SEW 2010Unit Plan: Be A Detective/ Can Your Teeth, Feet & Fingers Talk?

Unit Author

GT Intern: Teresa W. EnslenSchool District: Tuscaloosa School Name: Matthews Elementary SchoolSchool Address: 1225 Rice Mine RoadSchool City, State: Northport, Alabama 35476E-mail: taenslen@crimson.ua.eduMap Students: Becky Newman

Leigh SwindleUnit Overview

Conceptual Lens: InvestigationUnit Plan Titles: Be a Detective – Grades 2-3

Can Your Teeth, Feet, & Fingers Talk? – Grades 4-5

Guiding Question: How do detectives and forensic scientists combine the use of academics, critical thinking, and deductive reasoning to solve crimes?Unit Summary:In this unit, students will explore the role of art, science, math, social studies, language arts, and technology in the solving of crimes. Students will become aware of the many careers associated with the field of forensic science and how each field intertwines when solving crimes. The students will be able to compare how forensics technology and crime scene investigation have evolved over the years into what it has become today. The students will have opportunities to observe simulated crime scenes. They will gather and record evidence, sketch crime scenes, study and apply the scientific method as it relates to solving the crime, and practice writing skills by describing what they have observed. They will have opportunity for hands-on practice in specific techniques of forensics, such as chromatography, fingerprinting, taking impressions, identifying counterfeit checks, cheiloscopy, and identifying certain types of powders. This unit will also provide students with the opportunity to apply process skills such as critical thinking, deductive reasoning, observation, and comparative analysis along with the use of mathematical formulas to make predictions and reach logical conclusions. Students will learn to distinguish between relevant and irrelevant information and use logical reasoning to reconstruct events. This unit will promote the understanding of the significance of academics and how it relates to the career choices available in the fields of forensic science.

Essential Questions:1. How have the roles in forensics technology and crime scene investigation changed from the 1800s to today?2. How does academia (language arts, math, science, social studies, art) play a role in forensics?3. How and why are the techniques used by detectives and crime scene investigators important?4. How does evidence collected at a crime scene tell the story of what occurred?Content Strands:

Forensic Science

MathWord ProblemsUsing FormulasMeasurements

Chemistryfiber analysisink chromatography chemical reactions

Life ScienceBonesFingerprintsBloodTeeth

PhysicsBlood Spatter Patterns

Earth ScienceCasts/Impressions

ArtsSketch of crime scenesDrawing composites of suspects

Language ArtsOral and written communicationResearch SkillsTechnical Reading SkillsInformational Reading SkillsReading for Enjoyment

TechnologyComputersCalculatorsMicroscopesPolygraph/Lie detection

Process SkillsStudy skillsObservational skillsOrganizational skillsCritical thinkingDeductive reasoningComparative analysisUtilizing scientific methodProblem solving

Social StudiesForensic history Careers

Objectives:The student will:• integrate math and writing skills with scientific methods• collect and analyze data• design and carry out original experiments• share findings with others clearly and logically• make logical deductions and develop explanations based on evidence• recognize the role academia plays in criminal investigation• distinguish between relevant and irrelevant information• use search engines to research and process information related to forensics• make a spreadsheet containing various information regarding evidence• compare and contrast tools and techniques of forensics utilized in the 1800’s to today• apply mathematical formulas to solve questions• identify bones of the human body• demonstrate how to take cast impressions • analyze blood spatter patterns to determine height and angle • analyze inks, fibers, chemical components, and prints to determine identity of each• apply critical thinking skills and deductive reasoning to formulate logical conclusions based on evidence and data collected at the crime scene• sketch a crime scene and prepare a crime scene report• study the role of insects and how their development provides evidence of time of death of a victimSubject Area(s) Targeted by Unit:

Math Science Word Problems Chemistry – fiber analysis, ink chromatography, chemical reactions Using Formulas Earth Science - cast impressions Taking measurements Life Science – bones, fingerprints, blood, teeth Physics – blood spatter patterns

Art Technology Language ArtsSketching crime scenes Computers Oral and written communicationsComposites of suspects Calculators Technical Reading Microscopes Informational Reading Reading for EnjoymentGrade Levels:2nd – 3rd and 4th – 5th gradesGifted & Talented

TYPE I ACTIVITIES

Instructional Menu

1. View the video: “Forensic Detectives: Mysteries and Solutions” Part I. During the video, have students listen for clues to how forensic scientists were able to reconstruct the story of Napoleon’s invasion of Russia. (B)

2. Read the newspaper article from Mobile Press Register. How is it similar to the video? (B)

2. Invite a guest speaker: Sheriff’s deputy, police officer, FBI agent, forensic investigator, forensic entomologist, or forensic anthropologist to give a talk on the skills they use on the job. (B)

3. Go to http://sciencespot.net/ and find the Kid Zone Forensic Science Mysteries & More section for the link CHIN – Interactive Investigator- Read articles on Crime Scene Investigation. (U)

4. Go to http://sciencespot.net/ and find the Kid Zone Forensic Science and explore the different web pages regarding high profile crimes. (U)

5. Browse through books on Forensics and Crime Solving for kids in library. (B)

6. Watch video “Rotten But Not Forgotten: Climate & Time” http://videos.howstuffworks.com/hsw/5896-rotten-but-not-forgotten-climate-and-time-video.htm discuss what bugs, temperature and time have to do with forensics. (U)

7. Watch video Dr. G – Toxicologist; http://videos.howstuffworks.com/discovery-health/14883-dr-g-toxicology-video.htm discuss how a toxicologist determines if poisons or drugs were ingested by a victim (B)

8. Watch video Fingerprint Analysis: http://videos.howstuffwords.com/investigation-discovery/34406-solved-fingerprint-analysis-video.htm (B)

9. Explore miscellaneous items used at crime scenes and in the crime labs - Discovery Kids Eyewitness Wallcharts: Forensic Science. (B)

10. Demonstrate fingerprinting procedure students will use to take fingerprints. (B)

Key: (B) = applies to both classes (U) = applies to upper elementary: Can Your Teeth, Feet, & Fingers Talk? (L) = applies to lower elementary: Be A Detective!

11. Demonstrate taking dental impressions with modeling clay which students will use to take their own impressions. (B)

12. Demonstrate chemical analysis with mystery powders which students will use to analyze their own mystery powders. (B)

13. Review safety procedures and steps to follow when participating in a lab experiment. (B)

14. Review steps in scientific method for students to become acquainted with the process. (B)

15. Review procedure for taking notes and documenting steps in a scientific experiment. (B)

16. Watch a PowerPoint on Crime Scene Basics to learn the basic procedures followed at a crime scene. (B)

17. Play the card game “Three of a Crime” to help students understand how detectives must use a certain amount of deductive reasoning and logic before making accusations regarding a person’s guilt or innocence in a crime. (B)

18. Play a game of “Murder Mystery Mansion” to see how well you remember details from earlier rounds to help solve a mystery of who, what, when, where, and why. (B)

TYPE II ACTIVITIES

1. PT – Think of many, varied, and unusual words which you associate with Crime scene Investigation. (B)

2. PT – Think of many, varied, and unusual reasons someone might commit a crime. (B)3. PT – Think of many, varied, and unusual jobs associated with a forensic scientist. (B)4. Observation techniques: The student will observe a suspect and “testify” about the

information witnessed. What kind of eyewitness would you be? Experience the differences told by eyewitnesses about the same suspect. (B)

5. Identify and compare fingerprints making notations as to the subtle differences in patterns. (B)

6. The student will develop a classroom databank of fingerprints, teeth impressions, and lip prints to solve mini-mysteries. (B)

7. The student will experiment with various types of powders to locate and lift fingerprints using a technique called dusting. (B)

8. (Forecasting) Make many, varied predictions about the causes of an innocent person’s fingerprints showing up at a crime scene. (B)

9. (Forecasting) Make many, varied predictions about the effects of an innocent person’s fingerprints showing up at a crime scene. (B)

10. Select a story starter from the Chris Van Allsberg book website and write your own mystery story: http://www.houghtonmifflinbooks.com/features/harrisburdick/introduction.html (B)

11. Utilizing the CoRT strategy, do a PMI on the use of lip prints as evidence. (B)12. The students will use the CoRt strategy to do a full CAF to determine if enough evidence

exists at a crime scene to convict a certain suspect of a crime. (U)13. The students will Use the CoRT strategy for Rules to write a set of rules that all rookie

detectives must know before gathering evidence at a crime scene. (B)14. (Communication 2) The student will give many, varied single words to describe how a detective probably feels when he has successfully resolved the kidnapping of a young child and safely returned the child to its parents. (B)15. (Communication 6) Envision yourself as a young detective working on a cold case file of a bank robbery, and you have found the missing clue to solve the crime. Show your feelings, thoughts, and needs WITHOUT USING WORDS. (B)16. (Communication #3) Think of many, varied COMPARISONS IN THE FORM OF A SIMILE to describe how you would feel about being convicted of a crime you did not commit. (B)17. (Decision Making) Using the decision making skills in Talents Unlimited, choose one of the three experiments you would like to do: identify the mystery powder, test your skills in observations, or determine if it’s really blood. (B)18. (Process Lesson) How to take fingerprints. (B)19. (Process Lesson) How to take teethprints (B)20. (Process Lesson) How to make footprint and tire impressions. (B)21. (Talents Planning) How to make a model skeleton (B)22. (Decision making) Decide what type of crime scene you want to write a mystery story about: a bank robbery, a kidnapping, or a burglary. (B)23. Conduct research to find out how insects play a role in forensics (B)24. Use the technique of chromatography to identify the pen used to write a bank robber’s note. (B)25. (PT) Think of many, varied, and unusual words to describe the field of forensics as a career. (B)26. (Decision Making) Decide which search pattern you would use to search a crime scene: the inward spiral, outward spiral, parallel search, grid search, or zone search27. Create a spreadsheet to find out what the feet reveal about a person’s height.28. Counterfeit Check lab – how can you tell if a check is the real thing?29. Use handwriting analysis to determine who wrote a note30. Determine if a strand of hair is human or animal31. Make a drawing of the life cycle of an insect used in the determination of the time of death of a victim. 32. Make a pop-up book of the stages of metamorphosis of the blow fly33. (Forecasting) Make many varied predictions of the effects of making inferences of what must have happened at a crime scene.

34. Personal Analogy – Pick a forensic tool and write a story from the perspective of that tool. “Become the tool!” (B)35. Direct Analogy – Use synectics to express your feelings and ideas about your ability to make accurate observations about what we see at a particular moment in time (B)36. Lie Detection – what does your body language say? Read the article on body language

and determine what other people’s body language says. (B)37. Do a PMI on the use of polygraph tests as evidence. (B)38. Conduct an investigation to determine if a suspect was walking, skipping, hopping, etc.

(B) 39. Compare characteristics to analyze handwriting for forgeries. (B)40. Conduct the Talking Bones: Forensic Anthropology Experiment 1 from CSI Expert (B)41. Blood Spatter Lab 1– How does the texture of a surface affect the shape of a blood

spatter? Conduct Lab 1 (B)42. Blood Spatter Lab 2 – How does the distance associated with the impact of blood to a

surface affect the size of the blood spatter? Conduct Lab 2 (B)43. How to organize information and arrange evidence in a logical sequence – “Which Came

First?” (B)44. Brainstorm motives for simulated crimes, select possible suspects, and decide how to

investigate that person’s role in the crime45. Hard facts vs. inferences – what does it matter? Determine what is really hard evidence

and what is just conjecture and inferencing.

Possible Type III Activities

1. Write your own Pop-up mystery story book to read and donate to a 1st grade class at your school.

2. Conduct research and interviews with crime scene investigators and detectives to find out what led to their career choice and share it with your class or the local newspaper.

3. Compare and contrast early methods of forensics with today’s methods and share your results with others in our class or a club in your school.

4. “Mystery Weekend for the Detective in You!” Design a vacation brochure which offers a free vacation for the person who solves the mystery at a famous resort. Conduct the “mystery weekend” at a party at your house for your friends and family.

5. Design and develop a game which calls for using the skills of deductive reasoning and involves the use of certain forensics tools, techniques, and help from forensics specialists/professionals to solve crimes/mysteries and share it with the classes at your school.

6. Read and report on any of the mystery books in the classroom. (If you choose to find another book, get it approved by the teacher and your parents.) Your report should be creative and original, not a typical paper/pencil/pen book report! Another possible book would be Charlotte Foltz-Jones, Fingerprints & Talking Bones: How Real-Life Crimes Are Solved. New York: Delacorte Press, 1977. Present your report to your class or publish it for the library at your school.

7. Create a lapbook of your favorite forensic activities and experiments along with photos to present on parents’ day.

UNIT RESOURCES

The following is a list of websites, videos, and books that were used in the development of this unit. Further investigations of these websites contain even more information and fun activities.

Websites:

http://onin.com/fp/fphistory.html Read about the history of fingerprints

www.fbi.gov/hq/cjisd/ident.pdf the FBI’s two-page introduction to Fingerprint Identification, including clear images of eight pattern types

http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/handouts/print_pattern Fingerprint patterns

http://www.reachoutmiihigan.org/funexperiments/agesubject/lessons/newton/dna.html DNA Fingerprinting

http://www.houghtonmifflinbooks.com/features/harrisburdick/introduction.html Mystery story starters

http://sciencespot.net/ Find Forensics Section or the Kids Section and explore the various web sites

http://www.fbi.gov/kids/6th12h/investigates/investigates.htm FBI’s website for kids

http://www.discoverychannel.co.uk/crime/_home/index.shtml Discovery Channel for kids

http://www.thesmokinggun.com/ Profiles many crimes

http://www.csitheexperience.org/ CSI the Experience has classroom activities, games, and online activities for students

http://kids.mysterynet.com/ Kid’s mysteries

http://www.crimeandclues.com/ Crime& Clues – The Art and Science of Criminal Investigation

http://www.cyberbee.com/whodunnit/teeth.html Teeth Impressions

http://www.cals.ncsu.edu/agcomm/magazine/fall06/forensics.htm Crime Solving Insects hands-on lesson

Videos:

http://science.howstuffworks.com/fingerprinting.htm

http://videos.howstuffworks.com/hsw/5896-rotten-but-not-forgotten-climate-and-time-video.htm

http://videos.howstuffworks.com/discovery-health/14883-dr-g-toxicology-video.htm

http://videos.howstuffwords.com/investigation-discovery/34406-solved-fingerprint-analysis-video.html

http://videos.howstuffworks.com/howstuffworks/3777-forensic-examiner-finds-hidden-message-video.htm

http://videos.howstuffworks.com/hsw/19642-life-science-forensics-video.htm

http://science.howstuffworks.com/csi.htm

http://science.howstuffworks.com/bloodstain-pattern-analysis.htm

http://express.howstuffworks.com/exp-csi.htm

http://express.howstuffworks.com/exp-csi1.htm

Books:

Charlotte Foltz-Jones, Fingerprints & Talking Bones: How Real-Life Crimes Are Solved. New York: Delacorte Press, 1977

Jim Wiese, Detective Science: 40 Crime-Solving, Case-Breaking, Crook-Catching Activities for Kids, California: Jossey-Bass, 1996.

Doug DuBosque, Draw Insects. New York: Scholastic, Inc., 1998.

Karen Schultz, CSI Expert! Forensic Science for Kids, Waco, Texas: Prufrock Press, Inc., 2008.

Kenneth G. Rainis, Crime-Solving Science Projects: Forensic Science Experiments, New Jersey: Enslow Publishers, Inc., 2000.

Pam Walker, Elaine Wood, Crime Scene Investigations: Real-Life Science Labs, California: Jossey-Bass, 1998.

SEW 2010 Workshop Journal Summary“Be A Detective” and

“Can Your Teeth, Feet, and Fingers Talk?”

We have had a lot of fun in this unit. There were so many interesting things to learn about! We enhanced our knowledge of forensics through the use of research skills, guest speakers, and activities, many involving experiments in chemistry and physics, some involving observations. We have explored the role of art in forensics by drawing composites of individuals with the use of templates similar to some techniques utilized by law enforcement. We have studied how science plays a role in forensics by utilizing our skills in deductive thinking and applying logical reasoning to find solutions to various crime scenarios. We learned several techniques for fingerprinting. We then used comparative analysis to look at various prints and match them to our crime scene. We practiced writing skills by writing crime reports, mystery stories with story starters from Chris Van Allsburg’s book, The Mysteries of Harris Burdick, and recording our observations of crime scene evidence. We even did some physics experiments involving scenarios with blood spatters and chemistry experiments by identifying mystery powders. We used math formulas and measurement skills to determine the height of individuals based on the length of femur bones. We determined the type of stride an individual was using when leaving a crime scene, whether walking or running. We became aware of the many careers associated within the field of forensic science by investigating how each area works together when solving crimes and studying evidence. We were able to compare how forensic technology and crime scene investigation techniques have improved over the years. We gathered and recorded evidence, sketched crime scenes, studied and applied the scientific method as it relates to solving crimes. We had many hands-on activities in specific techniques of forensics, such as chromatography, fingerprinting, taking impressions, identifying counterfeit checks, cheiloscopy, and identifying certain types of powders. We learned to apply process skills such as critical thinking, deductive reasoning, observation, and comparative analysis along with the use of mathematical formulas to make predictions and reach logical conclusions. We learned what to look for in reading body language to determine if someone is telling a lie or the truth, and we learned how to determine the difference between relevant and irrelevant information. We used our logical reasoning to reconstruct events. Most of all, we learned the importance of looking at all of the evidence before reaching a verdict or making a decision. We also gained an understanding of the significance of academics and how it relates to the career choices available in the fields of forensic science.

Be A Detective

Grades 2-3

Leigh Ann Swindle

Type 1 Activities

Look at the model skull to gain basic knowledge on how it is formed, and used in investigations. (Forensics)

Examine the teeth impression models to notice how they are similar and different. (Forensics)

Read through the book(s) on crime and mystery to spark interest in writing your own short story. (Forensics, Career)

Look at the game clue, you must learn to listen carefully to the details to figure out who it is!

Read the history of fingerprints and examine the fingerprints to see and compare the different types of prints. (Forensics)

Listen carefully to the Sketch Artist as he explains what he does exactly for his job, how hard his job is, and what you can do to become a sketch artist. (Career)

Listen closely as our guest speaker, the Detective, tells us about his job and what it takes to become a detective. Such as schooling, training, experience. (Career)

Look at the magnifying glass, use it to examine the carpet fibers, fingerprints, and even hair! What did you notice? (Forensics)

Type 2 Activities

Make your own teeth impressions and analyze them, notice if there is a chipped tooth, missing teeth, sharp teeth, etc.(Forensics)

Make your own set of fingerprints. Observe these and determine which type of prints you have. Are they loops, swirls, etc? (Forensics)

Analyze the tire track. Using a set of known tire tracks and the taught skill of comparing and properly analyzing, determine which tire made this track. (Forensics)

Examine the shoe print, using the shoes around the crime scene, using the skill of analysis, figure out which shoe made the print. (forensics)

Test the document to determine if it has been altered using the document analysis skill taught in class. (Technology)

Analyze the writing sample using the Hand Writing Analysis taught in class to determine if the two samples were written by the same person. (Technology)

Examine the slice of cheese someone has bitten. Using your skill of teeth impression analysis and the “database” of teeth impressions you have been given to determine who bit the cheese. (forensics, communication)

Put one fingerprint, per person in your group, inside a taped off section of your table. You will be moving to another table to dust for another groups fingerprints using the techniques

the Detective talked about. (forensics, technology) Chart the number of crimes committed between 2000 and 2009 using

www.disastercenter.com/crime/ . From the data you collected, what conclusions can you draw on how on safe these cities/states are? Before checking the website for information, predict which cities/states are safe or not. What effects will crimes have on the cities? (Technology, Forecasting “effects”)

Make a finger painting. This activity is labeled “I’m Thumbody” . This activity will also allow students to see the different types of fingerprints in a fun colorful way. This will be done on white pillow cases for each child to take home.(Forensics)

Using communication talent # 5 to come up with a network of complete thoughts and ideas on what you want your story to be about; include the details. Use Planning, and decision making to decide what you want to write your own mystery/crime short story about using the list of complete thoughts and ideas. After you make your decision, you can write out your own short story. (Talents, Career)

Using productive thinking and decision making, we are going to create a class book. Here you will get to decide how you want to decorate your very own page to go in the book. There are a few rules such as: you have to put a picture of yourself on your page and you have to use your productive thinking to come up with many, varied, and unusual ways to incorporate your fingerprints. For decision making, there are certain criteria that you should be aware of: What design best fits my personality? Will it be unique? Does it catch peoples attention? Can I do it? Does it have a catchy caption? The book will be bound and shown to parents on “Parent Day” (Forensics)

Type 3 Activities

Create a slide show on being a Detective to show educational and other requirements for the job. (Students in their class in August) (career)

Create a how-to book of your choice related to topics we have discussed in class to show what you are most interested in. This can then be illustrated based on your topic. (church members) (Forensics, Career, and Technology)

Create an “About Me” poster/box. This should contain things such as: your teeth impressions on many, varied, and unusual items, your finger prints, and anything we can use to identify you! You may post a picture of yourself within these items. We will show these off to all the parents that will come the last week. (neighbors) (Forensics)

SEW 2010 Content-related Concepts

1.) There are various personnel involved in crime scene investigations.

Examples: police, detectives, laboratory specialists, medical examiners

2.) There are many ways to collect and preserve evidence from a crime scene.

• fingerprint collecting

• impressions, including footwear and tire treads

• hair, fiber, and blood evidence

3.) Forensic Scientists use presumptive and confirmatory tests

Examples: blood type comparison, DNA testing

4.) The decomposition process can help investigators tell how long a person has been

deceased.

• Using rigor mortis to determine corpse position

5.) Skeletal remains are important in forensics.

• Comparing bones and skulls based on age, sex, and race

• Using forensic dentistry to establish identity

6.) Laws of physics are used to explain forensic evidence.

• Analyzing blood splatter patterns in relation to speed, height, and direction

• Tracking trajectories of collected evidence

7.) Good detectives use important skills to do their jobs.

Observation · Question · Persistence · Attention to Details

Resources

Courses of Study. (n.d.). ALEX. Retrieved March 4, 2010, from http://alex.state.al.us/standardAll.php?grade=4&subject=S1&summary=2

This is the website to the Alabama Course of Study standards which I used as guidelines for objectives for my SEW students. This is a teacher resource and is also valuable because it helps pick out specific concepts for the students to learn, since there are so many sub-topics under forensics.

DonaJacksonKallner. (1996). Bone Detectives How Forensic Anthropologists Solve Crimes and Uncover Mysteries of the Dead. New York: Little Brown &Co.,1996.

This book is a good resource to use for the children to look over and read. This is a good book to place in the interest center to spark interest in bones and how they relate to forensics. As I mentioned this is a book for the students, but the teacher can use it to read from.

How Detectives Work. (n.d.). HowStuffWorks. Retrieved March 4, 2010, from http://express.howstuffworks.com/express-detective.htm

This website is a great resource for students and teachers. This site gives basic information on how detectives work. It gives examples of what the detective encounters, like having to figure out who robbed a man to figuring out who burn down the warehouse. This is good starter information when introducing detective work.

How Detectives Work. (n.d.). How Stuff Works. Retrieved March 4, 2010, from http://express.howstuffworks.com/express-detective1.htm

Like the website above, this is just the next section. This is also a great resource for students and teachers. This section of the site talks about the different types of fingerprints we have. It lists the eight types along with pictures of each for easy comprehension.

How Detectives Work. (n.d.). How Stuff Works. Retrieved March 4, 2010, from http://express.howstuffworks.com/express-detective2.htm

This is also a continued section of the original website. This section talks briefly about decomposition. Since this is going to covered without in-depth detail, this is a good teacher resource. If the students are older, they could view this and go into more detail.

teeth, s., & often, t. i. (n.d.). Teeth Impressions. CyberBee. Retrieved March 4, 2010, from http://www.cyberbee.com/whodunnit/teeth.html

This is a teacher resource that gives step by step procedures for making teeth impressions. It even gives a brief description on how forensic dentist assist in crime solving. This website even gives an additional activity for the children to participate in called “who bit the candy or who bit the cheese”

(2001). Case closed : the real scoop on detective work life . New York: Orchard Books.

This book is an awesome resource for students and teachers. The students can use the book for personal knowledge gain if interested, and the teacher can use it for additional reading for

lessons be taught. This book has chapters which relates to my concept areas, so therefore I will use this in the interest center as well as a daily read aloud.

Owen, D. (2002). Hidden Evidence: 40 True Crimes and How Forensic Science Helped Solve Them. New York: Turtleback Books Distributed by Demco Media.

This book is like the one listed prior, it is a good book for students read on their own because it is written about true crimes which have happened. This sometimes lures in the child because it isn’t hypothetical situations. It is also a good teacher resource to use as daily read aloud.

(1996). Threads of evidence using forensic science to solve crimes. New York: Twenty-First Century Books.

This book is a good resource for students to get additional information they wish to obtain. The book is a little old for younger students, but it really depends on the student. This provides in-depth information about crime scene analysis and what occurs during the process.

(1984). Techniques for taking good fingerprints. Washington, D.C: Federal Bureau of Investigation, U.S. Dept. of Justice.

This federal document is a teacher resource which is used to either educate or refresh memory on how to properly fingerprint. This is important because we need to be able to accurately inform the students about the process fluently.

Can Your Teeth, Feet and Fingers Talk? – SEW 2010Grades 4 & 5

Spring 2010MAPBecky Newman

Guiding Question:

What makes a good detective?

Content-Related Concepts/Big Ideas:

1. Forensic evidence is essential in solving a crime.

2. Forensic science has been around for centuries and its history comes from several different countries.

3. Solving crimes using forensic science involves using special tools, research, and specific techniques.

4. It takes a team of people who specialize in different jobs to collect evidence from a crime scene and

solve a crime.

5. There are many crimes that have remained unsolved.

6. Technology is vital in investigating crimes and storing information on large criminal databases.

7. Solving a crime takes time, observation, and critical thinking skills.

8. Humans are not the only living tools used in solving a crime; dogs, bugs, and other animals are often

used in assisting a crime scene investigation.

Content Resources:

1. Campbell, A. (1999). Forensic Science: Evidence, Clues, and Investigation (Crime, Justice & Punishment) (Library Binding ed.). United States of America: Chelsea House Publications.

This book contains information about crime scenes and investigations. It identifies methods used to identify victims and murder weapons, dust for fingerprints, and examine shoe prints and tools used to commit a crime. It also talks about how animals can be used in solving crimes. This resource is most useful for teachers. It contains photographs that are not appropriate for elementary students.

2. Cooper, C. (2008). Forensic Science (DK Eyewitness Books) (Har/Com ed.). New York: DK Children.

This book gives an overview of forensic science. It gives countless information about tools, techniques, evidence, and careers in forensic science. It has pictures on every page that illustrate crime scenes and the tools used in solving crimes. It has a kid-friendly glossary that students can use while learning about crime scene investigation. This resource can be used by students or teachers.

3. Crimeline. (n.d.). Crimeline: History of Forensic Science. Retrieved February 1, 2010, from http://www.crimezzz.net/forensic_history/index.htm

This website is a timeline of the complete history of forensic science. It includes the history from several different countries. It is slightly difficult to read through the events because there are so many included in the timeline from different countries. This resource is most helpful for the students.

4. Harris, E. S. (2006). Crime Scene Science Fair Projects. New York: Lark Books.

This book includes a variety of projects and experiments that will allow students to explore the world of forensic science and crime scene investigation. It also includes information about the evidence that is collected at crime scenes as well as the different careers in forensic science. The sections in this book are organized by the different aspects of crime scene investigation. This book is a great resource for teachers in planning activities or for students in finding out more information about crime scene evidence.

5. Jackson, D. M. (1996). The Bone Detectives: How Forensic Anthropologists Solve Crimes and Uncover Mysteries of the Dead (1 ed.). New York: Little, Brown Young Readers.

This book includes true stories about how forensic anthropologists solved crimes by studying the bones of victims. It walks the reader through the process of examining bones to determine information about the victim and what happened. It is a great resource for students who are learning about forensic anthropologists.

6. Mcnichol, A., & Nelson, J. A. (1994). Handwriting Analysis: Putting It to Work for You (1 ed.). New York: McGraw-Hill.

This book describes in great extent how to analyze different handwriting. It describes the science behind handwriting as well as how you can tell someone’s personality or character just by analyzing their handwriting. It provides illustrations on different types of handwriting for the reader to examine. This is a great resource for teachers.

7. P., M., Phillips, J., & Friedlander, T. M. (2001). When Objects Talk. Minneapolis: Lerner Pub Group.

This book gives an in-depth description of the scientific method and how it is used to help solve crimes. It includes color photos to go along with the text. It also provides the reader with additional readings and websites to find out more information. This is a great resource for students.

8. Sohn, E. (2004, December 15). Science News for Kids: Feature: Crime Lab. Science News for Kids: Home Page. Retrieved February 1, 2010, from http://www.sciencenewsforkids.org/articles/20041215/Feature1.asp

This website gives the basic, overall information about forensic science. It talks about the history of forensics and gives scenarios that help students think critically about investigation. The website also includes a list of additional resources. This resource is very useful for students.

9. The Science Spot: Forensic Science. (n.d.). The Science Spot. Retrieved February 1, 2010, from http://sciencespot.net/Pages/classforsci.html

This website has numerous links to videos, games, activities, and information for individuals who are seeking to learn more about forensic science. This website is a great tool for teachers who are looking for activities to use in their units.

10. Wiese, J. (1996). Detective Science: 40 Crime-Solving, Case-Breaking, Crook-Catching Activities for Kids (1 ed.). San Francisco: Jossey-Bass.

This book provides many experiments that children of young age can perform to become familiar with the techniques and skills used in forensic science. This book has ideas that will allow students to solve problems on their own and experiment with different techniques such as observation, handwriting analysis, toxicology, etc. This book can be used by students who are interested in exploring detective science on their own, or it can be used by teachers in creating activities.

Type I Activities:

1. Observe a picture for 30 seconds of a scene in a bank just before a bank robbery occurred. Cover the

picture and answer questions in order to find out how observant you were. Compare your answers to

the picture. (Photo analysis/observation)

2. Use productive thinking to come up with many, varied, unusual things that you might find at a crime

scene in order to think about the different elements a forensic scientist or detective should consider

when solving a crime. (Forensic evidence)

3. Watch the video Forensics: Using Forensic Evidence to Solve Crimes in order to become fascinated by

the field of forensic science. (Careers, forensic evidence)

4. Look at a “crimeline” in order to learn about the history of forensic science. (History)

5. Create a fingerprint card in order to compare the different types of fingerprints. (Forensic evidence –

fingerprints)

6. Read a minute-mystery in order to gain the perspective of a detective. (Fictional detectives)

7. Listen to a real forensic scientist/investigator give accounts on what they do in order to learn what

this type of job is like from a person with experience. (Careers)

Type II Activities:

1. Examine three separate documents using handwriting analysis. Determine which to documents were

written by the same person. (Document identification – handwriting analysis)

2. Use productive thinking to think of many, varied, unusual places in the classroom where several

fingerprints would be found. Using the fingerprint dusting equipment, dust these different places. Which

surfaces seemed to have more fingerprints? Compare your findings with other students to determine

what places have the most human contact. (Forensic evidence – fingerprints)

3. Create your own set of fingerprints and compare them with other students’ prints in the class to learn

about the similarities and differences among fingerprints. (Forensic evidence – fingerprints)

4. Measure the length of the tibia and the humerus as well as the height of boys and girls of the same

age and compare this data in order to learn how scientists can determine a person’s height based on

these bones. (Forensic evidence – bones)

5. Research a specific tool that forensic scientists use in crime scene investigation. Using communication

talent #1 create a list of many, varied single words to describe this tool in order to inform your

classmates about it. (Tools)

6. Create your own set of teeth impressions in order to examine the type of evidence forensic scientists

collect. (Forensic evidence – teeth impressions)

7. Research how forensic scientists analyze, identify, and compare cloth fibers to place a suspect at a

crime. Then, analyze fibers from several kinds of fabric in order to experience fiber analysis. (Forensic

evidence – fibers)

8. Learn how to analyze different kinds of ink. Then, analyze the ink from a ransom note in order to

determine which pen it was written with. (Chromatography – ink analysis)

9. Experiment with different red substances to create a blood splatter. Conduct a blood splatter analysis

in order to identify the unknown substance. (Forensic evidence – blood splatter)

10. Use document restoration techniques in order to restore a burned document. Learn how even

evidence that appears to be destroyed is still important in crime scene investigations! (Forensic evidence

– document recovery)

11. Think of many, varied effects that would occur if there were no forensic scientists. (Careers)

12. Create a fingerprint database as a class using the prints that all of the students have made. Use this

database to solve a crime that has been set up in the classroom. (Technology – fingerprint database)

13. Use the planning talent to determine the steps and materials needed when collecting and classifying

evidence from a crime scene. Carry out the plan by gathering the materials and using them to retrieve

evidence from a mock crime scene. (Forensic Evidence, Tools)

14. Collect evidence and classify data from a mock crime scene. Conduct an interview with a possible

suspect in the mock crime using questions that you have come up with. Gather the interview data that

other students have done with other possible suspects. After analyzing your data, use your decision

making talent to determine the culprit of the crime. (Forensic Evidence)

Type III Activities

1. Create a crime scene and act out a mock trial. Determine whether the trace evidence found at the

crime scene is strong enough to convict the suspect. (Forensic evidence)

2. Research the different elements in writing mysteries. Write your own mystery to share with the

students in the class. (Famous forensic scientists - fiction)

3. Research the methods of photo analysis in order to learn about the different skills a person uses when

analyzing photos. Analyze photos from a crime scene and create a photo exhibit to show students the

skills you have learned. (Tools – photo analysis)

4. Create a “crimeline” that illustrates prominent historical events in forensic science in order to

acknowledge the importance of forensic science history. (History)

5. Conduct a science experiment in an area of your interest (chromatography, entomology, dentistry,

etc.) in order to gain knowledge of a specialized field in forensic science. Write an article using your

findings for a science journal to share what you have learned with others. (Careers/forensic evidence)

6. Produce a documentary by interviewing local forensic scientists in order to inform others about

forensic scientists. (Careers)

7. Create your own local forensic science agency. Make a website and an advertisement for your agency

in order to consider the different aspects of a forensic science agency. (Technology)

8. Create a mystery comic book in order to use your critical and creative thinking skills to come up with

your own mystery. (Famous forensic scientists - fiction)

10. Read a children’s mystery novel. Write a book review for a children’s magazine in order to inform

others about this book. (Famous forensic scientists - fiction)

Type I Lesson Plan: The Bank Robbery

Specific Objectives:

1. Students will use their observation skills to try and recall specific details from a picture.

2. Students will become detectives and be able to look for specific clues that aid in solving crimes.

Procedure:

1. Attention grabber: Pretend that your mom came and picked you up from school today. On the way home, she has to stop by the bank to deposit a check. You are standing in line at the bank waiting with your mom. Suddenly, a bank teller screams, “We’ve been robbed!” What did you see when you were standing in line that could help with the investigation of this crime? What kinds of observations do you think would be the most helpful in solving a bank robbery?

2. Show students the picture of the bank on a transparency. Tell them to observe the picture for 30 seconds. Tell them to look at everything that might be important. Cover the picture after 30 seconds have passed.

3. Ask the students to write down their answers to the following questions:

· What time was it on the clock?· What was the date?· Describe the person that was at the front of the line. Was it a man or a woman? Was he or she

wearing a hat? What kind of clothes was the person wearing? Could you tell how tall the person was? Did he or she have any distinguishing features?

· Did you notice anything unusual in the picture?4. How observant were the students? Allow the students to look at the picture again and compare their

answers.

5. Discuss the results with the students – “When we make observations, we make images in our minds of what we see. But, this information has to be transmitted to our brains and stored in order for us to remember it later. As we found out in this activity, our brains can easily make errors in transmitting and storing information. When you first observed the picture, you may not have noticed certain details or maybe you did see them, but you didn’t think they were important enough to remember them.”

6. Explain the importance of observation in forensic science. “Observations are very important when detectives collect data at a crime scene. These observations could be objects, statements from witnesses, the time of day, or the temperature of the room where the crime occurred. Since a

detective doesn’t know which data or evidence will be important, he observes everything. Detectives don’t get a second chance to look for clues!”

Materials:

· Picture on a transparency· Timer· Pen/pencil· Paper

Student Evaluation/Assessment:

1. Collect student work to evaluate student observations. Students will have met the objectives if they wrote down several observations that they made from the picture.

2. To further assess pupil learning, students will be questioned:

· Why must detectives make good observations?· Why is it that people sometimes have difficulty recalling details when they are asked?· How do observations aid in crime scene investigations?

Reflectivity and Self-Evaluation:

1. If I taught the same lesson again, what would I do differently?

2. Was the activity challenging enough for the students?

3. Did the students respond to the results of the observation as I had anticipated?

4. Were the objectives of the lesson accomplished?

Extension:

Repeat the activity, but this time put the picture away overnight and try to answer the questions the next day. How good is your memory of the picture after 24 hours?

Reference:

Wiese, J. (1996). Detective Science: 40 Crime-Solving, Case-Breaking, Crook-Catching Activities for Kids (1 ed.). San Francisco: Jossey-Bass.

Type II Lesson Plan: The Ransom Note

Specific Objectives:

1. Students will analyze three writing samples.

2. Students will be able to distinguish the difference between handwriting samples from two different people by using handwriting analysis techniques.

Procedure:

1. Attention grabber: Oh no! Your neighbor’s Labrador retriever, Dodger, has been kidnapped! All that is left is a ransom note that says: “Listen carefully! We have Dodger in our possession! Leave $100,000 in your mailbox tonight and he will return unharmed!” The police have narrowed the case down to two suspects, and they happen to be your two teachers! You have been hired as the handwriting analyzer for this case and you must analyze a handwriting sample from both teachers and compare it to the original ransom note. It is your job to determine who the real kidnapper is! Good luck!

2. Provide each student with a copy of the original ransom note and several pieces of tracing paper. Display the example of the top of letter analysis for the students. Provide students with the following procedure for conducting a top of letter analysis:

Place the tracing paper over the original ransom note. Make a dot on the tracing paper at the highest points on each of the letters in the note. Use the ruler to connect the dots (this will create a zigzag line across the top of the writing

sample). Repeat the three previous steps with the two teacher samples.

3. Display the example of the bottom of letter analysis for the students. Provide students with the following procedure for conducting bottom of letter analysis:

Place the tracing paper over the original ransom note. Make a dot on the tracing paper at the lowest points on each of the letters in the note. Use the ruler to connect the dots (this will create a zigzag line across the bottom of the writing

sample). Repeat the three previous steps with the two teacher samples.

4. Display the example of the spacing analysis for the students. Provide students with the following procedure for conducting space analysis:

Place the tracing paper over the original ransom note. Make a dot on the tracing paper at the low points at the beginning and end of each letter in the

note.

Use the ruler to connect the ending dot for each letter to the starting dot of the next letter, creating a series of short lines that represent the size of the space between each letter.

Repeat the three previous steps with the two teacher samples.5. Display the example of the slant analysis for the students. Provide students with the following

procedure for conducting space analysis:

Place the tracing paper over the original ransom note. Use the ruler to make a line with the same angle as the letter through each letter in the note. Repeat the two previous steps with the two teacher samples.

6. Have students compare the top of letter analysis, bottom of letter analysis, spacing analysis, and slant analysis of the original ransom note to the analyses of the teachers’ writing samples. Who is the culprit?

7. Have students share their findings.

8. Debrief.

Materials:

· Copies of all 3 handwriting samples – original ransom note, another writing sample from the same teacher who wrote the ransom note (this should say the exact same thing as the original ransom note), and a third writing sample from the teacher who didn’t write the ransom not (but it should also say the exact same thing as the ransom note and look almost the same)

· Colored pen· Ruler· Tracing Paper· Examples of the following:

o Top of letter analysiso Bottom of letter analysiso Spacing analysiso Slant Analysis

Student Evaluation/Assessment:

1. Observe students as they analyze the handwriting samples. Are they following directions? Are they accurately analyzing the handwriting samples?*

2. Collect student work to evaluate student analyses. Students will have met the objectives if they analyzed all three writing samples using the different techniques and came to a conclusion as to who the culprit was.

Reflectivity and Self-Evaluation:

1. If I taught the same lesson again, what would I do differently?

2. Was the activity challenging enough for the students?

3. Did the students respond to the results of the analyses as I had anticipated?

4. Were the objectives of the lesson accomplished?

Resources:

1. Harris, E. S. (2006). Crime Scene Science Fair Projects. New York: Lark Books.

2. Mcnichol, A., & Nelson, J. A. (1994). Handwriting Analysis: Putting It to Work for You (1 ed.). New York: McGraw-Hill.

Type II Lesson Plan – Dusting for Fingerprints

Specific Objectives:

1. Students will use productive thinking to think of many, varied, unusual places in the classroom where several fingerprints would be found.

2. Students will use specific techniques to dust for fingerprints.

Procedure:

1. Attention grabber: Show students dusting equipment – paintbrush, cocoa, tape, etc. – and ask them how they think a forensic scientist could use this equipment to help solve a crime or gather data from a crime.

2. Students will use productive thinking to come up with many, varied, unusual places in the classroom where several fingerprints might be found. The teacher will write the ideas on the board so that she can add to them after the students have dusted for fingerprints and come up with more places along the way.

3. Divide students into pairs, provide them with the materials, and have them go around the room and dust the many, varied, unusual places in which they thought they might find several fingerprints. Give them the following directions to “lift the prints”:

· Find surface where you want to dust for fingerprints. If it is dark, use talcum powder. If it is light, use cocoa.

· Dip the paintbrush into the powder so that the bristles are completely covered. Gently brush the paintbrush over the area so that the powder sticks to the fingerprint. Brush away extra powder.

· Take a piece of clear tape and press it firmly over the fingerprint to lift the print.· Stick the piece of tape on a piece on contrasting colored paper (cocoa prints go on light paper

and talcum prints go on dark paper). · Label the location that your prints came from.· Take a picture of the area that you have dusted if you wish.

4. After the students have dusted the classroom for fingerprints, have them come back together as a group and discuss their findings. Was there anything surprising that they found? Was this technique difficult to carry out?

5. Clean up.

Materials:

· Paintbrushes· Talcum powder· Cocoa powder· Clear tape· White paper· Black paper· Camera· Cleaning supplies

Student Evaluation/Assessment:

1. Students will be evaluated on their hypothesis formulation and data collection – did they participate in the talents lesson? Did they test their hypothesis by collecting data? Were they using the “lifting the print” technique? Did they lift the prints correctly?

Reflectivity and Self-Evaluation:

1. If I taught the same lesson again, what would I do differently?

2. Was the activity challenging enough for the students?

3. Did the students respond to the results of the analyses as I had anticipated?

4. Were the objectives of the lesson accomplished?

Resources:

1. Harris, E. S. (2006). Crime Scene Science Fair Projects. New York: Lark Books.

2. Wiese, J. (1996). Detective Science: 40 Crime-Solving, Case-Breaking, Crook-Catching Activities for Kids (1 ed.). San Francisco: Jossey-Bass.

#1: A PUZZLING PUZZLE

1. DUMP the puzzle pieces on the table and turn them all face down.

2. ASSEMBLE the puzzle using only the shape of the pieces as a clue, not the elements of the picture. Did you find this easier or more difficult than usual?

3. READ the information card in the pocket to learn how forensic scientists use the jigsaw method of glass-fragment analysis to solve crimes.

Information card will say the following: “Forensic scientists use the jigsaw method of glass-fragment analysis to solve crimes. For example, investigators may want to know whether a piece of glass found in a hit-and-run victim’s clothing matches the glass from a broken headlight of a suspect’s automobile. As you saw in this activity, the jigsaw method is very difficult. The jigsaw method works because when glass breaks, its surface fractures unevenly. This breaking process produces unique shapes of glass that will lock only into the pieces that were next to them at the point when the glass broke, just as each piece of jigsaw puzzle will lock only into the pieces that go next. Forensic scientists perform other tests to match glass fragments to the scene of a crime.”

#2: FINGERPRINT CARDS

1. LOOK at your fingertips through the magnifying lens and examine the patterns on your skin. These are your fingerprints.

2. USE many, varied single words to DESCRIBE your fingerprints.

3. MAKE a set of your fingerprints by pressing one finger at a time into the ink pad and steadily placing it on your note card. (Be careful not to get your fingers too wet!)

4. LABEL each print with the name of the finger from which it came: thumb, index finger, middle finger, ring finger, and pinkie.

5. READ the information card in the pocket to learn about the history of fingerprinting techniques.

Information card will include the following: “People have noticed the subtle differences in fingerprint patterns for hundreds of years. Centuries ago, Chinese and Japanese emperors signed papers with thumbprints to make them authentic. But it wasn’t until the late 1800s that fingerprints were used as evidence to link a suspect to a similar crime. The first step in understanding fingerprints – and fingerprinting – is to examine your own.”

#3: WHAT IS IT?

1. EXAMINE the object and take note of its characteristics. What is it? Why might this object be helpful in crime scene investigation?

2. WRITE many, varied, unusual uses for this object in crime scene investigation.

3. READ the information card in the pocket to find out how scientists sometimes use this object while investigating crimes.

Object should be either a dead adult fly/maggot or a picture of one/its life cycle. Information card will include the following: “Insects found on or near a body in a crime scene may reveal important clues about the crime, including the victim’s time of death. Forensic entomologists study the life cycle of maggots and other insect eggs in order to narrow down the victim’s time of death. They collect samples of crime scene insects, making sure to take representatives of every species at their latest stage of development.”

#4: WALK THROUGH A CRIME SCENE

1. GO to http://investigation.discovery.com/investigation/forensics/crime-scene/crime-scene-tour.html

2. EXPLORE the different elements of a crime scene.

3. WRITE three interesting things that you learned from your virtual tour.

#5: FIBER ANALYSIS

1. EXAMINE the different kinds of fibers.

2. WRITE down your observations about each fiber.

3. THINK of many, varied, unusual objects that these fibers could have come from and WRITE down your ideas.

#6: SECOND LOOK

Observation skills are one of the most important tools of an effective detective. The ability to detect small differences in a crime scene means looking for details.

1. TEST your observation skills by seeing if you can find the 10 differences on the two pictures on each “Second Look” page.

2. CHECK your skills with the answer key.

3. THINK about all the ways detectives use their observation skills to solve crimes or mysteries.

Interest Development Center:

1. Ink pad with index cards

2. Fingerprint chart

3. Fingerprint dusting equipment

4. Minute mystery books

5. Sherlock Holmes book

6. Encyclopedia Brown books

7. Magnifying glasses

8. Ransom notes

9. Handwriting analysis examples

10. Handwriting analysis book

11. Various forensic science books

12. Fiber collection

13. Second Look pictures – finding the difference

14. Clue

15. Bug

16. Puzzles – 25 & 63 pieces

Adventure of the Dancing Men

In Sherlock Holmes' story "The Adventure of the Dancing Men", a man reports that his wife, Elsie, became upset when she received several notes with figures of dancing men on them. Holmes went about deciphering the code. He knew that E is the most common letter in the English language and that there was a high probability that the name "Elsie" appeared somewhere in one of the messages. Using this information, can you decipher the messages she received and the one message she sent? You may also want to find out what the other most common letters used in the alphabet are in order to help you.

http://www.shodor.org/workshops/forensic/lessons/puzzles/dancing.html