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1 | P a g e
Forensic Biology
2 | P a g e
Course Description
This course focuses on the skills and biological concepts behind crime scene investigation and forensic science. Fundamental procedures of DNA
technology is explored as well as it applies to forensic settings (human and non-human).
3 | P a g e
Pacing Chart
Unit 1 Observation and Evidence Collection 4 weeks
Unit 2 Collecting and Analyzing Biological and
Environmental Evidence:
fingerprinting
hair analysis
blood analysis,
pollen and spores
soil
14 weeks (total)
2 weeks
3 weeks
3 weeks
3 weeks
3 weeks
Unit 3 Cause and Time of Death:
manner of death and body systems
time of death
entomology
9 weeks (total)
5 weeks
1 week
3 weeks
Unit 4 Anthropology 4 weeks
Unit 5 DNA 5 weeks
Review & Final Exam Review for Final Exam 1 week
4 | P a g e
Educational Technology
Standards
8.1.12.A.3, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.3, 8.1.12.E.2, 8.1.12.F.1, 8.2.12.A.2, 8.2.12.B.4, 8.2.12.E.4
Technology Operations and Concepts
Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word
processing program.
Creativity and Innovation
Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.
Communication and Collaboration
Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or
issue, and propose possible solutions.
Digital Citizenship
Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
Research and Information Literacy
Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world
problem.
Critical Thinking, Problem Solving, Decision Making
Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of
other cultures about a current event or contemporary figure.
5 | P a g e
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are
practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career
exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of
study.
CRP1. Act as a responsible and contributing citizen and employee
Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this
understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the
environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to
the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and
in participating in activities that serve the greater good.
CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They
make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the
use of an academic skill in a workplace situation.
CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that
understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to
contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute
more fully to their own career success.
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They
communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they
6 | P a g e
Career Ready Practices
master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting
with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their
communication and prepare accordingly to ensure the desired outcome.
CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate
negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures,
materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability
of the organization.
CRP6. Demonstrate creativity and innovation.
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and
productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or
problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of
sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an
organization.
CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use
reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external
information or practices in their workplace situation.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the
problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause
of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow
through to ensure the problem is solved, whether through their own actions or the actions of others.
CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to
7 | P a g e
Career Ready Practices
positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use
a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change
others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on
productivity, morals and organizational culture.
CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals.
They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them
and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step
in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek
counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.
CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve
workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications.
They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.
CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid
barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and
facilitate effective team meetings.
8 | P a g e
Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
Extra time for assigned tasks
Adjust length of assignment
Timeline with due dates for
reports and projects
Communication system
between home and school
Provide lecture notes/outline
Processing
Extra Response time
Have students verbalize steps
Repeat, clarify or reword
directions
Mini-breaks between tasks
Provide a warning for
transitions
Reading partners
Comprehension
Precise step-by-step directions
Short manageable tasks
Brief and concrete directions
Provide immediate feedback
Small group instruction
Emphasize multi-sensory
learning
Recall
Teacher-made checklist
Use visual graphic organizers
Reference resources to
promote independence
Visual and verbal reminders
Graphic organizers
Assistive Technology
Computer/whiteboard
Tape recorder
Spell-checker
Audio-taped books
Tests/Quizzes/Grading
Extended time
Study guides
Shortened tests
Read directions aloud
Behavior/Attention
Consistent daily structured
routine
Simple and clear classroom
rules
Frequent feedback
Organization
Individual daily planner
Display a written agenda
Note-taking assistance
Color code materials
9 | P a g e
Enrichment
Accommodate Based on Students individual Needs: Strategies
Adaption of Material and Requirements
Evaluate Vocabulary
Elevated Text Complexity
Additional Projects
Independent Student Options
Projects completed individual or with Partners
Self Selection of Research
Tiered/Multilevel Activities
Learning Centers
Individual Response Board
Independent Book Studies
Open-ended activities
Community/Subject expert mentorships
10 | P a g e
Assessments
Suggested Formative/Summative Classroom Assessments
Timelines, Maps, Charts, Graphic Organizers
Unit Assessments, Chapter Assessments, Quizzes
DBQ, Essays, Short Answer
Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
Projects, Portfolio, Presentations, Prezi, Gallery Walks
Homework
Concept Mapping
Primary and Secondary Source analysis
Photo, Video, Political Cartoon, Radio, Song Analysis
Create an Original Song, Film, or Poem
Glogster to make Electronic Posters
Tumblr to create a Blog
11 | P a g e
Interdisciplinary Connections
English/Language Arts:
“You Be the Detective: Sherlock Holmes and Deductive Reasoning”
Found online on page 18:
http://www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_FullUnit.pdf
“How Sherlock Changed the World”
Video and article found online at:
http://www.pbs.org/program/sherlock-changed-world/
“Lasting Impression: How Fingerprints Are Created”
Article found online at:
http://www.livescience.com/30-lasting-impression-fingerprints-created.html
“Fingerprinting’s Reliability Draws Growing Court Challenges”
NY Times article found online at:
http://www.truthinjustice.org/fingerprints.htm
English/Writing:
“Hair Testimony Essay”
Found on page 75 in the textbook “Forensic Science – Fundamentals and Investigations” by Anthony J. Bertino
12 | P a g e
“Writing the Police Report”
Found online on page 66:
http://www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_FullUnit.pdf
“Presenting the Case”
Found online on page 90:
http://www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_FullUnit.pdf
Public Speaking and English/Writing:
“Pollen Expert Witness Presentation”
Found on page 127 in the textbook “Forensic Science – Fundamentals and Investigations” by Anthony J. Bertino
“Field Notes and Interviews”
Found online on page 56:
http://www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_FullUnit.pdf
Math:
“Time of Death: The Law of Cooling”
Found online on page 32:
http://www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_FullUnit.pdf
“Calculating Time of Death Using Rigor Mortis”
Found on page 326 in the textbook “Forensic Science – Fundamentals and Investigations” by Anthony J. Bertino
“Calculating Time of Death Using Algor Mortis”
Found on page 328 in the textbook “Forensic Science – Fundamentals and Investigations” by Anthony J. Bertino
13 | P a g e
“Height and Body Proportions”
Found on page 390 in the textbook “Forensic Science – Fundamentals and Investigations” by Anthony J. Bertino
“Entomology/Time of Death”
Found online at:
http://www.academia.edu/3467740/Forensic_Estimation_of_Time_of_Death_A_Mathematical_Model
History and English/Language Arts:
“Gathering Evidence, Bringing Justice”
Found online on page 84:
http://www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_FullUnit.pdf
Law Enforcement and the rise of police forces
Found online at:
http://plsonline.eku.edu/insidelook/history-policing-united-states-part-1
Native Americans connected to Eurasians – DNA
Found online at:
http://news.nationalgeographic.com/news/2013/11/131120-science-native-american-people-migration-siberia-genetics/
Thomas Jefferson & Sally Hemings – DNA
Found online at:
https://www.monticello.org/site/plantation-and-slavery/jefferson-hemings-resources
History of Fingerprinting & the William West- Will West Case
Found online at:
http://www.crimescene-forensics.com/History_of_Fingerprints.html
14 | P a g e
“The Secret in the Cellar: A Written in Bone forensic mystery from colonial America”
Found online at:
http://anthropology.si.edu/writteninbone/comic/#
“Pollen Helps War Crime Forensics”
Article found online at:
http://news.bbc.co.uk/2/hi/science/nature/3640788.stm
“Season of Death”
Article found online at:
http://www.nature.com/news/1998/981008/full/news981008-2.html
Josef Mengele – Nazi Hunters
Found online at:
http://www.auschwitz.dk/mengele.htm
“The Romanovs and DNA: An Internet Activity”
Found on page 382 in the textbook “Forensic Science – Fundamentals and Investigations” by Anthony J. Bertino
Bill of Rights – search and seizure
Found online at:
http://www.crimescene-forensics.com/Bill_of_Rights.html
15 | P a g e
Grade: 11
Unit 1: 4 weeks
Topic: Observation and Evidence Collection
Description: Develop organizational skills,
and understand the importance of observation
to the forensic scientist. Analyze factors that
influence eyewitness testimony. Distinguish
between the different types of evidence.
Demonstrate how to properly handle, collect,
and label evidence in order to maintain the
chain of custody.
NGSS: HS-ETS1-2
Common Core State Standards (CCSS): RST.9-10.1, RST.9-10.3, RST.9-10.4, RST.11-12.1, RST.11-12.3, RST.11-12.4, WHST.9-10.1,
WHST.9-10.2, WHST.9-10.7, WHST.11-12.1, WHST.11-12.2, WHST.11-12.7, HSN.Q.A.1, HSG.SRT.C.6
16 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
Design a solution to a
complex real-world
problem by breaking it
down into smaller, more
manageable problems that
can be solved through
engineering. HS-ETS1-2
Demonstrate the
principals of solution
preparation, sterile
techniques, contamination
control, and measurement
and calibration of
instruments used in
biotechnology research.
9.3 HL- BRD.4
How are observations
used to gather, collect and
analyze data in order to
solve a crime?
Acquisitive:
listening
observing
inquiring
investigating
gathering data
researching
Organizational:
recording
comparing
contrasting
classifying
organizing
outlining
reviewing
evaluating
analyzing
Creative:
planning ahead
designing
synthesizing
Manipulative:
Books:
“Forensic Science – Fundamentals
and Investigations”
By: Anthony J. Bertino
South-Western, Cengage
Learning, 2012
“Crime Scene Investigations –
Real Life Science Labs”
By: Pam Walker and Elaine
Wood
John Wiley and Sons, Inc., 1998
Websites:
http://www.forensicpage.com/new
09.htm
www.connectedcalifornia.org/files
/LJCrimeSceneInvestigation_Full
Unit.pdf
http://bsapp.com/forensics_illustra
ted/index.html
Labs/Activities:
The following labs and
activities can be found in the
books and on the websites
mentioned under the resources
heading along with numerous
other labs from which the
teacher can choose.
Learning To See
You’re An Eyewitness!
What Jennifer Saw
What Influences Our
Observations?
That’s My Story and
I’m Sticking to It!
17 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
collecting
demonstrating
experimenting
Communicative:
asking questions
discussing
explaining
reporting
writing
criticizing
http://www.oldbaileyonline.org/
http://www.slideshare.net/portleste
r/forensic-science-crime-scene-
investigation-evidence-collection
http://school.cengage.com/forensic
science/
https://www.nlm.nih.gov/visiblepr
oofs/resources/weblinks.html
http://www.innocenceproject.org/
http://shodor.org/succeed-
1.0/curriculum/FOR/observation.h
tml
http://www.crime-scene-
investigator.net/collect.html
http://www.theforensicteacher.co
m/Home.html
http://forensics.rice.edu/en/For-
Educators/Online-Activities.html
http://sciencespot.net/Pages/classf
orsci.html
18 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
Design a solution to a
complex real-world
problem by breaking it
down into smaller, more
manageable problems that
can be solved through
engineering. HS-ETS1-2
Demonstrate the
principals of solution
preparation, sterile
techniques, contamination
control, and measurement
and calibration of
instruments used in
biotechnology research.
9.3 HL- BRD.4
Summarize and explain
the larger ethical, moral,
and legal issues related to
biotechnology research,
product development, and
use in society. 9.3 HL-
BRD.6
What are the different
types of evidence found at
a crime scene, and how
are they collected and
analyzed and by whom in
order to solve a crime?
Acquisitive:
listening
observing
inquiring
investigating
gathering data
researching
Organizational:
recording
comparing
contrasting
classifying
organizing
outlining
reviewing
evaluating
analyzing
Creative:
planning ahead
designing
synthesizing
Manipulative:
Books:
“Forensic Science – Fundamentals
and Investigations”
By: Anthony J. Bertino
South-Western, Cengage
Learning, 2012
“Crime Scene Investigations –
Real Life Science Labs”
By: Pam Walker and Elaine
Wood
John Wiley and Sons, Inc., 1998
Websites:
https://www.fbi.gov/about-
us/lab/handbook-of-forensic-
services-pdf
http://www.forensicpage.com/new
09.htm
www.connectedcalifornia.org/files
Labs/Activities:
The following labs and
activities can be found in the
books and on the websites
mentioned under the resources
heading along with numerous
other labs from which the
teacher can choose.
Locard’s Principle
Crime-Scene
Investigation
On the Scene
Don’t Touch the
Evidence
I’m Clueless
The Deadly Picnic
I’ve Got My Eye On
You
19 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
collecting
demonstrating
experimenting
Communicative:
asking questions
discussing
explaining
reporting
writing
criticizing
/LJCrimeSceneInvestigation_Full
Unit.pdf
http://bsapp.com/forensics_illustra
ted/index.html
http://www.oldbaileyonline.org/
http://www.slideshare.net/portleste
r/forensic-science-crime-scene-
investigation-evidence-collection
http://school.cengage.com/forensic
science/
https://www.nlm.nih.gov/visiblepr
oofs/resources/weblinks.html
http://www.innocenceproject.org/
http://shodor.org/succeed-
1.0/curriculum/FOR/observation.h
tml
Crime Scene
Investigation - Clue
20 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
http://www.crime-scene-
investigator.net/collect.html
http://www.csigizmos.com/produc
ts/evidencepackaging/pharmaceuti
cal.html
http://www.theforensicteacher.co
m/Home.html
http://forensics.rice.edu/en/For-
Educators/Online-Activities.html
http://sciencespot.net/Pages/classf
orsci.html
http://www.njsp.org/division/inves
tigations/forensic-sciences.shtml
21 | P a g e
Unit 1 Vocabulary
analytical skills
chain of custody
circumstantial evidence
class evidence
crime-scene investigation
crime-scene reconstruction
deductive reasoning
direct evidence eyewitness
fact
first responder
forensic
individual evidence
logical
observation
opinion paper bindle
perception
primary crime scene
secondary crime scene
trace evidence
22 | P a g e
Unit 1 Project (Choose 1) Option 1 Option 2
Complete the interdisciplinary project:
“You Be the Detective: Sherlock Holmes and Deductive
Reasoning”
Found online on page 18 at:
http://www.connectedcalifornia.org/files/LJCrimeSceneInv
estigation_FullUnit.pdf
“Introduction to Forensic Investigations”
Found online on page 10 at:
www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_
FullUnit.pdf
23 | P a g e
Grade: 11
Unit 2: 14 weeks
Topic: Collecting and Analyzing Biological
and Environmental Evidence
Description: Properly collect and analyze
biological evidence. Distinguish between the
different types of fingerprints. Analyze hair to
determine if it is human or nonhuman, and to
determine if it belongs to a particular person.
Explain the composition of blood and how to
determine blood type. Collect, analyze, and
evaluate evidence to determine if it is pollen or
a spore and identify the plant it came from.
Recognize different soil types and perform a
soil analysis.
NGSS: HS-LS3-3
Common Core State Standards (CCSS): RST.9-10.1, RST.9-10.3, RST.9-10.4, RST.11-12.1, RST.11-12.3, RST.11-12.4, WHST.9-10.1,
WHST.9-10.2, WHST.9-10.7, WHST.11-12.1, WHST.11-12.2, WHST.11-12.7, HSN.Q.A.1, HSN.VM.A.1, HSG.SRT.C.7
24 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
Apply concepts of
statistics and probability
to explain variation and
distribution of expressed
traits in a population.
HS-LS3-3
Demonstrate the
principals of solution
preparation, sterile
techniques,
contamination control,
and measurement and
calibration of
instruments used in
biotechnology research.
9.3 HL- BRD.4
Demonstrate basic
knowledge of
recombinant DNA,
genetic engineering,
bioprocessing,
monoclonal antibody
production,
nanotechnology,
bioinformatics,
genomics, proteomics,
and transcriptomics to
How do you collect and
analyze biological and
environmental evidence in
order to determine its origin?
Acquisitive:
listening
observing
searching
inquiring
investigating
gathering data
researching
Organizational:
recording
comparing
contrasting
classifying
organizing
outlining
reviewing
evaluating
analyzing
Books:
“Forensic Science –
Fundamentals and
Investigations”
By: Anthony J. Bertino
South-Western, Cengage
Learning, 2012
“Crime Scene Investigations –
Real Life Science Labs”
By: Pam Walker and Elaine
Wood
John Wiley and Sons, Inc.,
1998
Websites:
http://www.forensicpage.com/
new09.htm
www.connectedcalifornia.org/
files/LJCrimeSceneInvestigati
on_FullUnit.pdf
Labs/Activities:
The following labs and
activities can be found in the
books and on the websites
mentioned under the resources
heading along with numerous
other labs from which the
teacher can choose.
Study Your Fingerprints
Giant Balloon
Fingerprint
Studying Latent
Fingerprints
How to Print a Ten Card
Is it a Match?
Fingerprint Matching
Print Patterns
Pointing Out
Perpetrators
25 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
conduct biotechnology
research and
development. 9.3 HL-
BRD.3
Creative:
planning ahead
designing
synthesizing
Manipulative:
using an instrument
caring for an instrument
collecting
demonstrating
experimenting
Communicative:
asking questions
discussing
explaining
reporting
writing
criticizing
graphing
http://bsapp.com/forensics_ill
ustrated/index.html
http://www.computer.org/csdl
/trans/tp/2007/01/i0015-
abs.html
http://www.slideshare.net/port
lester/forensic-science-05-
finger
http://www.macaulay.ac.uk/so
ilfit/soilfit_evidence.php
https://www.fbi.gov/about-
us/cjis/fingerprints_biometrics
/recording-legible-
fingerprints/takingfps
http://www.abc.net.au/cgi-
bin/common/printfriendly.pl?/
science/news/enviro/EnviroRe
publish_1105992.htm
Trace Evidence: Hair
Hair Measurement and
Match
Only Your Hairdresser
Knows for Sure
Hairy Cat Capers
Hair Directory
What Type Are You?
Could the Criminal Live
In This House?
Give it a Test
A Presumptive Test For
Blood
Blood Typing
Blood Stains on the
Ground
Pollen Examination:
Matching a Suspect to a
26 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
presenting
http://myweb.dal.ca/jvandom
m/forensicbotany/palynology.
html
http://www.care2.com/c2c/gro
ups/disc.html?gpp=5154&pst
=733166
http://www.geoforensics.com/
fgeology.html
http://safety-identification-
products.com/fingerprint-
information.html
http://school.cengage.com/for
ensicscience/
http://forensics.rice.edu/en/Fo
r-Educators/Online-
Activities.html
http://sciencespot.net/Pages/cl
assforsci.html
Crime Scene
Examination of Sand
Soil Profile
Examination
Chemical and Physical
Analysis of Sand
The Dirt on Crime
Dirty Characteristics
27 | P a g e
Unit 2 Project (Choose 1) Option 1 Option 2
“Murder in the Classroom”
Found online on page 22 at:
www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_Fu
llUnit.pdf
“Palynology Case Studies Presentation”
Found on page 130 in the textbook “Forensic Science –
Fundamentals and Investigations” by Anthony J. Bertino
Unit 2 Vocabulary agglutination
angiosperm
antibodies
antigen-antibody response
antigens
arch
cell surface protein
class evidence
clay
comparison microscope
core
cortex
cuticle
delta
exine
geology
gymnosperm
hair follicle
humus
individual evidence
keratin
latent fingerprint
leaching
loop
medulla
melanin granules
mineral
minutiae
neutron activation analysis
palynology
patent fingerprint
pistil
plastic fingerprint
pollen “fingerprint”
pollen grain
pollination
red blood cells
ridge pattern
rock
sand
silt
soil
soil profile
spore
stamen
ten card
trace evidence
weathering
white blood cells
whorl
28 | P a g e
Grade: 11
Unit 3: 9 weeks
Topic: Cause and Time of Death
Description: Distinguish between the four
manners of death. Differentiate between cause,
manner, and mechanism of death. Explain the
development of rigor, algor, and livor mortis,
and how these are used to calculate time of
death. Describe the stages of decomposition.
Explain different ways you can estimate time
of death. Determine the succession of different
types of insects that are found on a body as it
decomposes.
NGSS: HS-LS1-2
Common Core State Standards (CCSS): RST.9-10.1, RST.9-10.3, RST.9-10.4, RST.11-12.1, RST.11-12.3, RST.11-12.4, WHST.9-10.1,
WHST.9-10.2, WHST.9-10.7, WHST.11-12.1, WHST.11-12.2, WHST.11-12.7, HSN.Q.A.1
29 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
Develop and use a model to
illustrate the hierarchical
organization of interacting
systems that provide
specific functions within
multicellular organisms.
HS-LS1-2
Summarize and explain the
larger ethical, moral, and
legal issues related to
biotechnology research,
product development, and
use in society. 9.3 HL-
BRD.6
Demonstrate the principals
of solution preparation,
sterile techniques,
contamination control, and
measurement and
calibration of instruments
used in biotechnology
research. 9.3 HL- BRD.4
How do you examine and
analyze an organism in
order to determine cause
and time of death?
Acquisitive:
listening
observing
searching
inquiring
investigating
gathering data
researching
recording
Organizational:
recording
comparing
contrasting
classifying
organizing
outlining
reviewing
evaluating
analyzing
Books:
“Forensic Science –
Fundamentals and
Investigations”
By: Anthony J. Bertino
South-Western, Cengage
Learning, 2012
“Crime Scene Investigations
– Real Life Science Labs”
By: Pam Walker and Elaine
Wood
John Wiley and Sons, Inc.,
1998
Websites:
http://www.forensicpage.co
m/new09.htm
http://school.cengage.com/f
orensicscience/
Labs/Activities:
The following labs and
activities can be found in the
books and on the websites
mentioned under the
resources heading along with
numerous other labs from
which the teacher can choose.
Forensic Entomology
Case Study
Time of Death: The
Law of Cooling
Calculating Time of
Death Using Rigor
Mortis
Calculating Time of
Death Using Algor
Mortis
Insect Study
30 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
Creative:
planning ahead
designing
synthesizing
Manipulative:
using an instrument
caring for an instrument
collecting
demonstrating
experimenting
Communicative:
asking questions
discussing
explaining
reporting
writing
criticizing
graphing
presenting
http://sciencespot.net/Pages/
classforsci.html
www.connectedcalifornia.or
g/files/LJCrimeSceneInvesti
gation_FullUnit.pdf
http://bsapp.com/forensics_i
llustrated/index.html
http://shodor.org/succeed-
1.0/curriculum/FOR/stella2j
avadead/dead.html
http://www.abc.net.au/scien
ce/articles/2006/05/18/2809
176.htm
http://www.studyworld.com
/basementpapers/papers/stac
k12_14.html
http://www.academia.edu/3
467740/Forensic_Estimatio
n_of_Time_of_Death_A_M
athematical_Model
Tommy the Tub
Time of Death
Flying Clocks
Entomology/Time of
Death
31 | P a g e
Unit 3 Vocabulary algor mortis
autolysis
cause of death
death
decomposition
forensic entomology
instar
larva
livor mortis
manner of death
mechanism of death
pupa
rigor mortis
32 | P a g e
Unit 3 Project (Choose 1)
Option 1 Option 2
“Using Forensic Entomology to Solve Crimes”
Found on page 546 in the textbook “Forensic Science –
Fundamentals and Investigations” by Anthony J. Bertino
“Estimating Time of Death Using Insect, Algor, and Livor
Mortis Evidence”
Found on page 334 in the textbook “Forensic Science –
Fundamentals and Investigations” by Anthony J. Bertino
33 | P a g e
Grade: 11
Unit 4: 4 weeks
Topic: Anthropology
Description: Describe how bone is formed.
Distinguish between a male and female
skeleton. Estimate a person’s age by
examining their bones. Explain what
information bones can tell you about a person.
Examine differences in facial structure to
determine a person’s race. Explain how
mitochondrial DNA can be used to identify
bones.
NGSS: HS-ETS1-2
Common Core State Standards (CCSS): RST.9-10.1, RST.9-10.3, RST.9-10.4, RST.11-12.1, RST.11-12.3, RST.11-12.4, WHST.9-10.1,
WHST.9-10.2, WHST.9-10.7, WHST.11-12.1, WHST.11-12.2, WHST.11-12.7, HSN.Q.A.1
34 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
Design a solution to a
complex real-world
problem by breaking it
down into smaller, more
manageable problems that
can be solved through
engineering. HS-ETS1-2
Demonstrate the principals
of solution preparation,
sterile techniques,
contamination control, and
measurement and
calibration of instruments
used in biotechnology
research. 9.3 HL- BRD.4
Summarize and explain the
larger ethical, moral, and
legal issues related to
biotechnology research,
product development, and
use in society. 9.3 HL-
BRD.6
How can anthropological
studies lead to the
identification of human
remains and help determine
the cause of death?
Acquisitive:
listening
observing
inquiring
investigating
gathering data
researching
recording
Organizational:
recording
comparing
contrasting
classifying
organizing
outlining
reviewing
evaluating
analyzing
Books:
“Forensic Science –
Fundamentals and Investigations”
By: Anthony J. Bertino
South-Western, Cengage
Learning, 2012
“Crime Scene Investigations –
Real Life Science Labs”
By: Pam Walker and Elaine
Wood
John Wiley and Sons, Inc., 1998
Websites:
https://www.nlm.nih.gov/visiblep
roofs/resources/weblinks.html
http://www.forensicpage.com/ne
w09.htm
http://bsapp.com/forensics_illustr
ated/index.html
www.connectedcalifornia.org/file
s/LJCrimeSceneInvestigation_Ful
lUnit.pdf
Labs/Activities:
The following labs and
activities can be found in the
books and on the websites
mentioned under the
resources heading along with
numerous other labs from
which the teacher can
choose.
Wanted – Butch and
Sundance
Determining the age
of a skull
Bones: Male or
Female?
The Romanovs and
DNA: An Internet
Activity
Estimation of Body
Size from Individual
Bones
35 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
Creative:
planning ahead
designing
synthesizing
Manipulative:
collecting
demonstrating
experimenting
Communicative:
asking questions
discussing
explaining
reporting
writing
criticizing
http://web.utk.edu/~fac/
http://de.slideshare.net/erinmucci/
forensic-
anthropology?qid=8a6bfb74-
98c2-4c53-b8d2-
2c0861bc52ad&v=qf1&b=&from
_search=2
http://manuampim.com/2005_upd
ate.html
https://www.nlm.nih.gov/visiblep
roofs/education/anthropological/i
ndex.html
http://school.cengage.com/forensi
cscience/
http://sciencespot.net/Pages/classf
orsci.html
http://www.njsp.org/division/inve
stigations/forensic-sciences.shtml
What the Bones Tell
Us
Who Did It? Owl
Pellet Lab
Skull Identification
Lab
Height and Body
Proportions
Making No Bones
About It!
Bone Bonanza
Bits and Pieces
Your Bones Have a
Message
Missing Persons
36 | P a g e
Unit 4 Vocabulary anthropology
epiphysis
forensic anthropology
joints
mitochondrial DNA
ossification
osteobiography
osteoblast
osteoclast
osteocyte
osteoporosis
skeletal trauma analysis
37 | P a g e
Unit 4 Project (Choose 1) Option 1 Option 2
“Medical Examiner’s Findings”
Found on page 388 in the textbook “Forensic Science –
Fundamentals and Investigations” by Anthony J. Bertino
CSI Facial Reconstruction Kit
Given the skull, use clay to reconstruct the face of your victim.
38 | P a g e
Grade: 11
Unit 5: 5 weeks
Topic: DNA
Description: Explain the structure and
function of DNA. Determine how DNA is
collected and processed as crime-scene
evidence. Explain the process of DNA
fingerprinting. Analyze DNA evidence to
determine if a sample is a match, a familial
relationship, or unrelated to a particular
individual.
NGSS: HS-LS1-1
Common Core State Standards (CCSS): RST.9-10.1, RST.9-10.3, RST.9-10.4, RST.11-12.1, RST.11-12.3, RST.11-12.4, WHST.9-10.1,
WHST.9-10.2, WHST.9-10.7, WHST.11-12.1, WHST.11-12.2, WHST.11-12.7, HSN.Q.A.1
39 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
Construct an explanation
based on evidence for
how the structure of
DNA determines
structure of proteins
which carry out the
essential functions of life
through systems of
specialized cells. HS-
LS1-1
Demonstrate the
principals of solution
preparation, sterile
techniques,
contamination control,
and measurement and
calibration of instruments
used in biotechnology
research. 9.3 HL- BRD.4
How do you collect,
process and analyze
DNA to determine if a
sample is a match, a
familial relationship, or
unrelated to a particular
individual?
Acquisitive:
listening
observing
searching
inquiring
investigating
gathering data
researching
recording
Organizational:
recording
comparing
contrasting
classifying
organizing
outlining
reviewing
evaluating
analyzing
Books:
“Forensic Science –
Fundamentals and
Investigations”
By: Anthony J. Bertino
South-Western, Cengage
Learning, 2012
“Crime Scene Investigations
– Real Life Science Labs”
By: Pam Walker and Elaine
Wood
John Wiley and Sons, Inc.,
1998
Websites:
https://www.nlm.nih.gov/visi
bleproofs/resources/weblinks
.html
http://www.forensicpage.co
m/new09.htm
www.connectedcalifornia.or
g/files/LJCrimeSceneInvesti
gation_FullUnit.pdf
http://bsapp.com/forensics_il
lustrated/index.html
Labs/Activities:
The following labs and
activities can be found in the
books and on the websites
mentioned under the resources
heading along with numerous
other labs from which the
teacher can choose.
Interactive Investigator
The Case for Innocence
Incriminating Evidence
A Simple DNA
Extraction
Creating a DNA
Fingerprint
Ladder of Life Lesson
Plan
Virtual DNA
Fingerprinting Lab
40 | P a g e
NJDOE Student
Learning Objective
Essential Questions Skills Resources Sample Activities
Creative:
planning ahead
designing
synthesizing
Manipulative:
using an instrument
caring for an instrument
collecting
demonstrating
experimenting
Communicative:
asking questions
discussing
explaining
reporting
writing
criticizing
graphing
presenting
http://www.slideshare.net/po
rtlester/forensic-science-
crime-scene-investigation-
evidence-collection
http://shodor.org/succeed-
1.0/curriculum/FOR/index.ht
ml
http://www.slideshare.net/M
MASSY/dna-forensic
http://www.dnai.org/
http://school.cengage.com/fo
rensicscience/
http://forensics.rice.edu/en/F
or-Educators/Online-
Activities.html
http://sciencespot.net/Pages/
classforsci.html
http://www.njsp.org/division
/investigations/forensic-
sciences.shtml
DNA Fingerprinting
DNA Fingerprinting
Simulation Using Dyes
The Break-In
Which Man is the
Father?
Who Are the Parents?
What a Cell Can Tell?
Missing Parents?
41 | P a g e
42 | P a g e
Unit 5 Vocabulary allele
chromosome
DNA fingerprint
DNA probe
electrophoresis
gene
PCR
restriction enzyme
STR
VNTR
43 | P a g e
Unit 5 Project (Choose 1)
Option 1 Option 2
“Where’s the Cat? Simulation”
Found on page 179 in the textbook “Forensic Science –
Fundamentals and Investigations” by Anthony J. Bertino
“Ward’s DNA Fingerprinting Simulation”
Found on page 185 in the textbook “Forensic Science –
Fundamentals and Investigations” by Anthony J. Bertino
44 | P a g e
Rubric(s):
Many individual assignments and labs have their own specific rubrics which are found attached directly to the activity.
Class Participation in Science
The advancement of knowledge and understanding depends on your engagement in the class. You are expected to:
1. Treat other members of the class with respect, avoid interruptions or shouting. Argue against an idea and
not against a person.
2. Defend claims you make with evidence; scientists try to eliminate emotion from arguments, using logic
and evidence to advance their positions.
3. Be prepared every day to discuss the topic at hand. This includes completing reading assignments, video
assignments, or just reviewing your notes and handouts from the previous day.
4. Ask for clarification if someone says something you don't understand.
5. Contribute to group and class discussions by adding your own ideas and thoughts, asking questions that
seek a deeper level of understanding, and encouraging others to contribute.
You will be given a participation grade at the end of a unit. Your grade is based on the following rubric.
45 | P a g e
Not
Evident
(0 pts)
Needs work
(1 pt)
Good
(2 pts)
Skilled
(3 pts)
Exemplary
(4 pts)
Class
Engagement
Student is
silent, does
not speak
or
contribute
in any way.
Some
contributions in
class, though
comments are
irrelevant, or
lacking in
detail.
Statements lack
support or are
off-topic.
Occasionally offers
ideas and asks
questions, usually
listens to others, does
not derail
conversation. Claims
lacking support or
depth of
understanding.
Sometimes
contributes to class
by offering ideas
and asks question,
listens to others,
claims are
supported by
evidence and
reasoning.
Routinely
contributes to class
by offering ideas
and asking
questions,
encourages further
discussion; claims
are supported by
evidence and
reasoning.
Interactions
with other
students
Does not
interact
with others
in any
meaningful
way
Interrupts, uses
language that
does not further
discussion,
argumentative
or dismissive.
Generally helpful and
listens to other
without interrupting,
may sometimes be
argumentative or
dismissive.
Generally helpful,
listens to others, is
supportive,
language used
furthers discussion.
Generally helpful,
listens to others and
builds upon their
ideas, is supportive,
language used
furthers discussion.
Interactions
with
Instructor
Does not
appear to
be focused
or
listening,
or taking
notes.
Appears to be
listening, but
cannot answer
specific
questions and
does not appear
to be taking
notes.
Listens to lectures but
may seem distracted,
can answer questions
with prompting and
leading, takes notes,
sometimes engaged in
other activities.
Clearly listens to
lectures, can
sometimes answer
questions, takes
notes.
Clearly engaged in
lectures and can
answer specific
questions about the
content when asked,
takes notes.
46 | P a g e
Self and Group Evaluation
Instructions: Consider the unit of instruction or project and evaluate each member of your group, including yourself. Your instructor will have the
final say in each member's grade but will take your assessment into consideration.
Point Values:
5 = Frequently
4 = Most of the time
3 = Sometimes
2 = Occasionally
1 = Rarely
47 | P a g e
Name:
(your name)
(group member)
(group member)
(group member)
Contributions: contributed in a
valuable way to discussions,
proposed answers or solutions to
the problems presented
Focus: members on task, did not
cause distractions, kept up with
the discussion or the procedure,
present and engaged for the entire
activity
Written: member wrote down
data, answers to essay questions as
the activity progressed and did not
wait for someone else to write the
answer and just copy it
Laboratory: member was helpful
with lab procedures, gathering
materials, reading directions,
cleaning up (or not making a
mess)
Preparedness: member was
prepared each day, required
readings or homework completed
I would want this person on my
team again. NA yes / no yes / no yes / no
48 | P a g e
Structured Learning Experience:
Partnership with the Paterson Police Department
Partnership with William Paterson University and their Forensic Program
Collect oral histories from Paterson residents – connects with witness interviewing skills
Archeological Society of New Jersey – volunteer at an archeological site http://www.asnj.org
Guest Speakers: The Medical Examiner for the State of New Jersey
New Jersey Evidence Analysis and Preservation Expert Witnesses
Forensic Scientist
Forensic Psychologist
Paterson Police Officer
Passaic County Sheriff’s Officer
Field Trip Ideas:
Paterson Police Department
Passaic County Sheriff’s Office
Passaic County Canine Unit
American Museum of Natural History
Cold Spring Harbor Lab https://www.dnalc.org/programs/fieldtrips/hsschool.html