Blood, Sweat, Tears and More ...

John R. Fennimore . .Ir.

Jennifer A_ i lurdy S PI-:r) (j'W2

Dr. Housand/Dr. rogarty Marcil 15, ::010

lid le '-:!;hllul ('ontenl Unit

Definition of Perspective and Subtopic Connection

Perspective IS not merely a definition by the visual sense. It is how we see the world not just with our eyes, but also with our hearts. Our thoughts, feelmgs, and experiences collectively formulale each individual perspective Our background and journey through life shapes what perspective we share with our environment. The differences among us, define the variety of hats that we may wear within our liteume providing students wi1h the opportunities to wear different hats, if only for a short amount of time, broadens the horizons of the student opening up opportunities for self-

gro"ofth and development

Perspective is depicted in our subtopic where students will be able to explore the

world of forensic science from the perspective of a forensic detective. Studenls will wear the hat of a super sleuth to solve a mystery using forensic science techniques Students will be able to complete a senes of activities that allows them to look at forensic science through the lens of a detective Students will also explore how forensic science can look very different. Depending on l.he problem, situation presented, or professional backqround of an individual. forensic science can take many forms The forensic science used when working as a crime scene investigator looks very different from the forensic science used in archeology or anthropology We hope to show how multi-faceted this topic can be. We also hope to show how student perspective can help or compromise an investigation Several indiVidualS are called upon to solve problems within the realm of forensic science II often takes a collective effarl from different professional perspectives to reveal the truth of a mystery. Students will be able to experience different roles and collaboratively bring their own perspectives and Ideas

developed from the unit together.

Points to Ponder

1 Physical evidence cannot be linked 00 e and only one person.

2 EVidence reveals the truth

3 "Law and justice are not always the same" - Gloria Sieinern

4, "Wl1en you have eliminated the impossible, whatever remains, however improbable, mIJS! be the truth" - Sherlock Holmes

5. Forensic science is sometimes accused of being an arm of the prosecution-whose lunction is advocacy, not science

"Ltnical Issues" World of Forensic Science. Ed. K. Lee lemer and Brenda Wilmoth

I erner. Gale Cengage, 2006. eNote_scom. 2006. 14 Feb, 2010

<http: flwww.enotes.com/forensic-sclence/ethica 1- iss ues>

6. T elevj<::;ion and media provide criminals with ideas and tools to escape prosec tion.

7. You are mnocant until proven guilty

Technology Infused Authentic Product

In his unit, students wlll be able to explore the world of forensic science from the pl:'l~peclive of a forensic detective, Students will wear the hal of a super sleuth 10 solve a mystery uSIng forensic science techniques. Students will utilize problem solving and cntica' thinkmg skills to identify and develop solutions to contaminated crime scenes, and reduce the number of people wrongfully convicted of crimes, There are several instances where criminal investigations lack the evidence needed to convict crirnmals of <'I crime, or contaminated crime scenes with lack of forensic tools has, and will continue to cause some instances of wrongful convictions of innocent people. Crime is a real world problem lhat forensic science can help in putting away perpetrators. In some r-ural areas, crime scene investigative units are lacking man-power to support an entire town or City Other real world problems found in archeology and anthropology carl help solve historical mysteries surrounding artifacts and people of the past.

Students will complete a series of activities thai allows them 0 look at forensic science through the lens of a detective, Students will also explore how forensic science looks very different dependmq on the problem, situation presented 01 career. The forcns:c science used when working as a crime scene investigator looks very dittcrent from the turensrc science used in archeology or anthropology, I his unit will primarily focus on the problems within the realm 01 crime scene investigations but will respectively touch briefly on the other areas of forensic science

;-,tllilf'lIt" wll create an mtroduchon to Iorenstc science f;l~ 'I C,lrp.er \IV til the '-10)<011 II ;1 [pfrull ~otC'nlla cr -nir al Justice stUU811tS Irterested In forersic sr 2,C€' 3W "" 1'0;"11 ~t iden:-s 'NIII stress the need for =orellSIG Ir ,1 ned profess anal: Ull foil ... ,)

.: -idc ,'/' .. Mov ,",! Mal.:er or Smash tv\;:ISll TV. Stucenls will choose the 1'1'1-":: .l~ !'led!c I'.' .1 jnl 'l'A \1 deo piouucuon Throughout the unit students will be kRFolny 30e-pclllll' ! II'" ",1, '~',:Ien.\' IDumal that ItJII, 111l;lllrlf! a storyooa-o lUI their mtor-nanon lcurneo dlll II',J

1 I' I.' ';>:'P"II ... , ,:(' SIues1ts will collclbor'llp. Ji'ga1lZ€ arc 'C'V:;p. their StJ"'J'JD~1I I

, , oJ lp,o JS ~r-e',' proqcss -hrough the unit Studef't!" will ere ate <J ',NI~ I ",SII,C

'I .1II11 _;i,1! 11 III por.t their diary entr ies, pDln"S to ponder ~h ouqhts and ideas fur 'N~IV" , ,:.,1.111 Ir,1 viduals Interp.s.ted in science olllJ law Into the world 01 orensrcs. lt'IIS', " 1'1 I ' be "1"-'" V8'1Ue that ~tudentF. will use to col atJuratp on their storyuQcllll f Ian f:.

,_I ,r'II" t ,,;'lp.o 51 rtl1g 01' :lay e-re rtudents tarnuanzi, them~,.,I.'es With 'I '

I 'If I Id will leon I huw 10 post and collaborate LII',liPB with their oeel 'i ~; I .1"1 del t' • 11\1"1" Will .1CCASS the VViki. oostmq what they learn about ,11 ~rR careers at '"rCll;1I " , .-cl)( ,~nd I' 1'1 If',Jlr '!JY Students WI I present their f'nlsr,ed product to II,,_, t-,t,,"!" of til,'

'111'1 ,,,! A': c!epWl'llEP; JI a In:-.<JI :ollege as ,\fell <IS tilE fr:'ens cs oecartrr _"II Cit 1 ,..,

'jl I "Itt" 1'111 f r"" depa11)'enl CI):lluGI wll'l ~11ese CO('lmurllt'r' .... P.i"'/ :::fo dep 11111''0 II, "1;1 I ,.1.1 prcvide st.nlenls With !lllioance during the Gollectior o" ir-forrr a'ron rhlllP::j tt1\_)

, , 'I .men r of their mforrnano: 18 I virlRo, It is our nUJJf' to ~..Ipply studer' 1,-, win I

-", II Ii ',~' II I I v Ith qual ty exoert prol'Js~l()nals in the field lllc',p' pr 11a ";' r"';:;:: ,H( ,

t. ' r v.slual: [,o.SillIC2 to +e studerts <.lli~lli=·flt ::: techrcl0:JY ITIL1St -j j-JOdl :::1

(")uring 1he camp experience, students will also be utilizing several pieces of technological equipment Opportunities will be available to work with photography, interactive id friendly websites, black lights, De Strearninq, and microscopes It is our

goal 10 provide an uthentic forensic science experience- In addition to this goal, we hope to develop a product that is fun, while being valuahle to the career recruitment of

forensic scientists.

Unit Goals.

1. ThR students will demonstrate an understanding of tile history, tech ruuues: and skills needed in forensic science

2. The students will demonstrate an understanding of using investigations, and the process 0 scientific inquiry III forensic science.

Unit Objectives

As a result of the unit, the students will know:

1 \I'Jhat forensic srnence is. how to collect analyze and classify evidence In i nves Ilgal i 0 ns

2 Tne history of forensic science and the significant contributions made to the judicial system throughuul history signifying its importance in scientific Inquiry especially ill

cnrni I1cl1 sr:IIO!nce

3. How deductive reasoning is a skill necessary in narrowing down the possible suspects 1I1rf1ughou1 a case, and what IS involved in cnrne fighting using forensic

SClenr.8

4. Hew analysis classification, and deductive reasoning work together to help us problem solve in forensic science

As a result of this unit, the students will understand that:

~. The connections batween analyz.ing characteristics of objects for claSSificatIOn and the use ul mganizing objects into groups to employ deductive reasoning techniques. sturip.r-ts should not only see III connection betwee these skills, but also be able to distinguish the d iltcrences between analysis classuvinq, and synthesizmq Ideas for problem solvinq III the forensic world

2 Forensic science IS an integral component of fighting Crime, especially In the 21" century

3. rorensic science has <1 long history and IS continuing to progress wilil th? rate of tachnolcqical advances

4. Solving a crime is very tedious work (not as easy as seen on TV), and there is an i-nrnensc (p.~pon5ibillty placed in the hands of forensic scientists

fl.", lesull of ttus urut the students will be able to:

II.lj'-' fOPTIS CC TlflY<':1 ~'rl'll"; an Iyze anu classfv pints by thel jl:,I'" 1 II:;' I \,~

I -'I IC~,

\-,,"1. ,r': f,f'libl .'1<, :; for police aca.t.im 2" ::ollege::;. lJI c,rt=-'" ::'(JL.I:;""

( I ' 11-' ,'-, ,I e"_I'kl II Illf~ benetits of fOff..:II':;1C c.cio<:nce lesealcfl ami the lI'lPom'lll p,,11 It

I' HIIt',I_" svstern fOI III! Iu-'l~, and tbs wloll\o:fllll'l accused ~'I j(·nts ,,/,'

• ,I II, III" r.3 I,., 'I sp>.::clfl':;"llIlIIlS for the field anti '.:'lllph,'lSIZe tne "'~I--'U 11'1 pr::;-cs5IC 11, II',

'I.

I ,'_' ,I Vlll"-' ;:;C:'f1CH iu vJ'1ile eva ,uatlng ano eXp.,llenc 1"19 the r lI]or:-J ,IS en, Ilif-IICI' -J It 1 '1'_ 'lSll sCI.~r'ce analysts

+ I I I ", ,III, Itio'l to the ':;11'211 (,.,',;! Jellil ami vanauons III (",relel to make del I','(!II~' 'II

f , I"' c -v ':H!t1Ce SUI 'I ,-J', 113IK!\\Jrjt ng sarru n. , .mc pr nts

Unit Title: Blood Sweat Tears and More ...

Monday: Hisioncs MysTp.ries

-Students will takp. an in-depth look. at forensic science throughout world history Huw dlfferF'nt periods of history worked with and used forensic science in Grime flghtinrJ Students will SI:.: different techniques Ihroughoul history,

Tuesday: III tile World of Black and White' Fingerp ints & ~ootprinfs

-Stucenls will 18arn ail about the world of fingerprints, fuutprints, and handwr lling siJll1plp.s, They wili look at the history of prints and classification, l hev will collect fingerprints and learn how investigators search for and use the fingerprint in crime tlghting, They will analyze li(indwriting samples <mel footprints to aid III

c: IInp flghtiJ1g

Wednesday: (;SI Crime Scene In\/csti[]Rtors

-Students IJ III use skills learned about forensic science, fingerprints, 01'1<1 handwriting samples, 10 solve a crime that occurred in the classroom Thp.y will use perso al qu stioning from real-life CSI and skills of crime mve: tigation to work as Ult=!y do In rBI, SBI and CSI In local police departments They will also lise chromatography and lip prints to aid in their cruue fighting.

Thursday: Imporlance of Forensic Science

From activities and miorrnation learned, students will create a recruitment video <or oolice acaderrues colleges, or career counselors, Studen swill cxplarn the i mpcrtance of criminal i nvestiqations, ami tell why forensic science is a critical oart of it This will be the cuhrunatmq activity using dally planning actrvities 11 urn rhe week to create the Video on the final day.

John Fenrlimore Jr. Jennifer Hardy

TEMPLAT.E FOR ACADEMICALLY ;R1GOROUS. ENRICHMENT LESSO.N TEMPLATE FOiR FOUR CAMP LESSONS DAY 1

I. DEFINE THE CONtENT

LESSON OBJECTIVE: The student '. Will be able to relate ti"e current state of forensic ',1 I('rlao' 10 how I; hes bee-i bL. .lte nd adapted I [II oug hou: wo rid history. How different periods of history worked wlith a nd used forensic science in crime fig ht ing. Stud ents will use different tecnnlques used in cr rue ',Le·le mvest.qeuor throughout history.

II. PREPLA·N'NING:BEGIN WITtl THE .END IN MIND
A. WHAt IS WORTH KNOWlNG? IT IS WORTH KNOWING WHlRE THE IDEAS. TECHNIQUES ANO STRAl'EGIE:S USED IN TODAY'S FORHISIC
SCIENCE ORIGINATED FROM AND HOW THn tlllo.\lE CHArJGFD AS THE WORLO GAINED .MORE KNOWLEDGE AND
(THINK ABOUT THE CONTENT YOU TECHNOLOGY TO HELP FORENSlC SCIENCE.
HAVE SELECTED. WHAT IS
IMPORTANT FOR STUDENTS. TO lHE STUDE'lTS SHOULD [ll ACilc TO IOFNTI FY KEY '1m-1EtITS IN FOPBISIC SCIENCE.
KNOW?)
rr IS IMPORTANT ~OR STlJDE'NTS TOKNQW THAT FORENSIC SClErKE HAS elEEN AROUND TOR CEN,TURfES AND
B. WHAT IS IMPORTANT FOR IS AN EVER-CHANGING ~ORM OF SC1ENCE THAT UPDATES 1\1'10 I~ATURES AS r,EW DISCOVERIES m SCIENCF AN'D
STUDENTS TO KNOW AND 00"1' TECHNOLOGY ARE MADE. As A RESUI T OF THE LESSON, STIJDENTS WILL BE ABLE TO KNOW KEV I:VENTS AND
(DEFINE WHAT STUDENTS SHOULD SlGNIFlCA,ln MILESTONES 11\ I O~ tr~5:r SClFNCE TO RELATE HOW r.rm WHERE THIS FIELD OF SOUlell
I ,BEA'BL£ TO DO AS A RESULT OF O<UGINA"TED FROI'. BETHR.
YOUR. LESSON.)
STU DENTS 5 IIOU LD HAVf AN UN DERSTAN DII'lG THIIT FOR E 'IS rc SCIENCE HAS CO ME A LONG WAY TH ROUGHOUT
C. Wt"lAT A.RE THE ENDURlNG HISTORY TO WHA·r THEY SEF ON TELEVISION. THERE WERE ~lANY MILCESTONES IN A LONG flMEUNE ,ENGULFED
UN[I·E,RSTANDINGS THAT5TUOENTS WITH ADVMKES m 5CJE'ICE A~m TECHfIOLOGY. T:11S COrlC::PT 15 lI'lPOJHAtH °OR nr[ SI UlJtNTS TO
SHOULD TAt<E AWAY FROM THE UNDERsTAND 6EClI.USE HAVIr.::; AN AP~l{l<.rll. -ION CF FORENSIC SCIENCE liND • ... ·HERE TrlE FI ::LD IS GOI'It;
I LESSON? (DEF! III E THE BIG IDEAS.) WELL [NFLJEI\CE THE STUDENTS TO TAKl "'A'~~,lllrJ :rJ T~'E SU6JEC"". ~nLL !::l~EDS SOME WORK. III. PLANNING

I'J II" : 'j J r j r~ ... (~" r Ar~ T ro {rJOW i\ SOUT FORENSIC SC I ErlCe T -t I SIS DP! 'llllrj W 11l:~ E fJOFS FOREN SICS STEM FRO ~1' THlS~S STL.L K NOWLEC_GL llA'.,Ll) .

,'iHY ." FORE";!C SCIENCE rr~PC";TlI.I.T IN TODJI· .. ·S SOCl[T{?=T':'c'-'Il_,,'._,_I'!.'-.I'I, .... F_I"-C.,_,C"',O"'O"-'D":;.:....... _j

I B.EsSENTIAL QUEsnONS:

.. (ON.E OVERARCHING II.NO ONE OR MORE TOPICAL)

L-_

c. AsseSSMENT: (PERFORMANCE TASK)

D. CONTENT:

(OUTLINE TllE CONTENT YOU WILL TEACH)

WHAT DO fOU Trll'JK IS THE MAJOR CONTRIBUTION TO FORENSIC SCIENCE TIIROUGIIUUI HI510Ry7 QPI'1I0" I\!Q NOT ",E(llL'" ESSENT:AL.

1. SCIENCE

2. FORMATIVE ASSESS~lENT OF DAILY REFLECTIONS AND UNOER5T .... NQ[~JGS T.AKU< I RO~I rHE 1 FSSOIliS INTERACTIVE FORer~s!C OTEBOOK

3. QUALITATIVe EXPRESSION OF IDEAS AND COlLABORATlmJ WITHIN THE TASKFORC[ (;RUU~ lOR A [J;>,ILY ENTRY TO THE WIKI CONCERNING THE TOPlC OF STUDY AND DEPTH OF IJNDERSTAr~D1NG

Without question, the field of forensic science has come a very long way since Its recorded beginni ngs in the 7005, when the Chinese used fi ngerpnnts to establish the identity of documents and clay sculptures,

This field Is one of the few areas of law enforcement where science, technology and crrrnesolving meet, This combination supports the Theory of Transfer: "When two objects meet, some evidence of that meeting can later be fOlJnd and verified.'

A few Significant advances occurred in the years prior to HWO. In 1248, a book, Hsi DuanYu (the Washing Away of Wrongs) published by the Chinese, described how to distingUish drowning from strangulation. It was the firsl recorded application of medical knowledge to the solution of crime. In 1609, the first treatise on systematic document exa m matron was published in France. Then in 1784, one of the first documented uses of physical matching saw an Englishman convicted of murder based on the tom edge of a wad of newspaper in a pistol that matched a piece remaining In his pocket.

In the 18005 the field of forensic science saw s bstantial progress. The century saw:

the first reco ded use of questioned document analysis;

the development of tests for the presence of blood in a forensic context: a bullet comparison used to catch a murderer;

the first use of toxicology (arsenic detection) in a jury trial;

t e development of the first crystal test for hemoglobin using hemin crystals; tile development of a pre sum ptive test for blood:

I he first use of photogra phy for the identification of criminals and documentation of cvid cnce and cri III e scenes i

the first rncor ded u'>e of fingerprints to solve a crime, and developrrwnt of I he fi rst icroscope with a comparison bridge.

L. F~o~r'.::e=!n.!.os~ic~s~c!!i(':.!n!!c;.!::.e was significantly 2 lied In IB8t! when doctors in London En land were

I allowed to exarnlne the victims of Jack 1 he Ripper for wound patterns.

Carly forensic specialists were self-taugllL There were no specral schools, u iverslty courses or formal training. The establlshmcnt of d fore sic science curricula in 1902 by Swiss Professor R. A. Reiss at the University of Lausanne, SWitzerland, was one of the fi rst steps towards establishing forensic science as an academic discipli ne.

It wasn't until t e early 1930s that universities began offenng co rses and degrees in crirrunaltstlcs and police science. tn 1950, the (Jniversitv of cenrorrua at Berkeley established one of the first academic departments of crtrntnnloqv/crirninahstics, and the American Academy of =orensic Science (AAFS) was formed in Chicago.

Almost every year in the 1900s recorded an advance in the rield. This century saw the:

Establishment of t e popular practice of using the comparison microscope for bu lIet comparison In the 1920s;

Development of the absorption-inhibition ABO blood typing technique in 1931; Inventron of the first interference contrast microscope in 1935 by Dutch physicist Frits Zernike (for which he received the Nobel Prize 111 1953);

Development of the chemilummescent reagent lu mlnol as Ll presumptive lesl for blood;

Study of voiceprint identification i

Invention of the Breatllalyzer for field sobriety tests;

Use of the heated headspace sampling technique for collecting arson evidence; Development of the scanninq electron microscope with electron dispersive X ray technology;

Identification of the polymorphic nature of red cells; Enactment of the Federal Rule of Evidence (1975);

Evaluation of the gas ch romatograph and the mass spectrometer for forensic purposes, and

Development of the polymerase chain reaction (peR) technique fOI' clrrucal and forensic applications.

The 1980s ended wltli a few DNA firsts: the use of D A to solve a crime 311d exonerate an Innocent suspect. In 1986, and, in 1987. the introduction of DNA profiling in lhe U,S. A criminal court case in which the adrmssrblntv of DNA was seriously challcngerl set in motion a string of event s that culminated In a call for certification, accreditation, standardl-ation

cllld quality coni rcl guidelliles for both DNA laboratories and the general forensir: communi ly.

E. HOOK:

(DE'SCA:IB'EHOW YOU WIll GRAil STUDENTS' ATTENTION.)

F. [NSTRUCTlON:

{TEl..cL, STEP-BY-STEP, WHAT YOU WILL DO.)

I In 1994, the DNA Databank leqislation was enacted .By the end of the decade, significant prog ress had been made in. the utllization of DNA analyses in casework In the State Pol ice laboratory System.

The science of forensics is now recognized as a entree I ingredient In law enforcement and the solution of crimes. Protccting a crime scene from contamination and gathering and mterpretrnq evidence accurately have become some of the most critical ingredients In cnrnesolving.

As a result, advances In technology are being applied to the fi nite and exacting field of torensic science, a field in which technical competency is achieved only by the synthesis of a number of factors, including training, experience, supervision, continuing education, proftciencyand an appreciation of Scientific methods and protocols projected against a backqround of stringent professional ethics.

Now that we are in the 21st century, rorenslc science must continue to develop and mature.

In recent years, the blend of science and technology has enabled police to solve many crimes that once would have been considered beyond resolution.

HTTP;/ /WWW.TROOPEI<5.STAIE.NY.US/FORlN SlC_SCl F NCE/FoRENSIC_SC!:ErKE_H lSTORY I IN FORMATIO N FOR II MEl] JIlE' HTTP://WWW . FOR FNSICDNA, cor~/T! ~'ELl NED 207 02. PDF

To SOLVE A CRIME, QNEMUST KNOW WHERE' THFSE TECHNIQUES SEEN ON CSI COME FRor~ IN TIlt WORLDS TlI'1ELINE Of FORENSIC SCIENCE. WE \,VLl SHOW A BRIEF CUP FROH CSI VOU ~'liST JDEIHIFi' IVI-[ell CLJ~ AND (LEAF, TI1:S Winl OR. O'CCr-tNOR IN VUUII I 1'1.111 c .. lA~I1SS10N OF ThE UNIT FOR CQ.VRS;' -#4. TO HOOK TH'El R INTEREST IN LEARNING ABOUT IN TilE IN '5 AND OUT'S OF TH E TASK THAT LIES BEFORE THE~'. THIS 15 Jrj T>!E HOPES TH.',T STUDENT" ALREADY HA'JL I>N INrEREc,T 114 I EARNI!'.G A30UT FORENSIC SCIENCE .11'10 '''_'!UH T:J LEARN MORE ABOUT HIE HISTORY ANll PRU(~SS ~JFFrJPD -:-0 i\~;DW 'IIIHER: FORENS:CS !S TODAY.

1. SruDENTS W!L VIEW THE ENTIRE., 'lEllrll Ir .... NUOUT YOII Vj :olE AC.~ED TO BEV1S~ nilS. THE HANDOl,.! THAT Y:JlI PRESeNTED O'l;IGUV,LLI' WAS TCO lOrl~~ CR[ATeU WITH ,o,LL EVENTS !N FORENSIC SCIENCE H15TOR". How 1Y1~L Y..Q..I.L.llA(.H THIS'

2, TH EY WILL USE 0 E DUcnVE REASO NIN G SKI LL5 TO lDl N III 'I MAJ OR EVENTS FO R -H EIR TI M ELmES. Tr IS "KTI""TlI BE DETEFH·lINED BY TL[EIR OWN REAS:JNINS or, 'VIIAI IHEY oeo. AI1.E TKE r"II\:Ofl ".'ErnS LEI>,OWG IN T:J I OJI ,o,Y''C °ORE'ISl:: SOErKE.

3. To fI~GII TIiE LESSON, -IIINDS-Oh INS R.UCT10N WILL III C,JVEII. ON HOW TO LSE nlE MAJOR COl" ~ON FNTS o F ~10111 E '1MER,

-II~PO R TI NG PI CTURES

-RECORD_'IG SOUND (REATlN" TEXT SLIDES

-ADOING COPYRIGHT FREE r~usiC

-PUBllSHING r~OV1E

3, USlNGMOVIEHAKER, THEY 'I\'ILL TAKE THE MAJOR eVENTS THFY CHOSE FRO!-I ~!-E ErHJRE TlMELH·IE ,Arm PUT THEr~ INTO I>. ~IOVJE. STUDENTS WILL FIND PICTURE R[PRI:StNTATm~rs FOR EACH EVENT liND ADD VOICF/SDurro TO COMPLEMENT THE 140VIE. T ~E VOlCES FOR LAU I '.>LlI) WIll liII\LUDE r...rr :)(PLI>.IlATlON OF VlII~' HE', FEFI THE' ~VFNT IS A MAJOR CONTPIBunOIl TO FORENSICS. As o'I'll H THE :)~l\,TNAI C:;LJBM:SS;~)tJ. I "'~I Nt> I SURo THAT r'lnvIEr"lil,(ER IS THE BEST TOOL FOP. -!-IS.

4. TEXT SUDFS AND TEXT ON FRAMES WILL BE ADDEO WITH HIFORMATlorr ABOUT EACH OF TH~ w .. JOR

DA.l tS. THEY Will lJSE TEXT AND STILL PICTURES TO IDENTIFY THE LAND~IAR1( EVENTS THFY HAVE CHOSEN. 5. THE VWE'D WILL BE POSTED ON '/IDDLER IN ORDER FOR THE STUDL~r I S 10 ADD COMMENTS ON WHY TrlEY FEEL THE EVE~JT 15 ';J IGNll ICANT AND REVIEW THE On~ER STUDENTS' VIDeos I HAT WILl_ APpeAR DURING THE PLAYING OF THE MOVIe,

5. AT THE END 01 I !: RFATION OF THE TII~ELlNES, STUDENTS WI l BE INTRODUCED HJ I HI:IK WIKI. EVERY DAY DURING TH[ WttK I HF STUDENTS W!U WRITE ABOUT THEIR EXPERIENCES AND .,.IIIA 1 lillY L£.ARNEO, THESE W!L ElE US[O 10 CREATE THE STORY BOARD FOR THE]R INFOR~IATlONAL RECRUlT!4[N! VIULO A5 THEIR FlNAl PRODUCT.

I--

You HAVE MADE SOME REVISIONS, BUT I THINK YOU STILL NEED TO IRON DOWN MORE OF THE SPECIFICS. CREATE A NEW HANDOUT, IDENTIFY THE VIDEO, CLEAR IT WITH DR. 0, AND THINK ABOUT WHY YOU ARE USING MOVIE MAKER.

ORIGINAL 1B REVISED 20.5

-

1. Define the Content I

lesson Objective: At the conclusion of the lesson students will invent a classification system by analyzing and organizing data for problem solving.

TEMPLATE FOR ACADEMICAUY .RIGOROUS ENRICHMENT LeSSON TEMPLATE FOR FOUR CAMP LESSONS DAY 2

II. Preplanning. Begin with the End in Mind
Students will know that,
A. What Is worth knowing?
(Think about the content you It is worth knowing, the importance of classification and its uses in the real world.
have selected. What is Classification is a tool and skill necessary for a variety of areas in crime fighting_
important for students to Classification is useful in analyzing fing,erprinting, tire trecks, I ootpnnts fore n sic
kI10W?) chemistry, DNA analysis, suspect descriptions. blood spatter, ballistics, and forgery.
B. What is Important for Students will know how to analyze and classify objects by their distinguishing
students to know and do? characteristics. Students should be able to pay close attention to the smallest detail
CDefi ne what students should be and variations In order to make decisions on classification of objects such as
able to do as a result of YOLIT fingerprint samples.
lesson.)
Students should understand the connections between analyzing characteristics of
objects for classification and the use of organizing objects into groups to employ
deductive reasoni ng techn iques. Students should not only see the connection
C. What are the endurlnq between these skills but also be able to distinguish the differences between analysis,
u nd erstan ding, 5 that stu dents class ifying" and synthe siz i n 9 ideas for problem solving. All of these tl-inking
shou I d take away from the
lesson? (Define the big idees) proccssr s ':UP ?SSf'ntral to Forensic Science a nd solvi ng 11 vstcr i cs. A largE' pa rt of
our societal problems neve to do wilh lindinq t'lP t'-uth whet ... er crtrnnal activity is
lr.volved or ,ol. TI1('Sf' brg Ideas are tr e vehicle "or U"I€ continuous 5('errUl I.-II
answers, , III. Planning

B. Essential Questions:

(One overarch ing and one or more lopical)

C. Assessment: (Performance Task)

D. Content:

(Outline th€ content you will teach)

,

What Is classification and its uses in Forensic Science?

How do scientists use analysis to test hypothesis?

How does analysis, classification and deductive reasoning work together help us problem solve?

What is deductive reasoning?

How would we nvent a way to clcl5~ify prints and evidence?

How du Forensic ~oentlsts help vindicate tne wrongfully accused?

Students will use their clesslflcatton system that they have created to identify different types of fingerprints. Each group must give a reason why they chose the specific fingerprint based upon the evidence given In their presentation. The presentation of the classification syste m wi II be included in the students' assessment. Students will also be assessed informally based upon how well they demonstrate their ability to participate in the lesson. As a follow up assessment to the lesson, students and teacher will chart responses to the essential questions to post in the classroom.

Rubric © Excellent © Satisfactory ® Need some work

Student was able to develop an organized system for classification. Student was able to analyze different characteristics of fingerprints. Student was able to compare and contrast fingerprinl sarnptes.

Student was able to combine and eliminate elements through deductive reasoning. Student was able to follow time line activity.

Student was able to follow the steps in lifting fingerprint samples.

Students will learn ...

1. What is forensic science?

2. How forensic scientists collect print samples.

3. How forensic scientists analyze print and handwriting samples.

4. How forensic scientists classlfv print samples.

5. How forensic scientists compare and contrast print and handwriting samples.

6. How deductive reasoning is utilized to narrow down the possible suspects rhroughout the lesson.

-

vocabulary i.sed and posted Mound tile room throughout the week:

uectvtoscopv is tr-e study of finqcr unnt identifICatiOn,

Polite illvestlgator" are experts r co leeting "dactvlocrarr s". olt'c .... ISp krown as tinge -pri Its

Ridgeology: The study of t've uniqueness of friction ridge structures and their use for personal identification,

Alibi- A pea n-Icrcd ny an accused person not having been at the ::.lI~ne of the cr lint'> Clue- something that appears :0 hive informa:ion toward solvinq tne crime Deduction- Collecting the facts and drawing a possrnle conclusion

Evidence- Someone 01" something "chat proves who co m mittcd the c: irne.

Red Herring- A false lead that throws the investigator off track

Sleuth An invcsuqator or detective

Suspects- People vho appear to have motive to have committed the crime Wlless- Person whu has personal krowledge about the crime. Cvancacrvlate-Method which scientists use to make invisible prints, visible. Students will learn that fingerprints are produced from sweat and other body oils m lxcd with d irt that sticks to objects leaving a print bch ind.

Prints you can see with the naked eve are vistbla pnnts. Invisible orints are referenced as latent pr n s.

Most fingerprints are etent prints,

A third type of prir L is a plastic print. A plastic print is a print that Ir~dVCS an impression on objects such as soap or clay.

There are three basic types of fil-Iqerpnnts: the arch, the whorl and the loop.

• Arch patterns have tines that start at one side of the print and then rise toward the center of the pri n: and leave 011 tbe other side of the print. \'\tho' patt 'm., ave many o-cres that do not leave either sicc vi the pr nl

• t.ooo patterns have I n es that s:art on one :,1(11" of the pnnt anc then rise toward the center (if the pr nt and leave on the same side of the orint they start em

hItp : / / scierccspu L. n etl M ediafF rn sSe e 'lee/ I a'Centp ri nrs. ppt;,!:3

E. Hook:

(Describe how you will grab students' attention. )

F, Instruction:

(Tell, step-by-step, what you will do.)

I:adi student is a member of a Forensic Tasktcrr s team. students are presented with a crime scene SL -nar 10 that will be so ved over the course of the carnp ppriod. The groups of participants will ra-ne their Tuskto«:c team. ThE class reads the r crrne scena- 0 case file' "Tell students Ihal Lunrry t1e next 'e'll cays they ,yililry to sc V€ a "<-rim,,' that took place n the classroom, r,1ilke I[ F!(>oIr l o students tne; thrs 15 a srmulanoc of a r.ruue, not an actual event that tocx olace Tel them the sIcrv uelow, (Feel free to embellish 11t(~ stcr y, but stick to the baSIC elements of the crtrnc.)

Lasi C]iylll, a crirre was conmittec in our classroom. Someone rd'I"dcked the teacher's desk, ~hrow'nlJ <upplles on the tloor and taklrg some money hidden in nru- of the drawers We have been lUCKY enouqn III YdU1E'1 evidence from the scene of the cr+ne, whiGh includes a fingerprint, a hair sarnnlr, -ind d lhread trorn an article of clothing, The evidencr t'<1~. been placed In a plastic ban. Now it is up 1.0 all ot IJS to try to solv€ the crime" (Discowry Education. 2010 )Ok, thi<> 15 much Iwller. Good find. I']IS tvP€ of hook night actually work better 011 Day 1. I 'lav€ some' concerTI!. about the C::il Vide:> at camp

There is c footprint ound with various pieces 0' evidence that need to be examined for flnqcrprinl,s. Can tha science of fingerprint, shoe print, arid handwriting classification and its analysis be employed to no; just convict the guilty, but also save the innocent [rum wrongful prosecution? aefore students arc presented with the fingerprint, they must become knowledqeablc III collertlllg and analyzing samples of evicence for classification.

1. Present students with a staged crime scene as described d~JUVe and Taskforce teams will collect the evlcence to bring back to tile lab. Studems will Arst work with a piCll' of evidpnr.e that may have an tnvisbie fingerprint on It. Students Will have to wait for their Ftngerprirt to bccum= visible by using a technique ca led Cvar-oacryletc. TaskfnrC:Fc; wi I take tr.etr object and use the Cvanoacrv al, ' method to make invisible prints Visible by u,;ing "llIl1P~ frorr substa rices (like su per glue) wh ich reacl w Il'1 the Oils and dirt that rna ke up a

print by tu rn n 9 the [11 :1 r halkv white.

-

rldtl_' d piece nf pVldence ir a jar and add supe - glue to the pclr 's lid ,OJrlll III ebout J 0 min. during '[he lesson sn.dents will ~L"" the finqel-pnnt evrdence appear.

F rvlING TEeI I lQUESSUPER GLUE (Cyanoacrylate]

• Devek ,p~ latent print IUI'HtdlJ c white c lo: prim

l:k,~ utilized un nonj1\)H)US items or

rh) <jc;ll evidence

White ridl'c detail is enhance ily mui stu rc

• Comrust of prim improved by ;'pplicilillil of dyes or powder-

PHYSICAL TECHNIQUES:

PO\VOERS

Tl1<' nld':"1 lJ nd iell" ~lrh:~ti"HtJ !IIei I" • l,n 1,.:0 r ; print» 511,,1.1<1 be r~'m.)J 'I) used ... ~ n_,n-r,'r "', ·n tl rial

fl,,~! when used in \,;llnjunui r: , ..• rth Super [du<; Fuming li: Over ..,5':'(, pi flngcrprinis ,j':\"l,I"""" I

by lhb merlunl

There arc rrl<.my WdV~' 0' rlf"veloplng flng erprints, below Is one experiment that uses iodrne as a method of developing fingerprints. A coff ee @f'r lakf'll from the suspect's qarbnqc needs Lo be tf'stf'd for possible fngerprints.

You will need' filter pacer: a paper r hp: iodine crystals; st- ng; ;ar

G, I"'a<e a f ngerprint on a smal oece of filter pape by f rrnlv pressinc down,

b. Take a paper clip with a piece of string artacheo to il and (I P this on to the rilt"er paper, Place a few iodire crystals un I hI' bottom of a screw top jar.

c. Hang the paper clip and filter paper inside Ule la' and pur the lid on tight y trapolno the string out the side of the lal ane suspe idmq the paperclip and filter paper.

d. Aft.er abo.it rr-n minutes, the iodine will develop the print on the filter paper and the image should De clear enough to p otoqraph.

Alternately, fhgerprinls can also be easily revealed by brushing a fingerprimed surface with iron filings or lifting It from a surface v,ilh dcHICSIVP tape - ne-ther require 'developing'

Har cout:

Late nt Fi n gerprints Experiment

There are rnanv ways of developing finqerorints, be I O','v is one experiment that uses iodine .. llS a method of developing fingerprims.

You will need' titter paper: a paper rtip ; iodire crystals; string; jar

1. ['-lake a fingerprint on a small piece of filter paper by firmly pressing down.

2, Take a paper clip with a piece of strinr; attached to It and clip this on to the filter paper. Piace OJ few iodine crystals en the bottom of a screw top jar.

J. Hang the paper clip and filler paper inside the jar and put the lid on tightly trapping the string out the side 01 the jar and suspending the paperclip and filter paper.

3. After about ten minutes, the Iodine will develop the print on the filter paper and the image should be clear enouqh to photograph.

Alternately, fi nge rprl nts can a Iso be easi Iy revca led by brushi ng a fmgerprinted surface with iron filings or lifting it lrorn a surface WI h adhesive tape - neither require 'developing',

Ilt1Q: //library ,thinkguest.org/04oct/00206/i experi ments. htm #chrom

While waiting for the prints to appear the students ',\1111 continue on with activities numbe r two arid U'r('P.

2. Students will have an overview of the ctifferenl aspects of forensic science by viewi'l9 a brief United SI.reaminq Video.

http://Dlayer.dlscoveryedueat·Q 1. com! In d ex. cfm?g u idAsscUd = 1 7 3lJ I lfid4 - 98a 2- 4091-8389-

B04p995c5aY2.&productcode -= US&CrID-79402.5&CFTOKEN = 28D5407tl

The content is for grades 6 12. The content and segmerts of the video will be face-to-face lnst: urtion that will support the students' expe rments with evidence analvsrs. Tile segment is five min. a tota of what?

It seems that you have dn aoundanre of material for this day. I WOJd suggest Lhn ... about hov, the CQ,tent from thiS day COJ1d be spl t over ddY_s 1 <lnd /. The

k cis are going to be Much mc-c interested in ttl <", If'sc;on :hat in looking at a lengthy hancuul ilnrl t'-ansfernng nformatiou1iQ rnovrernake-. ]f you n2c1lly WdrlL thp-m to create a ti:]Jt;'.line use the activity h tr c red ,>Lcp for that Siln-e Rl!IPose.

3. Specific attention is devoted to fingerprinting and its historical timellne. The teacher qives students fact cards pertaininq to the historical events surround inq

I fingerprinting and its uses. The teacher posts dates of the timeline sequentially around the room. Students will predict which date correlates with their given fact. Students move around the room and stand where they tnlnk their fact belongs.

Facts are color-coded and the teacher then reveals the appropriate dates that belong with which color. Students post their facts on the walls and then proceed to do a gallery tvpe walk around the room to read the giant timeline. The time lin _ helps to build student schema on the topic they will be engaging rn.

4. Teacher demonstrates how to 11ft fingerprint samples on the document camera. Using a scrap sheet of paper, the teacher or volunteer SCribbles a solid black dot the size of a quarter using his or her pencil. Then the teacher uses a volunteer and rubs their thumb across the penciled scribble, making their thumb gray with I ad. The teacher takes a clear thumb size piece of scotch tape and applies it to the thumb. The teacher lifts the tape off the thumb, and places It on a data collection chart that

UlP students create in their interactive foren sic science notebook. he fingerprint

should be easily visible with the n ked eye.

S. Students will collaborate with a partner and proceed to gather' and collect fingerprints from each digit on tile right hand of heir partner. Stude 'Its will have a choice of lead or nk after testing the qualitv of each substance.

6. Once the tables are complete, students will work together in groups using magnifying glasses to diSCUSS and chart the slmllarltles and differences among their fingerprint patterns of the thumb and pointer hnqer on chart paper.

7. Students will brainstorm, drsrusc;mg ways to organize their fingerprint data on chart paper. The cha-t paper serves as a large outlet for al of thrparticipants to access at the ~a me ~i'l1E fOI· students to pia n .hetr iceas for the classlficet.nn system they will develop.

8. Students will then, invent a way to orqanize and classify their data collected.

9. Students Will pn='sent their fingerprint classification system to the other task force groups throuqt' the class wiki, wetpalnt.corn

lO.Students wi I view the .wo-rninute PowaPoint highlighting the Key Ideas n inqerpr lilt ng analysis and c assification.

l1.Students wl I t-ansrno-i to the ncxl analysrs and class ficafol par-Jon of the class usrrg d ~.rl!E' prod touid at tne scene of the cr me. Students wt I "lldO{C a mold of :he accused shoe, cornea-e. and contrast rllf' suspect shoe with tne shoe found at the scene. Sllldprrl<; Will make a cast mold out of the shoes n question: Materials needed are a shallow lid (Snoc Box Lid}. PI.~st(·r of Pans, Students w II pour alreadv prepur cd Plaster Pans rn a shoe box lid and cast a

-nold of the suspr-cts ShCiP to co-ripa-e to the one fourd at the scene of the crime. Stuaents will con-pare the mold to Ul'! prrure of pnr-t taken at the scene of the U rill'. DrVlng time will be approxtmatelv one dav. On ddY three c,tudents will be able to finalize their conclusions durrr.q tre CSI lab lesson.

12.Students will transitio-i lo tile las: lab analysis session where students wil be presented WItt" 10 d Fere'lt 'r'(ng sarrp es :one written l .. we by -Iw varne pe-S01) Students will recorc findings 111 ttli'll Interactive forensic sc e-ice journal

StlJdp.nts will then jour-val their thought in their inleractive r-orens!c Science

-iotebook.

!. 3, III dentifying the cr+ntnal or victim :here must be juslif iration and r=asor irg bemr-d treir thinking. The tasklorre team must be able to point out on the projection of the dislinglllsi-llng marks [hat dete--nine bevono a reasonable doubt that they know who the criminal is on the document camera,

14.Students will work on their sl orvboard for the fiiming of [heir C. 5, I culminating project on Thursday. S:oryboard co labcreuo-i will he provided and accessible on the c ass Wlkl. Students wi I conslde- the followi"'lg questions La ponder when collaborating on the CSI C<HTlp Wiki. "HO'A' i "TH101:ant IS technology to detectives? C,iIl detectives do an effective Job usinq the same tools you used, or must they use more- ';orhi"tlcated tools' Give reasons to support your Ideas."( tnscoverv Education, 2010)

ORIGINAL 20,S REVISED 22.75

TEMPLATE FOR; AC.ADEMICAI..'I..Y RIG,OROUS ENRICHM'ENT LeSSON TEMPLATE fOR FOUR CAMP LESSONS DAY 3

I. DEFINE THE CONTENT

lESSON OBJECTIVE; SrUOE'iTS wru USE SKILLS LEARNCO ABOUT FOR~~SIC SCIENCE TO SOLVE A CRJME THAT OCCURRED ,r~ THF (I ASSROOM. THEY WILL USE FERSONAL QUEST!ONING FROM RE.AL-Lj FE C51 AND 5K:US OF CRIME I~VESTIGAnON TO WORK AS THEY DO IN FBI, 56!, AND CST IN LOCAL P::JLlCE OEPARIMuns_ THEY WILL ALSO US'E CHROMATOGRAPHY ArJLl LIP PRINTS TO AJD If< THEIR CRIf' E FIGHTING. STUDENTS WILL CO', I FCT EVIDENCE AN 0 UTILI ZE M lCRUSCOPFS TO "'riAL YZ ~ HAIR AN D FIBERS rouse AT lilL seEN E 0 F A en] ~lE, STUDENTS WILL I NTERACT AND LCARf, ABOUT THF VAllIE AND PROCESS OF DNA reSTING. STUDENTS wru CmJ,SOLlDATiE AL._ F1NUlNGS MW ~lAI(E A DECJS!Qt, ON TH'E rrmOCENCE OF THE ACCUSt[:, Yew WFRC 6S_"&P ro ~.EV!5[ T U':o.

A. WHAT IS WORTH KNOWING? (THINK ABOUT THE CONTENT YOU HAVE SELECTED. W,ftAT IS IMPORTANT FOR STUDENTS to KNOW?)

U. PREPLANN'ING: B'EGIN WlTH THE END IN MIND

------,------------------

IT IS WORTH KNOWlNG THAT THF c.s, I. 'EFFECT ON SOCIEl'I CAN HAVE A POSlTlVt AND NFGATlVE IMP.'Icr ON THE Fl ELD OF CRIMINOLOGY. A(~"m. rLEAS~ CI../lf\IFY THLS STATEr~HJT,

IT 15 IMPORTANT I OUNDE'RSTAND THA,T CHEMISTRY IS NJ ItJTEGRAL PAR1 or StVER},1 FIFI os OF FORENSICS.

8. WHAT IS IMPORTANT FOIR STUDENTS TO KNOW AHD DO? (DEFINE WHAT STUDENTS SHOULD SE ABLE TO 00 AS It RESULT OF YOUR LESSON.)

C. WHAT AR'E THE ENDURING

fpR08LHl SOLVING IS.1i, PROCESS IrAI MAl' HAVE VARIOUS RFSIJl IS DEPENDING ON ::XII:t<NAl Ar~D

STUDe NTS SHOULD KfWW TilL SCI F NTl FTC M ETHO D AND HOW TO TEST A HYPOTHESIS, 51 UDErJTS <;.HOlJ LD BE liSLE TO MAK E OfT AILED OSSERVA liONS OF [HANGES DUR~NG AN li'/VESTI GATION AN 0 TO EMPLO'I 1 H F PROfESS OF ELiM INATION. STUDENTS WILL BE ABLL 10 EXPFRIHIr.. SETBACKS DUE TO A D: STRACTER AND AOJu;.l " ~LA 'I OF ACTION TO ARRIVE AT A SOLUT[ON. STUl)UIIS WILL AF liSLE TO APPLY !lASIC PRINCJoUS OF CHEMIS I RY !O

... r.ALYZE E\ilDENCE I\T A CRIME SCENE.

UNDERSTANDINGS TIlAT STUOHlTS SHOULD TAKE AW"'Y FROM TIlE LESSON? (DEFINE THE BIG IDEAS.)

!N! I=RNAL FACTORS, I"I-!lC-I [NFLUFNc:F THE OUTCOME. PEOPLE MUST REMAJ'IJ JNI:lLAS[~ [I'll TII[ <;FARr:H FOR TRUTH, AS NOT TO UNINTENTIONAllY I rlJENCE THE COLRSF OF AN 'r..vES lGATION. PROBL[M SO_VING IN THE R.FAI M OF LAW ENFORCEMENT CAN BE A HI:AVY II.ESPONSIBILITY TO BEAR WHEN DETERMINmG SOl-lEONE'S GUlLT.

B. ESSENTIAL QUESTIONS: (ONE OVER"'RCHING AND ONE OR MORE TOPICAL)

C. ASSESSMENT: (PERFORMANCE TASK)

III. PLANNING

o .5 THE C.S.I. E FECT, FRIEND OR FOE~ YO) ""'~Rt ~SKE(' Te -IFVISE ThiS.

o WHAT DO THE ACRONYMS STAND FOR WHLN flEFERR.lNG TO (51, SBI, FBl. Cl,ll, AND HOW CO THEY CO~'PARE?

• HOW MIGHT A LIP PRI~JT BE USED AS LVlDl:NCFJ

• WHAT IS CHRor~ATOGRAPHY AND IIOW l!:.i II USED JrJ lAW ENFORCEM:NT?

--------------------------~

1. FOR~IAnvE ASSESSMENT OF D41LY R[FL[Cl IUNS AND UNOERSTArml"'GS TAKEN FROM THE LESSONS

LNTERI\CTIV~ foRENSIC NOTESOOK

2, QUAUTATIVE EXPRESSION OF IOtAS AND COL I ABORATION WITHH. THE Ti\SKFORCE GROUP- DAILY EtlTRY rc THE ~JIKI corJCERNING THE TOPIC OF 5TUO'f AND O~PTH OF UNDERSTANDING

II--

O. CONTENT:

(OUTLINE: THE CONTENT YOU WILL TEACH)

csi "FFECT

IlttQ ://neW5. nationalgeographic.coml news/200N09l09 23 040923 [si .htm I

A "ERSON'S UP PRlNTS ARF "C, UNIQUE AS THEIR FINGERPRrNT, THE STUDY OF LIP PRmTS IS CALLLLJ CHEILOSCOPY USt IS LlI~rrFO RFCAUSE THE CREDI61UTY OF SJCH EVIDENCE HAS YET TO BE F1RML'i ESTASLISHED IVlTIl TilL JUDICIAL SYSTEM.

THE FIVE BASIC TYPES 01 UP PRlNTS USFO BY FORENSIC SC:Erms-s ARE:

o DIAl~OND GROOVeS

• LONG VERTICAL GROOV[S

• SHORT VERT1CAL GROOV[S

• RECTANGULAR GROOVES

• BRI'.NCHING GROOVES

Cl-lln'1".TOGRAPHY IS /I 1ETHOD OF AI,AL,'ZING CCMPLEX MIXTURl" b r' ' .• ( PAr,ATINl~ f1. SL3STAIKE m-o '-,Fr"R"T" ELEI"::NTS. CHROt1r,TCGR,V~'" CArl USED U; IDEIH[FYING (RP'1l'IJlL:, ,)~ ,'rnlH"; B't =,'IDENC= 1 UlIN(; ';Uf-t /le, INI or. A COCur'HIT, LIPST:::K :~JI'\ A LIP 1'j;:!lH, ,liND DRUG~ ~lR tl,,-,:'urJ('

--lAIR A"AL"'OlS .. mu,e, I "rrFR.FNT CHARA.:TER:S-ICS 'N-IE!, ','OJ U:WP.4RE HAIR FRO I D.FF _"U.I -'lDPLL UK M!l~IAL5. HMI'.IIL\Ll1S 11~JA In HFI r IDHJTIFi CL_I'RITS.

DN,II.- THE GENE-Ie STP J( I UKL 01 Lli I:: .' D t:~·lr. -r-t flO!,UC LET i>.crD 1

~~~------------------------~

[

I lULl! ~,~AI YC,TS wru, SHOW STUDErns TI"o'( CAN IDENTIFY THE V:CT1~' OR IllllIJL~-HI IN A r:RWf. FIRm "NAL v':J:<_, CAN r)F-FIl~' II'IF IF THE OBJECTS OR CLOTH1~JG BROUGHT -C THE scru. DI Illl '-I{!HE lOW THF ~CCl'jlC

See Your DNA I

~A WID ill~ lhill h'!ilJUJOlUts 'cr rw~1: inQ yo I 11~!:IIlu loot, wIm .1 .... ')IN l"u I"'"',......, l"'rt....,.;"q", ~~di'WI.~_11 i:a ra_-n(j [Ihi~ ltlli!! nl,lc.t8U"f.lnj.l!l: alDll _, .ilglo .... , d '!O" loJy •• 11 .. 0J;1j"":l'. ,a..ll baaJ tway' dIE' 1TV1I~ &f~ Uti tijll .~d it!. Ole""" ,. ~t )IIU <on .... ,."" ...., """" IliA.

Pn:au!dIilM

:1:' 7hi'i ~.d.!M"'1I1 Cd'Elcl!Dme rftt£l bJtml QjI~lI'IJr k" lIwl ... "" '" 1"-" '"'11th, T_ .,lls 1m "'r1kv:Wy "';"iJ"o.g..1r1fIy;I'U_.Sor.oiI2~110 n~O.g iJ'IT'D ..... ....,.. ... ~ .... 11! krJ:l""""""

I ... """"" d _ .. "onJ .. 1_lybo<rn. ""

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,:~~ 5pl t!181NJ1t8' .-rIIOJ"II.I QIP_PtIl.1' tnl!l nlD.,.large: _'Ul.~iog1 ""'''''»' IS ",pS 1''''''''''' liquid dwlel 'bJd~lt.

(~."CapilJoolWld!Jf¥IrJJttd-rr en ~~flr l-l.un!.le!L. 1b;o_!I"'~ .... I. .... opon II-.. [oft __ II> _ "",!lilA • ..,.., .... ~"""'_"" 00 .. "'_ .,.;gwru. .... I."..~ DNA ~ e ee- , beg _ .... Fbysi:Ja1 ~1iC:"a,l"1 b:llillijk n .rlLl ' .• IIOM flll~rt_'§i • ..s ~!!. kJtl:l'\Vl u'ihNriIlQ.

\4)~ Ind!J~II1lJ titt U,. tu~ "'1t.1 JL-u' 1 OOR'tpnI ._ f5!111l hjd"",,,,, "''''''d1~iooj95I''''''"'' """,,,I -dt::rMl~ '!.ided lItE "Dollie SiOI!h.J:Li~r!J-n III I~ on 1t",,,,,,,.-,..,-"'l1I'..wtm.

::~~ N'aIIlIl:" '" ... nO lor I mir>tt ..

... ~~ ~ 13 thfrlliuyJ~ 01 g liileSS rt%! nD IIl@ r.tba

1~.1~1 S~jr rr twll1 UIQ nxlln nna i:li:md:ior to "" imJ lJl.w ONA n-and:!. Cfm t"'ID ltd. Be c.are.fLI r.D minlnllll I'I1IJ;og ~ It''et.1im'I ..... _I>lI!lye..,_lr'''O'''',"!ih''"''''l~ =mil. .,. ::tlA fT1 '"'" mo:r "" UlD Tal III -

"""""" .. yb",_" "''''0. ~."alltl'J'o: ~~1IfB (_~ Gn wtd'1 thI rn:t

~i!, Aft ... .,.,.. _1M'-Cpllasmuct1 DNA ",,,,trIO rod •• 'P-' ""0, , • ..,.., " .. rod ar<l "' ....... ",. D'~ I"", .. "iITBll ~ ~1.t'rt;I ee f'31 rA 1t'tEI 1)5 porteR

.tI>om1 r"" m ... """II """.:;ttl" tn, """"'"

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~'It~,} ..... _. '. .~.\..,. , "~j

~'~fIr'

E. HOOK:

(DESCRIBE tiOW YOU WIll GRAB STUDENTS' ATTENTION.)

THE PLOT THICKENS. STUDENTS AR~ PRESE T[D 1'111 ..J ANOTHFR T\¥lST IN THE STORY. AN ANONYJ>'OLS I~OTE

IS SErrr THA- SIIYS, ")'''1 SORRY FOR WHAT [0101" II VAS Wi<IITEN II~ lIPC;nCK AS TC TRY AND HIDe THE -iANOW".fTlNG.

F. INSTRUCTION:

(TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

Anderson Ceeper

LSI Ufecl - flairs & I'i1"> ......

1. STUDENTS WilL VIEW POW[RPULI\ I \VITH EMBFDDED VIDEO TO UNDtRSTI\ND THE CSI EffECT. THE VIDEC AND Q.lESTl:JNS ,'-".E EMBECe:::> HI THE ABOve PO\Vli< ~:.u-rr SUC'c, (DOUBLE :::UCK TO v1EW)jS_lI:ilS SUPPOSED TC BE" urlK? WI-ERE IS TI-IS?

2. n'CSI' EFFECT" Is 1"11X!:O Bu:sSj~IG FOil RFAI CRI"1E LAss SlLI AN LOVGREN

FOR NII.TJUf'AL G~OGRAPIIlC NE' ..... s SE~EMBER 23,2004

ST JOE~ITS '1I\'llL READ TEA TlLLC ON OUR CAr~p WHO AND RESPOt.D GivING THEIR PERSPECTIVE O~I THE "csr

EFFECT",

3. STU::>Eto. TS VJ:Ll ACCESS THE FBI lWERAC"IVL WtI)SJTE TO FOI [OW A CASE THROUG'1 THE fBI UIB, HTTP://WV;W.FBl.GOV/KlDS/6TH12T-I/6TH12T1I.IIIM

4. STU::>ENTS Will ANALYZE THEIR OWN UP PRO"T AND EVAlUATl WHICH Ci>TFGORY THEIR r~INT F,4LLS \"I1THl"'. O .... CF STUDENTS ARE 'NEl. VERSED W ,',NAlVZWG LIP PRINTS, 5TUDW I ~ WILL OETER~lINF F THF I!SE o=

lill.: II oscop'\' CA ~[ BE UTI LlZeD WITH THE EVI DE NeE co llECTE D F ROM Til t c;l L N L. S1 uo E~JY, '",,'III nor B FABLE I U lot I A CI FAR ,'Fmn FRO~I THE TISSUE FOUNO tIT THe SCENE; THEREFOR[ TII[Y '",,'ILL HAI't I (J ur,F

I CHROMA. I OGRAPHY lrJ ORDER TO ELIMINATE SUSPECTS.

5. sCVLKAl LIPSTICKS OF Slr~[LAR COLOR WILL BE USED I~l THIS PA.RT OF TIlt INVtS IIGATTON. STUDENTS WILL MAKE CIIRUMAI :JGRA~'S OF THE VARIOUS TYPES OF LIPSTICKS TO DETERMINE WIHU I Uf'SII(K THE GUILTY PART'!' WORE.

CUT TH[ UP PRW f rr,TO STRl~

GIVE ONE STRIP ~O LAC '1 TA.SKFORCF

GIVE EACH TASKFURLl 5 PLAIr> "TRIpe, rlF PAPER TCWELS

EACH GROUP ~lAKES A LlPSrlCK Sr~tAR rlN nNE END OF THE PAPER TOWELS WITH ONE OF THE FIVE SUSPECT LIPSTICKS AND LABEL THeM .# 1- # S.

• PLACE liz INCH OF ~mGERNA1L POLISI-l Rtf"OVtl{ (AC ITONF) IN 6 01 =FEI,E~n GlJ\SSES FO".. EACH GROUP LOOp THE PAPER TO VEL STRIP OVER II P NOl

PLACE THE PENCIL OVER T I' TOP OF G.ASS WITII HI[ PAPtR fOWFI ST"lP rANGING 00 VI THE CEtHER OF T~E GU\SS

llp5TKK tND OF TOWEL IS TOWARD THE IICE1"QNE HAVE END or ~A~FR T()WEL TOUCH ACETONE OBSERVE TIlC Stf'ARAnON OF THE LIPSTICK CO~lPAR.E THE CHROMATOGRA~lS

RECORD RESULTS IN !rnERACTIVF DFT~CT1VE NOTEBOOK TA EN FROM:

HTIP:/ /WWW.GEOCITIES. CON/SSEAGRAVFS/FORENSICSCIENCEIICTIVmES.HTM? 2009 5

6. STU DEtHS WI LL COLLECl I 1 UERS AN D HAl R FROM THE SCE I'll' OF TH E CRl ~1 E MI D DETE RM IN E IF Til [ IIA I R IS OF THE IICCUSED OR OF THE VICTII~. 51 UOENT<; wu L USE ~l1CR05COPES TO DETERt~INE IF THERE IS A MATCH AND rW-EBOOK FINDINGS. STUOEtH5 WILL AlJU ANY r;E'II'LY AQUIRED KNOWLEDGE OR REVELATIONS MADE FROM T"iEIR POINT OF VIEW TO THE Wl-<;1. As B:<OR , • Ml ,-,)NCFR'IED TrI/>.T THE \,>'!VJ IS GOlt..!; TO E!E,::C~IE ONE 'tORE TijDG. !::iE COI\SCIOLS C = TI/·1E.

7. DNA EVIDE~JCE .'1t'D TESTING HAS CllANGtll f-lF WORLD OF CRIME FIG'"ITING. STUDENTS WIU EXPLORE THE HISTORY liND FOUNDATIONS OF DNA TESTING I UR THE USE OF EVIDENCE lrl CRIMINAL CASES. STLDENTS WILL USE AN INTERACTIVE WEBSITE TO EXPLORE TIle PROCESS OF DNA TESTlrlG AND ANALYSIS. HTTP://WWV.·.PBS.ORG!WGBH/r.QVA/SHEPPARD/ArIAlYZE.HTM I

SnmErlTS WILL NOTEBOOK ANY INFORMATION GLCANeD f flOM THe FxrERIENCE :rl THEIR I TERACTI\IE NOTHlOO;( At..D GROUPS VILL OISCJSS THEIR FWOINGS.

TASKFORCE GROUPS WILL HAVE TO DECOE ON WII'IT [VID::rJC" Will "'FED TO GO TO COURT liND TE_L HOW IT WIll AFFECT HE ACCUSED CASE.

You HAVE MADE MINIMAL CHANGES TO THE LESSON ORIGINAL: 18.8

REVISED: 20

TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON TEMPLATE FOR fOUR CAMP LESSONS DAV 4

I. DEFINE 1IliE CONTENT

LESSON OBJECTIVE: ~ rom act i vltles and !nformatio 11 lei] rned, stude I1t5 will create a recru Itm en t video for pollee LI(iJd em ies, collcqes, or ca ree r cou nselors tha t ex pial n 0, the i m porta nee of crrrn i na I in yes tigatio ns. and te II s why fore nslc sclen ce IS a cri tie') I part or u,

n.PREPLANNING: BEGIN WITH TH,E.END IN MIND
A. WHAT 15 WORTH KNOWING?' [T IS WOR1'H KNOWING "lOW AND WH'Y fOR EIIISIC SCIENCE .15 .... " II'< I LIlE·oTtlr .... I>m '.lh)WI 'JG flHC THAT IS
(THINK ABOUT THE CONTENT YOU .<.rJ ~):PI·.JrATlor, INTO " WIvE 1,t.;UEH OF SCIEl>lCE SKILLS.
HAVE SELECTEI). WHAT 15
IMPORTANT FOR STUDENT5 TO II IS WORTH KrlOWiNG THAT FORENSIC SCIENCE IS IMPORTANT AN[1 lr,VOLVtll IN ~'ANV D;FFERENT
KNOW?) CAR F F RS Jrj SCl E ~IC E lIS 'N E L_ 1\5 CARE ERS DEAU NG WITH CR I'M t.
B .• WHAT 15 IMPORTANT FOR Fnn T1'15 LESSON, STI..:lENTS II/'lL USE THE lNcORHATJOI\ TIIL'I HAVE COl F,-TFD F~C'1 r-ie PREVIOUS
STUDENTS TO KNOW AND DO? IIi~fF LAYS ('11-11(1"1 ,,:ILl ALREADY SE SET J!P IN ORD!:R -0 CR .... n, .A ~, ICl{nl(,MW All. J <"CRIPT) FOR A
(DEFlNE WHAT STUDENTS SHOULD BE C'Sf II~F sc=rlF Tri.AT · ... 'ILL BE Atl ,fJFORMAT:ONAL sc;'rJE USI~"iG =!.tAL u: t, I t( HNIQ.IF<; T:1 C;PAR~
, ABLE TO 00 AS A RESUt T OF 'tOUR IN I LI<E,T. THIS VIDEO Will SE SHOWN TO POLlCE, COLLEGES OR CAREER CQUNSE:LORS.
LESSON.)
STUDENTS WILL IJSE THE)R '" r,JOR 'eVENTS I-IOV[E TIME .:NE TO UNDERS1AND THAT FORENSIC SCIENCE HAS
Cor~E A I mlG WAY TO WHAT rr IS IN TODAY'S WORLD. THIS IS H"ORIAPII 1010: I !"IF <"TIIDF .,-.; TO
1..'Jl'l~iI.:.-ANr; BFCAlJS~ T-jEY ARE THE FUTJRE MiD -"HE" o.RE (REJ>.riNG sor'[Hllm, TH,n WI I HOr.FFIlI y
E L U" to TO "PA,{K I mEfl ES T 1"1 THE FT ElO OF F:)R~ '1SI:S MI D WI LL So [1\ TEG~ AL I o I :, E~.PAJ\;",lmJ A'II(")
PO I UJ I :A.L
C. WHAT ARE THE ENDURING
UNDERSTANDINGS THAT STUDENTS THF STUDENTS WILL l)NDERS1Arm WHY FORENSIC SCIENC[ IS vu Ai. TO MANY C.AflEERS m TODAY'S WORLD.
SHOULD TAKE AWAY FROM THE
LESSON? l DEFlN.E THE BIG I Of AS. ) STUDENTS W:LL BE 115LE TC SHOW AN AUDIENCE. U5:rJG lill I{lAL-1 IfF TFCHNIQLJFS "flD i"ISTORY, TO
,
FORTRAr AND SPARK It'iTEREST I]>" THE FIELC OF FOREI,SIC ;:i(.ILtilL "1m sHe· .... HOW our, coux rl.Y IS
LlA.:',~P ON THF LAW ::JF A PERSOI, IS :rmCCENT JNTIL PROVEN GUL TY. :3:Ui THt Sue' H"I PROSPECTTVE DF A
Pl ..... ,OUrJ b IOU] n .11\111 PROVE" INrJOCENT. THIS IS I~IPCRTANT TO SHOW 1.)_( .. AU·~1. II/WINe II,
Ir" URI·1A I rUN "I. VII n·n r'''rIlT1rJG EXACTLY ViHAT PEOPLE IN TI- E FIELD DO AND 110';\' IIILlI< ',1.':')1{< I~,
lr~PQRT."NT TO l'lM'IV (II HF~ :- .ARFmS IS A CR["7"ICI,L PART OF P.ECRL'[~JNG "cOPLE I'UR A .~y .iou. III. PLANNING

B. ESSENTIAL QUESTIONS:

(ONE OVERARClilNG AND ONE OR MORE TOPICAL)

• WHY IS FORENSIC SCIENCE IMPORTANT IN MANY UIFFERFNT r AIlFFRS?

• SHOULD FOP.Er<SIC ~1ET-rO:)5 at, ';,IIU'_"'rJ III fHF PI,RI rr ?

C. AsSESSMENT:

(P RFORMANCE TASK)

D. CONTENT;

(OUTLINE THE CONTENT YOU WILL TEAC.H)

SnJDENTS WILL USE CONTENT LEARN[O AoLL WLLK ANO AFlOII! FCJRENSICS AND FORENSICS IN THE CRIME F1E.D TO CREATE A FUP VlCEO DF AN INFORMA1IO~L SeE,.. r r:ooICT] 'IC, WI-AT FGf:HJ~lC S::lE'I'lSTS DO ,\T P. ::R:t-'E "CENE TO S;;ARK IfHE;l:ES-:tI THE FLLJ ,,'Ie ->lllWI -Ill,\, HCIR Ir~ WF JEIlCES MAth CT-lER

r "REEF.S. THEY WIU USE THE R WIKIS THA WEltE V/RffiEN IN ALL YlUK I WRlTf A ~>-ior SCRIPT AND ACT mIT A 3·5 MINLTE SCEI'tE. THE SCENE WILL BE DRAMAnZED BUT ImO'{MAflor'AL T:J BE SHOWN 1'1 CLA5SRom~s IN ~,rHOOLS (EITHER PUBl.lC CF. COLL:GE,l. PC~:CE ACADEM ,l~., W· lJV l"Ktth. LUJI,'-'LLCf, ',. YOJ refEe TO '",PF('IFfCAlL't lOENnFY 'IOU;!, REbl WORLD AUDIENCE, THIS WILL BE P"lES[NT[O 10 fll[JR AUDltNCt Al (A~'P.

ALL CONTErH WJlI HIW~ BEEN TAUGHT PRIOR TO THIS LESSOrl. THIS LESSO~J WILL BE TilE CULM!rJATlON Of THE WEEr:: W THAT STUDENTS WILL fAK.E All PRIOr< KNOWLEDGE OF TH'E HIST::JRY, METHODS AND SKILLS, ,<\IW (RE .... -E AN INFOR~1AnON""L DR-AHA I 1ZATION AS A RECRUln~ErlT TOOL IN CLASSROor~S AND CAREER CENTERS, THEY WilL E)(P "IN nl[ !MI'OIUANCF OF CRIMINAL INVES-IGATIONSi EXPLAIfJ WHY FORENSICS IS A CRITICAL PART OF rr A'IO HOW IT l>.ff U.I'" C I >-ifR'", PFr,'.~s' :OB'O. STUDENTS WiLL BE s-ewn He'.' rc JSE To-JE ru> ::A'1ERAS (t''Jv, T::I SHoe 1 lLW,J. IH~~ wu 3E SHLr'II.·'1 xcv T::J LJPL::l.\J fI'lC ~DIT THE CLl.S INT:1 A r~OVIE.

E. HOOK:

(DESCRIBE HOW YOU WILL GRAB STUDENTS' ATTENTION.)

I

F. INSTRUCTION:

(T LL, STEP-BY-STEP, WHAT YOU WILL DO.)

TOD,l;Y VIE WILL BE CIE"nNG A W:W:L IliA. \',ILlI'.F "'-IOWN TO S':HOOLS (EITHER PI..BLIC OR CCLLEGE), PO'.:CE ACADEFI1ES, OR BY CAREER COU~JSC.URS. Till: VjDFO Y(]II ARC ABOUT TO ~IAKE IS VERY SiGNlf]CMH TO THE FUR-I- ERING OF THE FORENSIC SULrKo FIHD. vr.u HlIvF B"cmlE ~11~Jl-EXPERTS If! -I-: FIELD "ND YOU WILL BE 3HOWI~IG '(OUR SKILLS liND KNUWL:llGt 1 (I rlFt"RIIiT :JTHERS rrrro THE FO:'.ENSIC SCI:NCE FIELD, STILL NCT P.EJ.LLY A HQ01<.

I, STUDENTS WILL ACCESS THEIR WIK1S AND COL LA BORA 1 t VlITH THE GROliP TO CREATE A DRA'1ATIZED SCErlE DETA1UNG ALL THE HATERlI'.L THEY WERE EXPOSED TO DURING, H" WFFK. THeY ',,,,ILL INVEST ALl TI-EIR PERSOIJA. 'NOY, .EDG:: [NT::J 'l\'H"T IS 'IEEDEC T'J SE 5110'MJ J'1 1111 III 1M THF'R \',E=", Vii [ Bf THFIll :-;U[;O. THE DM'·BY·DAY INFOR'IATIOtl THEY COLLECTE) '/J.L AU A'-' IIIUR ~,T:)RY'IC.A;lfj ""/0 THF ~,i'RPT IV111 B~ BlJL~ETEJ POINTS FRor~ THE S-ORVBOAPJ. T-IE FIL~\ V,:LL LIL I~W~IjVISFf! Sf'FFCH 11',11", lllLlR K,"'JWI ~I!I ,f', c,Klll S AND BASIC ACTl ~IG.

2. EA.cH C,TlIDEtH WILL HAVE A ROL:: IN CRE/,nNG THE SCENE. THEY WILL PICK Ilicl~ POSITIONS A:. ACTORS, .... ND THFY ALl wru, HELP EDIT THE FlLM. THEY WILL ASSIGtJ T-iE ROLES TIIU~StLVt'S II. I ilL II ~, SINn. II-IS ,S 1 HFI R r~]')\1 FE AND THE] R STORYLI NE,

3, ArER -]--;F 11;1<","- :;-O~"BOARD IS CfI:'\ ED, BE SJRE rc ~~C':IC= THl'·1 ':.I fll , II" t ~Jf<''1 IHt"f ",'ILL lltEm TO Fl ~1 THF c.CENE, W-ilCH 15 AN INFCRI"AnONAL DRAr~A.

4. THF STUDENTS WILL USE THEIR SCRIPTS TO ~'AJ(E SURE ALL THE VlTl<L INI O~MA1111N Ie, PORTRAYED Hl THF FI M. As ''"'''5 S41D BEFORE. -t-IS:5 /l, LOT -0 TRY TO ACCO!,,~Lbll Dr, IHl LA'.I I AV. Ynll '1.'111 SF MJCH 1~:'lf,F "",I.TESSFUL IF ,'CIJ BEGIN -bE PRO:;;ESS C'l OM "*3. OR "OJ LOL_D UL'~IN 1-" PROCF'"S C"I Dill" ;: 1 '(:")111'1(",,"- HA~E THE ST1JDEIHS -IIKtr,G PHQTOSJ,tID Sl-OOTlh::i ',ICEO A_L 'A~LK LlIW~ 0 tL I [Cut HtR Irm THF F1NAL PIE:E. HIS NEEDS fIJRTt~R T1-I:Ll[::;KT ;>.hD DEVELO~""lN I.

5. WHFr~ THFY HA~E FILt~ED THEIR. V:DEO, THEY WILL EDIT USING MOVIEMAKt.R, 1'1111( II VI II flF C,-fOWrJ Trl Illt'1 IN " f-ArJD"",-ml ACTIV[-Y TKIS DF'. I HEY WILL ADD VOICE TO THE rrru; A~IO I'" I ORMAIIGrI",L SULlE'; TO BRU,K U~ Ull FFf\FNT PARTS OF THE ~10Vl E. COPYRIGHT FREE NLSIC COULD BE ADDED FO" EFF[lI IF

TI- EY SO CIlUOSl. TIII- vrnr.r A[)DFD T~J T·,E MnGR.QUNC WilL BE mFORI~ATIOI, FRO'" THE CJNTEfJT UUGHT tlND LX~LAININro I ~l 1 HF Il.IIDTFNC:F THE WH~ AND ac: .... Of ·,I'H/>.T THEY A~E D,QWG 15 IMPORTANT TC FOP.EI,5ICS AND TO TII[ U IIIL);' U'RFFR'-, IIFFFlTfD p.'! [51 ANC zORENSIC SCIENCE,

6. ThE VIDEO WILL B[ SIIOWN ro THEIR AUDIENCE :JU'<ING THE !'FTEP.tJODN SESSlotJ A ID THEY WILL FELD QUESTIONS IF "ECESSARY,

Rev sed 20 Revised total 83.25