CSI (Crime Scene Investigation) - STEAM Edusteamedu.com/wp-content/uploads/2016/06/STEAMLessonBriefCSI8AZ9DEC...CSI (Crime Scene Investigation) ... be made after the crime and will

CC. 2013 STEAM Education Lesson Brief

CSI (Crime Scene Investigation)

STEAM Lesson Brief ‐ AZ

Students use knowledge from across the disciplines to strengthen their understanding of each

subject’s content and its related careers through topic or theme oriented realistic problem‐

based activity‐rich lessons.

Theme: Investigation & Resolution

Specific Topic Concept within that theme: Crimes: Forensics & Trials

PROJECT IDEA + brief notes & supplies BASIC CONCEPTS Skill level (Grade Range): 8th Grade

Summary of Essential Concepts

All students will come together for a

crime scene investigation project.

Before the project starts, there will be

a week of anticipatory set preparation

in all core classes. This project will

include science, math, language arts,

social studies, physical education,

music, art and engineering and

technology.

Students will learn about different

types of forensics, including

fingerprinting and DNA analysis (S).

Students will also gain knowledge

about graphing data from photographs

and analyzing soil samples (S).

Students will collaborate in exploring

the steps in criminal court cases. Their

exploration will examine rights during

trials, search & seizure and types of

crimes (SS). Students will analyze

witness statements and gather

information to create crime scene

reports (SS, LA). Students will also be

introduced to components of

Science ● Essential Concept(s) –Forensics

● Goal / Objectives‐To identify types of forensics and

understand methods of investigation in crime scenes.

Students will examine the relationship between science

and our society.

● Standards ‐ S4C2PO2 (Explain the basic principles of

heredity using the human examples of: • eye color •

widow’s peak • blood type ), S3C2PO1‐3 (Develop viable

solutions to a need or problem.)

● Careers – Forensic scientist, cellular/molecular biologist,

geneticist

● Project Element– Students will investigate and analyze

soil samples, tool markings, handwriting and

fingerprints. They will then create a PowerPoint

presentation based on their findings. Students will

explain the evidence in terms of heredity to develop

their case. ‐See attached “Crime Scene Tech” forms for

more details.

● Assessment –Presentation to document investigation &

resolution. Grading rubric to include citing evidence,

presentation, collaboration and applying knowledge to a

new idea. See attached rubric. Were students able to

analyze the evidence by explaining the basic principles of

heredity?

● Extension ‐ Field trip to forensics science lab.


journalism. Collaboration will also

include creating songs, implementing

technology, completing a crime scene

obstacle course and challenging their

artistic abilities (Mu, PE, FA). Students

will work in groups to create and

investigate different types of tools

(T&E). Through collaboration and

investigation, students will be able to

apply their content knowledge to new

situations.

Coordinating Basic Plan

Students will have one week of preparation and anticipatory learning in all classes. Students will then break into groups depending on their assigned job. Groups of crime scene technicians will work with the math and science teachers. Journalists and videographers will work with the language arts teacher. Detectives and lawyers will work with the social studies teacher. Students will have four days to form their investigations and gather information. The project will conclude with a final criminal trial where all gathered evidence will be presented in PowerPoint form. Students that have been absent will make up the jury. Once all of these activities are completed, all students from their particular crime come together to share what they have learned in order to build their court cases and eventually lead to convictions. Please see attachments below. Skill level: 8th Grade

Technology & Engineering ● Essential Concept(s) ‐ Use technology to research,

investigate and create; create & improve on tools; build

tools to evaluate

Technology: students will examine and evaluate crime

scene technological tools and apply their relevance and

impact on society.

Engineering: Students will create, examine and evaluate

crime scene technological tools and apply their relevance

and impact on society.

● Standards ‐ S1.C1 (Creativity & Innovation), S1.C2 (use

technology to determine relationship between

independent elements, S1.C3.PO2 (Investigate problems

using technology)

● Careers ‐ Crime scene technician, medical engineer

● Project Element ‐ Technology: Using cameras, crime

scene tools (Plastic knife, Phillips screwdriver, Hammer,

Flat head), and Google drive to investigate and

document findings.

Engineering: Students will build their own amateur

versions of investigating tools.

Then students will do mini "myth‐busters" style projects

investigating cases where it is unclear whether something

happened due to equipment failure or operator failure ‐

at varying levels of complexity – and also cases where

something broke and how it could be better designed to

have prevented failing. Students will speculate and

create prototypes of ideas and how to test them and

what the tests would entail.

The project could be simulated small scale with broken

toys (cars, trains, etc.) if the toys were real, potentially

people could have gotten hurt when the part of the toy

broke (wheel fell off, broken axle/wing/mast, roof caved

in, hole in the boat, etc). Students will decide how they

could engineer a new part that would be better, stronger


Timing of Lesson: 2 weeks ● Nine days ● 19 hours ● See attached schedule

All Subjects:

Weeks: One week Days: Five days Times per Day: Two to four hours per day‐see attached schedule

Individual Subjects: By subject: Four one hour classes

Basic Supplies:

● Caution tape

● Duct tape

● Markers

● Gloves

● Baggies/Ziplock bags

○ Gallon size

○ Normal sandwich size

● Plain labels

● Drinking glasses‐4

● Window frames‐4

● Soil‐4 types

● Tools

○ Plastic knife‐2

○ Phillips screwdriver‐2

○ Hammer‐2

○ Flat head screwdriver‐2

● Shoes

○ 2 pairs per person so 16

shoes total

● Magnifying glasses

● Scotch tape (for fingerprints)

● Pencil lead (for fingerprints)

● Glue (for fingerprints)

or more flexible.

● Assessment – Presentation to document investigation &


presentation, collaboration and applying knowledge to

a new idea. See attached rubric.

Math

● Essential Concept(s) –Forensics: Graphing & math in

the real world

● Standards ‐8.EE.B.5 (Understand the connections

between proportional relationships, lines, and linear

equations.), 8.EE.C.8 (Analyze and solve pairs of

simultaneous linear equations.)

● Careers ‐ crime scene technician, data analyst, data

enterer, pattern analyst, cryptographer

● Project Element ‐ Students will investigate and analyze

crime photographs, correlate foot to height ratios and

use graphing proportional relationships to analyze

crime scene evidence.Students will take pictures of

mock crime scenes to understand how crime scene

photos are used to help solve crimes. Students will

graph key parts of their photos to isolate and enhance

those particular pieces of evidence relevant to the trial.

Students will analyze foot prints by measuring them and

charting their findings. This will be done in order to find

out the height of the person who left the prints. This

can lead to possible evidence to use in the court cases.




a new idea. See attached rubric. Were students able to

accurately demonstrate the proportional relationship

between footprints and height?


● Styrofoam Plates‐for teeth

marks

● 8X11 plain white copy paper cut

into 16 small, but equal pieces,

#2 pencils, baby wipes to wipe

ink off thumbs), fine point

Sharpies (a variety of colors),

blue painters tape (this will not

tear trace paper when

removed), black ink pads, and

copy machine with custom

setting.

● 15 to 20 type written clues on

either pieces of paper or

laminated flashcards. Develop

an obstacle course of different

physical activities and gathering

clues to solve themystery. The

teacher will also need a

stopwatch.

IT Resources: Computers and other electronic devices used to document investigations on presentations. Also, digital cameras will be used to document investigations. Other Resources: Copies of grading rubrics, copies of group listings, copies of day by day expectations. Misc: Students who miss more than one day of school during projects along with students who are having issues with working in groups will be assigned jury duty for final trials.

Language Arts

● Essential Concept(s) – Textual evidence, author’s tone,

compare & contrast & author’s purpose

● Standards ‐8.RL.3 (Analyze how particular lines of

dialogue or incidents in a story or drama propel the

action, reveal aspects of a character, or provoke a

decision.), 8.RL.1 (Cite the textual evidence that most

strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.),

8.RL.4 (. Determine the meaning of words and phrases

as they are used in a text, including figurative and

connotative meanings; analyze the impact of specific

word choices on meaning and tone, including analogies

or allusions to other texts.), 8.RL.5 (Compare and

contrast the structure of two or more texts and analyze

how the differing structure of each text contributes to

its meaning and style.)

● Careers ‐ Journalist, investigative reporter

● Project Element ‐ Students will examine witness

testimonies to cite textual evidence, decide author’s

tone and compare and contrast viewpoints. They will

do this to make informed decisions during the court

cases as part of the jury and/or attorney teams.

Students will also create newspaper articles based on

information from investigative work. These articles will

be made after the crime and will cover the investigation

before the trial as well as coverage of the trial.





identify testimony dialogue that revealed aspects of

character? Were students able to identify accurate

textual evidence to support a claim? Were students

able to accurately interpret analogies or figurative

language? Were students able to identify similarities

and differences between 2 texts or testimonies?


Photos: http://t1.gstatic.com/images?q=tbn:ANd9GcRxwtiHNgEKGFzGCV_zL5gmKmK3XiQGMdEPmz96C7TMTMjM8wzU.

Social Studies ● Essential Concept(s) – Judicial Branch: Rights during a

trial, components of a criminal trial, Amendments

● Goal / Objectives‐Students will combine their

knowledge of rights guaranteed in amendments with

their knowledge of the judicial branch to create criminal

trials. Police officers will need to create warrants, know

the Miranda Rights and write reports. Lawyers will

build cases and bring them to trial.

● Standards ‐ S1PO5 (Describe the difference between a

primary source document and a secondary source

document and the relationships between them.),

S3C3PO4 (Describe the importance of citizens being

actively involved in the democratic process, such as jury

duty and voting.), S3C4PO6 (Describe aspects of the

adult criminal justice system.)

● Careers ‐ Detective, Police Officer, Lawyer, Judge

● Project Element ‐ Students will investigate crimes by

interviewing witnesses and crime scene technicians.

Students will research the laws surrounding the process

in gaining the information that is needed in order to

acquire warrants and the rights that the accused have.

Students will compare the constitution to secondary

resources detailing the rights of the accused and

compare these resources with the primary document.

They will gather information at their crime scene to

acquire warrants and make arrests, ensuring the

accused’s rights are not violated. Students who are

lawyers will then build their cases for clients and against

the accused and present their cases in a culminating

trial. Students will work closely with crime scene

technicians and journalists in order to build their cases.

● Assessment– Presentation to document investigation &




describe the differences between primary and


secondary sources? Can students describe the

significance the importance of being active citizens in a

jury vote? Were students able to accurately depict

aspects of the adult criminal system?

Fine Arts

● Essential Concept(s) –Apply forensics to art.

● Goal / Objectives ‐Identify and use elements and

principles to organize the composition in his or her own

art work

● Standards ‐ S1C1 (Develop, revise, and reflect on ideas

for expression in personal artwork. ), S1,C4 (Express

ideas to communicate meanings or purposes in artwork.)

● Careers ‐ Forensic Artist, cartoonist, sketch artist, special

effects developer, makeup artist

● Project Element – Have students work in groups of 3,

one student describes in writing a hidden student to a

third student who on a computer imaging program or

with a sketchpad is creating an image of the ‘suspect.’

They have to go back and forth and document the

process of the description given and the resulting

versions of the sketch until something roughly accurate

is produced.

Give each student a 8X11 piece of copy paper and a

small piece of paper (precut from 8X11 copy paper), an

ink pad, and baby wipes. Have students use the 8x11

piece of paper to practice making clean, clear

thumbprints. After they have practiced for a short while

and have made at least three clean, clear thumbprints on

the practice paper, have the students create a clean,

clear thumbprint on the small piece of paper (have them

include their name in the corner of the small piece of

paper for identification when enlarging). TA, teacher, or

student will use the copy machine to enlarge the

thumbprint by 750%. After thumbprint is enlarged,


students will use the painters tape to tape trace paper

over the top of the thumbprint. Using the thumbprint

ridges, loops, and swirls as a pattern, students will use a

#2 pencils to write (in sentence format) their name, their

opinions, their likes, their dislikes, and some fun facts

about themselves. After every ridge, loop, and swirl is

covered with sentences, students will trace over the

sentences in pencil with a variety of colors from the

Sharpies collection. After students have completed

tracing the penciled sentences, they erase any pencil

lines that are showing.

● Assessment– Were students able to explain & record

enough details of the other student to the one drawing

so that they knew which student in the class they were

drawing? Did the students have enough revisions of

descriptions and drawings and discussions between

them to realize how many little details can change things

when describing someone. Completed fingerprint art.

Were students able to convey meaning or purpose in

their product?

● Extension ‐Repeat the description project with someone

only seen for a short period of time or not at all and only

made up from evidence ‘guesses.’

● Create a frame for their thumbprint art work and display

it in the classroom or at home.

Physical Education ● Essential Concept(s) –Apply diverse physical activities

and investigative techniques to Physical Education.

● Goal / Objectives ‐Engage in a balance of health and skill

related activities during structured physical education

class

● Standards ‐ S1C3 (Demonstrates competency in motor

skills and movement patterns needed to perform a

variety of physical activities.), S2C3 (: Demonstrates

understanding of movement concepts, principles,

strategies, and tactics as they apply to the learning and


performance of physical activities.)

● Careers ‐ Personal Trainer or Investigative Scientist

● Project Element ‐ the teacher will write a number of

clues (15‐20) that will include details surrounding the

crime or mystery. The clues will include information

that will aid/help the students through their research

process of finding the information about the crime or

mystery. Once the clues have been prepared the

teacher will place one clue at each station throughout

the obstacle course. The obstacles should be set up in a

manner that will cause the students to walk, jog, or run

at least 300 feet between each obstacle. The obstacle

course should include events that have the students

climbing, jumping, stretching, running, and using their

athletic skills in many different ways. One example of

the events that can be done include, jumping rope for

two minutes, doing a number of jumping jack (25‐50),

squats (25‐50), shuttle run, crossing the monkey bars,

running the length of the football field, jogging around

the track (one lap), carrying a sand bag (10‐12 pounds)

from one point to another determined by placing a

cone that the students run to and return to the starting

point. To start the course, position students at each

station and explain to them that they will have a set

amount of time (3‐5 minutes) to complete the task at

each station. Each student will have two attempts to

complete a station/obstacle within the time allotted. If

they fail to complete the task at the station in the time

allotted they forfeit the opportunity to read the clue.

They can attempt each station twice if they choose to

try it again. If they do not want to try it a second time

they will move to the next station when the time

expires (indicated by the whistle being blown by the

teacher). After successfully completing a

station/obstacle the students are then allowed to read

the clue card and write the clue(s) on their paper for

future reference. The students are only allowed to read


the clues of those stations where they successfully

complete the station/obstacle. After completing the

obstacle course and collecting all of the different

clues/information presented on the clue cards the

students will then analyze the information. After

analyzing the information/clues they will apply what

they had learned/uncovered from the clues to help

solve the questions as to what happened to the victim,

where it happened, when it happened, how it

happened, and finally to help them narrow down their

suspects to arrive at the person or persons they believe

committed the crime.

● Assessment – Completed obstacle course in the time

allotted and collection of clues from each station.

● Extension ‐Apply what they have learned to solving

problems and enhancing their physical conditioning.

Music ● Essential Concept(s) ‐Describe the relationship between

music and aspects of our culture by composing music

and/or lyrics.

● Standards ‐ S1.C1 (create music from various genres);

S2.C2 (relationship between music and history and/or

culture)

● Careers ‐ composer, audio technician, musician

● Project Element –Students will find and remix orcreate

songs that match the scene they envision unfolding at

the investigation scene. Students will be posed with the

question: If you were to make a movie scene about it,

what would play in the background?



presentation, collaboration and applying knowledge to a

new idea. See attached rubric. Were students able to

create songs that accurately depicted the mood of their

movie science? Were students able to utilize multiple

genres in the development of their songs? Were


students able to describe the relationship music has in

cinema and how music can impact a culture?

Extension ‐Apply what they have learned from music

setting the scene in movies to create their own videos

about the trials, after the cases are solved, and upload it

to a school Youtube site.

Day One�ject Goals:

1. CRIME SCENE TECH Group 2 enter the crime scene first. (8:15-8:40)

-Photograph and map out the crime scene itself.

-Collect footprint evidence using proper collection formats

-Collect duct tape evidence using proper collection formats

Crime Scene Tech Teams Analyze the evidence and make notes on characteristics etc. Notify the po!ice department of comparison evidence needed to be collected from the suspect's rooms. (8:40-9:30)

2. Police Officers and Lawyers convene together to review witness statements that have ALREADY beencollected to create a list of witnesses that need to be interviewed. ALSO must determine whatinformation will be given to the journalist and what will be held back. (8:15-8:30)

3. Journalists review, record, and document as much of the scene, and bystander statements aspossible. Film clips of any extra footage want to insert in newscast (i.e. murder board in Ms J's room, orDr Saunders or GMMS sign etc (8:10-9:10)

Journalists will need to then script, film and upload the first day's 60 second broadcast. Upload to Ms. J's youtube account. (9:10-10:15)

4. Crime Scene Tech Group 1 enter the scene and collect the remaining evidence (8:40-9:05)

-fingerprints or articles to pull fingerprints from at the lab.

- Soil Samples

- Window Frames with Tool Marks

- Any other remaining evidence.

Crime Scene Tech Teams Analyze the evidence and make notes on characteristics etc. Notify the police department of comparison evidence needed to be collected from the suspect's rooms. (8:40-9:30)

6. Police Officer's collect information from CS! Crime Scene Techs, and begin interviewing suspects based on the initial evidence and statements. (8:30-10:15)

Also must begin understanding what will be given to the media and what will not be as far as a statement. Also evidence must be disclosed to the lawyers after reviewed by police.

7. Lawyers begin working on opening and closing statements (powerpoints) and list of questions to ask as well as gathering initial information from the police about what happened, statements etc. (8:30- 10:15)

Day Two Project Goals:

1. Crime Scene Tech teams analyze the evidence and complete a written analysis of WHAT the

police officers should be getting a search warrant for to match the evidence collected (be

specific with measurements and details pictures etc.) Then after the items are gathered by the

officers, detailed comparison of seized items compared to crime scene items must happen and

be documented. This should be being put INTO the powerpoint as it is discovered so that it can

get done. (1:00-3:10) all in the tech room

2. Police officers will finish any interviewing witnesses AND AFTER they receive the Tech teams

written description of evidence to look for will get a search warrant for the suspects that were

identified during the interview process and search and collect evidence from those suspects

"homes" and deliver to the tech analysis teams. Conclusions should be drawn by the end of this

day as to who they are reviewing for arrest and an arrest warrant submitted to the Jones for

approval. (1:00-3:10) moving strategically between rooms

3. Journalists will cover the new days developments, get details from the police, and cut and edit

film on computers as appropriate. Submission of another 60 second daily newscast must be

made by the end of project time. (1:00-3:10) moving strategically between rooms

4. Lawyers will begin meeting with police to get a disclosure of evidence as it comes in, and

determine a pre-set group of questions that they will be looking to ask or evidence to collect for

trial preparation. They should be notified of any conclusions reached by the police as to the

guilty party. (1:00-3:10) all in the lawyer room

Day Three Project Goals: 8:10-10:15

1. Crime Scene Tech will develop a comprehensive powerpoint to present at trial that will

showcase all of their findings. A spokesman will be elected and the team will work to walk the

spokesman through WHAT to say on the stand for the presentation, as well as how to answer

any difficult questions that they anticipate the defense lawyers will ask.

2. Police Officers will make the "arrest" based on evidence at the beginning of this day and then

spend the remaining time finalizing their written report (in Powerpoint format) that details the

entire process they went through in preparation for taking the stand. A spokesman will be

elected and the team will work on what he/she will say and how to respond for any anticipated

questions from the defense attorney.

3. Lawyers will now have their suspect and can begin a close examination of all the evidence and

reports so that they can prepare their list of questions (in powerpoint format) to ask each

witness and suspect on the stand.

4. Journalists will continue to record the process ESPECIALLY the arrest and use the rest of the time

to cut and edit film. (Their final product will be a complete journaling of all the project days)

Day Four Project Goals: 11:45-1:05

This should be time to finish the above assignments as this may take longer than one project day

to get done so that it meets the requirements.

Each group will use the rubric to fill out a "team member evaluation" on each student.

Documents

CSI (Crime Scene Investigation) - STEAM Edusteamedu.com/wp-content/uploads/2016/06/STEAMLessonBriefCSI8AZ9DEC...CSI (Crime Scene Investigation) ... be made after the crime and will