JessicaStage1

=Stage 1 Identify Desired Results= Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
 * **Establish Goals:** **(G)** ||
 * ** Content Area: ** Science and Technology
 * Standard Label: ** C. The Scientific and Technological Enterprise
 * Standard: ** C1. The Understandings of Inquiry
 * Grade Level Span: ** Grade 9- Diploma
 * Performance Indicators ** : (b) Describe how scientists defend their evidence and explanations using logical arguments and verifiable results.

Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
 * Content Area: ** Science and Technology
 * Standard Label: ** C. The Scientific and Technological Enterprise
 * Standard: ** C2. Understandings about Science and Technology
 * Grade Level Span: ** Grade 9- Diploma
 * Performance Indicators ** : (a) Provide an example that shows how science advances with the introduction of new technological problems often impacts new scientific knowledge.

Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
 * Content Area: ** Science and Technology
 * Standard Label: ** C. The Scientific and Technological Enterprise
 * Standard: ** C3. Science, Technology, Society
 * Grade Level Span: ** Grade 9- Diploma
 * Performance Indicators ** : (a) Explain how science and technology influence how a crime scene is processed.

Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
 * Content Area: ** Science and Technology
 * Standard Label: ** C. The Scientific and Technological Enterprise
 * Standard: ** C4. History and Nature of Science
 * Grade Level Span: ** Grade 9- Diploma
 * Performance Indicators ** : (b) Select and describe one of the major episodes in the history of science including how the scientific knowledge changed over time and any important effects on science and society.

Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs.
 * Content Area: ** Science and Technology
 * Standard Label: ** E. The Living Environment
 * Standard: ** E1.Biodiversity
 * Grade Level Span: ** Grade 9- Diploma
 * Performance Indicators ** : (b) Describe the role of DNA sequences in determining the degree of kinship among organisms and the identification of species. ||

//What understandings are desired?//

 * //Students will understand that:// **(U)** ||
 * * scientists perform electrophoresis analysis to identify and consider possible suspects by comparing DNA collected from a crime scene to possible suspects.
 * crime scene forensics have improved due to technological advances.
 * evidence must be used in order to support a scientific argument. ||

//What essential questions will be considered?//

 * **Essential Questions:** **(Q)** ||
 * * What is forensic science?
 * How can forensic evidence be used to solve a crime?
 * Why have advances in forensics technology improved crime solving abilities? ||

//What key knowledge and skills will students acquire as a result of this unit?//

 * //Students will know:// **(K)** || //Students will be able to:// **(S) 6 skills that start with one of the facets** ||
 * * How to process a crime scene in 2012
 * How a crime scene was processed in 1970
 * The structure of DNA
 * How electrophoresis works to separate DNA
 * How to collect evidence to support a conclusion || * Perform electrophoresis analysis to compare DNA collected from a crime scene to possible suspects
 * Demonstrate other crime scene techniques to collect evidence, i.e; fingerprinting, fiber analysis
 * Make sense of evidence collected at a crime scene in order to support a scientific argument.
 * Compare and contrast forensic analysis done in the 1970's to forensic analysis done in the present.
 * Consider how advances in forensic technology would of changed the outcome of the novel.
 * Be aware of biases in analyzing evidence. ||


 * 2004 ASCD and Grant Wiggins and Jay McTighe**