.2.b


http://apps.trutv.com/forensics_curriculum/

http://apps.trutv.com/forensics_curriculum/

http://jimfisher.edinboro.edu/forensics/fire/print.html

http://jimfisher.edinboro.edu/forensics/fire/print.html

http://www.cengagesites.com/academic/assets/sites/4827/bertino_chapter6.pdf

crime.


Unit 2: TYPES AND PROPERTIES OF PHYSICAL EVIDENCEPart 6: Document and Voice Examination: Document and Handwriting




What are the basic characteristics of handwriting?

How is handwriting evaluated and used as evidence?

What is chromatography?

How is chromatography utilized in solving crimes?

1. Describe twelve basic characteristics for comparing handwriting.

2. Describe types of typescript and how to evaluate them.

3. Explain handwriting comparisons and how samples are collected and examine several types of handwriting and compare and analyze them for certain characteristics.

4. Perform chromatography to distinguish between different types of dyes and lipsticks.


Handwriting

Handwriting II

Typewritten

Chromatography

Document Analysis Lab

Fraud and CounterfeitingComputer Activity

The Viking Deception

Art Forgery

Cases involving Forgery

Codes and DecodingActivity

Codes and Code Breaking Lesson Plans


SCI:5.1.12.B.35.1.12.C.35.1.12.D.15.1.12.D.35.2.12.A.2

CCSSELA-Lit:L.6RST.3SL.1, 4WHST.2.b


http://phs.psdr3.org/science/forensics/activities/DOCcodes.html

http://phs.psdr3.org/science/forensics/activities/DOCcodes.html

http://www.pbs.org/wgbh/nova/vinland/

Unit 2: TYPES AND PROPERTIES OF PHYSICAL EVIDENCEPart 7: Forensic Aspects of Arson and Explosion: Arson and Explosion




What types of evidence are collected at an arson investigation?

What are some types of explosives?

What are explosives and accelerants?

1. Explain the legal definition of arson.

2. Explain types of evidence from collected in an arson investigation.

3. Discuss types of explosives.

4. Cooperatively work to research types of accelerants and explosives used in arson.


Arson Assessment

InterFire Online

Video-Hunt For The Serial

Arsonist (from Nova Adventuresin Science)

Video - The Bombing ofAmerica (from Nova

Adventuresin Science)

Arson Dogs


SCI:5.1.12.B.15.1.12.B.35.1.12.C.35.1.12.D.15.1.12.D.35.2.12.A.2

CCSSELA-Lit:L.6RST.3SL.1,4WHST.2.b


http://arsondog.org/about/what-is-an-arson-dog/

http://www.pbs.org/wgbh/nova/bombing/




http://www.pbs.org/wgbh/nova/education/activities/2214_arsonist.html





http://www.interfire.org/

Unit 2: TYPES AND PROPERTIES OF PHYSICAL EVIDENCEPart 8: Firearms, Tool Marks, and Other Impressions: Ballistics and Firearms




What is ballistics?

What are the parts of a firearm?

How can casings and markings be used to identify a weapon?

How can angle and velocity of a bullet be determined from impact?

1. Define ballistics.

2. Describe the parts and types of firearms.

3. Compare markings on bullets, cartridge cases and shell cases.

4. Perform an experiment to observe the trajectory of a profile.

5. Examine the relationship between angle and muzzle velocity.


Ballistics Lab

Firearms and ballistics assessment

Firearms ID:

Association of Firearm and Toolmark Examiners

Firearms TutorialHow Do Bullets Fly?


SCI:5.1.12.B.15.1.12.B.35.1.12.C.35.1.12.D.15.1.12.D.35.2.12.E.1

CCSSELA-Lit:L.6RST.3SL.1,4WHST.2.b


http://www.nennstiel-ruprecht.de/bullfly/index.htm#Top_of_page

http://www.nennstiel-ruprecht.de/bullfly/index.htm#Top_of_page

http://www.afte.org/



http://www.firearmsid.com/

Unit 2: TYPES AND PROPERTIES OF PHYSICAL EVIDENCEPart 9: Drugs & Forensic Toxicology




What is the circulatory system?

What is the excretory system?

What are some of the toxicological effects of drugs on the body?

What are some common poisons and the symptoms they cause?

How can different drugs be identified experimentally?

1. Explain both the circulatory and excretory systems with emphasis on the role of the organs involved in those systems.

2. Explain the effects of some drugs on the systems of the human body.

3. Discuss methods for evaluating the human body for consumption of drugs and alcohol.

4. Identify 10 common poisons and their symptoms.

5. Perform tests to identify certain drugs and/or poisons.


Analysis of Poisons

Drug Bust

The Narc Lab

Both Sides of the Issue: Legalization of Drugs

Information on ForensicToxicology:

The Case of Similar Substances Lesson Plan


SCI:5.1.12.B.15.1.12.B.35.1.12.C.35.1.12.D.15.1.12.D.35.2.12.A.2

CCSSELA-Lit:RST.3SL.1,4WHST.2.b


http://www.discoveryeducation.com/teachers/free-lesson-plans/the-case-of-similar-substances.cfm

http://www.discoveryeducation.com/teachers/free-lesson-plans/the-case-of-similar-substances.cfm

http://www.forensictoxicology.net/

http://www.forensictoxicology.net/




6. Evaluate and identify substances that have similar characteristics.


Unit 3: TYPES AND PROPERTIES OF BIOLOGICAL EVIDENCEPart 10: Forensic Serology.Essential Questions Instructional

Objectives/Skills and Benchmarks



What are the four major blood types?

What are the three types of blood cells?

What are the differences between animal and human blood?

What are bloodstains and blood spoilers?

How can blood splatter information be used as evidence?

What information can be concluded from analyzing a blood splatter?

1. Describe the four major blood types.

2. Discuss three types of blood cells.

3. Distinguish between animal and human blood.

4. Explain what happens when blood is impacted on various surfaces.

5. Discuss what blood stains tell us at a crime scene and describe what happens when blood spatters.

6. Use an experiment that evaluates blood as evidence at a crime scene.

7. Use an experiment to identify distance and angle of travel with


Simulated Blood Typing

Blood Spatter

Blood Spatter with TI-84

Case Study: Serology

Alternative Assessment Options


SCI:5.1.12.B.15.1.12.B.25.1.12.B.35.1.12.C.35.1.12.D.15.1.12.D.3

CCSSELA-Lit:L.6RST.3SL.1,4WHST.2.b, 6

MTH:F.LE.2





blood spatter.

8. Create a series of bloodstain patterns on white paper.

F.LE.3S.ID.A.2


Unit 3: TYPES AND PROPERTIES OF BIOLOGICAL EVIDENCEPart 11: DNA: The Indispensable Forensic Science Tool




What is the structure of DNA?

What are RFLP and PCR DNA fingerprinting?

What are the differences between RFLP and PCR DNA fingerprinting?

How can DNA fingerprinting be utilized within our legal systems?

What is electrophoresis?

1. Describe the structure of DNA.

2. Compare and contrast RFLP and PCR DNA fingerprinting.

3. Extract DNA from onions or peas.

4. Perform an experiment on DNA fingerprinting.

5. Use experimentation on DNA extraction to solve a crime.

6. Understand and perform electrophoresis.


DNA Web Quest

DNA Extraction

DNA Fingerprinting

DNA Fingerprinting Virtual Lab

DNA Gel Electrophoresis

DNA Assessment

DNA Scavenger Hunt

Case Studies on DNA

DNA and OJ

The Case of Innocence


SCI:5.1.12.B.15.1.12.B.25.1.12.B.35.1.12.C.35.1.12.D.15.1.12.D.35.3.12.A.2

CCSSELA-Lit:RST.3SL.1,4WHST.2.b, 6


http://www.pbs.org/wgbh/pages/frontline/shows/case/etc/video.html

http://www.trutv.com/library/crime/criminal_mind/forensics/serology/5.html

http://news.bbc.co.uk/2/hi/uk_news/8037972.stm

http://www.cpet.ufl.edu/bestpractices/PDF/Life%20Science/Heredity%20and%20Reproduction/Dna%20segment%20scavenger%20hunt.pdf

Unit 3: TYPES AND PROPERTIES OF BIOLOGICAL EVIDENCEPart 12: Entomology




What happens after death?

What is meant by cause of death?

How do insects help in finding cause of death?

How does an entomologist estimate time of death?

How can insects help in investigating contraband trafficking?

1. Define what forensic entomology is.

2. Discuss three subcategories of forensic entomology.

3. Research and describe the role insects play in estimating the time of death.

4. Use entomology to investigate crime in a lab.


A Lab on Forensic Entomology

Estimating Time of Death

Bug Web quest Assessment

Forensic Entomology Site for Web quest

The Bone and The Badge Case

Web quest: Body Bugs

American Board of Forensic Entomology

CPI21st Century:9.1.12.A9.4.12.L.189.4.12.L.219.4.1.O.(2).49.4.1.O.(2).6

SCI:5.1.12.B.15.1.12.B.25.1.12.B.35.1.12.C.35.1.12.D.15.1.12.D.3

CCSSELA-Lit:L.6RST.3SL.1,4WHST.2.b, 7-9


Unit 3: TYPES AND PROPERTIES OF BIOLOGICAL EVIDENCEPart 13: Anthropology




What is forensic anthropology?

What are the main differences between male and female bones?

What are the major differences between animal and human bones?

How does skull structure differ with ethnicity?

5. Describe what forensic anthropology is.

6. Compare and contrast female and male bones.

7. Compare and contrast animal and human bones.

8. Compare the skulls of various ethnic groups in an activity.


Sherlock Bones: Identification of

Skeletal Remains Lab Activity

Wanted Butch or SundanceThinking

As A ForensicAnthropologist Would

Digging for the Truth

Forensic Identification and John Wayne Gacy Case

Forensic Art I

Forensic Art II

The eSkeleton Project

Skull Collection

Bone Review

The Beast of Bodmin Moor

Name that Skull Activity

Why Files?

VideosA Puzzle from the Past (from Discovery School: Forensic Detectives: Mysteries and Solutions)

Clues to a Culture (from Discovery School:

CPI21st Century:9.1.12.A9.4.12.L.189.4.12.L.(4).39.4.1.O.(2).49.4.1.O.(2).6

SCI:5.1.12.A.15.1.12.A.35.1.12.B.15.1.12.B.25.1.12.B.35.1.12.C.35.1.12.D.15.4.12.B.35.2.12.A.4

CCSSELA-Lit:L.6RST.3SL.1,4





Forensic Detectives: Mysteries and Solutions)

Forensic Detectives: Archeology at Work (from Discovery School: Forensic Detectives: Archaeology at Work)

WHST.2


Unit 3: TYPES AND PROPERTIES OF BIOLOGICAL EVIDENCEPart 14: Odontology




What is forensic odontology?

What are the parts of a tooth?

What is a bite mark and how is it has evidence?

How can teeth be used to identify victims?

What is a metric analysis of a bite mark?

What evidence can be gained from a bite mark?

1. Define forensic odontology.

2. Describe the anatomy of a tooth.

3. Give examples of how a bite mark is used as evidence.

4. Explain how teeth are used for identification purposes.

5. Identify a body with dental charts.

6. Make a casing of their teeth.

7. Complete a metric analysis of a bite mark.

8. Collect evidence of bite marks; identify them by metric analysis and match to


Forensic Odontology I

The Tooth Behind Stonehenge

Forensic Odontology II

American Board of Odontology

CPI21st Century:9.1.12.A9.4.12.L.189.4.12.L.(4).39.4.1.O.(2).49.4.1.O.(2).6

SCI:5.1.12.A.15.1.12.A.35.1.12.B.15.1.12.B.25.1.12.B.35.1.12.C.35.1.12.D.1

CCSSELA-Lit:L.6RST.3SL.1,4WHST.2


http://www.abfo.org/

http://www.abfo.org/

suspects cast.


APPENDIX ACommon Core Mathematics and Language Arts/Literacy Standards

Applicable to Law Enforcement and Public Safety III: Forensic Science

CCSS code Common Core State StandardMath

MTH.G.MG.1 Geometry: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

MTH.G.MG.2 Geometry: Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).

MTH.F.LE.2 Functions: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

MTH.F.LE.3 Functions: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

MTH.S.ID.2 Statistics: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

English Language Arts and Literacy for Technical SubjectsELA.L.6 Grades 9–10: Acquire and use accurately general academic and domain-specific words and

phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Grades 11–12: Acquire and use accurately general academic and domain-specific words andphrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ELA.RL.1 Grades 9–10: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Grades 11–12: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters


CCSS code Common Core State Standarduncertain.

ELA.RL.3 Grades 9–10: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.Grades 11–12: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

ELA.RST.1 Grades 9–10: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.Grades 11–12: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

ELA.RST.3 Grades 9–10: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.Grades 11–12: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

ELA.RST.8 Grades 9–10: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.Grades 11–12: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

ELA.RST.9 Grades 9–10: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.Grades 11–12: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

ELA.RH.3 Grades 9–10: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.Grades 11–12: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

ELA.SL.1 Grades 9–10: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


CCSS code Common Core State Standarda. Come to discussions prepared, having read and researched material under study; explicitly draw on that

preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Grades 11–12: Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that

preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

ELA.SL.4 Grades 9–10: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.Grades 11–12: Present information, findings, and supporting evidence, conveying a clear and distinct


CCSS code Common Core State Standardperspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

ELA.WHST.1 Grades 9–10: Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an

organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.Grades 11–12: Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the

claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.ELA.WHST.2 Grades 9–10: Write informative/explanatory texts, including the narration of historical events, scientific


CCSS code Common Core State Standardprocedures/ experiments, or technical processes.a. Introduce a topic and organize ideas, concepts, and information to make important connections and

distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Grades 11–12: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize complex ideas, concepts, and information so that each new element

builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).


CCSS code Common Core State StandardELA.WHST.6 Grades 9–10: Use technology, including the Internet, to produce, publish, and update individual or shared

writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.Grades 11–12: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

ELA.WHST.7 Grades 9–10: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigationGrades 11–12: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

ELA.WHST.8 Grades 9–10: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.Grades 11–12: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

ELA.WHST.9 Grades 9–10: Draw evidence from informational texts to support analysis, reflection, and research.Grades 11–12: Draw evidence from informational texts to support analysis, reflection, and research.


APPENDIX B: Activities

Career Research Applies to Standards:

CCSS ELA: WHST.2,7-9

Brief Description: Write a short research paper on a career in the field of forensic science.

How to Teach It: see examples1. Use research note2. Explain MLA formatting.

Examples:www.Mercury.educ.kent.edu/LessonPlan_WhatDoesYourFutureHold.pdfVideo-Forensic Detectives: Chemistry at Work (from Discovery School: Chemistry at Work)

Optional activity: Contact local state/county/city police and have guest speakers in the field of forensic science come in.

Who's Who?Applies to Standards:

CCSS ELA-Literacy: WHST.7-9Brief Description: Use web based research to identify several key players in the development of forensic science

How to Teach It:Explain to students who are the key players

Examples: Forensic Science History Jeopardy


http://www.cteonline.org/portal/default/Curriculum/Viewer/Curriculum?action=2&cmobjid=271069&view=viewer&refcmobjid=269494

TimelineApplies to Standards:

CCSS ELA-Literacy: RH.3; WHST.6

Brief Description: Create a timeline of historical events in forensic science

How to Teach It:I. Teach students about Inspiration software.2. Have students read and organize historical information into a time line

Examples:Inspiration Timeline ExampleSample Timeline

Crime Scene Drawing Applies to Standards:

Science Practices: 5.1.12.B.2; 5.1.12.B.3;5.1.8.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.2 5.4 A, I -Nature and Process of Technology CCSS ELA-literacy: RST.3

Brief Description: Forensic Science is the application of science to those criminal and civil laws that are enforced by police agencies in a criminal justice system. The focus of Forensic Science is the Crime Lab using the principles and techniques of Biology, Chemistry, Physics, Geology, Anthropology and other sciences in order to place physical evidence into a professional discipline.

How to Teach It:1. Keep crime scene simple with only several pieces of evidence.2. Go over types of evidence found at a crime scene.

Examples:1. Get A Clue! (Intel)


http://www.crimezzz.net/forensic_history/index.htm

http://www.inspiration.com/community/node/730

2. Crime Scene Introductory Activity (Kenan Fellows Program) 3. The Case of the Missing Computer Chip (McNabb, M., Watts, T., & Willey, R. Indiana.edu)4. Lab-Don't Touch The Evidence: A Lab on Crime Scene Evaluation (from p. 43 in Crime Scene Investigations)5. Video-Mind of a Serial Killer (from Nova Adventures in Science)

Crime Suspect SketchingApplies to Standards:

Science Practices: 5.1.12.B.2; 5.1.12.B.3;5.1.8.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.2A, I -Nature and Process of Technology,

CCSS ELA-literacy: RST.3

Brief Description: FACES 4.0 EDU is an ideal support for criminology and forensic classes, giving students hands-on experience in how suspect composites - like DNA, fingerprint and other evidence - are used to solve crimes. Students can use FACES 4.0 EDU to carry out simulated witness interviews, develop facial composites, and even create virtual line-ups.

How to Teach It:1. Explain what a sketch artist does.2. Explain how software works.3. Have students use software.

Examples:FACES 4.0 Must be purchased (purchase at http://www.facesid.com/products_faces_edu.html)

Deductive ReasoningApplies to Standards:

Science Practices: 5.1.12.B.2; 5.1.12.B.35.1.8.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.2A, I -Nature and Process of Technology

CCSS ELA-Literacy: RST.8; WHST.1

Brief Description: Deductive reasoning is a process often used by police and investigators in solving crimes. Like playing the game of Clue™ students will be given a series of information from which they must deduce who is responsible for the crime. They will need to write a description of the crime and an explanation from their deductions.


http://www.indiana.edu/~ensiweb/lessons/crime.html

http://kenanfellows.org/kfp-cp-sites/ddd/index-39507.php.html

How to Teach It:I. Keep place students in pairs.2. Hand out labs

Examples:Lab: The Deadly Picnic (from Crime Scene Investigations, p. 60)

Making Faces

Applies to Standards: Science Practices: 5.1.12.B.2; 5.1.12.B.35.1.8.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.2A, I -Nature and Process of

Technology CCSS ELA-Literacy: RST.1,8; WHST.1,9

Brief Description: Deductive reasoning is a process often used by police and investigators in solving crimes. Like playing the game of Clue™ students will be given a series of information from which they must deduce who is responsible for the crime. The will need to write a description of the crime and an explanation from their deductions.

How to Teach It:Introduce students to the legend of the Amazon warrior women by directing them to the Web site, "Amazon's Warrior Women or Ancient Myth?" at http://www.essortment.com/amazons-warrior-women-ancient-myth-64788.html. You may want to print out copies of the article for each student and read it together as a class or assign it as homework. Other Internet sites that may be useful include:

SECRETS OF THE DEAD sitehttp://www.pbs.org/wnet/secretsJeannine Davis-Kimball's article, "Warrior Women of Eurasia"http://www.archaeoIQgy,Q[g/9701/abstracts/sarmatians.htmlAncient Graves of Warrior Women Offer Hints of Amazonshttp://www.sbcnews.sbc.edul9702/9702nyt-sci-amazon-women.html

Briefly discuss the contents of the articles with the class to ensure that all students understand the myth.


http://www.sbcnews.sbc.edul9702/9702nyt-sci-amazon-women.html

http://www.essortment.com/amazons-warrior-women-ancient-myth-64788.html

1. If you have the video, complete steps 3 and 4 of this plan. If you do not have access to the PBS video, go on to step 5. Show the first twelve minutes of the SECRETS OF THE DEAD: Amazon Warrior Women video from the beginning to counter # 12:02 when the narrator states that "This find brings Davis-Kimball one step closer ... " InSb1Jct students to take notes in two columns, one titled "Evidence" and the other "Implication." Under the "Evidence" column, students should list the items that are unearthed at the dig. Under "Implication," students should record the significance of the item or what it might imply about the person in the grave. Have students share some of the notes they recorded. Conclude the discussion by posing the questions: “Do you think the archaeological evidence shown in the video is enough to prove, without a doubt, the existence of the mythical Amazon Warrior Women?” “What other types of evidence would be useful?” Allow students to share their ideas.

2. At this point show the rest of the video. If there is not enough time to view the entire video skip ahead to counter # 32:42 where the narrator states “Davis-Kimball seems to have found the missing link to her theory ...” and show the rest of it from here. You may want to provide the students with a synopsis of what they're not seeing -- information about the graves of warriors, finding skeleton 272 who was killed in battle, etc. Have the students continue to fill out their Evidence-Implications note sheets. When the video is over, discuss the following:

What support did Davis-Kimball find for her theory in the museum collections? What information did the DNA evidence provide? Why was the DNA sample taken specifically from Meiramgul? How did scientists create a face for 272?

3. Have students view video clips I through 3 on the website. While doing so they should take notes in two columns, one titled "Evidence" and the other "Implication." Under the "Evidence" column, students should list the items that are unearthed at the dig. Under "Implication," students should record the significance of the item or what it might imply about the person in the grave. They should also record their answers to the questions about each clip.

4. At this point, have students share some of the notes they recorded. Conclude the discussion by posing the questions: “Do you think the archaeological evidence shown in the video clips is enough to prove, without a doubt, the existence of the mythical Amazon Warrior Women?” “What other types of evidence would be useful?” Allow students to share their ideas.

5. Students should now review the Clues and Evidence page of the SECRETS OF THE DEAD site at http://www.pbs.org/wnet/secrets/previous_seasons/case_amazon/clues.html.

6. Discuss with the students the significance of mitochondrial DNA and how it is passed through generations.7. Have students view video clip 4 and answer the accompanying questions.8. Now direct the students to the interactive on the website. Have them try their luck at virtual facial reconstruction before providing

them with the hands-on experience.


http://www.pbs.org/wnet/secrets/previous_seasons/case_amazon/clues.html

9. Divide the students into groups of two or three and inform them that they are going to try their skill at forensic face reconstruction. Direct them to the Web site, "Mummy Face Reconstruction" at and to "Facial Reconstruction: the Skull" at http://www.raka.cQ.zalanthropology/faces/

10. Have the groups read through and discuss the information in the sites. Other helpful sites include:• "Skull Anatomy Tutorial"http://www.gwc.maricopa.edu/classlbi0201/skul\lskulltt.htm• WCBC:Brymbo Man: The Reconstructionhttp://www.wrexham.gov.uklenglishlheritagelbrymbo manlbm reconstruction.htm• "Face of Early Man"http://brianaala.tripod.CQmlNarboy.html• "Facial Reconstruction"http://www.forensicartist.comlreconstruction.htm I

II. Next, provide each group with a picture of a skull and a supply of modeling clay. Challenge each group to do their best to make a face out of the clay that matches the picture of the skull. Realize that students will not have enough information (and may not be artistically talented) to make very accurate renditions, but they should be able to come up with some features that match their skulls - set of the eyes, cheekbones, jaw shape, teeth, forehead shape, etc. Once all the faces an: designed, put them on display for the class to see. Mix up the skull pictures and have the other groups guess which face matches which picture for each group's clay model.• Skull pictures may be found by using a search engine (such as hllp:llyahoo.com or http://Goog/e.comimages search using the keywords "human skulls."

Examples:http://www.obs.orglwnetisecretsllessonslloamazon.htm I

Novel PortfolioApplies to Standards:• CCSS ELA-Literacy: RL.1, 3

Brief Description: Have students read a novel associated with forensic science and complete activity below.

How to Teach It:


Title of the novel: (Insert text here)Author: (Insert text here)Date of Publication: (Insert text here)Publisher: (Insert text here)

Forensic ScienceAny novel that is of interest to you is fair game. The teacher has several novels to choose from if you do not have one of your own. This assessment will be in the form of a portfolio you will compile. The assessment is NOT a typical book report but will include the following sections and is to be compiled in a stapled packet with each section clearly labeled and clearly hand written or typed.

I. Set the Scene in History:A. Describe the time period in history and the location of the setting. Include infornation about popular music, food, political hot potatoes of the time.B. News clippings and webpage links can be inserted here. Also photos to this section but will not replace your description/explanation.

II. Catalogue or the Forensic Sciences .A. Describe all the crime scenes that appear in the novel. B. Cite specific forensic examinations in the text

III. Criminology and VictimologyA. Describe the behavioral profile of the suspect developedB. Was the perpetrator "organized" or "disorganized"?C. Describe the victimology strategy of the perpetrator

IV. Legal AspectsVII. Reflection

How would the resolution of the case be different with the current scientific techniques? What are your impressions of the story in terms of authentic detective and scientific investigation? (Insert text here)

Examples:http://archaeology .about.com/gi/dynamic/offsite.htm?zi~ IIXJ&sdn~archaeology&zu~http%3 A %2F%2Fwww.susg-town.org%2Fevans%2F


Observation SkillsApplies to Standards: Science Practices: 5.1.12.D.1 CCSS.ELA/Literacy: SL.1

Brief Description: Students will work in pairs to see how well they observe things in a restricted time period.

How to Teach It:I. Choose several people to be observers and choose two people to be investigators.2. Allow the observers to look at the picture for 30 seconds. The investigators should not look at the picture.3. After 30 seconds, the investigators should begin questioning the observers. Each Investigator should question each observer. Then, the Investigators should attempt to reconstruct the scene based on the "eyewitness testimony".

Examples:I. http://www.shodor.org/workshopslforensic/lessons/observantlab2.html

Historical RecreationApplies to Standards:• Science Practices: 5.1.12.B.2; 5.1.12.B.35.1.8.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3 CCSS.ELA/Literacy: RST.8; SL.1

Brief Description: Solve a crime from a recreation of historical data

How to Teach It:I. Place students in groups2. Give class all the necessary documentation from a long - ago case.3. Ask students to work together cooperatively to use deductive reasoning to solve a case

Examples:I. http://www.nps.gov/jefflLewisClark2/educationIMysteriousDeathLewislMysteriousDe.thLessonPl.n.htm2. Lab-As it Was In the past: A Lab On Reconstructing Past Events (from Crime Scene Investigations p.241)3. Lab-Tell The Tale: A Lab on Using Inferences to reconstruct past Events (from Crime Scene Investigations p.244)


Reconstructing the Past Labs

Applies to Standards:• Science Practices: 5.1.12.B.2; 5.1.12.B.35.1.8.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C• CCSS ELA-Literacy: RST.3,8

Brief Description: Students in lab will use deductive skills to re-create past events

How to Teach It: I. Have students read lab procedure2. Have students follow directions

Examples:I. Lab-As it Was In the past: A Lab On Reconstructing Past Events (from Crime Scene Investigations p.24 I )2. Lab-Tell The Tale: A Lab on Using Inferences to reconstruct past Events (from Crime Scene Investigations p.244)

What Really Happened At Jamestown?Applies to Standards:• Science Practices: 5.1.12.B.2; 5.1.12.B.35.1.8.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.1;5.1.12.D.2 • CCSS ELA-Literacy: RST.9; SL.1; WHST.7-9

Brief Description: In this jigsaw lesson plan, students learn about four different, supported reasons behind the mysterious deaths that occurred in the early days of the colony of Jamestown.

How to Teach It:1. Divide the class into four different teams and then propose the problem by directing students to the SECRETS OF THE DEAD: Death at Jamestown site at http://www.pbs.arg/wnetisecrets/casejamestown/index.htmi. Read through the Background as a class, discussing what the students already have learned from their social studies class about the colony of Jamestown. Bring the focus to the fourth paragraph of the web page which states that "Historians have never fully determined exactly why so many perished ... "

2. Explain that there are four possible explanations for the widespread death at the Jamestown colony and that each team will be responsible for investigating one of them. The four explanations include:


a. starvationb. diseasec. political unrest leading to murderd. arsenic poisoning

Assign one explanation to each group.

3. Explain that at first students will work individually within their teams to find out about their assigned explanation. They will need to find out the details of the explanation, the evidence which supports this idea, and information about what kind of forensics science was used to uncover that evidence. To do this, start by watching the appropriate video clip from the SECRETS OF THE DEAD: Death at Jamestown site at hltp:llwww.pbs.org/wnet/secrets/casejamestown/index.html. The video clips are labeled A through 0 to coincide with the specific theory that each team will be investigating. After watching the video clips, students should peruse the Clues and Evidence page from this site for supporting details. They should also work through the Explore Jamestown Interactive to determine if it contains any evidence supporting their explanations. Then research the Internet and other available sources for more information on the assigned topic and the science behind it.

4. After students have had enough individual research time (based on students' needs and capabilities) allow the students to gather in their teams and discuss their findings. The teacher should circulate through the groups to be certain that students have had success in finding evidence and supporting scientific techniques.

5. Regroup the students into smaller groups of 4 (or 5, if necessary) with each group containing at least one person from each of the four main teams. Provide each student in the small groups with a piece of chart paper and marker. The students then take turns presenting what they learned about their topics using the chart paper divided into columns labeled Explanation, Evidence, and Scientific Technique to display their information. Within these groups, the students should then rank the explanations in order of most plausible reason for the deaths at Jamestown to what they think is least likely the reason.

6. Have each group present and justify their rankings. Discuss the possibility of finding definitive answer to the mystery. What information would be needed to come to an accepted conclusion?

Example: http://www.pbs.org/wnet/secrets/lessons/lpjamestown.html


http://www.pbs.org/wnet/secrets/lessons/lpjamestown.html

Virtual Sand ActivityApplies to Standards: Scientific Practice: 5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.2 Physical Science: 5.2.8.A.5 CCSS ELA-Literacy: RST.3, SL.1

Brief Description: Forensic Science is the application of Biology, Chemistry, Physics, Geology, Anthropology and other sciences in order to place physical evidence into a professional discipline.

How to Teach It:1. Teach chapters 3 and 4 in Criminalistics book.2. Put students into groups of 3-4.3. Have students complete the tasks on webpage4. Have students take the performance website.

Example: Virtual Sand Activity http://phs.psdr3.org/science/forensics/physicalevidence.html

Glass Analysis ActivityApplies to Standards:• Scientific Practice: 5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.2• Physical Science: 5.2.8.A.5• CCSS.ELA-Literacy: RST.3, SL.1; Mathematics: G.MG.1; G.MG.2

Brief Description: Students will learn how to determine the density of several types of glass, including automobile, window, Pyrex, and leaded crystal by immersing each piece in water and determining the volume and mass of the displaced water. They will also use various liquids with known refractive indices to estimate the refractive index of the piece of glass they are analyzing. In addition, students will discover how to determine the chronological order of breaks in a single pane of glass produced by multiple bullet holes and the direction of a projectile's force by analyzing the conchoidal lines.

How to Teach It:I. Teach students chapter 4 in Criminalistics.2. Place students in pairs.


3. Have student's complete lab.

Examples:Lab- Forensic Glass Analysis Lab Activity (kit by Ward's Biological)

Analysis of Minerals and Soils Lab ActivityApplies to Standards: Scientific Practice: 5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.2 Physical Science: 5.2.8.A.5; 5.2.12.A.2• CCSS.ELA-Literacy: RST.3, SL.1

Brief Description Students will take on the role of investigators and analyze samples of soil, glass, dust, and metal traces in order 10 place or eliminate a suspect's presence at the crime scene. You will get enough materials for six setups and an instruction manual.

How 10 Teach It:2. Have student's complete lab.

Examples:2. Lab- Analysis of Minerals and Soils Lab (from Ward's)

Soil Analysis ActivitiesApplies to Standards: Scientific Practice: 5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.2 Physical Science: 5.2.8.A.5; 5.2.12.A.2• CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Students will learn how to determine trace evidence of soil and to analyze and compare soil samples. They will compare both physical and chemical properties of soil.

How to Teach It:I. Teach students chapter 4 in Criminalistics.2. Place students in pairs.3. Have student's complete lab(s).


Examples:I. Lab - The Examination of soil (from Top Shelf Forensics p. 89)2. Lab - Physical Properties of Soil (from Top Shelf Forensics p. 90)3. Lab- Chemical Properties of Soil (from Top Shelf Forensics p. 94)4. Lab- Dirty Characteristics: A Lab on Evidence from the Soil (from Crime Scene Investigations p. 257)

Hair IdentificationApplies to Standards: Scientific Practice: 5.1.12.A.1;5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.2 Physical Science: 5.2.8.A.5 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Hair samples that can be recovered at crime scene and be valuable to forensic scientists. Therefore hair is collected at crime scenes and sent to crime labs for analysis. As a forensic scientist students will need to be able to identify hair samples and differentiate between them.

How to Teach It:1. Teach students chapter 8 in Criminalistics2. Place students in pairs3. Have students complete lab(s)

Examples: I. Lab-Identification of Hair (from Crime Scene Investigations p. 175)2. Lab- Microscopic Examination of Human Hair (from Top Shelf Forensics p. 19)3. Lab-Comparison of Animal and Human Hair (from Top Shelf Forensics p. 25)

Fiber AnalysisApplies to Standards: Scientific Practice: 5.1.12.A.1;5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.2 Physical Science: 5.2.8.A.5; 5.2.12.A.2


CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Fiber samples that can be recovered at crime scene can be valuable to forensic scientists. Therefore fiber is collected at crime scenes and sent to crime labs for analysis. As a forensic scientist students will need to be able to identify fiber samples and differentiate between them.

How to Teach It:1. Teach students chapter 8 in Criminalistics2. Place students in pairs3. Have students complete lab

Examples:J. Lab-Microscopic Examination of Fibers (from Top Shelf Forensics p. 33)2. Lab-Burning Test (from Top Shelf Forensics p. 37)3. Lab-Picking Up the Pieces: A Lab on Fiber Analysis (from Crime Scene Investigations p. 119)4. Lab-Thermal Decomposition (from Top Shelf Forensics p. 39)5. Lab-Chemical Tests (from Top Shelf Forensics p.4l)6. Lab-Density and Refractive Index of Fibers (from Top Shelf Forensics p.43)7. Lab-Examination of Fiber Cross Sections (from Top Shelf Forensics p. 45)8. Lab- Observing Fluorescence in Fiber (from Top Shelf Forensics p. 47)9. Lab-Chromatography of Dyes (from Top Shelf Forensics p. 50)


Fiber Analysis Lab Assessment

Applies to Standards: Scientific Practice: 5.1.12.A.1;5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.2 Physical Science: 5.2.8.A.5; 5.2.12.A.2 Life Science: 5.3.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Fiber samples that can be recovered at crime scene can be valuable to forensic scientists. Therefore fiber is collected at crime scenes and sent to crime labs for analysis. As a forensic scientist students will need to be able to identify fiber samples and differentiate between them.

How to Teach It:Teach students chapter 8 in CriminalisticsHave students complete previous lab(s)Put students in groups.Give them samples of evidence

Examples:I. Activity - Attempted Abduction (from Top Shelf Forensics p. 53)

Fingerprinting LabApplies to Standards:

Scientific practices: 5.1.12.A.1; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Using their own prints, students will learn to identify and classify fingerprints according to the standard classification system. They will then learn to dust and lift latent prints from a-variety of surfaces. Finally, using real-world chemical techniques, they will develop prints using ninhydrin, cyanoacrylate and iodine from surfaces such as paper, plastic, and glass.


How to Teach It:1. Teach students chapter 8 in Criminalistics2. Have students complete previous lab(s)3. Put students in groups.4. Give them samples of evidence

Examples:1. Lab- Fingerprinting Kit (from Sargent-Welch)2. Lab-Pointing Out Perpetrators: A Lab on the Identification of Fingerprints (from Crime Scene Investigations p. 102)

Tool Marks Activity

Applies to Standards: Scientific practices: 5.1.12.A.1;5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.1;5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: A tool mark is an impression caused by a tool on another object. Tool marks can often be found at burglary scenes. Examinations of these marks can reveal information about the tools used, such as size and shape. In this activity students will use a microscope to determine which tool was used to commit a crime.

How to Teach It: 1. Teach students chapter 8 in Criminalistics2. Put students in groups.3. Have student's complete lab.

Examples Lab-Tool Marks the Spots: A Lab on Tool Marks (from Crime Scene Investigation p. 77)

Footprint/Shoe Impression

Applies to Standards: Scientific practices: 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1


Brief Description: When shoe or footprints are found at a crime scene, all attempts are made to preserve the impressions or their reproductions for later examination in the laboratory. Before crime scene technicians touch them, extensive photographs are made from several angles. The photographer attempts to capture specific details of the prints. (from Crime Scene Investigation, p.47)

How to Teach It:I. Teach students chapter 15 in Criminalistics2. Put students in groups.3. Have student's complete lab.

Examples:Activity Lab- Casting for Evidence: A Lab on Making and Evaluating Shoe Print Impressions (from Crime Scene Investigation p. 49)

Lip ImpressionsApplies to Standards: Scientific practices: 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: not a common type of print, lip prints can sometimes be found at a crime scene. Lips are not entirely unlike fingerprints in that they have some common features and they are also unique to an individual. In this activity students will learn some common patterns in lip prints and techniques for lifting lip prints.

How to Teach It:1. Teach students chapter 15 in Criminalistics2. Put students in groups.3. Have student's complete lab.

Examples:Lab-Red Lips: A Lab on Lip Print Patterns (from Crime Scene Investigations, p. 170)


Lipstick ChromatographyApplies to Standards: Scientific Processes : 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 Physical Science:5.2.12.A.2 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Students will use chromatography to compare lipstick from a suspect with known samples.

How to Teach It:I. Teach students chapter 5 in Criminalistics2. Put students in groups.3. Have student's complete lab.

Examples:Lab- Did Pete Cheat: A Lab on the Chromatography of Inks (from Crime Scene Investigations p. 22)

Tire TracksApplies to Standards:

Scientific practices: 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Often times motor vehicles are used in committing crimes. The only evidence left from a motor vehicle at the scene of the crime is tire track. In this activity students will investigate tracks for patterns and width and identify which vehicle made the tracks.

How to Teach It:1. Teach students chapter 15 in Criminalistic.2. Put students in groups.3. Have student's complete lab.


Examples:Lab-Tread lightly: A Lab on Tire Track Evaluation (from Crime Scene Investigations, p. 170)

Handwriting ActivitiesApplies to Standards: Scientific practices: 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Handwriting can be used in various ways in solving crimes. It can be used any case that has written material, but the most common type of case is forgery. By adulthood, a person's handwriting is unique to them. These unique characteristics are what makes handwriting identification useful in criminal investigations. In this activity students will analyze handwriting on a document to identify the author of the documents.

How to Teach It:1. Teach students chapter 16 in Criminalistic.2. Put students in groups.3. Have student's complete lab.

Examples: Lab-Write On!: A Lab on Document Forgery (from Crime Scene Investigations p. 8)

Handwriting Activities IIApplies to Standards: Scientific practices: 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Handwriting can be used in various ways in solving crimes. It can be used any case that has written material, but the most common type of case is forgery. By adulthood, a person's handwriting is unique to them. These unique characteristics are what makes handwriting identification useful in criminal investigations. In this activity students will analyze handwriting on a document to identify the author of the documents.



Examples:Have each student write the same paragraph and then write the same paragraph again trying to disguise their handwriting. Photocopy all of the them. separate and hand them out to the class and have the students try to match them up by person.

Typewriter ComparisonApplies to Standards: Scientific practices: 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Students will use a microscope to observe and compare sample of type and determine which typewriter was used to write a ransom note.


Examples: Lab- Tattle-Tale Type: A Lab on Typewriter Comparison (from Crime Scene Investigation p.IS)

Ink Chromatography

Applies to Standards: Scientific Processes : 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 Physical Science: 5.2.12.A.2 CCSS.ELA-Literacy: RST.3, SL.1


Brief Description: Students will use chromatography to determine whether a document in question was written with one or two ink pens.


Examples: Lab- Did Pete Cheat: A Lab on the Chromatography of Inks (from Crime Scene Investigations p. 22)

Analysis of Documents Lab

Applies to Standards: Scientific Processes : 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 Physical Science: 5.2.12.A.2 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Your students will be fascinated as they perform both physical and chemical analysis of handwriting materials found at a crime scene. The procedures they will follow cover checking for erasures, abnormal positioning of a signature, use of different inks, and differences in handwriting or typing. It comes with enough materials for six setups and an instruction manual. A UV lamp, required, is available separately.


Examples:Lab- Analysis of Documents Lab Activity from Ward Sciencehttp://wardsci.com

Analysis of Poisons


http://wardsci.com/

Applies to Standards: Scientific Processes : 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 Physical Science: 5.2.12.A.2 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Kemtec Chemical analytical techniques are used to identify over-the-counter drugs and to detect heavy metals in a simulated poisoning. Simulated controlled substances are tested. Students are introduced to qualitative analysis in the interesting context of criminal investigation.

How to Teach It:1. Teach students chapter 9 and 10 in Criminalistics2. Put students in groups.3. Have student's complete lab.

Examples:Lab-Analysis of Drugs and Poisons (from Kemtec Kit)

Crime Scene 3: Drug Bust

Applies to Standards: Scientific Processes : 5.1.12.B.1;5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 Physical Science: 5.2.12.A.2 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: It has been decided that a drug problem exists in the community of Bellehomme. A private academy is raided. Tylorine, a derivative of cocaine, is found. Arrests are made - but so are terrible mistakes. Several individuals are falsely accused - or are they? Your students are charged with performing confirming tests on the evidence already tested by the police's own crime lab. Through handwriting analysis, paper money analysis, chromatography of a suspected drug, urine analysis, and fingerprint examination, your students seek to separate the innocent from the guilty and obtain "better justice through chemistry."

How to Teach It:1. Teach students chapter 9 and I 0 in Criminalislics


2. Put students in groups.3. Have student's complete lab.

Examples:Lab-Crime Scene 3: Drug Bust! (from Sargent Welch)

The Narc Lab

Applies to Standards: Scientific Processes: 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 Physical Science: 5.2.12.A.2 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Simulate the Drug Tests Performed by Forensic Chemists and Medical Laboratories In this unique activity, students follow the Semi-quantitative Enzyme Immunoassay technique used for detecting the presence of alkaloid compounds such as cocaine, PCP, and THC. Students analyze different samples of artificial urine to screen for the presence of cocaine, and achieve fast, visual, easy-to-analyze results. You will get enough materials for 36 tests and instructions.

How to Teach It: I. Teach students chapter 9 and l0 in Criminalistics2. Put students in groups.3. Have student's complete lab.

Examples:Lab-The Narc Lab (from Kit purchased from Ward's)

Both Sides of The Issue: Legalization of Drugs Project

Applies to Standards:


• Scientific Processes: 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1• CCSS.ELA-Literacy: RST.8, W.1, SL.3

Brief Description: Students will write a paper that analyzes whether or not drugs should be legalized. The will take either the pro or con side and have supporting documentation.

How to Teach It:1. Teach students chapter 9 and l0 in Criminalistics2. Give Students assignment.

Examples:Both Sides of the Issue; Legalization of Drugs Project (taken from Forensic Science for High School, p. 165)

Arson AssessmentApplies to Standards: Scientific Processes: 5.1.12.B.1; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 Physical Science: 5.2.12.A.2 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: You will become an expert forensic investigator at the end of this joint exercise. It will be your responsibility to collect and analyze evidence from a crime scene. Your expert analysis of the evidence will determine the significance of the evidence and its role in the crime itself. You are responsible for communicating your findings with other task force experts in your field. Collectively you will determine the value of the evidence and present this information to your police department. As a department, you will give an oral presentation of your evidence and determine what really happenedat the crime scene.



Example:http://projects.edtech.sandi.netlkeamy/forensiclindex.htm

Ballistics LabApplies to Standards: Scientific Processes: 5.1.12.B.1; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 Physical Science: 5.2.12.E.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: This lab is designed to teach students about trajectories involved in firing weapons


Examples:Lab- Mrs. McIntosh goes ballistic (from Glencoe Physics Forensics Science Laboratory Manual, p. 5)

Firearms and Ballistics Assessment

Applies to Standards:• Scientific Processes: 5.1.12.B.1; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3• CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: This unit is designed to combine an introduction to forensic science with two simple investigative lab activities. After reviewing the forensics FAQ Sheet and a list of possible forensic tests, students will solve a mystery using a Gunshot Residue (GSR) Detection Test, Bullet Type Determination Test, and eyewitness testimony. Based on their findings, students will then compose an Investigative Report, in which they must detail their evidence and conclusions. After completion of the reports, the story's epilogue is revealed.


http://projects.edtech.sandi.netlkeamy/forensiclindex.htm


Examples:http:/www.coulttv.comlforensics curriculum unit I.pdf

Simulated Blood TypingApplies to Standards:• Scientific Processes: 5.1.12.B.1; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3• CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: An intriguing yet safe activ1ty to introduce student to blood type analysis. Unravel a mystery using our completely safe, non-biological simulated blood. Student sleuths attempt to solve a crime by matching the blood type of samples found at the "scene" with those of several suspects. Students can actually extract samples from crime scene fabric stained with simulated blood, and analyze them under the microscope to help determine the culprit's identity.

How to Teach It:1. Teach students chapter 12 in Crimina/is/ies2. Put students in groups.3. Have student's complete lab.

Examples:Lab- Simulated Blood Typing: Whodunit Kit (from Sargent-Welch)

Blood Spatter

Applies to Standards: Scientific Processes: 5.1.12.B.1; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 CCSS.ELA-Literacy: RST.3, SL.1


Brief Description: This kit encompasses the specialized technique of blood stain pattern interpretation used in forensic science. Blood Spatter Kit clearly explains the effects of angle, distance, surface texture and surface durometer in spatters. Additional materials cover blood spatter terminology as well as scientific writing skills. Also includes experiment with luminol to show identification procedures for blood.


Examples:Lab- Forensic Blood Spatter Kit (from Kemtec)

Blood Spatter with TI – 84

Applies to Standards: CCSS.ELA-Literacy: WHST.6 CCSS.MTH: F.LE.2; F.LE.3; S.ID.2

Brief Description: In this activity, students graph data to find quantitative relationships and create a standard reference curve for comparison with unknown data. They analyze blood spatters and examine r' values for linear, natural logarithm, quadratic, and power curve fit. They find the curve that best fits the data and use it to determine the height from which blood has dropped.

How to Teach It:1. See the attached PDF file for detailed instructions for this activity2. Print pages 88 - 91 and pages 92-95 from the attached PDFs file for the class3. Print sample data and student work pages

Example:


http://education.ti.com/educationpol1al/activityexchange/activitydetail.do?cid=us&activityid=6305

DNA Web Quest

Applies to Standards: Scientific Processes: 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1, WHST.6

Brief Description: Students will extract onion DNA

How to Teach It:I. Complete anticipatory set as described.2. Divide class into pre-assigned groups of 2-3.3. Escort students to the computer room.4. Explain how to access the web quest electronic handout from the desktop.5. Remind students to save work every 5-10 minutes.6. Establish goals for each day in the computer room. For example, students should complete questions 1-5 on day one and 6-10 on day two.

Examples: http://biotech.biology.arizona.edu/labslMurphyonion.html

DNA ExtractionApplies to Standards: Scientific Processes: 5.1.12.B.1; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Students will extract onion DNA

How to Teach It:


http://biotech.biology.arizona.edu/labslMurphyonion.html

http://education.ti.com/educationpol1al/activityexchange/activitydetail.do?cid=us&activityid=6305

1. Teach students about the basic principles of DNA2. Put students in groups.3. Have student's complete lab.

Examples:http://biotech.biology.arizona.edu/labslMurphy onion.html

DNA FingerprintingApplies to Standards: Scientific Processes: 5.1.12.B.1; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Students will use fictitious DNA fingerprints to determine paternity. They will draw some fictitious DNA and write a story about them.


Example:Lab-Missing Parents: A Lab on DNA Fingerprinting and Paternity (from Crime Scene Investigations, p. 148)

DNA Fingerprinting Virtual Lab

Applies to Standards: Scientific Processes: 5.1.12.B.1; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Students will solve a mystery, a crime of sorts. Solving the mystery involves creating a DNA fingerprint (we'll supply the lab and all necessary materials) and comparing this fingerprint to those of the suspects.


http://biotech.biology.arizona.edu/labslMurphy%20onion.html

How to Teach It:1. Part I: II Takes a Lickln' .2. Part 2: DNA Fingerprinting at the NOVA I,ab3. Part 3: Evaluate the Evidence; Choose the Culprit

Examples:http://www.pbs.org/wgbhlnovalsheppard/analyze.hlm •


DNA Gel ElectrophoresisApplies to Standards: Scientific Processes: 5.1.12.B.1; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 Life Science: 5.3.12.A.2 CCSS.ELA-Literacy: RST.3, 7; SL.1

Brief Description: Students will digest DNA fragments using three different restriction enzymes. They will run DNA gel fragments on elcchophoresis apparatus and analyze the results.

How to Teach It:1. Explain the structure of DNA.2. Understand the significant role of PCR.3. Explain the role of restriction enzymes in molecular biology.4. Understand how gel electrophoresis can be used to separate DNA.5. Analyze and interpret sample results from electrophoresis

Examples:1. Lab-Incriminating Evidence: A Lab on DNA Gel Electrophoresis (from Crime Scene Investigations, p. 151)2. http://www.bergen.orgfESTlYear5/dnaactivity.htm

DNA AssessmentApplies to Standards: Scientific Processes: 5.1.12.B.1; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: A murder has been committed in the high school biology lab. Working in cooperative groups, students are given evidence and interview information. They must perform hair microscopy, blood analysis, chromatography, and DNA fingerprinting to decide which suspect committed the crime.

How to Teach It:1. Day 1


http://www.bergen.orgfESTlYear5/dnaactivity.htm

-Introduce Crime Divide class into cooperative groups Read initial investigative reports and interviews Receive collected evidence (meeting note, hairs, blood, skin cells containing DNA)-Teams prepare flow charts on how they will proceed with investigation

2. Day 2-Return flow chart to students with feedback-Students work at two of four stations:-Ink chromatography, hair microscopy, blood typing, DNA gel electrophoresis

3. Day 3-Students continue to work at stations

4. Day 4Complete lab workTeam writes a report describing what the group thinks happened and why_They must relate conclusions to actual evidence. Tum in report. Clean lab

Example:http://www.accessexcelience.or./AE/ATG/data/released/0157-theasinclair/#intro

Estimating Time Of DeathApplies to Standards: Scientific Processes: 5.1.12.B.1; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: The Maggots from Murders! kit is not merely a single case study or scenario, but an unending series of cases which the instructor can alter from year to year. Even with just one blow fly species, suspects as well as time of death can change by simply changing the life stage or stages recovered from the body, scene, and autopsy .

How to Teach It: Teach students about forensic entomology.Explain how entomology is used in estimating time of deathHave student's complete lab.


Example:Lab-Maggots for Murder (can be purchase from http://www.maggotsfi-ommurders.com!products.htm).

A Lab on Forensic EntomologyApplies to Standards: Scientific Processes: 5.1.12.B.1; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1; 5.1.12.D.3 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Use forensics to teach your students about entomology with this lab activity. Students will first observe and record how various factors influence the development of an insect's life cycle using insects that are collected from a source of pork that you provide. They will then apply this "formation to a crime scene scenario in order to estimate the time of death, if the body was moved, possible suspect/victim interactions by identifying each species, and create a timeline for the sequence of appearance for each species found on the body. The kit comes with a set of 52 forensic insect identification cards, enough materials for eight lab groups, a teacher's guide and student copy masters.

How to Teach It:I. Teach students about forensic entomology.2. Explain how entomology is used in estimating time of death3. Have student's complete lab.

Examples:Lab-Critter's on Cadaver's (from Science Kit)

Bug Web QuestApplies to Standards: Scientific Processes: 5.1.12.A.1, 5.1.12.A.3;5.1.12.B.1; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: WHST.7-9

Brief Description: Students will use research information in order to solve a burglary and murder case. The need to pass a quiz in order to obtain the necessary evidence.


How to Teach It:1. Teach students about forensic entomology.2. Explain how entomology is used in estimating time of death3. Have student's complete web quest.

Example:http://projects.edtech.sandi.netlkeamy/forensic/index.htm

Bones in the Canyon Web Quest

Applies to Standards: Scientific Practice: 5.1.12.A.1, 5.1.12.A.3; 5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: WHST.7-9

Brief Description: Students will use research information in order to solve a burglary and murder case. Students need to pass a quiz in order to obtain the necessary evidence.

How to Teach It:1. Teach students about forensic anthropology.2. Have student's complete web quest.

Examples:http://projects.edtech.sandi.netlkeamy/forensic/index.htm

Sherlock Bones: Identification of Skeletal Remains Lab ActivityApplies to Standards: Scientific Practice: 5.1.12.A.1, 5.1.12.A.3; 5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: This fascinating lab familiarizes students with actual techniques used in forensics to identify and access skeletal indicators. The students will use math and observational skills to analyze the included skeletal remains of an unknown subject. With


http://projects.edtech.sandi.netlkeamy/forensic/index.htm

the help of measuring tools, they will determine the sex, height, race, and approximate age of the skeleton at the time of death. This protocol can be used in conjunction with other skeletal material that you may have available. The activity includes enough materials for four lab groups, numerous reference photos featuring key anatomical structures, a teacher's guide, and student copymaster.

How to Teach It:1. Teach students about forensic anthropology.2. Have student's complete lab.

Examples:Lab - Sherlock Bones: Identification of Skeletal Remains Lab Activity from Science Kit

Wanted - Butch and SundanceApplies to Standards: Scientific Practice: 5.1.12.A.1, 5.1.12.A.3; 5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: To give students an opportunity to see how a forensic anthropologist thinks.

How to Teach It:I. Photocopy and distribute the "Identifying the Skeletons" student handout. Organize students into teams.2. Challenge students to piece together the data to determine which bones might have been the remains of which explorer. Point out that scientist's often must work with inconclusive data. In this case students may find that, based on the information available, some bon~ might be difficult to identify as belonging to a specific individual.

Examples: http://www.pbs.orglwgbh/nova/teachers/activities/2011_butch.html#materials

Digging for the TruthApplies to Standards: Scientific Practice: 5.1.12.A.1, 5.1.12.A.3; 5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1, WHST.2

Brief Description:


http://www.pbs.orglwgbh/nova/teachers/activities/2011_butch.html#materials

In this activity, students simulate digging for forensics evidence at a crime site. Each group is provided with a different medium containing evidence. Students must choose the appropriate tools to use in order to reveal the clues. Then they must be able to determine whether what they've found is relevant to the crime and how it relates.

How to Teach It:I. Preparation: Set up evidence files by placing hair samples from three different people in separate zip-lock plastic bags. Identify each with an index card labeled with one of the suspect's names. Put a small piece of clothing with a partial tag in a zip-lock plastic bag to represent the cloth tom from the suspect during the scuffle. Put a small piece of paper with a partial word written on it with black Sharpie in a separate plastic zip-lock bag. Create three different crime scenes by burying two or three of the evidence items in a plastic container filled with either sand, soil or mud. Create enough of the "crime scenes" for as many groups you will have in class. Gather supplies for one tool kit for each group of students.

2. Introduce the topic by having the students explore the "Gangland Graveyard" Web site at http://www.pbs.org/wnet/secrets/index.html. Allow students to watch the video clips on the FBI forensics dig site.

3. Divide the class into groups of 3-5 students each. Present each group with the scenario. Instruct the groups to use the tools provided to find clues to who stole the homework. Tell them that in order to preserve the integrity of the evidence, they must not use their hands to directly touch the items.

4. Within each group, students should describe each item they find in their particular medium. They should decide if it is usable evidence or not and explain their reasoning. Have them determine if they have enough evidence to prove one of the suspects guilty.

5. Then have groups that explored different media for evidence get together and discuss their findings. Each group should now reassess their findings and decide if they can make a case against any particular suspect. Each group should report to the class. Discuss as a class which group made the best case.

6. For a virtual experience of forensic science, have students complete the interactive "Convict a Mob Boss" which is located on the following page: http://.www.pbs.org/wnet/secrets/index.html

7. Students should complete the activity by writing a summary describing what they've learned about collecting and assessing forensics evidence.


Examples: http://www.pbs.org/wnet/secrets/lessons/lp_gangland.html

Forensic Odontology IApplies to Standards: Scientific Practice: 5.1.12.A.1, 5.1.12.A.3; 5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Teeth not only provide a unique identifier for each person, they also last longer after death than any other physical element. Using the information provided, students will make a cast of their own upper jaw, learn to identify teeth placement, make dental charts, learn the metric analysis of a bite mark, and match dental charts with an unidentified body to provide identification.

How to Teach It:I. Teach students about forensic odontology2. Explain how odontology is used to identify victims3. Have student's complete lab.

Examples:Lab Series -One Bite Out of Crime: Forensic Odontology Kit (made by Kemtec purchased from Ward's)

The Tooth Behind StonehengeApplies to Standards: Scientific Practice: 5.1.12.A.1; 5.1.12.A.3; 5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.1 Earth Science: 5.4.12.B.3 Physical Science: 5.2.12.A.4 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Students are introduced to forensics dentistry and the use of isotope analysis with this lesson plan that investigates the information revealed from isotope concentration found in the tooth enamel of a skeleton from Stonehenge.

How to Teach It: 1. Divide the class into small groups of 3 to 4 students each, Provide each group with 3 to 5 tooth samples--either photographs, casts or actual teeth. Each group should have at least one human sample along with some from animals as well.


http://www.pbs.org/wnet/secrets/lessons/lp_gangland.html

2. Allow students 5 to 10 minutes to record observations and implications about their samples. Discuss their findings in class, using the following questions as guidelines:

a. What organism did your teeth belong to? How could you tell?b, What can you tell about the organism that once had those teeth?c, Can you make guesses about what they ate or how old they were?d, Can you determine where they lived from their teeth?

3. While discussing question d, explain that by examining the chemical composition of tooth enamel, scientists can determine where a person or animal has spent its life, In particular, the scientists look at the quantity and type of oxygen and strontium isotopes found in their enamel. To ensure that students understand the concept of isotopes, review what they know about atomic structure and then direct them to the Web site Isotope-Wikipedia. Students should complete the Understanding Isotopes handout using the information from this site.

4, Introduce students to a real-life application of using isotope information from tooth enamel to help solve a mystery. Direct them to the SECRETS OF THE DEAD Web site about the Murder at Stonehenge. Have students watch the video clips and answer the accompanying questions.

5, After discussing student responses to the video clip questions, explain that Mike Pitts learned that Stonehenge was possibly used as a site for executions during 600 and 700 AD, well after it had been built but apparently not forgotten, Allow students to learn more about the construction of Stonehenge by reading the Background and Clues and Evidence pages from the SECRETS OF THE DEAD website on PBS.org, Encourage them to complete the Explore Stonehenge Interactive and discuss the questions.

Examples: http://www.pbs.org/wnet/secrets/lessons/lp stonehenge,html

Forensic Odontology IIApplies to Standards: Scientific Practice: 5.1.12.A.1, 5.1.8.B.3; 5.1.12.B.2; 5.1.12.B.3; 5.1.12.B.4; 5.1.12.C.1; 5.1.12.C.3; 5.1.12.D.1 CCSS.ELA-Literacy: RST.3, SL.1

Brief Description: Yow will analyze bite marks and use your analyses to solve a mystery


How to Teach It:1. Teach students about forensic odontology2. Explain how odontology is used to identify victims 3. Have student's complete lab.

Examples:Lab-Take a Bite Out of Crime: A lab on Dental Forensics (from Crime Scene Investigation, p. 138)


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