MIDDLE SCHOOL COURSE OUTLINE

OFFICE OF CURRICULUM, INSTRUCTION, & PROFESSIONAL DEVELOPMENT

MIDDLE SCHOOL COURSE OUTLINE

(Revised March 2012)

Department

Science

Course Code

Course Title Middle School Forensic Science

Abbreviation MS Forensic Sci Grade Level

Course Length 1 Semester

Prerequisites

4145

8 None

IMPORTANT NOTES:

Because of the nature of some of the topics discussed in this class, parent notification and permission for student participation should be sought through a letter describing the topics that will be covered in the course.

No graphic images or gratuitous discussions of violence will be presented in this class.

COURSE DESCRIPTION:

Middle School Forensic Science is an elective laboratory based program. Students should spend approximately forty percent (40%) of their class time on hands-on activities. This course will explore different aspects of forensic science including, DNA and heredity and their uses in identification, tissue structure and rates of decay, skeletal identification, pattern injury recognition, chromatography, projectile trajectory, and forensic botany. It will also explore uses of technology in the field of forensics. Constructivist methods of teaching are employed to ensure the best possible comprehension and retention of science concepts. Science activities will utilize the skills and techniques outlined in the Investigation and Experimentation Strand of the Content Standards along with some used by professional forensic investigators.

GOALS: (Student needs this course is intended to meet)

? Students will learn practical applications, which extend and explore beyond the California Science Standards. The use of well-designed, memorable experiences and the application of scientific knowledge and methodology are essential in helping the students achieve appropriate comprehension of the content.

? Students will improve their ability to learn independently by drawing generalizations from sciencerelated articles, books, graphs, charts, and diagrams. Regular opportunities are provided for students to clearly communicate their understanding through oral and written explanations of science concepts.

? Students will study the applications of science in everyday life to inspire them to consider pursuing advanced studies in science and explore the wide variety of related career choices available.

CONTEXT: CONTENT SCOPE AND SEQUENCE

Middle School Forensic Science Page 2

Physical Sciences

Earth Sciences

Life Sciences

6th

Density (Qualitative) -------- (CA 8) Energy Temperature vs. Heat Heat Transfer

7th

Earth's Layers Plate Tectonics Mountain Building Earthquakes, Faults, and Epicenters Volcanoes California Geology Mechanical & Chemical Weathering Minerals Rock Cycle (Igneous, Metamorphic, and Sedimentary Rocks) Sun's Effect on Weather Convections Solar Energy Atmospheric Conditions Natural Resources Stratigraphy: Fossil Locations Rock --(CA 7) Geol. Timeline of Earth's History -------(CA 7) Formation of Fossils -----------------------(CA 7) Methods of Dating Earth's History -----(CA 7)

Food Chains / Food Webs Ecosystems Human Impacts on Ecosystems --------- (LB)

Eight Designated Lessons from Project ALERT Health Curriculum

Cell Similarities & Differentiation Function of Cell Structures Energy at the Cellular Level Photosynthesis / Respiration Mitosis Genetics DNA RNA Protein ----------------- (LB) Sexual / Asexual Reproduction Meiosis ----------------------------------------- (LB) DNA, Genes, & Alleles Dominant & Recessive Traits Theory of Evolution Natural Selection Body Systems Taxonomic Keys ----------------------------- (LB) Kingdoms & Major Phyla ------------------ (LB)

8th

Observing and Defining Motion Forces and their Effects Gravity's Larges Scale Effects Basic Atomic Theory Periodic Table as a Tool Metals, Non-metals, Inert Gases Electrons beyond the Bohr Model Ions and Isotopes Physical & Chemical Properties Element vs. Compound Properties Chemical Bonding Atoms and Ions Forming Solids Phases and Molecular Motion Chemical Formulas Chemical Equations & Conservation

of Matter Exothermic vs. Endothermic Acids, Bases, and pH Density & Buoyancy Sound and Light Energy ------ (CA 7)

Galaxies and Stars Life Cycles of Stars (Nebular Theory,

Novas, etc.) Distances in Astronomy Light Sources and Reflectors in the

Universe Cosmology (Universe Origin) --------- (LB) Solar System

Simple Machines and the Human Body -------------(CA 7)

Blood Pressure and Heart Valves---(CA 7) Organic Chem. / Biochem.

Three Designated Lessons from Project ALERT Health Curriculum

Notes regarding non-aligned content: (LB) => Long Beach specific content; not found in CA Science Content Standards

(CA 7) => 7th grade content which has been moved to 6th or 8th grade to accommodate reduced science instruction in 7th grade

(CA 8) => 8th grade content which should be presented qualitatively in 6th grade to help explain convections and other Earth science related content

CONTEXT: SKILLS SCOPE AND SEQUENCE

Middle School Forensic Science Page 3

Investigation and Experimentation:

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

6th

7a. Develop a hypothesis. b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map. g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions). h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope).

7th

7a. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

b. Utilize a variety of print and electronic resources (including the World Wide Web) to collect information as evidence as part of a research project.

c. Communicate the logical connection among hypothesis, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.

d. Construct scale models, maps and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth's plates and cell structure).

e. Communicate the steps and results from an investigation in written reports and verbal presentations.

8th

9a. Plan and conduct a scientific investigation to test a hypothesis. b. Evaluate the accuracy and reproducibility of data. c. Distinguish between variable and controlled parameters in a test. d. Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this to interpret graphs constructed from data. e. Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. f. Apply simple mathematical relationships to determine one quantity given the other two (including speed = distance/time, density = mass/volume, force = pressure x area, volume=area x height). g. Distinguish between linear and non-linear relationships on a graph of data.

Relevant CA CONTENT STANDARDS

Middle School Forensic Science Page 4

Grade 7 Focus On Life Science:

Cell Biology 1. All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. As a basis for understanding this concept, students know ...

c. the nucleus is the repository for genetic information in plant and animal cells. [LS10]

Genetics 2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. As a basis for understanding this concept, students know...

b. sexual reproduction produces offspring that inherit half their genes from each parent.

c. DNA (deoxyribonucleic acid) is the genetic material of living organisms and is located in the chromosomes of each cell. [LS10]

Structure and Function in Living Systems 3. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept, students know ...

b. organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system.

c. how bones and muscles work together to provide a structural framework for movement. [LS10]

Investigation & Experimentation 4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will ...

a. select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

b. use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.

c. communicate the logical connection among hypothesis, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence. [LS10]

d. construct scale models, maps and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth's plates and cell structure).

e. communicate the steps and results from an investigation in written reports and verbal presentations.

LS10 = Standards assessed on the 10th grade No Child Left Behind Biology/Life Science Test

Grade 8 Focus On Physical Science:

Motion 1. The velocity of an object is the rate of change of its position. As a basis for understanding this concept, students know:

a. position is defined in relation to some choice of standard reference point and a set of reference directions. [CST]

b. average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary. [CST]

c. changes in velocity may be due to changes in speed, direction, or both. [CST]

Forces 2. Unbalanced forces cause changes in velocity. As a basis for understanding this concept, students know:

a. a force has both direction and magnitude. [CST]

e. the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. [CST]

Reactions 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. As a basis for understanding this concept, students know:

a. reactant atoms and molecules interact to form products with different chemical properties. [CST]

Grade 8 Focus On Physical Science: (cont'd)

Middle School Forensic Science Page 5

Investigation & Experimentation 9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will ...

a. plan and conduct a scientific investigation to test a hypothesis. [CST]

e. construct appropriate graphs from data and develop quantitative statements about the relationships between variables. [CST]

f. apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure x area, volume = area x height). [CST]

CST = Standards assessed on the California Standards Test LS10 = Standards assessed on the 10th grade No Child Left Behind Biology/Life Science Test

DISTRICT PERFORMANCE STANDARDS:

The Performance Standard Criteria are shown in the table below. The objective is to have all students achieve at or above the Proficient Level and receive a C or better in this course. Performance level is determined by the average of the assessments or assignments.

Science Performance Standard Criteria

Graded Student Work

Not Proficient

Average is a 1 or less than 60%

Partial Proficient Average is a 2 or 60% - 69%

Proficient

Average is a 3 or 70% - 84%

Classroom Assessments

Less than 60%

60% - 69%

70% - 84%

Written Response / Lab Report

(6 point scale)

1-2

3

4

Written Response / Lab Report

1

2

3

(4 point scale)

End-Of-Course Exam

Less than 45%

45% - 59%

60% - 84%

Advanced Proficient Average is a 4 or 85% - 100% 85% - 100%

5-6

4

85% - 100%

OUTLINE OF CONTENT AND RECOMMENDED TIME ALLOTMENT:

Middle School Forensic Science Page 6

Content sequencing and time allocations are only suggestions and may be adjusted to suit school site curriculum plans and student needs.

MIDDLE SCHOOL FORENSIC SCIENCE

Skeletal System

Topics

Task Analysis

"Students know and are able to ..."

Adopted Textbook Correlation(s)

Connections

Osteology: Identification of bones

* These two tasks are very large. You may want to embed some of this as you move to other topics to keep students from getting overwhelmed.

Forensic Odontology

Students know bones and muscles work together to provide a structural framework for movement.

(CA-7 3c)

? Identify all bones of the human body.*

? Identify the location of the bones in the human body.*

? Distinguish between human and animal bones.

? Explain why proper bone identification is important.

Human Osteology: A Lab and Field Manual No. 2, William Bass

Anatomy Coloring Book, 3rd ed., Wynn Kapit

? Recall the correct number of teeth for people at various ages.

? Identify the specific patterns found in human teeth (i.e., Y-5 pattern of human molars).

? Explain how dental records are used to identify human remains.

Anatomy Coloring Book, 3rd ed., Wynn Kapit

Human Osteology: A Lab and Field Manual No. 2, William Bass

KEY VOCABULARY:

bone process articulate

sinus

foramen

superior

distal

inferior

proximal

anterior

posterior

SKILLS FOCUS: compare and contrast, classify

Construct scale models, maps and appropriately labeled diagrams to communicate scientific knowledge.

(I&E-7 4d)

LABS / DEMOS:

? Skeletal Identification

Use anatomy coloring book to

identify the bones of the skeleton.

Use numbered skeleton model for

an identification practicum

KEY VOCABULARY:

odentology wisdom teeth molars incisors maxilla canine mandible labial

primary teeth secondary teeth enamel crowns / caps bridges fillings lingual arcade bite mark

SKILLS FOCUS: observe, identify, infer, compare and contrast, classify

Use a variety of print and electronic

resources (including the World Wide

Web) to collect information and

evidence as part of a research

project.

(I&E-7 4b)

LABS / DEMOS:

? Odentology Research Research actual cases of the use of forensic odentology to identify the remains of missing people.

? Right Bite Students make impressions of their teeth and trace them onto a transparency. Students then switch and identify which bite marks belong to whom.

5 days

10 days

Appx

Time

(per 90 days)

Skeletal System

Topics

Task Analysis

"Students know and are able to ..."

Analysis of Age, Sex, Ancestry, and Stature

AGE

? Estimate the age of skeletal remains based on number of teeth, tooth wear, and types of dental work.

? Estimate the age of skeletal remains based on the size, length, amount and pattern of wear, and density of bones.

? Explain how the sutures on the skull and growth plates develop over time.

SEX ? Identify differences in pelvic

bones in males and females. ? Explain how bone size and

shape can help identify gender. ? Distinguish between male and female bone processes (i.e., occipital and mandibular). OTHER CONCLUSIONS

? Describe other evidence from skeletal analysis can lead to conclusions about the lifestyle and history an individual.

Adopted Textbook Correlation(s)

Human Osteology: A Lab and Field Manual No. 2, William Bass

Anatomy Coloring Book, 3rd ed., Wynn Kapit

Middle School Forensic Science Page 7

Connections

KEY VOCABULARY:

analysis

pelvis

sutures

pubic symphasis

growth plates sex

occipital protuberance

sciatic notch

sacrum

ilium

mastoid process

epiphysis

calipers

supraorbital tori (torus)

SKILLS FOCUS: observe, identify, infer, measure, analyze, compare and contrast, classify,

Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

(I&E-7 4a)

LABS / DEMOS: ? Using skeletal models (and X-rays

if available), practice determining age, sex, and ancestry.

10 days

Appx

Time

(per 90 days)

(Note: While is possible to identify details of skull structure that can help identify ancestry, it is not recommended to go into this with students at this level.)

Soft Tissue

Topics

Taphonomy (Organ Systems)

Task Analysis

"Students know and are able to ..."

Adopted Textbook Correlation(s)

Connections

Students know organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system.

(CA-7 3b)

? Identify and locate major body organs.

? Describe the general function and major components the following body systems: musculo-skeletal system circulatory system nervous system lymphatic system digestive system reproductive system

Physiology Coloring Book, Wynn Kapit

Anatomy Coloring Book, 3rd ed., Wynn Kapit

Focus on LS, Prentice Hall

KEY VOCABULARY:

organs

synapses

lymph

decomposition

SKILLS FOCUS: observe, identify, recall

Construct scale models, maps and appropriately labeled diagrams to communicate scientific knowledge.

(I&E-7 4d)

LABS / DEMOS: ? Using anatomy and physiology

coloring books to identigy organ systems

5 days

Appx

Time

(per 90 days)

Soft Tissue

Topics

Toxicology

Pattern Injury Recognition

Middle School Forensic Science Page 8

Task Analysis

"Students know and are able to ..."

Adopted Textbook Correlation(s)

? Identify common toxins, infectious agents, and metabolic byproducts forensic scientists look for.

? Recall tissue samples commonly extracted for toxic analysis.

? Explain why certain tissues are chosen for analysis.

? Describe the common tests performed determine amounts of toxins in the body.

? Recognize puncture, cut, and blunt trauma wounds.

? Determine possible weapons/objects that match observed injuries.

? Identify how the direction of impacts can be determined from internal tissue damage.

Detective Science: 40 Crime Solving, Case Breaking, Crook Catching Activities for Kids, Jim Wiese

GEMS: Crime Lab Chemistry

Connections

KEY VOCABULARY:

toxin

metabolic

infectious

byproduct

SKILLS FOCUS: experimentation, analyze, application, infer

Communicate the logical connection among hypothesis, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.

(I&E-7 4c)

5 days

Appx

Time

(per 90 days)

KEY VOCABULARY:

puncture

wound

blunt trauma

SKILLS FOCUS: experimentation, analyze, application, infer

Plan and conduct a scientific investigation to test a hypothesis.

(I&E-8 9a)

3 days

LABS / DEMOS:

? Pattern Injury Recognition Using various objects that could be used for weapons, match them to injury patterns on an object (i.e. animal remains obtained from a butcher)

Forensic Anthropology & Autopsy

Topics

Task Analysis

"Students know and are able to ..."

Adopted Textbook Correlation(s)

Body Removal / Excavation

? Identify the people and roles involved in body removal.

? Describe the tools and methods used in body removal.

? Discuss the ethics related to respectful treatment of human remains.

Human Osteology: A Lab and Field Manual No. 2, William Bass

Connections

KEY VOCABULARY: excavation ethics

SKILLS FOCUS: selecting appropriate tools, organizing, evaluating

Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

(I&E-7 4a)

LABS / DEMOS: ? Excavation lab

Students will use various excavation tools to uncover animal bones and remove them from various burial materials ? Guest Speaker: Forensic Anthropologist, L.A. County

5 days

Appx

Time

(per 90 days)

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download