58389357 Crime Scene Investigation

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CSI: Crime Scene Investigation

Resource Guide for Developing High QualityCrime Scene Investigation Apprenticeships

RESOURCE GUIDE


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Project Description:

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 atan interactive WOW!

Objectives:

_ Create enthusiasm for science and investigation _ Compliment science lessons in school by providing experience withobservational 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.


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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


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Introductions Do Now! Mystery Ritual Agenda Review Examine evidence gathered at last weeks 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!


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Learning Objectives: Apprentices will definecrime, evidence, andanalyze

Apprentices will find out aboutyour expectations andclassroom rules.

Apprentices will solve a mini-mystery that requires analysisand gets them excited aboutcontinuing their investigations!

21 st Century Skills: Teamwork: Students will get

to know one another andbegin working together

Data Analysis: Students willgather evidence to help themsolve a mystery

Todays AgendaTime Activity

5 Welcome andWOW! em:

o Introductions and Name Game

10 Ritual: o Mystery Ritual and Names

CSI: Lesson 1


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10 Activity 1 - TeamBuilder:

o Name Game

15 Activity 2-Expectation

Setting:

o CSI Expectations

20 Activity 3: o Evidence Analysis5 Teach Back o Share out

10 Clean Up o Clean up5 Forecast o Preview Next Week

Materials Checklist

Materials Will you need help fromyour 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 binderring

o "crime scene" materials: cookie crumbs andincriminating document

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

already be in the classroom)o visuals listing 21 st 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, 21 st 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 writeon the board? Who will circulate? Who will collect and distributematerials?

o Note: If youll be taking the field trip option in Lesson 6, its never too earlyto start distributing and then collecting signed permission slips.


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

Mystery question: A black dog stands in the middle of anintersection in a town painted black. None of the streetlights areworking due to a power failure caused by a local storm. A car with twobroken headlights drives towards the dog but turns in time to avoidhitting 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 familiarizestudents with one anotherA list of commonly used Team Builders is available on CT Nation and there aremore ideas at TeamPedia.net One option:

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

Activity 2: Setting Expectations 15minutes

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

Use the quiet signal and have students return to their seats and find their indexcards. Let them know that they will using these index cards to keep track of key


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terms and ideas as we go. Today, well be solving a crime. Crime is our firstkey term, so write it on the front of an index card. On the back, well write thedefinition: any act that breaks a law.

A law is a rule that defines what is and is not allowed in a society. We need toestablish some laws for our apprenticeship. Well decide on some laws as agroup and post them up on the board. What laws will help us work well with oneanother? Elicit responses from students, suggesting any laws that you feel maybe missing. If possible, state class expectations in positive language, i.e. arriveon time, rather than dont be late.

Activity 3: Mini-Mystery! 30minutes

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

Shockingly, a crime was committed in this very classroom! The crime that wascommitted here was a theft. Someone snuck into the classroom and stole somecookies out of the teachers desk! And, because the cookies were onlydiscovered missing minutes ago, that person may still be here!

1. Our first step is to examine the evidence. What is evidence ? [students writedefinitions 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 sawsomeone entering the classroom before class began today. In groups of 3, comeup 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 weve found. We have the witnesses statements. What


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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, butto make up for it, brought some replacements to give the teacher, and some toshare.

6. Distribute cookies first to students who can remember everyones name in theclass.

Teach Back 5 minutesThis activity will help students think about what theyve learned and help youfigure out how much they have retained.

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

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

jobs for different groupsClean up everything, especially cookie crumbs and napkins!

Connect to WOW, Careers, and nextweek

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 crimehas occurred! Next week, well learn how to take one type of evidence fingerprints! Detectives and forensic scientists do this work all the time, and nowyou will be doing it too. Welcome to the team!


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They will solve a mini-mysterythat gets them excited aboutcontinuing their investigations!

21st

Century Skills:

Teamwork: Students willcontinue to build efficacy ingroups

Data Analysis: Students willgather and analyze evidenceto help them solve a mystery

Materials Checklist


obtain or create?

o 4 more hole-punched index cards per student



o What is forensic science?

5 Ritual: o Mystery Ritual and Name Review

10 Activity 1 - TeamBuilder:

o Mnemonic Name Game

5 Activity 2-Expectation

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


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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 supplyfingerprints ahead of time, using pencil and tape. Place this studentsfingerprints in a plastic bag and put it in the classroom

o Post Agenda, 21 st 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 youre taking the field trip in Lesson 6, you should have the site pickedout, transportation arranged, and permission slips distributed as soon aspossible.

Lesson Plan:

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

Welcome and WOW! em: 5minutes

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 itonce before you begin the opening ritual.


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adjective beginning with the same letter as -the fist name or an action. Continueto have participants repeat all information that has been previously shared.

Activity 2: Setting Expectations 5minutes

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

Quickly Review class expectations Especially if you took them down asstudents shared them out last time and youve now transferred them to apermanent poster.

Review the definitions of crime and evidence. Well need to use those wordsfor our next activity!

All of these are types of evidence that forensic scientists might use to solve acrime. Today well be looking specifically at fingerprint evidence. Well learn howto take fingerprints and analyze them, and eventually well use what we learnedto 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 ourfingers. Each individual has slightly different fingerprints, so we can use them tohelp find a suspect. First, well look at our own prints.

Have students follow the steps listed below to make their fingerprints. Eachstudent will make fingerprints of all five fingers of one hand, placing theirfingerprints 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 smudgeuntil the fingertip is covered with graphite.

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

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

e. Have students repeat the process for the other four fingers of their hands.


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Have students place the pieces of tape on their Classroom Activity Sheetand label which finger each piece came from. They can use the followingabbreviations:

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 giveyou a chance to see how well they are catching on.

Distribute one Types of Fingerprints worksheet to each group. Group membersshould review the types of fingerprints, identify the types on the worksheet, andthen 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 well share

out.

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

Practice fingerprint identification. Have a student come examine the samplefingerprint from our imaginary crime scene. What type of fingerprint is it? Haveeveryone 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?



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


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, becausewell be using this to help us solve a bigger crime soon!

Next week, well learn how to conduct hair and fiber analysis, just another day inthe life of a crime scene investigator!


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Learning Objectives: Apprentices will defineobservation

Apprentices will identify andanalyze hair and fibersamples


21 st Century Skills: Teamwork: Students will

continue to build efficacy inteams

Data Analysis: Students willgather and analyze evidenceto 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

15 Activity 2

-ExpectationSetting:

o Hair and Fiber analysis

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

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

CSI: Lesson 3


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Careers

Materials Checklist


obtain or create?


o ziploc baggies 1 per group

o copies of hair and fiber worksheets 1 per group (seeappendix)

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 groupsas they work? For opening and closing? Are there any groups that, based

on last week, should get special attention? Should groups be changedaround?

Lesson Plan:

As students enter the room, greet each one at the door and direct him or her to


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Mystery question: A boy and his father are in a car that is hit by atrain. They are both alive, but seriously injured. When they arrive atthe emergency room, the head surgeon says, I cant operate on thisboy; he is my son! How can this be? Answer: he surgeon is theboy s mother!

Activity 1: Hair Analysis 15minutes

This 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 frommembers of your group. Youll take one hair sample from each group member,examine it under the microscope (or magnifying glass) and record yourobservations.

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

Students move to groups distribute worksheets circulate as students conductobservations of hair strands.

When most groups have completed their first round of observations, use quietsignal to get everyones attention.

Activity 2: Fiber Analysis 15minutes


fiber sampling.

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

As you circulate, check to be sure that students are recording only fact basedobservations, and that they are being as detailed as possible in their


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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 members hair and the same group members fibersample. Collect this mystery sample along with the groups 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 andwork on their exit tickets.

Teach Back 5 minutesThis activity will help students think about what theyve learned and help youfigure out how much they have retained.What have we learned about hair and fiber analysis? How was working with thisevidence different from working with fingerprints? How was it the same?

Students complete exit tickets and pass them up.

Collect index cards and other materials.


jobs for different groupsClean up everything, especially microscopes, stray worksheets, and threads!


5 minutes


Now we know how to conduct hair and fiber analysis its another tool in ourtoolkit for solving the big crime!

Next week well examine footprints! Its just another day in the life of a crimescene investigator!


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Learning Objectives: Apprentices will defineinference, pressure, andprint

Apprentices practice usinginferences to drawconclusions about evidence




Data Analysis: Students will

gather, analyze, and createevidence to help solve amystery


CSI: Lesson 4


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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 thatcan get dirty ideally, they should be different types ofshoes ex: one athletic, one high heels

Before Your Apprentices Arrive:o using newsprint or long paper, prepare two sets of different footprints

(could use paint or mud to make a bigger impression) - one personshould run, to produce different sets of prints

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


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

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

especially concerned with appearances and especially footwear. Bevigilant for teasing about shoes, and respond with a reminder that, wedont do that here.

Lesson Plan:


find the index card deck with his or her name on it. Ask students to sit in thesame seats as last week. You may also want to write these directions on theboard so that students can see as well as hear them.



Look around the room. What do you observe that is different from the last timeyou were here?Define inference on cards. An inference is a conclusion based on multipleobservations. Based on the observations you have made and the agenda on theboard, 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 tosafely infer that a suspect actually committed a crime. Today, well look atanother kind of physical evidence: footprints

Opening Mystery Ritual / TeamBuilder

5minutes

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

The group breaks into two teams. Each team holds hands. When you pose the


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mystery question, any team member can buzz in by squeezing the hand of theperson next to him or her. The squeeze travels down the chain to the personnearest the front of the room, who then raises his or her hand. The team maythen confer to respond to the mystery question.


Mystery question: Two men are found dead in a cabin in the middleof 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 happenedhere? Answer: A plane crash! " he cabin is the cabin of anairplane# 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 offootprint analysis.

What are some things that footprints can tell us? Gather group around two setsof footprints prepared by CT and TL. What can we observe? What type of shoeswere these? Do the prints lead anywhere? How big are they? How far apart arethey? 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 iftime)


fiber sampling.

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 membersshould 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


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impression on the paper as they are.

When groups have completed their footprints, bring in another group. Groupmembers should compare the possible suspects shoes and try to identify whoseprints 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 theyve learned and help youfigure out how much they have retained.What have we learned about footprint analysis? How do detectives, crime sceneinvestigators, and forensic scientists use footprints to help solve crimes?

Are your observation skills getting sharper? Have you had an opportunity to usewhat youve learned in this class outside of school?


Fill out exit tickets and pass them up.


jobs for different groupsClean up everything, especially footprints and paper!


5 minutes


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


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Learning Objectives: Apprentices will definewitness

Apprentices practice using

crime scene procedures tosecure and analyze a crimescene and question witnesses


CSI: Lesson 5


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o Video and video equipment


Today your students will be questioning witnesses. You need to prepare a scriptfor a simulated purse-snatching crime event, with roles for each student. You willplay a similar scene twice, giving everyone a chance to be either an actor or adetective. Depending on the number of students you are teaching, you shouldassign:

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 printout a card with directions for each role. Its a good idea to print afew extra bystander and detective roles just in case

o Post Agenda

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

o Adaptation: if you feel that acting the scene would be too rowdy, you mayshow 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 tostop the scene.

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

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

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

Lesson Plan:



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

Detective group:One teacher takes the detective group outside to discuss the procedure forsecuring a crime scene and coming up with questions for witnesses. Detectivesshould 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 spotwhere the crime occurred, and an outer perimeter, for example, the exit or entrance doorsor windows. Mark these barriers with crime scene tape.

2. Step 2

Remove unnecessary individuals from the scene. Gather witnesses, if any.3. Step 3

Determine if there is any evidence present. If so, log it carefully.4. Step 4

Record conditions of the area and anything that affects it. Write down time, weatherconditions, 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 shouldyou ask the witnesses? Who will look for evidence? Who will record conditionsof the area?

Acting group:

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

Do a quick circulation of the room to make sure that each student has apart check in especially with the victim and perpetrator. Point outimportant information. Dont 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 quickdiscussion of how to secure a crime scene and question witnesses, since you will


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all be detectives next time around. Use same discussion protocol above.

Activity 2: Acting the Crime andAnalysis

40minutes (two rounds plus transitiontime)

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

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

Detectives remain outside the room during the scene. Once the scene hasplayed out, the perpetrator should exit the room (ideally not toward thedetectives.)

Bring in the detectives and let them get to work securing the scene, gatheringwitnesses, and beginning to question witnesses. The victims statement shouldalso be taken.

After a few minutes of securing and questioning, call cut again and bringeveryone 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 givegood 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 tothe 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.


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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 doingthis 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 ofany questions now that you didnt 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 wordsopener how many people remember it now?


Fill out exit tickets and pass them up.


jobs for different groupsClean up everything, crime scene tape (we dont want to scare anyone) taketime 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 physicalevidence, gather and question witnesses, and analyze all of our observations to


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infer a solution.

How do detectives, crime scene investigators, sketch artists, and others worktogether at a crime scene? Which job we saw today do you think would be thebest fit for you? Why?

Next week well learn about DNA evidence, and then its on to The Big Crime,where well find out how sharp your skills have become!


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Learning Objectives: Apprentices will define DNA

and learn how it is helpful insolving crimes

Option for a field trip!



Data Analysis: Students willgather and analyze multipletypes of evidence to helpthem 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 andCareers

CSI: Lesson 6


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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 youroffice, a local lab, a local police station, or even a local high school with a usefullab setup. If you are visiting a lab, you may want to ask if your students can bringevidence to analyze. *You may even want to consider arranging this trip asLesson 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 requiredfor a permission slip? Can students be dismissed from the field trip site, or willthey need to return to school? How many additional chaperones are required (agood 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 canprovide 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 inthe appendix.)

The day of: Place all signed permission slips in a folder and use this stack to callroll. You must have a signed permission slip with parental contact information for


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each student you bring. Take the permission slips with you in case you needto contact a parent thats what they are for.

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

A note on field trips: Field trips can provide an excellent opportunity for studentsto expand their view of possible careers and opportunities and to learn moreabout their neighborhood. Students love trips and are generally well behaved onthem, especially if they are in an unfamiliar environment. Still, it is important toset expectations for what behavior is and is not acceptable, what types ofquestions 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 headcount every time your group moves to a new location, whether that is getting onor off transportation, or arriving or leaving a site. You may want to appoint a fewstudents to take head counts as well, or break students into groups and assigneach group to a different chaperone. Your TL should make it clear that studentswho meet the behavior requirements on this field trip will be eligible for otherCitizen Schools trips in the future.

Lesson Plan Option B: In Class

Materials Checklist


obtain or create?

o DNA video and video equipment


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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 well watch a video about DNA analysis and the ways in which DNA isused to help solve crimes.

Opening Mystery Ritual / Team

Builder

5

minutesThis activity gives students something to look forward to at the beginning of yourlessonsThe group breaks into two teams. Each team holds hands. When you pose themystery question, any team member can buzz in by squeezing the hand of theperson next to him or her. The squeeze travels down the chain to the personnearest the front of the room, who then raises his or her hand. The team maythen confer to respond to the mystery question.


Mystery question: A man is found dead in a locked room. He hasbeen hanged from a rope that is tied to a ceiling beam. There is nofurniture in the room. On the floor is a large puddle of water. No onehas been in or out of the room since the man entered. Whathappened? Answer: he man hung himself by standing on a blockof ice and waiting for it to melt.

Activity 1: DNA video and worksheet 40minutes

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


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Activity 2:This activity allows students to practice data analysis


Elicit feedback from students


jobs for different groups

Clean up everything, especially any stray worksheets. Reset the room ifnecessary and return the video equipment to its proper place. We dont want thenext teacher to have to explain to his or her class that they wont be watching amovie today!


5 minutes


Next week well examine evidence on our own to help solve a big crime! Justanother day in the life of a crime scene investigator.


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Learning Objectives: Apprentices will secure the

scene, gather and record

evidence, and identify keywitnesses and suspects forthe big crime!

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

Data Analysis: Students willidentify, gather, and analyzemultiple types of evidence tohelp them solve a mystery


CSI: Lesson 7


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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

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! Youll need to work with your TL to determine the storyof the crime, the perpetrator, how to present the evidence, and who yourwitnesses and suspects will be. Ideally, apprentices will lead the investigation,so you should structure the evidence in such a way that they can experience thesuccess of solving the crime on their own. Its better to place too much evidencethan not enough, but try to place it in such a way that students do have to usetheir analytical skills!


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


5minutes

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

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

Activity 1: how to log evidence andsecure the crime scene

10

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

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


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Next week well analyze the evidence we gathered today and be on our way tosolving the big crime!

Learning Objectives: Apprentices will analyze theevidence that they havegathered from the scene,gather new evidence fromwitnesses and suspects, andassemble all evidence for theBig Crime

21 st Century Skills:

CSI: Lesson 8


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Teamwork: Students will workas a team as the CT fades

Data Analysis: Students willidentify, gather, and analyzemultiple types of evidence tohelp 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 evidence

15 Activity 3: o Groups question witnesses5 Teach Back o Share out

10 Clean Up o5 Forecast o Preview Next Week, Connect to WOW and

Careers

Materials Checklist


obtain or create?

o Suspects! One of your suspects should be the sameperson who provided fingerprints, hair and fibersamples, and shoe prints for the crime scene. He orshe should wear the same shoes and clothes that wereused in making the scene

o Witnesses! They should be available for students toquestion.

o copies of group suspect evidence logs (see appendix)


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Make arrangements for suspects and witnesses to be available for questioning.These people may be other TLs (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 well be questioning suspects and witnesses, and gathering additionalevidence 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 toestablish enough evidence to show that they could have committed the crime.Then, the accused suspect will go to trial.


5minutes

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 themystery question, any team member can buzz in by squeezing the hand of theperson next to him or her. The squeeze travels down the chain to the personnearest the front of the room, who then raises his or her hand. The team maythen confer to respond to the mystery question.

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


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Activity 1: gathering evidence fromsuspects

20 minutes

Students will work in their same teams to gather evidence from suspects. Eachteam will gather the same type of evidence they already have i.e.: the fingerprintteam will take fingerprints, the hair and fiber team will take samples, and thefootprint 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 tocompare the evidence against evidence they gathered from the crime scene. Arethere 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 thisnew evidence point toward any of the suspects?


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

enough evidence to arrest someone?




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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 thecriminal!

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

Learning Objectives:

CSI: Lesson 9


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Apprentices will practice re-enacting the crime based on

their analysis of the evidence.Theyll present this dramaticre-enactment at the WOWnext week!

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

Data Analysis: Students willpresent their analysis ofmultiple 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

Materials Checklist


obtain or create?


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o Youll need whatever you think is necessary for re-enacting the crime and the CSI investigation. Perhapssome costumes? Lab coats? Magnifying glasses?


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



Today well assign parts, plan, and practice a dramatic re-enactment of the crimeand our solution. Well present this at the WOW so we can share our hard workwith everyone who comes!


5minutes

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

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

Mystery question: A police officer saw a truck driver clearly goingthe wrong way down a one-way street, but did not try to stop him. Whynot? Answer: The truck driver was walking.


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Activity 1: How will we re-enact thecrime?

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? Whatcostumes 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 thecrime 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 youd like to leave time at the end for audience questions.

Teach Back 5 minutesThis activity will help students think about what theyve learned and help youfigure out how much they have retained. Make a master list of any props, costumes, or other materials that you will needto bring last week. Re-iterate how proud you are of your CSI team! Considerhaving students fill out a final exit slip giving feedback on the entireapprenticeship so that you can se what worked well and what might benefit fromrevision.



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


5 minutes



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Next week is our WOW! Well have a chance to show everyone who comes allthe things that weve learned about the exciting career of the Crime SceneInvestigator!

Documents

58389357 Crime Scene Investigation