Byrd Edens Final Unit

Who Did It? CSI: Ridgewood

http://csiridgewood.weebly.com/

Lesson #1 Separating the Innocent from the GuiltyLesson #2 Pencil...Paper...Sketch...Check!Lesson #3 What the Suspect Left Behind

Lesson #4 Future Crime Scene Investigators

Have you ever watched a crime show on TV? Have you ever wondered how they figure out who did it? Join us for a week long course on Crime Scene Investigation where YOU will be the lead investigator! Learn how to interact with a crime scene

using photography, fingerprint and shoeprint analysis, and so much more. You will also have the exciting opportunity to interact with law enforcement! Don’t miss out

on your chance to solve the crime

How would investigations be different without attention to detail?How are crime scene investigators important to everyday life?

How do the actions of investigators contribute to solving a crime?

Brandace Byrd and Stephanie EdensSPED 6402 Spring 2014East Carolina University

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CONTENT RESEARCH PAPERCrime Scene Investigation

Since 2000, a new interest has swept the nations. Over 100 million television viewers

devoted hours on end to the intriguing topic of crime scene investigation. Real life crime scene

investigation does connect in many ways to the television shows that portray it. However, there

are many inaccuracies found (Shelton, 2008). Crime scene investigation is a formal method of

solving crimes that truly happen in the real world.

According to Investigator Bryant (2014) of the Nash County Sheriff Department, “Crime

Scene Investigation is the use of physical evidence at the scene of a crime and the use of

deductive and inductive reasoning to gain knowledge of the events surrounding the crime. It is

the examination and evaluation of the scene for the purposes of recovering physical evidence and

documenting the scene’s condition as found.” A crime scene is any place, person, or object

subject to criminal investigation and an investigation is the process of search and examination to

discover facts. The purpose of the investigation is to answer questions (Millen, 2000). The

condition of the crime scene must not be tampered with in order to maintain its integrity. Tools

utilized in crime scene investigation include, but are not limited to, fingerprinting, footwear

impression analysis, hair sample analysis, fiber analysis, biological fluid analysis, and DNA

analysis (Bryant, 2014). Crime scene investigators rely on evidence to drive their investigations.

Evidence

Evidence is a key component of crime scene investigation. There are two classifications

of evidence: direct evidence and circumstantial evidence. Direct evidence is firsthand experience

of a crime. This can include videos or eyewitness accounts. Circumstantial evidence is indirect

and implies a fact rather than proving it entirely. Fingerprinting and hair samples are examples of

circumstantial evidence. Circumstantial evidence can be classified as either physical or

biological. Physical evidence includes impressions such as foot or tire prints. Biological evidence

is more persuasive in court because it narrows the suspect pool down to one individual. Trace

evidence is a type of physical evidence. Hair samples and body fluids are considered trace

evidence (Bertino, 2012).

There are two additional classifications of evidence. It can be either class evidence or individual

evidence. Class evidence narrows down a suspect pool to a smaller group of possibilities. Blood

type is one instance of class evidence utilized in crime scene investigation. When a piece of

evidence points directly to one person it is called individual evidence (Bertino, 2012). Crime

scene investigation relies on a plethora of evidence types such as direct, circumstantial,

biological, and physical to progress to a solution.

Fingerprints

Fingerprints are considered physical circumstantial evidence because they can be

collected from a crime scene and may link individuals to the scene. It is circumstantial because

the fingerprint may have been left on the scene at a time other than that of the crime (Bertino,

2012). Fingerprint analysis has been utilized by law enforcement for more than a century and is

helpful in crime scene investigation because fingerprints are unique to an individual (Bergen

County Technical Schools, 2003). Analysis of prints left at a crime scene can provide

investigators a lead in their investigations by pointing to one individual or omitting the innocent.

An individual’s fingerprints do not change over his or her lifetime; therefore they can be

utilized in cold crime scenes or those that have not progressed after several years. There are three

different patterns recognized in fingerprints: loops, whorls, and arches. Loops enter and exit on

the same side of the fingerprint. Whorls are circles that do not enter or exit the sides of the

fingerprint. Arches are lines that enter on one side of the finger print, rise into a hill, and exit on

the opposite side of the print. Fingerprints are not analyzed on their patterns alone; they are

based on the characteristics, or minutiae, and the structure of the ridges in the print. On the

average fingerprint there are about 150 observable ridge structures. If between ten and sixteen of

the identifiable characteristics are present in two print samples, investigators are able to assume a

match (Bergen County Technical Schools, 2003).

At a crime scene there are three types of fingerprints that could possibly be found. There

are visible prints which are those that were made by fingers that have come in contact with

something of color such as grease then transferred to a surface such as a window. Plastic prints

are those that have been left in a soft material such as dust. The last type of crime scene finger

print is a latent print. Latent finger prints are invisible prints caused by perspiration on one’s skin

and then transferred to a surface. Once prints are found, they must be lifted from the surface for

further investigation. The method of lifting chosen is based on the surface, type of print, and the

amount of a material left behind. Several methods used by crime scene investigators are fuming,

dusting, and the use of laser technology. Once an investigator has lifted prints, they are sent to a

crime lab for comparison and potentially a match (Bergen County Technical Schools, 2003).

According to Investigator Bryant (2014), “We can’t have fingerprint identification in thirty

minutes as you see in many television shows. Once uploaded, the database constantly searches

for a match for the fingerprint. Sometimes it may take years to find a match.”

Lifting Prints

When a print is found, it must be lifted to take to a crime lab for further investigation. In

order to lift a print, investigators must first take photographs. Sometimes prints can be separated

or compromised during the lifting process; therefore it must be photographed first so that it can

still be investigated (Hilderbrand, 2013). After taking pictures of the print, the investigator dusts

the print with a fine fingerprinting dust or volcanic dust. Next, adhesive paper or packing tape is

placed adhesive side down on the dusted print (Edens, 2014). It can then be transferred to the

paper. A piece of clear acetate is then placed on the print on the adhesive side for preservation. It

should then be photographed again and taken to the lab for further examination (Hilderbrand,

2013). The lab will constantly run the print in its databases until a “hit” or match can be

assumed.

Footwear Impressions

Criminals must enter and exit a crime scene; therefore, it is important to consider

footwear impressions that may be found at the scene. Footwear is rarely concealed and can lead

to a narrowing of suspects. Just after the initial scan of a scene, the area is secured in a manner

that footwear impressions are taken into account. Investigators may not be able to see these

impressions at first, so they must use special techniques such as darkening the room and using

white lights at an angle to search. Just like fingerprints, there are three types of footwear

impressions: visible, plastic, and latent. Once an impression or print has been found the

investigator must first take photographs. Next, he or she, depending on the surface, must choose

whether to lift or cast the impression. If the shoe print is flat on a flat surface, the print will be

lifted just like a fingerprint. If the shoe print is pressed into the surface, like mud, they would use

it as a mold for casting. Casting is the preferred method as it provides a more detailed depiction

of the shoe worn (Hilderbrand, 2013). Whether lifted or casted, a footwear impression is an

important piece of evidence utilized by crime scene investigators.

Scanning, Seeing, and Sketching a Crime Scene

Crime scene investigators must first scan a crime scene in order to determine if it is a

primary or secondary crime scene. A primary crime scene is where the crime actually occurred

and a secondary crime scene is where more evidence may be found. For instance, when a store

robbery occurs, the store is the primary crime scene and the suspect’s house may be the

secondary scene (Bertino, 2012). This is an important first step because crime scene

photographers may need to be sent to more than one location to gather evidence.

The investigators must also scan a scene to determine if and where photographs should be

taken. A panoramic photo from the initial entry point of the crime scene should be taken first.

Next, all observable evidence should be marked to be photographed (Edens, 2014). Photographs

are an important aspect of crime scene investigation. There must be photographs taken from

multiple angles of each piece of evidence both with and without a measuring ruler. Photographs

should be taken of the crime scene from multiple distances. Each article of evidence must be

photographed from multiple distances and triangulated (Bertino, 2012). These photos will serve

as accurate depictions of the crime scene.

An exact sketch of the crime scene should be drawn to scale. It is a rough sketch;

however, it accurately notes the location of any and all objects that surround the scene. If the

crime scene is indoors, the investigator must draw all furniture, doors, windows, and other

objects that can be seen in and around the crime scene. If it is outdoors, any trees, bushes,

vehicles, etc. must be noted. On the crime scene sketch, north must be noted and a distance scale

must be provided. Once the investigators return to an office or lab, they may use computer

programs to recreate the crime scene more precisely (Bertino, 2012). A sketch must be precise as

it may be utilized for further investigation or as evidence in court.

How does one become a Crime Scene Investigator?

Crime scene investigators must possess a wide range of abilities in order to be effective

in their position. It takes a mix of cognitive ability, a knowledge base in criminology, experience

with investigation, good work orientation, effective communication skills, a professional

demeanor, and a positive approach to life to be an investigator with the crime unit (Kelty, Julian

& Robertson, 2011). Once promoted to an investigator position, one must commit to over 1000

training hours to be certified by the state of North Carolina. Before enrolling in the state

certification program, one must possess a minimum of an Associate’s Degree in the Science of

Criminal Justice. Also in North Carolina, a Crime Scene Investigator must be a member of the

International Association of Identification which has its own set of rules and standards that must

be upheld by the investigator. A qualified Crime Scene Investigator is patient, objective, and

flexible (Bryant, 2014).

Conclusion

Crime Scene Investigation is an important and intricate part of the law enforcement

world. It is a forensic science that depends on the effectiveness of its investigators and the

evidence to be found. It is designed to answer questions utilizing facts left behind at the scene of

a crime. Investigators must arrive on scene with an objective, observant perspective in order to

effectively collect the evidence needed to solve the crime.

References

Bergen County Technical Schools. (2003). Fingerprinting analysis. Retrieved from

http://sites.bergen.org/forensic/fingerprint.htm

Bertino, A. (2012). Forensic science: Fundamentals & investigations. Independence, KY:

Cengage Learning.

Bryant, J. (2014, January 16). Interview by B Byrd. Crime scene investigation.

Edens, J. (2014, January 15). Interviewed by S Edens. Crime scene investigation.

Hilderbrand, D. (2013). Footwear, the missed evidence. Retrieved from http://www.crime-scene-

investigator.net/footwear.html

Kelty, S., Julian, R., & Robertson, J. (2011). Professionalism in crime scene examination: The

seven key attributes of top crime scene examiners. Forensic Science Policy & Management: An

International Journal, 2(4), 175-186. doi: 10.1080/19409044.2012.693572

Millen, P. (2000). Is crime scene investigation forensic science? are crime scene investigators

forensic scientists?. Science & Justice, 40(2), 125-126.

Shelton, D. (2008). The 'csi effect': Does it really exist?. National Institute of Justice Journal,

259, Retrieved from http://www.nij.gov/journals/259/Pages/csi-effect.aspx

CONNECTION TO THE THEMEInteraction is the communication between two people or objects. It is the way the people

and objects react to one another. It includes the action and reactions of the person or object that

is interacting with another. A person can interact with another person or the things in the world

around them.

Interactions between a person and the environment also occur. In this case,

interactions are the way people react and communicate with their surroundings. This interaction

is noticed with changes in weather. A person interacts with cold temperatures by wearing a coat

while the cold temperature is affecting the person’s comfort.

Human interaction with objects occurs daily. This interaction generally consists of a

human causing the object to work or maneuver to his or her own benefit. The reaction of the

object is its cooperation. For instance, the communication between a person and his or her

http://www.nij.gov/journals/259/Pages/csi-effect.aspx

computer are limitless. A person clicks the mouse, communicating with the computer; in turn the

computer reacts by opening a needed file.

There can also be object to object interaction. The first object causes an action or reaction

in the other. In baseball, the bat interacts with the ball once it makes contact. The bat causes the

ball to move and the ball’s movement is its reaction to the original action.

Interactions are inevitable with our topic. Crime Scene Investigation is about constant

interaction with others in the field, evidence to be collected, and data that is found.

Crime scene investigators must interact constantly with one another. They have to share

information about crimes that they find with their coworkers. Investigators must pass

information along to the people who take the next steps in the investigation. They are verbally

interacting with someone else from the moment they find out there has been a crime. Once they

arrive at the scene, they must receive information from any witnesses and police personnel that

may have previously arrived. The investigators must interact with those who are taking

photographs, lifting prints, and searching the scene for other information. These interactions can

be either positive or negative. Many times the information gathered through interactions with

witnesses and other personnel is positive because it aids in solving the crime. On the other hand,

if the interactions hinder the progress of the investigation they would be considered negative.

There is also interaction between crime scene investigators and the media, as well as

attorneys. They may have to carefully pass information on to the news reporters in an attempt to

keep the truth intact. Whenever a crime goes to court, the investigator may have to accurately

report on the information he or she received from the scene. He or she may have to present

evidence and a scene sketch to the court, if necessary. The human to human interactions involved

with crime scene investigation are limitless. Sometimes the overwhelming amount of interactions

can actually slow a case down. If there are a multitude of leads presented, it may take much

longer for the crime to be solved.

Within crime scene investigation, there is also interaction with objects. In this situation,

the objects would generally be evidence and technology to test and preserve the evidence. An

investigator must interact with the objects seen at a crime scene. He or she has to be careful not

to negatively manipulate the area in which evidence is found. The interaction with evidence has

to be extremely methodical and precise. If one aspect of the crime scene investigation is not

handled appropriately, it can compromise the entire case.

Once evidence has been removed from the crime scene, it is taken back to a lab where it

can be further investigated. In this case, there is interaction between the investigators and the

objects, as well as interaction between the technology and the objects that are collected from the

scene. The appropriate technology is acting on the collected evidence in order to receive

information, while the object reacts to the machinery by cooperating. There are many other times

in crime scene investigation when objects are interacting with other objects.

Interaction also takes place within the minds of all involved with an investigation. They

all have to process the information they receive. Their brains are interacting with the presented

information. They take the information given and must attempt to make connections between all

the pieces of evidence received. Investigators must constantly process information efficiently.

Their brains are always interacting with their surroundings.

Crime Scene Investigation causes constant interaction. Investigators must keep

interacting with information found at a crime scene in order to solve the crime. The interactions

of investigators are what ultimately solve the crime.

Technology Integration

During our unit on Crime Scene Investigation, we will be integrating a variety of

technology with which we are certain our students are at least somewhat familiar. The reasoning

behind our selections is our interest in our students getting the most out of the content we are

teaching and to challenge them along the way.

If available, iPads (or iPods) will be utilized daily at camp. If chosen by the students, they

will be the method in which a final project is completed. If the students have access to iPads

(either from us or the school) they will be given the option to complete their police reports on it.

Each day when the students arrive they will be taking photographs of the classroom crime scene.

These will be transferred into a project app such as Educreations as a part of their final projects.

We also plan to use them as a way of communication within the classroom. For instance, we plan

to set up a padlet online for them to send responses to. This will be the method in which we have

them answer several discussion questions throughout the week. The mobility of the iPad makes it

ideal for this portion of our unit.

In order for students to see the correct way to take, lift, and analyze fingerprints, a

document camera will be used. This will ensure that all students are able to easily see modeling

of the different processes. They will also be able to demonstrate what they have created on their

own. The document camera will be utilized to enlarge fingerprints for comparison. The larger

picture will allow for easier creation and analysis of prints.

The laptop will be our method for accessing videos and sites that are not supported by the

iPads. Students will search for information about different aspects of crime scene investigation

on sites prearranged by the instructors. All sites and videos that are to be utilized will be linked

to our camp website for easy access. The students will have choices for their final projects. They

may either utilize a presentation app on the iPad, as previously mentioned, or they may choose a

computer based program such as PowerPoint. The final product is a compilation of evidence and

information gathered about our classroom crime scene throughout the week. It will include a real

police report. These presentation choices are best as they will allow the students to effectively

display each step of their investigation. Several sites will be visited throughout the week using

the laptops including, but not limited to, Edmodo, PBSKids, YouTube, North Carolina

Department of Justice, and State Bureau of Investigations.

The SMART board will be utilized as the main method of relaying information to our

students. We will prepare SMART notebook lessons to guide our daily sessions. The videos we

will watch as a whole group will be embedded in the notebooks. The SMART board will also

allow us to display our Skype conference with a Crime Scene Investigator. We are searching for

interactive lessons or experiments that may be utilized on the SMART board, as well.

Based on what we have learned in our AIG courses thus far, we are attempting to

integrate multiple facets of technology to keep the students engaged. Each source of technology

was chosen specifically for a purpose. We are attempting to utilize each one for its own intended

function. For instance, we want to use the iPads for their application ability and the SMART

board for its interactive factor.

We also plan to embed choices in our unit. When they begin their investigation of our

classroom crime scene they will choose to use either a presentation application on the iPads or

PowerPoint to display the information they have gathered, as well as their police reports. These

students will produce a more profound product if they are choosing the method of doing so. They

may choose based on the fact that they are comfortable with a presentation method or that they

would like to be challenged to learn something new in the process.

Last year’s students were amazing with the technology provided and quickly learned new

methodology. Because of this, we are planning to keep them in constant interaction with

different means of technology in order to build on their strengths and enhance engagement in our

classroom.

CONTENT OUTLINECrime Scene Investigation

I. Evidencea. Direct Evidence

i. Firsthand experience of a crimeii. Includes videos and eyewitness accounts

b. Circumstantial Evidencei. Indirect and implies a fact

ii. Does not prove a fact entirelyiii. Two classifications of Circumstantial Evidence

i. Physicala. Example: Impressions from tires or footwearb. Trace Evidence falls within Physical Evidence

i. Example: Hair samplesii. Biological

a. Example: Exact DNA matchb. More persuasive in court because it points to one individual

c. Class Evidencei. Narrows down investigation to a smaller pool of suspects

ii. Example: Blood typed. Individual Evidence

i. Points directly to one individualII. Fingerprinting

a. Physical Circumstantial Evidencei. Physical- can be lifted from the scene

ii. Circumstantial – may have been left at a time other than that of the crimeb. Fingerprints are unique to an individual

i. Fingerprints do not change over time ii. Can be used in cold case investigations

c. Fingerprint patternsi. Loops: Enter and exit on the same side of the fingerprint

ii. Whorls: Circles that do not enter or exit the fingerprintiii. Arches: Enter on one side of the print, rise to a hill, and exit the opposite side of

the fingerprintd. Three types of fingerprints at a crime scene

i. Visible: Made by fingers that have come in contact with something of colora. Example: Greasy fingerprint on a window

ii. Plastic: Prints left in a soft materiala. Example: Print left in dust

iii. Latent: Invisible printsi. Created by perspiration or natural oils in someone’s skin

e. Lifting printsi. Dusted

i. Fingerprint dustii. Volcanic dust

ii. Lifted from the surfacei. Adhesive paperii. Packing tapeiii. Lastly covered with clear acetate for preservation

f. Analyzing printsi. Based on characters and structures of the print

ii. Over 150 observable ridge structures in one printiii. Only 10-16 matching ridge structures must be present between two prints to

assume a matchIII. Footwear Impressions

a. Criminals must enter and exit crime scenei. Footwear must be considered

ii. Criminals rarely conceal footwear so the prints can narrow a suspect pooliii. May not be visible at first and room darkening techniques with flashlights may

be usedb. Categorized the same as fingerprints

i. Latent, plastic, and visible impressionsii. Impressions may be cast or lifted

i. Lifting is used when the print is on a flat surface and follow the same process as lifting fingerprints

ii. Casting is chosen when the print is pressed into a surfacea. The impression is used as the mold for a plaster substance

b. Preferred methodc. It gives a more detailed depiction of the footwear

IV. Crime Scenea. Scanning

i. Primary crime scene: Crime actually occurred thereii. Secondary crime scene: Additional evidence may be found there

b. Photographing the Scenei. Panoramic photo from entry point is takenii. All observable evidence marked then photographediii. Photos taken from multiple angles of each piece of evidence with and

without a measuring ruleriv. Crime scene and evidence must be photographed from multiple

distances and triangulatedc. Sketching

i. Drawn to Scaleii. Objects in and around the crime scene must be drawn

iii. North is noted on the sketchiv. Precision is imperative as it may be used for further investigation or courtv. Area of the crime scene must be documented

d. Reporti. Who

a. Witnessesb. Suspects

ii. Whata. Crime(s) that occurred b. Evidence

iii. Wherea. Location of the crime(s)b. Photographsc. Crime Sketch

iv. When

V. Becoming a Crime Scene Investigatora. Characteristics of an effective CSI

i. Good cognitive abilityii. Knowledge base in criminology

iii. Investigative experienceiv. Good work ethicv. Effective communication skills

vi. Professional demeanorvii. Positive outlook on life

b. Education

i. Over 1,000 training hours required by the state of N.C.ii. Associate’s Degree in the science of Criminal Justice required

iii. Must be a member of the International Association of Identification

LESSON #1Separating the Innocent from the Guilty

I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVE Students will use crime scene investigation methods to analyze a crime scene in order to create a suspect pool.

POINT TO PONDER Crimes occur unexpectedly.

ESSENTIAL QUESTION How does the careful consideration of evidence and the crime scene contribute to solving a crime?

CONTENTOutline the content you will teach in this lesson.

I. Evidence a. Direct Evidence i. Firsthand experience of a crime ii. Includes videos and eyewitness accounts b. Circumstantial Evidence i. Indirect and implies a fact ii. Does not prove a fact entirely iii. Two classifications of Circumstantial Evidence i. Physical a. Example: Impressions from tires or footwear b. Trace Evidence falls within Physical Evidence i. Example: Hair samples ii. Biological a. Example: Exact DNA match b. More persuasive in court because it points to one individual c. Class Evidence i. Narrows down investigation to a smaller pool of suspects ii. Example: Blood type d. Individual Evidence i. Points directly to one individualIV. Crime Scene a. Scanning i. Primary crime scene: Crime actually

occurred there ii. Secondary crime scene: Additional evidence may be found there b. Photographing the Scene i. Panoramic photo from entry point is taken ii. All observable evidence marked then photographed iii. Photos taken from multiple angles of each piece of evidence with and without a measuring ruler iv. Crime scene and evidence must be photographed from multiple distances and triangulated

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question?

The students will understand the meaning of crime scene investigation. They will also understand the importance of crime scene photography. The students will understand the process for creating a suspect pool upon analysis of the crime scene. The importance of the investigator will be understood. In connection to the essential question, the students will understand the importance of carefully photographing and collecting evidence so as not to compromise the area.

What will students be able to DO as a result of this lesson?

The students will be able to complete the first steps of crime scene analysis including photographing without compromising a crime scene. They will also be able to create a suspect pool based on the gathered information.

III. PLANNING

HOOKDescribe how you will grab students’ attention at the beginning of the lesson.BE CREATIVE.

TIME: 5 minutesOur make believe crime will be revealed! We will dramatically play out the realization that something of ours has been stolen. We will tell the students that we were there the day before and that morning early working in our classroom and someone must have come in and taken my favorite necklace that I had taken off so it would not get broken. This ties directly to our point to ponder because no one expects a crime to happen at school or anywhere for that matter.

INSTRUCTIONExplain Step-

TIME: 55 minutesWe will begin by having everyone take 5 minutes to introduce themselves as CSI: and their name. They will be given their investigator tools that will

by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Interactions here. Include ALL support and teaching materials with your unit.

be used all week. Their tools will include a badge and an ipod touch or ipad as available. Notebooks and pen/pencil will be provided by camp director. Tools will be discussed so their proper uses are understood.

We will begin the lesson by activating the students’ prior knowledge about crime scene investigation. We will ask them to complete a circle map in their notebooks about what they believe to be important first steps in crime scene investigation. We will revisit these and add to them as a group at the end of the lesson.

After a class discussion about the importance of protecting a crime scene, the students will be allowed to go into the crime scene area and photograph. This connects to the subject of interactions because they will be directly interacting with us, the other students, and our crime scene. We will discuss the theme and the connection to our unit. It also ties directly to our point to ponder because they did not come into this classroom expecting to hear of a “real” crime that has occurred.

Next, we will utilize a Prezi to bring them information about the first steps in crime scene investigation, including photographing the scene. We will use the presentation to guide our discussion. They will learn how to keep from compromising a crime scene. They will also learn about creating a suspect pool. While viewing the prezi, students will be filling in a flow map in their notebooks for future referral. http://prezi.com/0ljdowzi6mmu/?utm_campaign=share&utm_medium=copy

The students will view different parts of a make believe crime scene that will be recorded by our expert. *This will be sent to us by the expert. This video will allow students to see a crime scene investigator in action. The Prezi is still photographs so a video will allow them to better understand what an initial crime scene walkthrough looks like. The students will be asked to write down things that they notice the investigators doing that are important to crime scene investigation. We will pause the video periodically to discuss important habits of the crime scene investigator.

We will revisit our classroom crime scene and discuss the ways that it may have been compromised and how their initial walkthrough should have been handled. This is another time they will be interacting with the crime scene.

http://prezi.com/0ljdowzi6mmu/?utm_campaign=share&utm_medium=copy


We will, as a group, talk through our classroom crime scene and determine our suspect pool. We will guide them with creating the list based on who came to the room on Sunday, when they were not there. This will be the beginning of their police report. They will use the following templates: Police report page 1 Police report page 2

We will also post pictures (already printed) of each of the suspects on our crime scene “board” (as seen on CSI tv shows.)

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.

TIME:10 minutesUsing padlet the students will have to answer the questions on the page. **The page is already completed with the questions to be answered.

Students will be assessed based on their reasoning for the chosen suspects. They should include that we used evidence gathered in the crime scene to select them. They also should mention the importance of protecting a crime scene so as not to compromise it for future use.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NOASSESSMENT AND INSTRUCTIONAL MATERIALSLink to padlet for assessment: http://padlet.com/wall/srffgg025sIpad for access to padletprinted pictures of “suspects”prezi link http://prezi.com/0ljdowzi6mmu/?utm_campaign=share&utm_medium=copylaptops for access to powerpoint for their on-going reports

LESSON #2Pencil...Paper...Sketch...Check!

I. DEFINE OBJECTIVES AND

CONTENT

LESSON OBJECTIVE

Students will document the crime scene within the classroom in detail so it may be re-created and would be able to be held up in court. They will be given a checklist to ensure it includes all necessary components. The same checklist will be used for instructor assessment of sketches.

POINT TO PONDER Accurately documenting a crime scene is the most important role of


http://padlet.com/wall/srffgg025s

a Crime Scene Investigator.

ESSENTIAL QUESTION

How do the actions of investigators contribute to solving a crime?


c. Sketchingi. Drawn to Scale

ii. Objects in and around the crime scene must be drawn

iii. North is noted on the sketchiv. Precision is imperative as it may be used for further

investigation or courtv. Area of the crime scene must be documented

d. Reporti. Who

a. Witnessesb. Suspects

ii. Whata. Crime(s) that occurred b. Evidence

iii. Wherea. Location of the crime(s)b. Photographsc. Crime Sketch

iv. When

II. PRE-PLANNING


The students will understand the importance of an accurate crime scene sketch and its ability to either help or hurt a case. A sketch must be detailed enough that a crime scene can be completely recreated with the information that is provided in the sketch along with the support of the photographs that are taken that will ensure there is enough detail that would support a precise re-creation. They will understand that it is utilized throughout the investigation as well as in the court case that follows. Students will also understand that all aspects of documentation provided in a report hold significant value in the solving of a crime, apprehension of a suspect, and potential trial.

What will students be The students will be able to create a detailed crime scene sketch.

able to DO as a result of this lesson?

III. PLANNING


TIME:5 minutes Students will do a quick, 2 minute sketch of their own bedroom labeling anything they feel is important for us to know. They will then share their sketches.

Discussion Questions:Do you think a stranger could go and make an exact replica of your room based on your drawing? What would you need to add or change in order for someone to be able to re-create the current state of your room?

Students will be given1 minute to add anything else to their sketch.

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Interactions here. Include ALL support and teaching materials with your unit.

TIME:40 minutesWe will begin the lesson by reviewing what we learned the day before.

Students will buddy up and they will each have 30 seconds to tell their buddy why they think it’s important to have an accurate sketch of a crime scene. Then as a group we will discuss the importance of having accurate sketches when investigating a crime scene.

In order to begin our lesson on the crime scene sketch, we will preview a slide show from a forensics class taught within the Baltimore County Public Schools http://www.bcps.org/offices/science/secondary/forensic/Crimescene%20Sketch.pdfStudents will be encouraged to write down particular items within the slide show that they feel they need to remember, including: What the sketch helps investigators do and the two different types of sketches. Students will also record the following in their journals: In order to have an accurate sketch, all permanent fixtures, (windows, doors, etc.) non-permanent fixtures. (chairs, tables, etc.) all items that were destroyed and/or tampered with, (a glass, broken vase, etc.) and the location within the room must be identified.

Using the document camera, we will model how to correctly sketch a crime scene to scale in order for it to be helpful in solving a crime and if the crime were to go to trial.

First, we will show students the way to label windows, doors and other

http://www.bcps.org/offices/science/secondary/forensic/Crimescene%20Sketch.pdf

http://www.bcps.org/offices/science/secondary/forensic/Crimescene%20Sketch.pdf

permanent fixtures. We will then demonstrate how to measure the distance between permanent and moveable items in the room using tape measures. For example: the distance between a table and a window or a pile of broken glass to the door.

Students will be given an actual crime scene sketch created by an expert to paste into their notebooks for future referral.

After modeling a sketch of our classroom, students will be directed to take home the sketch of their bedrooms and analyze it just as a crime scene investigator would using information gathered during the lesson. They will be provided with a checklist of things to look for and/or add to their sketches.

Next, we will begin discussing the importance of the written narrative within the police report. Students will view a slide of each of the parts in creating a strong record of what happened from the moment that the investigator walked in until the time he/she left the scene. We will give an example of a narrative police report that indicates the Who (witnesses and/or potential suspects), What (the crime that possibly occurred), When (a known or approximate date/time of the crime), Where (exact location of the crime scene and any other locations that may be directly linked to the crime scene). Students will document this information in their journal so that they will have it when writing their narratives.

Visit the point to ponder with the question: Is documenting the crime scene the most important role of a Crime Scene Investigator? Why or why not? Students will individually respond to this question in their notebooks.


TIME:25 minutesThe students will create an accurate sketch of the classroom crime scene using a rubric that will be provided. Students will have the opportunity to analyze each other’s sketches and narrative and will be given a score and feedback by at least one other student using the same rubric. The students will be assessed on the correct placement of objects on their drawings as well as the correct measurements for the area of the room and the documented distances between moveable and non-moveable items in the room. Students will also be assessed on their detail within the narrative.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NOASSESSMENT AND INSTRUCTIONAL MATERIALSPaper and pencil for the sketch Measurement tools-rulers and tape measuresiPad to take a picture of the sketchLaptop- Weebly website, Baltimore County Public Schools Slide Show, PowerpointCrime Scene Sketch to paste in notebooksChecklist for Classwork/HomeworkSketch Rubric

LESSON #3What the Suspect Left Behind


LESSON OBJECTIVE The students will take, lift, and analyze fingerprints in order to determine the type and whether a match can be made.

POINT TO PONDER Fingerprints are the most important key to unlocking the truth about who may be guilty.

ESSENTIAL QUESTION Is fingerprint analysis the most important aspect of crime scene investigation?


II. Fingerprinting a. Physical Circumstantial Evidence i. Physical- can be lifted from the scene ii. Circumstantial – may have been left at a time other than that of the crime b. Fingerprints are unique to an individual i. Fingerprints do not change over time ii. Can be used in cold case investigations c. Fingerprint patterns i. Loops: Enter and exit on the same side of the fingerprint ii. Whorls: Circles that do not enter or exit the fingerprint iii. Arches: Enter on one side of the print, rise to a hill, and exit the opposite side of the fingerprintd. Three types of fingerprints at a crime scene i. Visible: Made by fingers that have come in contact with something of colora. Example: Greasy fingerprint on a window ii. Plastic: Prints left in a soft materiala. Example: Print left in dust iii. Latent: Invisible printsi. Created by perspiration or natural oils in someone’s skin

e. Lifting prints i. Dustedi. Fingerprint dustii. Volcanic dust ii. Lifted from the surfacei. Adhesive paperii. Packing tapeiii. Lastly covered with clear acetate for preservationf. Analyzing prints i. Based on characters and structures of the print ii. Over 150 observable ridge structures in one print iii. Only 10-16 matching ridge structures must be present between two prints to assume a matchIII. Footwear Impressionsa. Criminals must enter and exit crime scene i. Footwear must be considered ii. Criminals rarely conceal footwear so the prints can narrow a suspect pool iii. May not be visible at first and room darkening techniques with flashlights may be usedb. Categorized the same as fingerprints i. Latent, plastic, and visible impressions ii. Impressions may be cast or liftedi. Lifting is used when the print is on a flat surface and follow the same process as lifting fingerprintsii. Casting is chosen when the print is pressed into a surfacea. The impression is used as the mold for a plaster substanceb. Preferred methodc. It gives a more detailed depiction of the footwear

II. PRE-PLANNING


Students will understand the difference between the different types of prints that may be left at a crime scene. They will understand how investigators analyze them. They will have an understanding of both fingerprints and footwear impressions and their importance to crime scene investigation which directly connects to the essential question.


The students will be able to take, lift, and analyze fingerprints. They will be able to analyze footwear impressions.

III. PLANNING


TIME:5 minutesStudents will come in and as they do they will walk through flour on the floor and if they grabbed the door handle, they will have gotten lotion (we will ask on the first day if it’s ok for all of them to have lotion) on their fingers. As they walk to their seats and touch anything, they will be leaving prints behind. We will HOOK the students by showing them just how much they left behind and have them make the connection between that and a true crime scene.


TIME: 60 minutesFirst, students will learn the basics of fingerprints and fingerprinting by way of a Youtube video. “How a Detective Uses Fingerprints!” This is retrieved from http://www.youtube.com/watch?v=7ohDwGPeqgEWe also plan to have a video of our experts taking fingerprints for them to watch. **We are waiting for the video to be sent to us.

Next, each student will be taking someone else’s print on two different cards. These cards will be mixed up and utilized later for our matching assessment activity. In this situation the students will be interacting with one another and the materials for fingerprinting.

Next, students will be visiting two different stations today. At the first, they will be analyzing footwear impressions and determining which shoe matches which print. They will determine whether they believe it’s a man or woman’s shoe based on the print given and prior knowledge. This will be to bring up discussion, it will not be explicitly taught. In order to make this more challenging, a partial print will only be given for analysis.

At the other station, they will be learning how to make a match between two prints. They will be shown how matches are marked. They will be using the prints they took during the earlier part of the lesson to demonstrate their own ability to find

http://www.youtube.com/watch?v=7ohDwGPeqgE

http://www.youtube.com/watch?v=7ohDwGPeqgE

a “hit.”

Students will return to their seats and will be asked to complete a pros/cons chart for each type of print. After doing so, we will discuss their findings. Students will be asked to choose which piece of evidence they think is most useful in crime scene investigation based on the pros/cons chart and our class discussion. This connects to the point to ponder because they will be able to think about the use of different prints in investigations. They will also be able to ponder whether or not fingerprints are the most important piece of evidence.

Lastly, they will be lifting prints from our classroom crime scene to add to the evidence within their police reports. They will have to write down what type of fingerprint it is and evaluate it for any commonalities between those of the suspects. The fingerprints of suspects will be in a “database” notebook for use by students.

**Homework: Students will be asked to bring in a list of questions that they would like to ask our expert during tomorrow’s meeting with him.


TIME:5 minutes (The work will be done during the lesson.)The students will be assessed on their ability to produce a match between prints taken during the activities. They will have to write the type of fingerprint under each print. (whorl, loop, or arch) They will have to mark at least 8 points that match within the two prints. They can use the photo of a match on their fingerprinting handouts as a guide.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NOASSESSMENT AND INSTRUCTIONAL MATERIALSFingerprinting cards (from our experts)Fingerprinting ink (from experts)Lifting tape (from experts)Lifting dust (from experts)flourlotionIpad to add to their police reportsFingerprinting Handouts

LESSON #4

Future Crime Scene Investigators


LESSON OBJECTIVE Students will complete their police report about the crime, taking into consideration the new information learned from the expert.

POINT TO PONDER Structured education is the most important component to becoming an effective Crime Scene Investigator.

ESSENTIAL QUESTION From the information gathered from our expert, how might a person become an effective Crime Scene Investigator?


V. Becoming a Crime Scene Investigator a. Characteristics of an effective CSI i. Good cognitive ability ii. Knowledge base in criminology iii. Investigative experience iv. Good work ethic v. Effective communication skills vi. Professional demeanor vii. Positive outlook on life b. Education i. Over 1,000 training hours required by the state of N.C. ii. Associate’s Degree in the science of Criminal Justice required iii. Must be a member of the International Association of Identification

II. PRE-PLANNING


Students will understand that Crime Scene Investigators must have specific requirements for obtaining their jobs, including a passing grade in a BLET program (Basic Law Enforcement Training), Crime Scene Investigator training (typically provided by the North Carolina Justice Academy) and they may also need, depending on the department, an Associates and/or Bachelors Degree in Criminal Justice. Crime Scene Investigators must also possess the capability to pay very close attention to detail as they gather information from a crime scene. They will also understand the importance of creating the written narrative that they have already begun.


As a result of this lesson students will be able to review their reports and ensure they have added enough detail that will ensure its ability to hold up in court. Students will also be able to determine where they might be able to receive necessary training and education to become a Crime Scene Investigator. This will be added to their reports, as well.

III. PLANNING


TIME: 5 minutesStudents will explore the North Carolina Justice Academy website, watch the informational video, and find one interesting thing they learned from the site. We will briefly discuss the website and what it may mean for them as future Crime Scene Investigators.


TIME: 40 minutesStudents will bring in questions they think would be beneficial to ask Officer Edens.

Questions that students will be guided to ask will include:What is the best part about being a Crime Scene Investigator?How could I become a Crime Scene Investigator?What steps could I take now to work toward becoming a Crime Scene Investigator?When do you begin creating the written part of your report?How detailed are the reports?

We will begin Skyping with Officer Edens who will discuss with students an investigator’s educational background, the importance of being meticulous, and how the written part of the report is more technical than the type of writing they usually have to do. This directly correlates with the point to ponder and essential question because it helps them to understand what it takes to become a CSI and how to accurately report a crime scene.

ASSESSMENT(Performance Task) What will the

TIME: 30 minutesStudents will complete the writing of their narratives and review all other pieces of the report to ensure that it is as detailed as possible. Students will be assessed based on their ability to accurately depict their crime scene findings. Instructors should be able to recreate a crime based on the

students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.

narrative portion of their crime scene reports. Once they are completely finished with this, students will complete a scenario in which they have been hired by Ridgewood Police Department. They must document specific details about their educational background using information gathered from the list of possible schools and other information provided.

If time allows, students will have the opportunity to play a game in which they are Crime Scene Investigators determining the guilty from a suspect pool, much like our own. This will be linked our website for accessibility. CSI: Squeak Sneak http://pbskids.org/fetch/games/csi_1/game.html?_sm_au_=iVVvM6Rr5VQsW5sj

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NOASSESSMENT AND INSTRUCTIONAL MATERIALSSkypeLaptops-NCJA website, WeeblyPolice ReportScenario Activity

http://pbskids.org/fetch/games/csi_1/game.html?_sm_au_=iVVvM6Rr5VQsW5sj

http://pbskids.org/fetch/games/csi_1/game.html?_sm_au_=iVVvM6Rr5VQsW5sj

Documents

Byrd Edens Final Unit