Curriculum Framework

Principles of the Biomedical Sciences Unit 1 Lesson 1

Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Answer scientific questions by designing and conducting controlled experiments as well as critically evaluating experimental designs and
conclusions.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - Principles of biomedical science can be used to investigate
Q1 How can the evidence left at a crime scene effectively be
the circumstances surrounding a mysterious death.
used to reconstruct the events that occurred?
Q2 What constitutes a properly designed experiment?
U2 - Experiments are designed to find answers to testable
questions.
Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 - Recognize that processing a crime scene involves
S1 - Analyze key information gathered at a simulated crime scene. U1
purposeful documentation of the conditions at the scene and the
S2 - Design a controlled experiment. U2
collection of any physical evidence. U1
S3 - Graph and analyze experimental data to determine the height
K2 - Describe how evidence at a crime scene, such as blood,
associated with bloodstain patterns. U1, U2
hair, fingerprints, and shoeprints can help forensic investigators
determine what might have occurred and help identify or
exonerate potential suspects. U1
K3 Recognize that bloodstain patterns left at a crime scene can
help investigators establish the events that took place during the
crime. U1, U2
K4 - Recognize that all external variables in an experiment need
to be controlled. U2

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Curriculum Framework PBS Unit 1 Lesson 1.1 Page 1
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Evidence (stage 2)

Students will demonstrate

knowledge and skills by
Designing a process to analyze a
crime scene (A1.1.1)
Students will

Assessements for Assessments of

Learning
Learning

1. Use Inspiration software to

build a concept map to process
the crime scene.

Examining the case evidence and

research careers in biomedical
sciences (A1.1.2)
Students will

1. Analyze the crime scene and

victim and make conclusions
based on the findings.
2. Use the crime scene search
methods to analyze the crime
scene. (Optional)

1. The teacher
will review the
students
concept maps
and provide
feedback.

2. All the
conclusion
questions will
be reviewed.
1. The teacher
will review the
crime science
sketch and
Investigative
Notes
Resource
handouts and
give feedback.
2. The conclusion
question will
be reviewed.

1. Students will
build a concept
map.

Learning Plan (stage 3)

Activities (A), Projects (P),

and Problems (B)
A.1.1.1
A 1.1.2
P 1.1.3

Knowledge and Skills

K1, S1
K1, K2, S1
K2, K3, K4, S1, S2, S3

2. They will
answer all the
conclusion
questions.

1. Students will
record their
collected
evidence from
the crime scene
using the
Investigative
Notes Resource
Sheet.
2. They will
complete the
Crime Scene
Sketch handout.
3. Students will
answer the
conclusion
question.

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Curriculum Framework PBS Unit 1 Lesson 1.1 Page 2
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Exploring careers in biomedical

science (A1.13)
Students will

1. Analyze the persons of

interest involvement with the
case.
2. Research careers in
biomedical sciences that would
help to investigate Anna
Garcias death.

Analyzing case evidence found at

the crime scene (A1.1.4)
Students will

1. Conduct color tests to identify

unknown substances.
2. Collect, examine, and compare
fingerprints ridge patterns.
3. Image and compare hair
samples.
4. Determine the blood type of
samples from the crime scene
and persons of interest.
5. Compare shoe print evidence

Determining the victims time of

death. (A1.1.5)

1. The teacher
will review the
students
person of
interest
analysis and
career journal
and provide
feedback.
2. All the
conclusion
questions will
be reviewed.

1. Teacher will
review the
students
results and
provide
feedback.
2. The conclusion
question will
be reviewed.

1. The teacher
will review the
students Time

1. Students will
analyze the
persons of
interests and
their connection
to the case.
2. They will create
a career journal.
3. Students will
answer the
conclusion
questions.

1. Students will
record the
results from all
the evidence
tests on the
student
response sheet.
2. They will
answer the
conclusion
question.

1. Students will
complete the
Time of Death

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Curriculum Framework PBS Unit 1 Lesson 1.1 Page 3
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Students will

of Death
Design
Handout and
calculations
and give
feedback.

1. Design and conduct an experiment

to determine the victims time of
death.

2. The conclusion
questions will
be reviewed.

Conducting a blood spatter

analysis. (P1.1.6)
Students will

1. Design an experiment to determine

the effect of height and angle of
impact on a blood spatter pattern

1. The teacher
will review the
Student
Response
sheet and give
feedback.
2. The conclusion
questions will
be reviewed.

Design Handout
and Annas time
of death
calculations.
2. They will
answer all
conclusion
questions.
1. Student will
complete the
Student
Response
sheet.
2. They will
answer all
conclusion
questions.

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework PBS Unit 1 Lesson 1.1 Page 4
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD