Crime Scene Investigation

CSI: Crime Scene Investigation

Resource Guide for Developing High Quality Crime Scene Investigation Apprenticeships

Project Description:

RESOURCE GUIDE

Apprentices will use forensic science to investigate a crime scene, analyze fingerprint, hair, fiber, and footprint evidence, and question witnesses. They will present their findings on a major crime scene at an interactive WOW!

Objectives:

_ Create enthusiasm for science and investigation_ Compliment science lessons in school by providing experience with observational data collection._ Improve critical thinking skills. _ Encourage students to consider careers in science and/or forensic science._ Develop respect and understanding for law enforcement officials._ Develop leadership, public speaking and teamwork skills.

Overview

IntroductionOn working with young Crime Scene InvestigatorsDesigning your apprenticeship

Session 1: WOW ‘em! Introductions Do Now! Mystery Ritual Agenda Review Setting Expectations and Quiet Signal Introducing the WOW! Solving a mini-mystery Review and Preview

Session 2: Fingerprint Analysis Re-Introductions Do Now! Mystery Ritual Agenda Review Learn basics of fingerprint analysis and 3 types of fingerprints Solve a mini-mystery Career and WOW connections Clean up Review and Preview

Session 3: Hair and Fiber Analysis Introductions Do Now! Mystery Ritual Agenda Review Learn basics of hair and fiber analysis Analyze your own and group members’ hair and fiber Solve a mini-mystery Career and WOW connections Clean up Review and Preview

Session 4: Footprint Analysis Introductions Do Now! Mystery Ritual Agenda Review Analyze Pressure, Distance, and Shoe type of prints Solve a mini-mystery Career and WOW connections Clean up Review and Preview

Session 5: Securing a Crime Scene Introductions Do Now! Mystery Ritual Agenda Review How to Secure a Crime Scene Crime Scene and Detective role play Solve a mini-mystery Career and WOW connections Clean up Review and Preview

Session 6: What is DNA evidence? Introductions Do Now! Mystery Ritual Agenda Review Video on DNA? Solve a mini-mystery Career and WOW connections Clean up Review and Preview

Session 7: The Scene of the Big Crime – Gathering Evidence Introductions Do Now! Mystery Ritual Agenda Review Securing the scene, gathering evidence, identifying key witnesses Clean up Review and Preview

Session 8: Analyzing Evidence to Solve the Big Crime! Introductions Do Now! Mystery Ritual Agenda Review Examine evidence gathered at last week’s session Solve the Big Crime! Career and WOW connections Clean up Review and Preview

Session 9: Review our progress and Prep for WOW! Introductions Do Now! Mystery Ritual Agenda Review Set up crime re-enactment for WOW Dress rehearsal of the WOW Career and WOW connections

Clean up Review and Preview

Session 10: The WOW! Present our crime re-enactment and solution!

Learning Objectives:

CSI: Lesson 1

Apprentices will define “crime,” “evidence,” and “analyze”

Apprentices will find out about your expectations and classroom rules.

Apprentices will solve a mini-mystery that requires analysis and gets them excited about continuing their investigations!

21st Century Skills: Teamwork: Students will get

to know one another and begin working together

Data Analysis: Students will gather evidence to help them solve a mystery

Today’s AgendaTime Activity

5 Welcome and WOW! ‘em:

o Introductions and Name Game

10 Ritual: o Mystery Ritual and Names

10 Activity 1 - Team Builder:

o Name Game

15 Activity 2 -Expectation

Setting:

o CSI Expectations

20 Activity 3: o Evidence Analysis

5 Teach Back o Share out10 Clean Up o Clean up5 Forecast o Preview Next Week

Materials Checklist

Materials Will you need help from your Team Leader to

obtain or create?

o one set per student of: 4 index cards with holes punched in them, connected with paper clip or binder ring

o "crime scene" materials: cookie crumbs and incriminating document

o new cookies!o blackboard and chalk or white board and marker (may

already be in the classroom)o visuals listing 21st Century Skills, Agenda, and

Objectives

Before Your Apprentices Arrive:

o Set up the "crime scene" - an incriminating document implicating your TL, some cookie crumbs, and maybe a desk drawer open.

o Post Agenda, 21st Century Skills, and Objectiveso Discuss with your TL: What is our quiet signal? What are our behavior

expectations? Who will play our “witness” in the mini-mystery? Who write on the board? Who will circulate? Who will collect and distribute materials?

o Note: If you’ll be taking the field trip option in Lesson 6, it’s never too early to start distributing and then collecting signed permission slips.

Lesson Plan:

As students enter the room, greet each one at the door and hand him or her an index card deck. Tell them to choose a seat and write their name on the first card of the deck. You may also want to write these directions on the board so that students can see as well as hear them.

Welcome and WOW! ‘em: 5 minutes

Briefly share your story. Be sure to share the agenda and your daily objectives with students

Today’s opening will be a bit longer than usual, as you and your apprentices are just getting to know one another. Begin by introducing yourself and your TL, and saying how pleased you are to welcome new members to the CSI team.

Consider showing a clip from a CSI-style TV show, or reading a headline about a recent forensic science crime solution. Tell students that their WOW will be solving a Big Crime and presenting their CSI analysis.

Introduce your quiet signal and have apprentices practice responding to it once before you begin the opening ritual. Have the apprentices introduce themselves to the person sitting next to them, and say what they are excited about learning in this apprenticeship. Use the quiet signal to call them back to attention, and have partners share out their partner’s name and answer to the question.

Opening Mystery Ritual / Team Builder

10minutes

This activity gives students something to look forward to at the beginning of your lessons

The group breaks into two teams. Each team holds hands. When you pose the mystery question, any team member can “buzz in” by squeezing the hand of the person next to him or her. The squeeze travels down the chain to the person nearest the front of the room, who then raises his or her hand. The team may then confer to respond to the mystery question.

Today only: Before answering the question, go down the chain and have each team member say his or her name. See if the person nearest the front can name each team member before answering the mystery question.

*Use the quiet signal at least once during the game (perhaps to give a clue?) so that apprentices can start to get used to listening for it.

Mystery question: “A black dog stands in the middle of an intersection in a town painted black. None of the streetlights are working due to a power failure caused by a local storm. A car with two broken headlights drives towards the dog but turns in time to avoid hitting him. How could the driver have seen the dog in time?” Answer: It was daylight!

Activity 1: Team Builder 10minutes

This get-to-know-you activity will help foster positive relationships and familiarize students with one another

A list of commonly used Team Builders is available on CT Nation and there are more ideas at TeamPedia.net One option:

DirectionsStand in a circle. Someone begins by pointing to another person in the circle and saying "her name". That person then points to yet another person and says the previous name and "her name". That person points to another person and says the first 2 names and "her name". This continues, but the names must be said in order: Lisa, Sheree, Kim. If someone makes a mistake and says a name out of order, that person is out of the game.

Activity 2: Setting Expectations 15minutes

Introduce expectations and procedures that encourage student engagement and develop a positive learning environment.

Use the quiet signal and have students return to their seats and find their index cards. Let them know that they will using these index cards to keep track of key terms and ideas as we go. Today, we’ll be solving a crime. “Crime” is our first key term, so write it on the front of an index card. On the back, we’ll write the definition: “any act that breaks a law.”

A law is a rule that defines what is and is not allowed in a society. We need to establish some laws for our apprenticeship. We’ll decide on some laws as a group and post them up on the board. What laws will help us work well with one another? Elicit responses from students, suggesting any laws that you feel may be missing. If possible, state class expectations in positive language, i.e. “arrive on time,” rather than “don’t be late.”

Activity 3: Mini-Mystery! 30minutes

This activity will introduce the basic ideas of the apprenticeship and get apprentices excited about solving more mysteries!

Shockingly, a crime was committed in this very classroom! The crime that was committed here was a theft. Someone snuck into the classroom and stole some cookies out of the teacher’s desk! And, because the cookies were only discovered missing minutes ago, that person may still be here!

1. Our first step is to examine the evidence. What is evidence? [students write definitions on index cards] What is the evidence in this case?

- open classroom door- open desk drawer

- cookie crumbs- package left behind- document with cookie traces on it (document could be a lesson plan, list of

students in the course, to do list, etc. should lead students back to the TL)

2. Our next step is to question witnesses. We have one witness who saw someone entering the classroom before class began today. In groups of 3, come up with 3 questions for this witness. Each group will then have a chance to ask one question.

3. Groups take turns questioning the “witness” (could be another TL or CD)

4. Putting it all together: Now, we need to do some critical thinking, or analysis. What is analysis? [students write definition on index card]

We have the evidence we’ve found. We have the witnesses’ statements. What do we know for sure? Make a list on the board or chart paper. Do we have enough evidence to name a possible suspect?

5. Students solve the crime! TL explains that, yes, he/she took the cookies, but to make up for it, brought some replacements to give the teacher, and some to share.

6. Distribute cookies first to students who can remember everyone’s name in the class.

Teach Back 5 minutesThis activity will help students think about what they’ve learned and help you figure out how much they have retained.

Students share out the process of crime solving we used today. Students fill out exit tickets and pass them up.

Clean Up! 10 minutesIt is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groups

Clean up everything, especially cookie crumbs and napkins!

Connect to WOW, Careers, and next week

5 minutes

Make connections and help students think about what is coming next!

Good thing we started building these skills today, because an even bigger crime has occurred! Next week, we’ll learn how to take one type of evidence – fingerprints! Detectives and forensic scientists do this work all the time, and now you will be doing it too. Welcome to the team!

CSI: Lesson 2

Learning Objectives: Apprentices will identify, define, and apply knowledge of the 3 types of fingerprints

Apprentices will define “forensic science” and connect the concept to possible careers

They will solve a mini-mystery that gets them excited about continuing their investigations!

21st Century Skills: Teamwork: Students will

continue to build efficacy in groups

Data Analysis: Students will gather and analyze evidence to help them solve a mystery



o What is forensic science?

5 Ritual: o Mystery Ritual and Name Review

10 Activity 1 - Team Builder:

o Mnemonic Name Game


Setting:

o Quick Review of CSI Expectations

20 Activity 3: o Evidence Analysis - fingerprinting

20 Activity 4: o Solving a mini-mystery

5 Teach Back o Share out10 Clean Up o Clean up5 Forecast o Preview Next Week

Materials Checklist


obtain or create?

o 4 more hole-punched index cards per student

o tape

o white paper

o pencilso copies of “a look at fingerprints” worksheet (see

appendix 1) for each studento copies of “types of fingerprints” worksheet (1 per group

of triads or pairs)


o Pick one student (who can keep a secret) and have him or her supply fingerprints ahead of time, using pencil and tape. Place this students’ fingerprints in a plastic bag and put it in the classroom

o Post Agenda, 21st Century Skills, and Objectiveso Write a group list that breaks students into triads or pairs.o Discuss with your TL: Who would work well together? What are our

behavior expectations? Who write on the board? Who will circulate? Who will collect and distribute materials?

o If you’re taking the field trip in Lesson 6, you should have the site picked out, transportation arranged, and permission slips distributed as soon as possible.

Lesson Plan:

As students enter the room, greet each one at the door and direct him or her to find the index card deck with his or her name on it. Ask students to sit in the same seats as last week. You may also want to write these directions on the board so that students can see as well as hear them.


Be sure to share the agenda and your daily objectives with students

Have students define “forensic science” on their next available index cardRe-introduce your quiet signal and have apprentices practice responding to it once before you begin the opening ritual.


5minutes



Today only: Before answering the question, go down the chain and have each team member say his or her name. See if the person nearest the front can name each team member before answering the mystery question.


Mystery question: “A man is found dead in the middle of the desert. He is face down in the sand with his clothes, shoes, and backpack intact. There are no footprints or signs of struggle anywhere around him. What happened?” Answer: His parachute failed to open.

Activity 1: Team Builder 10minutes

This get-to-know-you activity will help foster positive relationships and familiarize students with one anotherA list of commonly used Team Builders is available on CT Nation and there are more ideas at TeamPedia.net One option:

DirectionsSit or stand in a circle. Then you start the game... One person starts by using his or her first name followed by using the name of a food with the same letter as his or her first name (Ex. Christopher Carrots or Sylvia Sea Salt). The next person repeats the first person’s name and then adds his or her own. It goes around the circle, each person repeating all of the names that came before. In a small group, go around the circle more than once, adding additional information such as an adjective beginning with the same letter as -the fist name or an action. Continue

to have participants repeat all information that has been previously shared.

Activity 2: Setting Expectations 5minutes

Introduce expectations and procedures that encourage student engagement and develop a positive learning environment.

Quickly Review class expectations – Especially if you took them down as students shared them out last time and you’ve now transferred them to a permanent poster.

Review the definitions of “crime” and “evidence.” We’ll need to use those words for our next activity!

All of these are types of evidence that forensic scientists might use to solve a crime. Today we’ll be looking specifically at fingerprint evidence. We’ll learn how to take fingerprints and analyze them, and eventually we’ll use what we learned to work toward solving the Big Crime.

Activity 3: Fingerprint Analysis 20minutes

This activity will introduce the basic ideas of fingerprint analysis.

What are fingerprints? They are the impressions left by the friction ridges on our fingers. Each individual has slightly different fingerprints, so we can use them to help find a suspect. First, we’ll look at our own prints.

Have students follow the steps listed below to make their fingerprints. Each student will make fingerprints of all five fingers of one hand, placing their fingerprints on the Classroom Activity Sheet: A Look at Fingerprints. (attached)

a. Rub the pencil on the scratch paper until there is a dark smudge of graphite.

b. Beginning with the little finger, have each student rub it on the smudge until the fingertip is covered with graphite.

c. Then have students place a small piece of tape over their fingertips. Press the tape down gently.

d. Students should carefully remove the tape and stick it on a piece of clean white paper.

e. Have students repeat the process for the other four fingers of their hands. Have students place the pieces of tape on their Classroom Activity Sheet and label which finger each piece came from. They can use the following abbreviations:

T for thumb

I for index finger M for middle finger R for ring finger L for little finger

Activity #4: Mini-Mystery 20 minutesThis activity will help students apply what they learned in the last activity and give you a chance to see how well they are catching on.

Distribute one “Types of Fingerprints” worksheet to each group. Group members should review the types of fingerprints, identify the types on the worksheet, and then call for TL or CT to confirm their identification.

(answers are, from L to R, Arch, Loop, whorl.)

Then, students identify their own fingerprint types.

Finally, make a tally of fingerprint types in the group. Stop here, and we’ll share out. –

Share out fingerprints for the class. What is the most common type of fingerprint?

Practice fingerprint identification. Have a student come examine the sample fingerprint from our imaginary “crime scene.” What type of fingerprint is it? Have everyone with that fingerprint step forward with their print worksheets. This group becomes the suspects. Other students act as detectives.

Using details from the fingerprint – see if we can identify whose fingerprint it is. Can you solve the mystery?


Students share out the process of fingerprint analysis we used today. Students fill out exit tickets and pass them up.

Clean Up! 10 minutesIt is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create

jobs for different groupsClean up everything, especially stray tape and pencil smudges


5 minutes


Now we know how to take fingerprints and analyze them. Good thing, because we’ll be using this to help us solve a bigger crime soon!

Next week, we’ll learn how to conduct hair and fiber analysis, just another day in the life of a crime scene investigator!

CSI: Lesson 3

Learning Objectives: Apprentices will define “observation”

Apprentices will identify and analyze hair and fiber samples



continue to build efficacy in teams

Data Analysis: Students will gather and analyze evidence to help them solve a mystery



o What is hair and fiber analysis?

10 Ritual: o Mystery ritual10 Activity 1 - Team

Builder:o Hair and Fiber analysis


Setting:

o Hair and Fiber analysis

20 Activity 3: o Creating a mini-mystery for another group to solve

5 Teach Back o Share out10 Clean Up o5 Forecast o Preview Next Week, Connect to WOW and

Careers

Materials Checklist

Materials Will you need help from

your Team Leader to obtain or create?


o ziploc baggies – 1 per group

o copies of “hair and fiber” worksheets – 1 per group (see appendix)

o microscope(s) or magnifying glasses


o Set up group stations with microscopes or magnifying glasses.

o Draw or post picture of sample fingerprint for warm up activity

o Write agenda on the board or chart paper

o Draw a sample fingerprint on the board for review

o Discuss with your TL: Who will be responsible for checking in on groups as they work? For opening and closing? Are there any groups that, based on last week, should get special attention? Should groups be changed around?

Lesson Plan:




Have students define “observation” on their next available index card. What is an observation? [ a remark, comment, or statement based on what one has seen, heard, smelled, touched, tasted, or felt.] For instance, what is an observation you could make about today’s weather?

Scientific observations are only based on facts – not opinion. So, it would be a scientific observation to say that it is raining outside, but not to say that it is “gross outside.”

Using your skills of observation, who can identify the type of fingerprint on the board? We’ve already learned a bit about the work that detectives and forensic scientists do. Last week we talked about gathering and analyzing fingerprint evidence. Today, we’ll learn a new technique for gathering and analyzing evidence: hair and fiber analysis. We’ll need to make very detailed observations about this evidence.

Re-introduce your quiet signal and have apprentices practice responding to it once before you begin the opening ritual.


5minutes




Mystery question: “A boy and his father are in a car that is hit by a train. They are both alive, but seriously injured. When they arrive at the emergency room, the head surgeon says, ‘I can’t operate on this boy; he is my son!’ How can this be?” Answer: The surgeon is the boy’s mother!

Activity 1: Hair Analysis 15

minutesThis activity allows students to practice data analysis and the basic processes of hair sampling.For our first activity, you will be making observations about hair samples from members of your group. You’ll take one hair sample from each group member, examine it under the microscope (or magnifying glass) and record your observations.

Note: if using microscopes, take time to explain their use and demonstrate careful carrying, focusing “up” (never down, so as not to damage lenses or slides) and, if using slides, slide preparation.

Students move to groups – distribute worksheets – circulate as students conduct observations of hair strands.

When most groups have completed their first round of observations, use quiet signal to get everyone’s attention.

Activity 2: Fiber Analysis 15minutes

This activity allows students to practice data analysis and the basic processes of fiber sampling.

Quickly discuss procedures for taking fiber samples. (pull at clothing with tape or carefully cut a tiny sample of interior thread). Circulate as groups begin their fiber analysis.

As you circulate, check to be sure that students are recording only fact based observations, and that they are being as detailed as possible in their observations. Ask – can you add more details to this?

Activity 3: Mini-Mystery 20minutes

This activity scaffolds the crime solving process by having groups create mini-mysteries for each other.When groups have completed hair and fiber analysis, have them prepare amystery sample of one group member’s hair and the same group member’s fiber sample. Collect this mystery sample along with the group’s analysis worksheets, and exchange them with another group. When groups complete the mini-mystery, if they are waiting for others to finish, they can put away materials and work on their exit tickets.

Teach Back 5 minutesThis activity will help students think about what they’ve learned and help you

figure out how much they have retained.What have we learned about hair and fiber analysis? How was working with this evidence different from working with fingerprints? How was it the same?

Students complete exit tickets and pass them up.

Collect index cards and other materials.

Clean Up! 10 minutesIt is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groupsClean up everything, especially microscopes, stray worksheets, and threads!


5 minutes


Now we know how to conduct hair and fiber analysis – it’s another tool in our toolkit for solving the “big crime!”

Next week we’ll examine footprints! It’s just another day in the life of a crime scene investigator!

CSI: Lesson 4

Learning Objectives: Apprentices will define “inference,” “pressure,” and “print”

Apprentices practice using inferences to draw conclusions about evidence




Data Analysis: Students will gather, analyze, and create evidence to help solve a mystery



o What is a witness? What is a bystander?

5 Ritual: o Mystery ritual15 Activity 1: o Footprint analysis30 Activity 2: o Footprint mini-mystery15 Activity 3: o 2nd round of mini-mystery (if time)


Careers

Materials Checklist


obtain or create?


o long roll of butcher paper or newsprint

o “Footprint Analysis” worksheet copies – 1 per student

o CT and TL should each bring a pair of old shoes that can get dirty – ideally, they should be different types of shoes – ex: one athletic, one high heels


o using newsprint or long paper, prepare two sets of different footprints (could use paint or mud to make a bigger impression) - one person should run, to produce different sets of prints

o Set up group stations with newsprint or butcher paper (on tables, not on the floor yet)

o Discuss: How are the groups working together? Should any groups be re-arranged? Should any students be taking on specific roles in leading groups, distributing materials, or otherwise taking advantage of leadership opportunities?

o Write or post agenda o Note: this lesson involves students’ shoes. Middle school students can be

especially concerned with appearances and especially footwear. Be vigilant for teasing about shoes, and respond with a reminder that, “we don’t do that here.”

Lesson Plan:




Look around the room. What do you observe that is different from the last time you were here? Define “inference” on cards. An inference is a conclusion based on multiple observations. Based on the observations you have made and the agenda on the board, what can you infer that we will be examining today?

What observations led you to this inferences?

Detectives and Crime Scene investigators have to assemble enough evidence to safely infer that a suspect actually committed a crime. Today, we’ll look at another kind of physical evidence: footprints


5minutes




Mystery question: “Two men are found dead in a cabin in the middle of the woods. The cabin door is locked and no-one has gone in or out. All around the cabin, trees have been knocked down. What happened here?” Answer: A plane crash! (The cabin is the cabin of an airplane, and the two men are pilot and co-pilot).

Activity 1: Footprint Analysis 15minutes

This activity allows students to practice data analysis and the basic processes of footprint analysis.

What are some things that footprints can tell us? Gather group around two sets of footprints prepared by CT and TL. What can we observe? What type of shoes were these? Do the prints lead anywhere? How big are they? How far apart are they? Was the person in a hurry? How can you tell? What can you infer about the person who left these prints?

Distribute Footprint worksheetsAll groups complete 2 observations on the 2 sets of footprints.

Activity 2: Footprint Mini-Mystery 30minutes (plus 15 for second round if time)


Footprint Mini-Mystery. Groups will combine and spread out for this activity.

Groups of 4, 5, or 6 should plan a footprint path. Then, two group members should be chosen to create a set of footprints on butcher paper or newsprint.

Do Not put paint on students’ shoes, as their footprints should leave an impression on the paper as they are.

When groups have completed their footprints, bring in another group. Group members should compare the possible suspects’ shoes and try to identify whose prints are on the paper. They may also be able to infer what was happening. Was someone running? Dancing? What happened here?

If time: do a second round, and try making the footprint story more complicated!

Teach Back 5 minutesThis activity will help students think about what they’ve learned and help you figure out how much they have retained.What have we learned about footprint analysis? How do detectives, crime scene investigators, and forensic scientists use footprints to help solve crimes?

Are your observation skills getting sharper? Have you had an opportunity to use what you’ve learned in this class outside of school?


Fill out exit tickets and pass them up.


Clean up everything, especially footprints and paper!


5 minutes


now we know how to analyze fingerprints, hair, fiber, and footprints. Next week we’ll practice securing a crime scene!

CSI: Lesson 5

Learning Objectives: Apprentices will define “witness”

Apprentices practice using crime scene procedures to secure and analyze a crime scene and question witnesses




Data Analysis: Students will gather and analyze multiple types of evidence to help them solve a mystery



o What is a witness? What is a bystander?

5 Ritual: o Mystery ritual20 Activity 1: o First round of crime and analysis20 Activity 2: o Second round of crime and analysis15 Activity 3: o Creating a mini-mystery for another group to

solve5 Teach Back o Share out10 Clean Up o5 Forecast o Preview Next Week, Connect to WOW and

Careers

Materials Checklist

Materials Will you need help from

your Team Leader to obtain or create?


o crepe paper for “crime scene tape”

o copies of cards with part assignments (see appendix)

o Video and video equipment

Before Your Apprentices Arrive:Today your students will be questioning witnesses. You need to prepare a script for a simulated purse-snatching crime event, with roles for each student. You will play a similar scene twice, giving everyone a chance to be either an actor or a detective. Depending on the number of students you are teaching, you should assign:

At least one “victim,” one or two “perpetrators,” a few other “suspects,” some “bystanders,” and, of course, “detectives.”

o CT and TL should determine the proper number of roles and print out a card with directions for each role. It’s a good idea to print a few extra “bystander” and “detective” roles just in case

o Post Agenda

o Ideally, you should also set up video-viewing capability, ideally with a laptop and projector, or with a dvd or vhs tape cued to a crime scene from a g, pg, or pg-13 movie.

o Adaptation: if you feel that acting the scene would be too rowdy, you may show a video clip of a crime to some students, who will act as witnesses.

o Preparing this clip ahead of time is a good idea just in case you need to stop the scene.

o Discuss with your TL: who will take the “detective” group out of the room during the crime. Decide on whether to assign roles or to give them out randomly. It is worth thinking about who you make the “victim” and who the “perpetrator,” so as to avoid embarrassing anyone or hurting feelings.

o Note: this lesson will be engaging for students, but challenging for CT and TL. Use your classroom management strategies and try to keep the

energy in the room clinical and professional. If things get out of hand, stop the activity and go to the video instead.

Lesson Plan:




Distribute index card rings. Ask for volunteers to remind us of the definition of evidence and observation.We have learned about different types of physical evidence – elicit responses: fingerprints, hair, fiber, footprints. But this isn’t the only kind of evidence that is admissible in court. Detectives also use witness testimony to help determine details about suspects.

Today we’ll role-play two crime events, practice securing a crime scene, and decide how to come up with questions for witnesses.


5minutes


Test your observation skills by watching the following video clip. How many passes does the white team make?

http://viscog.beckman.illinois.edu/flashmovie/15.php

Did anybody notice the gorilla? If not, rewind to the mid-way point. What does this video show us about the things we notice?

Adaptation: in the absence of video capability, show students a list of words, erase the list, and then see how many they can reconstruct from memory. What does this show us about our short term memories? Do you think you would remember this

http://viscog.beckman.illinois.edu/flashmovie/15.php

list tomorrow?

Activity 1: Prep for Crime and Analysis

10minutes

This activity allows students to practice data analysis and the basic processes of footprint analysis.

Detective group: One teacher takes the detective group outside to discuss the procedure for securing a crime scene and coming up with questions for witnesses. Detectives should bring with them: index card rings, pen or pencil

Have students write these steps on one of their blank index cards:

1. Step 1Establish the boundaries of the crime scene. Determine an inner perimeter, the spot where the crime occurred, and an outer perimeter, for example, the exit or entrance doors or windows. Mark these barriers with crime scene tape.

2. Step 2Remove unnecessary individuals from the scene. Gather witnesses, if any.

3. Step 3Determine if there is any evidence present. If so, log it carefully.

4. Step 4Record conditions of the area and anything that affects it. Write down time, weather conditions, description of area and number of people, if any, present upon your arrival.

Now, assign a detective to each of these roles. Who will establish perimeters? Who will mark the perimeters with tape? Gather the witnesses? What should you ask the witnesses? Who will look for evidence? Who will record conditions of the area?

Acting group:

Do Not reveal your parts! Look over your part carefully and make sure you know what to do. You may only act out the part you were assigned. The context for the scene is that school has just let out, and you are leaving the building to go home. Think about what you normally do and say at this time of day. If you have any questions about your part, raise your hand and I will come assist you.

Do a quick circulation of the room to make sure that each student has a part – check in especially with the victim and perpetrator. Point out important information. Don’t give anything away!

If you need any materials to play your part, gather the materials now.

While we are waiting for the detectives to come back in, we will have a quick discussion of how to secure a crime scene and question witnesses, since you will all be detectives next time around. Use same discussion protocol above.

Activity 2: Acting the Crime and Analysis

40minutes (two rounds plus transition time)


First Scene! “Action” starts the scene and “Cut” pauses it. (depending on your group, you may want to practice this a few times before beginning.)

Detectives remain outside the room during the scene. Once the scene has played out, the perpetrator should exit the room (ideally not toward the detectives.)

Bring in the detectives and let them get to work securing the scene, gathering witnesses, and beginning to question witnesses. The victim’s statement should also be taken.

After a few minutes of securing and questioning, call “cut” again and bring everyone back in.

What information did the detectives gather? Did they find any evidence?What can we say for certain about the perpetrator? Were bystanders able to give good evidence?

Based on bystander descriptions, how would we describe the perpetrator?

(bring the perpetrator back in)

Were our descriptions accurate?

Take up parts from acting group, they are now the detectives. Send them out to the hall to discuss questioning and securing protocol. Who will do what?

Distribute parts to the new perpetrator, victim, and bystanders.

Action! Play the scene again, call “Cut,” bring in the detectives for a few minutes, call “cut” again, share out information gathered from witnesses and evidence.

Bring the perpetrator back in. How did we do this time?


As a whole group, review protocol for securing a crime scene. You will be doing this part on your own when you investigate The Big Crime.

Create a chart paper with crime scene securing protocol.

What questions were most useful when talking to witnesses? Can you think of any questions now that you didn’t ask then?

Create a chart paper with questions for witnesses protocol.

What have we learned about securing a crime scene and talking to witnesses?

Are your observation skills getting sharper? Test – if you used the “list of words” opener – how many people remember it now?


Fill out exit tickets and pass them up.

Clean Up! 10 minutesIt is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groupsClean up everything, crime scene tape (we don’t want to scare anyone) – take time to rearrange furniture if you had to move it for your scenes. Leave the room as you found it!


5 minutes

Make connections and help students think about what is coming next!- now we know how to secure a crime scene, gather and analyze physical evidence, gather and question witnesses, and analyze all of our observations to infer a solution.

How do detectives, crime scene investigators, sketch artists, and others work

together at a crime scene? Which job we saw today do you think would be the best fit for you? Why?

Next week we’ll learn about DNA evidence, and then it’s on to The Big Crime, where we’ll find out how sharp your skills have become!

Learning Objectives: Apprentices will define “DNA” and learn how it is helpful in solving crimes

Option for a field trip!



Data Analysis: Students will gather and analyze multiple types of evidence to help them solve a mystery

Lesson Plan Option A: Field Trip



o Leave for field trip

80 Field Trip o Explore an off campus site!

5 Forecast o Preview Next Week, Connect to WOW and Careers

CSI: Lesson 6

Materials Checklist


obtain or create?

o All Permission Slips with contact information

o Copies of Field Trip worksheet

o Copy of Transportation plan


A few weeks before: Choose an appropriate field trip site. This could be your office, a local lab, a local police station, or even a local high school with a useful lab setup. If you are visiting a lab, you may want to ask if your students can bring evidence to analyze. *You may even want to consider arranging this trip as Lesson 7 and have students analyze evidence from the big crime off site.

Work with your TL to decide on the best transportation options. What is required for a permission slip? Can students be dismissed from the field trip site, or will they need to return to school? How many additional chaperones are required (a good ratio is at least 1 to every 5 students) and who will these chaperones be?

Two weeks before: Require that all permission slips are turned in so that you can provide a headcount to the site and transportation.

A week before: Double check with the field trip site and the transportation. Create a worksheet that will guide students on the trip. (A sample is attached in the appendix.)

The day of: Place all signed permission slips in a folder and use this stack to call roll. You must have a signed permission slip with parental contact information for each student you bring. Take the permission slips with you in case you need to contact a parent – that’s what they are for.

Discuss with your TL: what are the behavior requirements for the field trip? Are there some students whose behavior has shown that they may not be productive on this trip or represent the school well? If so, you may need to make arrangements for them to remain at the school site and complete an alternative activity, perhaps the Option B video activity.

A note on field trips: Field trips can provide an excellent opportunity for students to expand their view of possible careers and opportunities and to learn more about their neighborhood. Students love trips and are generally well behaved on them, especially if they are in an unfamiliar environment. Still, it is important to set expectations for what behavior is and is not acceptable, what types of questions students may ask on the trip, what the product from the trip will be, and procedures for staying with the group. A good rule of thumb is to take a head count every time your group moves to a new location, whether that is getting on or off transportation, or arriving or leaving a site. You may want to appoint a few students to take head counts as well, or break students into groups and assign each group to a different chaperone. Your TL should make it clear that students who meet the behavior requirements on this field trip will be eligible for other Citizen Schools trips in the future.

Lesson Plan Option B: In Class

Materials Checklist


obtain or create?

o DNA video and video equipment

o Index cards for new vocabulary definitions

o Copies of DNA worksheet (see appendix)


Be sure to share the agenda and your daily objectives with studentsToday we’ll watch a video about DNA analysis and the ways in which DNA is

used to help solve crimes.


5minutes

This activity gives students something to look forward to at the beginning of your lessonsThe group breaks into two teams. Each team holds hands. When you pose the mystery question, any team member can “buzz in” by squeezing the hand of the person next to him or her. The squeeze travels down the chain to the person nearest the front of the room, who then raises his or her hand. The team may then confer to respond to the mystery question.


Mystery question: “A man is found dead in a locked room. He has been hanged from a rope that is tied to a ceiling beam. There is no furniture in the room. On the floor is a large puddle of water. No one has been in or out of the room since the man entered. What happened?” Answer: The man hung himself by standing on a block of ice and waiting for it to melt.

Activity 1: DNA video and worksheet 40minutes

This activity allows students to practice data analysis Guide students in defining the following words on their index card rings

Activity 2: This activity allows students to practice data analysis


Elicit feedback from students

Clean Up! 10 minutesIt is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create

jobs for different groups

Clean up everything, especially any stray worksheets. Reset the room if necessary and return the video equipment to its proper place. We don’t want the next teacher to have to explain to his or her class that they won’t be watching a movie today!


5 minutes


Next week we’ll examine evidence on our own to help solve a big crime! Just another day in the life of a crime scene investigator.

Learning Objectives: Apprentices will secure the

scene, gather and record evidence, and identify key witnesses and suspects for the big crime!

21st Century Skills: Teamwork: Students will work as a team as the CT coaches and fades

Data Analysis: Students will identify, gather, and analyze multiple types of evidence to help them solve a mystery



o The big crime has happened!

5 Ritual: o Mystery ritual10 Activity 1: o Examine the Scene – divide into groups20 Activity 2: o Groups collect and log evidence10 Activity 3: o Groups come up with witness questions


Careers

CSI: Lesson 7

Materials Checklist


obtain or create?

o Evidence for the crime scene: fingerprints, hair, fiber, and footprints

o crepe paper for “crime scene tape”

o copies of group evidence logs (see appendix)

o witnesses identified and prepped


Set up the crime scene! You’ll need to work with your TL to determine the story of the crime, the perpetrator, how to present the evidence, and who your witnesses and suspects will be. Ideally, apprentices will lead the investigation, so you should structure the evidence in such a way that they can experience the success of solving the crime on their own. It’s better to place too much evidence than not enough, but try to place it in such a way that students do have to use their analytical skills!



A crime has been committed here! As students come in, have them assemble well away from the crime scene. As soon as we do our mystery ritual and discuss evidence logs, we’ll begin gathering evidence from the crime scene!


5minutes

This activity gives students something to look forward to at the beginning of your lessonsThe group breaks into two teams. Each team holds hands. When you pose the mystery question, any team member can “buzz in” by squeezing the hand of the person next to him or her. The squeeze travels down the chain to the person

nearest the front of the room, who then raises his or her hand. The team may then confer to respond to the mystery question.

Mystery question: “A man walks into a restaurant and asks for a drink of water. The waiter pulls out a gun and points it at him. The man says, ‘Thank you,’ and walks out. Why?” Answer: The man had the hiccups and the waiter scared him to get rid of them.

Activity 1: how to log evidence and secure the crime scene

10

This activity allows students to review what they know about securing a crime scene Students will be working in teams to gather data from the crime scene. First, we’ll secure the scene using the procedure we established earlier. (Show steps from poster if you have it.) Then, we’ll divide into teams and start gathering and logging evidence. Each team will very carefully record their evidence on their assigned evidence log, and secure their evidence in plastic bags.

First, we should secure the scene. Have students practice using the same procedures from earlier.

Activity 2: logging evidence 20 minutesThis activity allows students to practice data analysis

Student teams work to gather and log evidence from the crime scene. They should fill out log sheets, collect evidence in baggies, and ensure that they have not left any relevant evidence out.

Activity 3: witness IDs and questions

10 minutes

This activity allows students to practice data analysis

After student teams have gathered and logged evidence, they should brainstorm a list of possible witnesses. What questions do we have for these witnesses?


Create a chart that gives an overview of all the evidence we have. What are our next steps next week? Have we gathered all of the evidence we can from the crime scene?


Erase every trace of the crime scene. Re-set the classroom if necessary.


5 minutes


Next week we’ll analyze the evidence we gathered today and be on our way to solving the big crime!

Learning Objectives: Apprentices will analyze the evidence that they have gathered from the scene, gather new evidence from witnesses and suspects, and assemble all evidence for the Big Crime

21st Century Skills: Teamwork: Students will work as a team as the CT fades

Data Analysis: Students will identify, gather, and analyze multiple types of evidence to help them solve a mystery



o The big crime has happened!

5 Ritual: o Mystery ritual20 Activity 1: o Gathering evidence from suspects20 Activity 2: o Comparing and analyzing evidence15 Activity 3: o Groups question witnesses


Careers

CSI: Lesson 8

Materials Checklist


obtain or create?

o Suspects! One of your suspects should be the same person who provided fingerprints, hair and fiber samples, and shoe prints for the crime scene. He or she should wear the same shoes and clothes that were used in making the scene

o Witnesses! They should be available for students to question.

o copies of group suspect evidence logs (see appendix)


Make arrangements for suspects and witnesses to be available for questioning. These people may be other TL’s (you can ask your TL to switch out with them), or other people you bring in as actors. Set this up well in advance!



Today we’ll be questioning suspects and witnesses, and gathering additional evidence from witnesses that we will use to help us solve this crime. Never fear, we are going to get to the bottom of this! In order to arrest someone, we need to establish enough evidence to show that they could have committed the crime. Then, the accused suspect will go to trial.


5minutes


The group breaks into two teams. Each team holds hands. When you pose the mystery question, any team member can “buzz in” by squeezing the hand of the

person next to him or her. The squeeze travels down the chain to the person nearest the front of the room, who then raises his or her hand. The team may then confer to respond to the mystery question.

Mystery question: “Acting on an anonymous phone call, the police raid a house to arrest a suspected murderer. They don't know what he looks like but they know his name is John and that he is inside the house. The police bust in on a carpenter, a bus driver, a mechanic and a fireman all playing poker. Without hesitation or communication of any kind, they immediately arrest the fireman. How do they know they've got their man?”Answer: The fireman is the only man in the room. The rest of the poker players are women.

Activity 1: gathering evidence from suspects

20 minutes

Students will work in their same teams to gather evidence from suspects. Each team will gather the same type of evidence they already have i.e.: the fingerprint team will take fingerprints, the hair and fiber team will take samples, and the footprint team will examine the suspects’ shoes and/or take footprint samples. Teams should record their new evidence on the suspect evidence log sheets.

Activity 2: comparing evidence 20 minutesThis activity allows students to practice data analysis

After meeting with each suspect, students should gather in their teams to compare the evidence against evidence they gathered from the crime scene. Are there any matches?

Activity 3: witness questions 15 minutesThis activity allows students to practice data analysis

Witnesses arrive, and students have a chance to ask them questions. Does this new evidence point toward any of the suspects?


Create a chart that gives an overview of all the evidence we have. What evidence do we have that points to a specific suspect? Are we ready to present enough evidence to arrest someone?


Clean up group areas and stray worksheets. Re-set the classroom if necessary.


5 minutes


Can we solve the crime? *If so, consider letting student detectives “arrest” the criminal!

Next week, we’ll stage a re-enactment of the crime based on the evidence that we gathered. This is what we’ll be presenting at the WOW in 2 weeks!

Learning Objectives: Apprentices will practice re-enacting the crime based on their analysis of the evidence. They’ll present this dramatic re-enactment at the WOW next week!

21st Century Skills: Teamwork: Students will work as a team as the CT fades

Data Analysis: Students will present their analysis of multiple forms of evidence.



o Today is our last class meeting!

5 Ritual: o Mystery ritual10 Activity 1: o What will the WOW look like?15 Activity 2: o Assign parts for the WOW and block out re-

enactment20 Activity 3: o Practice the WOW


Careers

CSI: Lesson 9

Materials Checklist


obtain or create?

o You’ll need whatever you think is necessary for re-enacting the crime and the CSI investigation. Perhaps some costumes? Lab coats? Magnifying glasses?


Decide how each student can be involved in re-enacting the crime. Some students can play the criminal, the witnesses, or the CSI investigation teams. If you have more students than parts, consider breaking the re-enactment into 3 parts (to examine fingerprint, hair/fiber, and footprint evidence) and having a different criminal/witness each time.



Today we’ll assign parts, plan, and practice a dramatic re-enactment of the crime and our solution. We’ll present this at the WOW so we can share our hard work with everyone who comes!


5minutes



Mystery question: “A police officer saw a truck driver clearly going

the wrong way down a one-way street, but did not try to stop him. Why not?”Answer: The truck driver was walking.

Activity 1: How will we re-enact the crime?

10

Students plan a way to share their work.To do a dramatic re-enactment of the crime, what parts will we need to play? When should we stop the action and explain how the perpetrator left evidence? When should we explain how we gathered and analyzed the evidence? What costumes or props will we need?

Activity 2: blocking 20 minutesStudents walk through the WOW with guidanceWork slowly through the re-enactment, deciding on the best way to present the crime and the solution.

Activity 3: witness questions 10 minutesStudents dress-rehearse the WOW on their own.Run the WOW through at least once so students can see what it will be like. Decide whether you’d like to leave time at the end for audience questions.

Teach Back 5 minutesThis activity will help students think about what they’ve learned and help you figure out how much they have retained. Make a master list of any props, costumes, or other materials that you will need to bring last week. Re-iterate how proud you are of your CSI team! Consider having students fill out a final exit slip giving feedback on the entire apprenticeship so that you can se what worked well and what might benefit from revision.


Clean up group areas and stray worksheets. Re-set the classroom if necessary.


5 minutes


Next week is our WOW! We’ll have a chance to show everyone who comes all the things that we’ve learned about the exciting career of the Crime Scene Investigator!

Documents

Crime Scene Investigation