Crime Scene Investigation

RE ESOURC GUID CE DE
CSI: Crim Sc me cene Invest tigatio on
Resourc Guid for De R ce de evelopin High Quality ng h y Crime Scene Investig gation A Apprenticeships s
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 at an interactive WOW! Objectives:
_ _ _ _ _ _ Create enthusiasm for science and investigation Compliment science lessons in school by providing experience with observational data collection. Improve critical thinking skills. Encourage students to consider careers in science and/or forensic science. Develop respect and understanding for law enforcement officials. Develop leadership, public speaking and teamwork skills.
The WOW: Students will use their CSI skills to solve a big crime. At the WOW, they will present a dramatic re-enactment of the crime, stopping to teach back about how they used evidence and data analysis to arrive at their solution.
Overview
Introduction Working with Young Crime Scene Investigators Designing your apprenticeship
Session 1: WOW em! Introductions Do Now! Mystery Ritual Agenda Review Setting Expectations and Quiet Signal Introducing the WOW! Solving a mini-mystery Review and Preview Session 2: Fingerprint Analysis Re-Introductions Do Now! Mystery Ritual Agenda Review Learn basics of fingerprint analysis and 3 types of fingerprints Solve a mini-mystery Career and WOW connections Clean up Review and Preview Session 3: Hair and Fiber Analysis Introductions Do Now! Mystery Ritual Agenda Review Learn basics of hair and fiber analysis Analyze your own and group members hair and fiber Solve a mini-mystery Career and WOW connections Clean up Review and Preview Session 4: Footprint Analysis Introductions Do Now! Mystery Ritual Agenda Review Analyze Pressure, Distance, and Shoe type of prints Solve a mini-mystery Career and WOW connections Clean up Review and Preview Session 5: Securing a Crime Scene Introductions Do Now! Mystery Ritual Agenda Review How to Secure a Crime Scene Crime Scene and Detective role play
Solve a mini-mystery Career and WOW connections Clean up Review and Preview
Session 6: What is DNA evidence? Introductions Do Now! Mystery Ritual Agenda Review Video on DNA? Solve a mini-mystery Career and WOW connections Clean up Review and Preview Session 7: The Scene of the Big Crime Gathering Evidence Introductions Do Now! Mystery Ritual Agenda Review Securing the scene, gathering evidence, identifying key witnesses Clean up Review and Preview Session 8: Analyzing Evidence to Solve the Big Crime! Introductions Do Now! Mystery Ritual Agenda Review Examine evidence gathered at last 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!
CSI: Introdu uction

Welco ome to the Citizen Schools CSI Curriculum Resource Guide. This guide is designed to help s e s you plan an excelle CSI Appre ent enticeship. The s students you are going to w a work with will appreciate yo expertise and your kno our owledge of the e content, but, most of all, they wi appreciate that you cons ill sider them im mportant enough to spend ten af fternoons with Your prese h. ence here sho that you care enough to give back, and, on ows behalf of the entire Citizen Scho e ools organization, we offer you a hearty Thank You! y: Work king With You Crime Scene Investigators ung Your apprentices are middle sch a hool students You may re s. emember mid ddle school as a difficult s time, marked by the awkward tr ransition from childhood to the teen yea ars. However, middle schoo students ca be an espe ol an ecially exciting group to wo with, so long as you pla lessons tha g ork an at take a advantage of their particula skills. ar Middle school stud dents are high energetic a incredibly social. They are excited to try new hly and y things if they can do so in a safe and supportive environm s d e ment. They also respond quite well to workin in groups and teams, but they will ne help figur ng eed ring out the be way to wo together est ork respe ectfully. Estab blishing your classroom as a place wher teasing and bullying are not allowed will go a long c re d e way to oward ensurin that your m ng middle school apprentices are willing to take risks an try new l nd things Youll also want to build in as many a s. d activities as p possible to tak advantage of your ke students desire to be moving around, espec cially after a day of sitting in classes. n aging the Cla assroom Mana The b best way to pr revent behavior problems i to have a w is well-planned, interesting les sson. The more engaged stud dents are with the work, th less they w be tempted to goof off, talk about h he will d other issues, or challenge your or your Team Leaders authority. Still, a few steps c be helpful m can in pre eventing beha avior challenges. Clear Expectation mean that students will know exactly what you wa them to be doing at all r ns y ant e times. By setting group rules on the first day of your appr g n y renticeship, po osting them in the room, n eviewing them as necessa youll be c m ary, certain that st tudents know what is expe ected of them. . and re Specific Direction presented in more tha one form a ns d an also help mak sure that s ke students know w they are supp posed to be d doing. Get re eady for class is not specific. Take out your folder s what t and y your pencil, pu away your bag, and then look up to show me that you are ready is much ut n y, more specific. Wri iting these dir rections on the board rathe than just sp er peaking them can also be ul, tudents are m more visual than audio lear rners, especia at this age ally e. helpfu as many st Posit tive Reinforcement of cor rrect behavior is also impor r rtant. For ins stance, Thank you, Justin. . Justin has gotten his folder and pencil out, an he is ready to start the day. Great w n h nd work! Who else is ready? Son is ready to Thank yo Sonia. St s nia oo! ou, tudents would much rather be given the d r e oppor rtunity for pos sitive attention than to be c n confronted wit what they a doing wro th are ong. Recog gnizing positiv behavior g ve gives students who are off task a chanc to correct th s ce hemselves. This r really works. Try it! else fails and a student is deliberately d d disrespectful or rude, othe students will be looking t er to If all e see th you will re hat espond to the behavior. First, move to s stand next to the student. If the behavio or contin nues or is una acceptable, sp peak first to th student alo in a low v he one voice, if you c can. You or
your Team Leader may need to ask the student to speak to you outside of the classroom. Speaking to a student in front of the whole group may cause more behavior issues. Your Team Leader is an important resource in classroom management. Use this person to help you! Designing your Apprenticeship This resource packet provides a starting point for planning your CSI Apprenticeship, but feel free to innovate from here. If an activity doesnt work as well as you want, talk to your Team Leader about making adjustments. If something goes particularly well, talk about why and how to incorporate more activities like this one. One good strategy is keeping your lesson plan on a clipboard as you work. This way, you can refer to it easily and make quick notes on what is working well and what could be improved. Try to include a variety of activities, so that each day feels new and exciting. Feel free to shape lessons around your own areas of expertise, or around issues that you are passionate about. Students will be able to gauge your interest. If youre excited, theyll get excited! Remember, just by being here, you are providing these students with an exciting opportunity. Thank you again!
CSI: Le esson 1
Learn ning Objectiv ves:
Apprentic will define crime, ces e evidence and analy e, yze Apprentic will find ou about your ces ut r expectations and class sroom rules. Apprentic will solve a minices mystery t that requires a analysis and gets them excited abo continuing m out their investigations! Data Ana alysis: Studen will gather nts evidence to help them solve a mystery
21st C Century Skills s:
Teamwork Students wi get to k: ill know one another and b begin working together
Today Agenda ys Time e Welcome and WOW! e 5 em: Ritual: 15 10 15 20 5 10 5 Activity 1 - Team y Bu uilder: Activity 2 -Expectation Se etting: Activity 3: Teac Back ch Cle Up ean For recast
Activity o Introductions o o o o o o o My ystery Ritual a Names and Na ame Game CS Expectation SI ns Ev vidence Analy ysis Sh hare out Cle up ean Pre eview Next W Week
Materials Checklist
Will you need help from your Team Leader to obtain or create?
Materials o o o o o o one set per student of: 4 index cards with holes punched in them, connected with paper clip or binder ring "crime scene" materials: cookie crumbs and incriminating document new cookies and napkins blackboard and chalk or white board and marker (may already be in the classroom) visuals listing 21st Century Skills, Agenda, and Objectives
Before Your Apprentices Arrive: o o o Set up the "crime scene" - an incriminating document implicating your TL, some cookie crumbs, and maybe a desk drawer open. Post Agenda, 21st Century Skills, and Objectives Discuss with your TL: What is our quiet signal? What are our behavior expectations? Who will play our witness in the mini-mystery? Who write on the board? Who will circulate? Who will collect and distribute materials? Note: If youll be taking the field trip option in Lesson 6, its never too early to start distributing and then collecting signed permission slips. Read ahead to Lesson 6 for more information.
Lesson Plan: As students enter the room, greet each one at the door and hand him or her an index card deck. Tell them to choose a seat and write their name on the first card of the deck. You may also want to write these directions on the board so that students can see as well as hear them. Welcome and WOW! em: 5 minutes Briefly share your story. Be sure to share the agenda and your daily objectives with students Todays opening will be a bit longer than usual, as you and your apprentices are just getting to know one another. Begin by introducing yourself and your TL, and saying how pleased you are to welcome new members to the CSI team. Consider showing a clip from a CSI-style TV show, or reading a headline about a recent forensic science crime solution. Tell students that their WOW will be solving a Big Crime and presenting their CSI analysis. Introduce your quiet signal and have apprentices practice responding to it once before you begin the opening ritual.
Opening Mystery Ritual / Team Builder
15 minutes This activity gives students something to look forward to at the beginning of your lessons The group breaks into two teams. Each team holds hands. When you pose the mystery question, any team member can buzz in by squeezing the hand of the person next to him or her. The squeeze travels down the chain to the person nearest the front of the room, who then raises his or her hand. The team may then confer to respond to the mystery question. Today only: Before answering the question, go down the chain and have each team member say his or her name. See if the person nearest the front can name each team member before answering the mystery question. *Use the quiet signal at least once during the game (perhaps to give a clue?) so that apprentices can start to get used to listening for it. Mystery question: A black dog stands in the middle of an intersection in a town painted black. None of the streetlights are working due to a power failure caused by a local storm. A car with two broken headlights drives towards the dog but turns in time to avoid hitting him. How could the driver have seen the dog in time? Answer: It was daylight!
Activity 1: Team Builder
10 minutes This get-to-know-you activity will help foster positive relationships and familiarize students with one another A list of commonly used Team Builders is available on CT Nation and there are more ideas at TeamPedia.net One option: Directions: Stand in a circle. Someone begins by pointing to another person in the circle and saying "her name". That person then points to yet another person and says the previous name and "her name". That person points to another person and says the first 2 names and "her name". This continues, but the names must be said in order: Lisa, Sheree, Kim. If someone makes a mistake and says a name out of order, that person is out of the game.
Activity 2: Setting Expectations
15 minutes Introduce expectations and procedures that encourage student engagement and develop a positive learning environment. Use the quiet signal and have students return to their seats and find their index cards. Let them know that they will using these index cards to keep track of key terms and ideas as we go. Today, well be solving a crime. Crime is our first key term, so write it on the front of an index card. On the back, well write the definition: any act that breaks a law. A law is a rule that defines what is and is not allowed in a society. We need to establish some laws for our apprenticeship. Well decide on some laws as a group and post them up on the board. What laws will help us work well with one another? Elicit responses from students,
suggesting any laws that you feel may be missing. If possible, state class expectations in positive language, i.e. arrive on time, rather than dont be late.
Activity 3: Mini-Mystery!
30 minutes This activity will introduce the basic ideas of the apprenticeship and get apprentices excited about solving more mysteries! We are shocked! A crime was committed in this very classroom! The crime that was committed here was a theft. Someone snuck into the classroom and stole some cookies out of the teachers desk! And, because the cookies were only discovered missing minutes ago, that person may still be here! 1. Our first step is to examine the evidence. What is evidence? [students write definitions on index cards] What is the evidence in this case? As students share out, you may want to write up on the board or chart paper. 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. It should lead students back to the TL) 2. Our next step is to question witnesses. We have one witness who saw someone entering the classroom before class began today. In groups of 3, come up with 3 questions for this witness. Each group will then have a chance to ask one question. 3. Groups take turns questioning the witness (could be another TL or CD) 4. Putting it all together: Now, we need to do some critical thinking, or analysis. What is analysis? [students write definition on index card] We have the evidence weve found. We have the witnesses statements. What do we know for sure? Make a list on the board or chart paper. Do we have enough evidence to name a possible suspect? 5. Students solve the crime! TL explains that, yes, he/she took the cookies, but to make up for it, brought some replacements to give the teacher, and some to share. 6. Distribute cookies first to students who can remember everyones name in the class. Note: you dont want to set an expectation that there will be food in every class, so make sure its clear that this is a special treat. Teach Back 5 minutes This activity will help students think about what theyve learned and help you figure out how much they have retained. Students share out the process of crime solving we used today. What did we learn about evidence? Students fill out exit tickets and pass them up.
Clean Up! 10 minutes It is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groups
Clean up everything, especially cookie crumbs and napkins! Connect to WOW, Careers, and next week 5 minutes Make connections and help students think about what is coming next! Good thing we started building these skills today, because an even bigger crime has occurred! Next week, well learn how to take one type of evidence fingerprints! Detectives and forensic scientists do this work all the time, and now you will be doing it too. Welcome to the team!
CSI: Le esson 2
Apprentic will identif define, and ces fy, d apply kno owledge of the 3 types of e fingerprin nts Apprentic will define forensic ces e science and connect t concept to the possible c careers They will solve a mini-mystery that m out gets them excited abo continuing their investigations! Teamwor Students w continue to rk: will build effic cacy in groups s Data Ana alysis: Studen will gather nts and analy evidence to help them yze solve a m mystery
Toda ays Agenda a Tim me Welcom and WOW! me ! 5 em: Ritual: R 5 10 0 5 20 0 20 0 5 10 0 5 Activit 1 - Team ty Builder: B Activity 2 -Expectation n Setting: S Ac ctivity 3: Ac ctivity 4: Tea Back ach Cl lean Up Fo orecast
Activity o W What is forens science? sic o o o o o o o o Mystery Ritual and Name R M Review Mnemonic Nam Game M me Quick Review of CSI Expec Q ctations Evidence Anal E lysis - fingerprinting Solving a miniS -mystery Share out S Clean up C Preview Next W P Week
Materials Checklist Materials

o o o o o o
4 more hole-punched index cards per student tape white paper pencils copies of a look at fingerprints worksheet (see appendix 1) for each student copies of types of fingerprints worksheet (1 per group of triads or pairs)
Before Your Apprentices Arrive: o Pick one student (who can keep a secret) and have him or her supply fingerprints ahead of time, using pencil and tape. Place this students fingerprints in a plastic bag and put it in the classroom Post Agenda, 21st Century Skills, and Objectives Write a group list that breaks students into triads or pairs. 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? If youre taking the field trip in Lesson 6, you should have the site picked out, transportation arranged, and permission slips distributed as soon as possible.
o o o
Lesson Plan: As students enter the room, greet each one at the door and direct him or her to find the index card deck with his or her name on it. Ask students to sit in the same seats as last week. You may also want to write these directions on the board so that students can see as well as hear them. Welcome and WOW! em: 5 minutes Be sure to share the agenda and your daily objectives with students Have students define forensic science on their next available index card Re-introduce your quiet signal and have apprentices practice responding to it once before you begin the opening ritual.
5 minutes
This activity gives students something to look forward to at the beginning of your lessons The group breaks into two teams. Each team holds hands. When you pose the mystery question, any team member can buzz in by squeezing the hand of the person next to him or her. The squeeze travels down the chain to the person nearest the front of the room, who then raises his or her hand. The team may then confer to respond to the mystery question. Mystery question: A man is found dead in the middle of the desert. He is face down in the sand with his clothes, shoes, and backpack intact. There are no footprints or signs of struggle anywhere around him. What happened? Answer: His parachute failed to open.
Activity 1: Team Builder
10 minutes This get-to-know-you activity will help foster positive relationships and familiarize students with one another A list of commonly used Team Builders is available on CT Nation and there are more ideas at TeamPedia.net One option: Directions Sit or stand in a circle. Then you start the game... One person starts by using his or her first name followed by using the name of a food with the same letter as his or her first name (Ex. Christopher Carrots or Sylvia Sea Salt). The next person repeats the first persons name and then adds his or her own. It goes around the circle, each person repeating all of the names that came before. In a small group, go around the circle more than once, adding additional information such as an adjective beginning with the same letter as -the fist name or an action. Continue to have participants repeat all information that has been previously shared.
Activity 2: Setting Expectations
5 minutes Introduce expectations and procedures that encourage student engagement and develop a positive learning environment. Quickly Review class expectations Especially if you took them down as students shared them out last time and youve now transferred them to a permanent poster. Review the definitions of crime and evidence. Well need to use those words for our next activity! All of these are types of evidence that forensic scientists might use to solve a crime. Today well be looking specifically at fingerprint evidence. Well learn how to take fingerprints and analyze them, and eventually well use what we learned to work toward solving the Big Crime.
Activity 3: Fingerprint Analysis
20 minutes This activity will introduce the basic ideas of fingerprint analysis. What are fingerprints? They are the impressions left by the friction ridges on our fingers. Each individual has slightly different fingerprints, so we can use them to help find a suspect. First, well look at our own prints. Have students follow the steps listed below to make their fingerprints. Each student will make fingerprints of all five fingers of one hand, placing their fingerprints on the Classroom Activity Sheet: A Look at Fingerprints. (see appendix) a. Rub the pencil on the scratch paper until there is a dark smudge of graphite. b. Beginning with the little finger, have each student rub it on the smudge until the fingertip is covered with graphite. c. Then have students place a small piece of tape over their fingertips. Press the tape down gently. d. Students should carefully remove the tape and stick it on a piece of clean white paper. e. Have students repeat the process for the other four fingers of their hands. Have students place the pieces of tape on their Classroom Activity Sheet and label which finger each piece came from. They can use the following abbreviations: T for thumb I for index finger M for middle finger R for ring finger L for little finger
Activity #4: Mini-Mystery 20 minutes This activity will help students apply what they learned in the last activity and give you a chance to see how well they are catching on. Distribute one Types of Fingerprints worksheet to each group. Group members should review the types of fingerprints, identify the types on the worksheet, and then call for TL or CT to confirm their identification. (answers are, from L to R, Arch, Loop, whorl.) Then, students identify their own fingerprint types. Finally, make a tally of fingerprint types in the group. Stop here, and well share out. Share out fingerprints for the class. What is the most common type of fingerprint? Practice fingerprint identification. Have a student come examine the sample fingerprint from our imaginary crime scene. What type of fingerprint is it? Have everyone with that fingerprint step forward with their print worksheets. This group becomes the suspects. Other students act as detectives. Using details from the fingerprint see if we can identify whose fingerprint it is. Can you solve the mystery?
Teach Back
5 minutes
This activity will help students think about what theyve learned and help you figure out how much
they have retained. Students share out the process of fingerprint analysis we used today. Students fill out exit tickets and pass them up.
Clean Up! 10 minutes It is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groups Clean up everything, especially stray tape and pencil smudges Connect to WOW, Careers, and next week 5 minutes Make connections and help students think about what is coming next! Now we know how to take fingerprints and analyze them. Good thing, because well 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 in the life of a crime scene investigator!
CSI: Le esson 3
Apprentic will identif and analyz ces fy ze hair and f fiber samples s Apprentic will solve a minices mystery t that requires a analysis and gets them excited abo continuing m out their investigations!
Apprentice will define es observation Teamwor Students w continue to rk: will build effic cacy in teams s Data Ana alysis: Studen will gather nts and analy evidence to help them yze solve a m mystery
Today Agenda ys Time e Welcome and WOW! e 5 em: Ritual: 10 Activity 1 - Team y 10 Bu uilder: Activity 2 -Expectation 15 Se etting: Activity 3: 20 5 10 5 Teac Back ch Cle Up ean For recast
Activity o Wh is hair and fiber analysis? hat d o o o o o o o My ystery ritual Ha analysis air Fib analysis ber Cre eating a mini-mystery for a another group to solve p Sh hare out Pre eview Next W Week, Connec to WOW an Careers ct nd

o o o o
4 more hole-punched index cards per student ziploc baggies 1 per group copies of hair and fiber worksheets 1 per group (see appendix) microscope(s) or magnifying glasses
Before Your Apprentices Arrive: o o o o o Set up group stations with microscopes or magnifying glasses. Draw or post picture of sample fingerprint for warm up activity Write agenda on the board or chart paper Draw a sample fingerprint on the board for review Discuss with your TL: Who will be responsible for checking in on groups as they work? For opening and closing? Are there any groups that, based on last week, should get special attention? Should groups be changed around?
Lesson Plan: Welcome and WOW! em: 5 minutes Be sure to share the agenda and your daily objectives with students Have students define observation on their next available index card. What is an observation? [ a remark, comment, or statement based on what one has seen, heard, smelled, touched, tasted, or felt.] For instance, what is an observation you could make about todays weather? Scientific observations are only based on facts not opinion. So, it would be a scientific observation to say that it is raining outside, but not to say that it is gross outside. Using your skills of observation, who can identify the type of fingerprint on the board? Weve already learned a bit about the work that detectives and forensic scientists do. Last week we talked about gathering and analyzing fingerprint evidence. Today, well learn a new technique for gathering and analyzing evidence: hair and fiber analysis. Well need to make very detailed observations about this evidence.
5 minutes
This activity gives students something to look forward to at the beginning of your lessons Mystery question: A boy and his father are in a car that is hit by a train. They are both alive, but seriously injured. When they arrive at the emergency room, the head surgeon says, I cant operate on this boy; he is my son! How can this be? Answer: The surgeon is the boys mother!
Activity 1: Hair Analysis
15 minutes 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 from members of your group. Youll take one hair sample from each group member, examine it under the microscope (or magnifying glass) and record your observations. Note: if using microscopes, take time to explain their use and demonstrate careful carrying, focusing up (never down, so as not to damage lenses or slides) and, if using slides, slide preparation. Students move to groups distribute worksheets circulate as students conduct observations of hair strands. When most groups have completed their first round of observations, use quiet signal to get everyones attention.
Activity 2: Fiber Analysis
15 minutes This activity allows students to practice data analysis and the basic processes of fiber sampling. Quickly discuss procedures for taking fiber samples. (pull at clothing with tape or carefully cut a tiny sample of interior thread). Circulate as groups begin their fiber analysis. As you circulate, check to be sure that students are recording only fact based observations, and that they are being as detailed as possible in their observations. Ask can you add more details to this?
Activity 3: Mini-Mystery
20 minutes 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 a mystery sample of one group members hair and the same group members fiber sample. 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 and work on their exit tickets.
Teach Back 5 minutes This activity will help students think about what theyve learned and help you figure out how much they have retained. What have we learned about hair and fiber analysis? How was working with this evidence different from working with fingerprints? How was it the same? Students complete exit tickets and pass them up. Collect index cards and other materials. Clean Up! 10 minutes It is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groups Clean up everything, especially microscopes, stray worksheets, and threads! Connect to WOW, Careers, and next week 5 minutes Make connections and help students think about what is coming next! Now we know how to conduct hair and fiber analysis its another tool in our toolkit for solving the big crime! Next week well examine footprints! Its just another day in the life of a crime scene investigator!
CSI: Le esson 4
Apprentic will define inference, ces e pressure and print e, Apprentic practice u ces using inference to draw con es nclusions about evidence Apprentic will solve a minices mystery t that requires a analysis and gets them excited abo continuing m out their investigations!
Teamwor Students w continue to rk: will build effic cacy in teams s Data Ana alysis: Studen will gather, nts analyze, and create ev vidence to help solve a mystery e
Today Agenda ys Time e Welcome and WOW! e 5 em: Ritual: 5 Activity 1: 15 Activity 2: 30 Activity 3: 15 5 10 5 Teac Back ch Cle Up ean For recast
Activity o Wh is a witnes hat ss? What is a bystander? o o o o o o o My ystery ritual Footprint analys sis Footprint mini-m mystery d 2nd round of min ni-mystery (if t time) Sh hare out Pre eview Next W Week, Connec to WOW an Careers ct nd
Mater rials Checklist Materials

Will you need help from your Team Lead to obtain or der create?
o o o
ndex cards pe student er 3 more hole-punched in long roll of butcher pape or newsprint f er Footprint Analysis wor rksheet copie 1 per stud es dent
CT and TL should each bring a pair of old shoes that can get dirty ideally, they should be different types of shoes ex: one athletic, one high heels
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 person should run, to produce different sets of prints Set up group stations with newsprint or butcher paper (on tables, not on the floor yet) Discuss: How are the groups working together? Should any groups be re-arranged? Should any students be taking on specific roles in leading groups, distributing materials, or otherwise taking advantage of leadership opportunities? Write or post agenda Note: this lesson involves students shoes. Middle school students can be especially concerned with appearances and especially footwear. Be vigilant for teasing about shoes, and respond with a reminder that, we dont do that here.
o o
o o
Lesson Plan: Welcome and WOW! em: 5 minutes Be sure to share the agenda and your daily objectives with students Look around the room. What do you observe that is different from the last time you were here? Define inference on cards. An inference is a conclusion based on multiple observations. Based on the observations you have made and the agenda on the board, what can you infer that we will be examining today? What observations led you to this inferences? Detectives and Crime Scene investigators have to assemble enough evidence to safely infer that a suspect actually committed a crime. Today, well look at another kind of physical evidence: footprints
5 minutes This activity gives students something to look forward to at the beginning of your lessons Mystery question: Two men are found dead in a cabin in the middle of the woods. The cabin door is locked and no-one has gone in or out. All around the cabin, trees have been knocked down. What happened here? Answer: A plane crash! (The cabin is the cabin of an airplane, and the two men are pilot and co-pilot).
Activity 1: Footprint Analysis
15 minutes This activity allows students to practice data analysis and the basic processes of footprint analysis.
What are some things that footprints can tell us? Gather group around two sets of footprints prepared by CT and TL. What can we observe? What type of shoes were these? Do the prints lead anywhere? How big are they? How far apart are they? Was the person in a hurry? How can you tell? What can you infer about the person who left these prints? Distribute Footprint worksheets All groups complete 2 observations on the 2 sets of footprints.
Activity 2: Footprint Mini-Mystery
30 minutes (plus 15 for second round if time) This activity allows students to practice data analysis and the basic processes of 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 members should be chosen to create a set of footprints on butcher paper or newsprint. Do Not put paint on students shoes, as their footprints should leave an impression on the paper as they are. When groups have completed their footprints, bring in another group. Group members should compare the possible suspects shoes and try to identify whose prints are on the paper. They may also be able to infer what was happening. Was someone running? Dancing? What happened here? If time: do a second round, and try making the footprint story more complicated!
Teach Back 5 minutes This activity will help students think about what theyve learned and help you figure out how much they have retained. What have we learned about footprint analysis? How do detectives, crime scene investigators, and forensic scientists use footprints to help solve crimes? Are your observation skills getting sharper? Have you had an opportunity to use what youve learned in this class outside of school? Collect index cards and other materials. Fill out exit tickets and pass them up.
Clean Up! 10 minutes It is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groups Clean up everything, especially footprints and paper! Connect to WOW, Careers, and next week 5 minutes Make connections and help students think about what is coming next! Now we know how to analyze fingerprints, hair, fiber, and footprints. Next week well practice securing a crime scene!
CSI: Le esson 5
Learn ning Objectiv ves: Apprentic practice u ces using crime scene pro ocedures to s secure and analyze a crime scene and question e witnesses s Apprentic will solve a minices mystery t that requires a analysis and gets them excited abo continuing m out their investigations!
Apprentice will define es witness Teamwor Students w continue to rk: will build effic cacy in teams s Data Ana alysis: Studen will gather nts and analy multiple ty yze ypes of evidence to help them solve a mystery
Activity o Wh is a witnes hat ss? What is a bystander? o o o o o o o My ystery ritual Fir round of cr rst rime and anal lysis Se econd round o crime and a of analysis Cre eating a mini-mystery for a another group to solve p Sh hare out Pre eview Next W Week, Connec to WOW an Careers ct nd

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4 more hole-punched in ndex cards pe student er crepe pape for crime s er scene tape copies of cards with par assignment (see appen c rt ts ndix)
Video and video equipment
Before Your Apprentices Arrive: Today your students will be questioning witnesses. You need to prepare a script for a simulated purse-snatching crime event, with roles for each student. You will play a similar scene twice, giving everyone a chance to be either an actor or a detective. Depending on the number of students you are teaching, you should assign: At least one victim, one or two perpetrators, a few other suspects, some bystanders, and, of course, detectives. o CT and TL should determine the proper number of roles and print out a card with directions for each role. Its a good idea to print a few extra bystander and detective roles just in case Post Agenda Ideally, you should also set up video-viewing capability, ideally with a laptop and projector, or with a dvd or vhs tape cued to a crime scene from a g, pg, or pg-13 movie. Adaptation: if you feel that acting the scene would be too rowdy, you may show a video clip of a crime to some students, who will act as witnesses. Preparing this clip ahead of time is a good idea just in case you need to stop the scene. Discuss with your TL: who will take the detective group out of the room during the crime. Decide on whether to assign roles or to give them out randomly. It is worth thinking about who you make the victim and who the perpetrator, so as to avoid embarrassing anyone or hurting feelings. Note: this lesson will be engaging for students, but challenging for CT and TL. Use your classroom management strategies and try to keep the energy in the room clinical and professional. If things get out of hand, stop the activity and go to the video instead.
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Lesson Plan: Welcome and WOW! em:
5 minutes Be sure to share the agenda and your daily objectives with students Distribute index card rings. Ask for volunteers to remind us of the definition of evidence and observation. We have learned about different types of physical evidence elicit responses: fingerprints, hair, fiber, footprints. But this isnt the only kind of evidence that is admissible in court. Detectives also use witness testimony to help determine details about suspects. Today well role-play two crime events, practice securing a crime scene, and decide how to come up with questions for witnesses
5 minutes This activity gives students something to look forward to at the beginning of your lessons Test your observation skills by watching the following video clip (on projector or just gathered around one computer.) How many passes does the white team make? http://viscog.beckman.illinois.edu/flashmovie/15.php Did anybody notice the gorilla? If not, rewind to the mid-way point. What does this video show us about the things we notice? Adaptation: in the absence of video capability, show students a list of words, erase the list, and then see how many they can reconstruct from memory. What does this show us about our short term memories? Do you think you will remember this list at the end of class? Tomorrow?
Activity 1: Prep for Crime and Analysis
10 minutes This activity allows students to practice data analysis and the basic processes of footprint analysis. Detective group: One teacher takes the detective group outside to discuss the procedure for securing a crime scene and coming up with questions for witnesses. Detectives should bring with them: index card rings, pen or pencil Have students write these steps on one of their blank index cards: 1. Step 1 Establish the boundaries of the crime scene. Determine an inner perimeter, the spot where the crime occurred, and an outer perimeter, for example, the exit or entrance doors or windows. Mark these barriers with crime scene tape. 2. Step 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, weather conditions, description of area and number of people, if any, present upon your arrival. Now, assign a detective to each of these roles. Who will establish perimeters? Who will mark the perimeters with tape? Gather the witnesses? What should you ask the witnesses? Who will look for evidence? Who will record conditions of the area? Acting group: Do Not reveal your parts! Look over your part carefully and make sure you know what to do. You may only act out the part you were assigned. The context for the scene is that school has just let out, and you are leaving the building to go home. Think about what you normally do and say at this time of day. If you have any questions about your part, raise your hand and I will come assist you. Do a quick circulation of the room to make sure that each student has a part check in especially with the victim and perpetrator. Point out important information. 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 quick discussion of how to secure a crime scene and question witnesses, since you will all be detectives next time around. Use same discussion protocol above.
Activity 2: Acting the Crime and Analysis
40 minutes (two rounds plus transition time) This activity allows students to practice data analysis and the basic processes of fiber sampling. First Scene! Action starts the scene and Cut pauses it. (depending on your group, you may want to practice this a few times before beginning.) Detectives remain outside the room during the scene. Once the scene has played out, the perpetrator should exit the room (ideally not toward the detectives.) Bring in the detectives and let them get to work securing the scene, gathering witnesses, and beginning to question witnesses. The victims statement should also be taken. After a few minutes of securing and questioning, call cut again and bring everyone back in. What information did the detectives gather? Did they find any evidence? What can we say for certain about the perpetrator? Were bystanders able to give good evidence? Based on bystander descriptions, how would we describe the perpetrator? (bring the perpetrator back in) Were our descriptions accurate? Take up parts from acting group, they are now the detectives. Send them out to the hall to discuss questioning and securing protocol. Who will do what? Distribute parts to the new perpetrator, victim, and bystanders. Action! Play the scene again, call Cut, bring in the detectives for a few minutes, call cut again, share out information gathered from witnesses and evidence. Bring the perpetrator back in. How did we do this time?
Teach Back 5 minutes This activity will help students think about what theyve learned and help you figure out how much they have retained. As a whole group, review protocol for securing a crime scene. You will be doing this part on your own when you investigate The Big Crime. Create a chart paper with crime scene securing protocol. What questions were most useful when talking to witnesses? Can you think of any questions now that you 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 words opener how many people remember it now? Collect index cards and other materials. Fill out exit tickets and pass them up.
Clean Up! 10 minutes It is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groups Clean up everything, crime scene tape (we dont want to scare anyone) take time to rearrange furniture if you had to move it for your scenes. Leave the room as you found it! Connect to WOW, Careers, and next week 5 minutes Make connections and help students think about what is coming next! - now we know how to secure a crime scene, gather and analyze physical evidence, gather and question witnesses, and analyze all of our observations to infer a solution. How do detectives, crime scene investigators, sketch artists, and others work together at a crime scene? Which job we saw today do you think would be the best fit for you? Why?
Next week well learn about DNA evidence, and then its on to The Big Crime, where well find out how sharp your skills have become!
CSI: Lesson 6 : n
Apprentic will define DNA and ces e learn how it is helpful i solving w in crimes Option for a field trip! Teamwor Students w continue to rk: will build effic cacy in teams s Data Ana alysis: Studen will gather nts and analy multiple ty yze ypes of evidence to help them solve a mystery
Lesso Plan Option A: Field T on Trip Today Agenda ys Time e Welcome and WOW! e 5 em: Field Trip 80 5 For recast
Activity o Leave for field trip o o Ex xplore an off c campus site! Pre eview Next W Week, Connec to WOW an Careers ct nd

Will y need help fr you rom you Team Leader to ur ob btain or create? ?
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All Permiss sion Slips wit contact info th ormation Copies of Field Trip worksheet ransportation plan Copy of Tr
Befor Your Appr re rentices Arriv ve:
A few weeks before: Choose an appropriate field trip site. This could be your office, a local lab, a local police station, or even a local high school with a useful lab setup. If you are visiting a lab, you may want to ask if your students can bring evidence to analyze. OR You may even want to consider arranging this trip as Lesson 7 and have students analyze evidence from the big crime off site. Work with your TL to decide on the best site and transportation options. Ask: o What is required for a permission slip? Can students be dismissed from the field trip site, or will they need to return to school? How many additional chaperones are required (a good ratio is at least 1 to every 5 students), and who will these chaperones be? Two weeks before: Require that all permission slips are turned in so that you can provide a headcount to the site and transportation. A week before: Double check with the field trip site and the transportation. Create a worksheet that will guide students on the trip. (A sample is attached in the appendix.) The day of: Place all signed permission slips in a folder and use this stack to call roll. You must have a signed permission slip with parental contact information for each student you bring. Take the permission slips with you in case you need to contact a parent thats what they are for. Discuss with your TL: what are the behavior requirements for the field trip? Are there some students whose behavior has shown that they may not be productive on this trip or represent the school well? If so, you may need to make arrangements for them to remain at the school site and complete an alternative activity, perhaps the Option B video activity. A note on field trips: Field trips can provide an excellent opportunity for students to expand their view of possible careers and opportunities and to learn more about their neighborhood. Students love trips and are generally well behaved on them, especially if they are in an unfamiliar environment. Still, it is important to set expectations for what behavior is and is not acceptable, what types of questions students may ask on the trip, what the product from the trip will be, and procedures for staying with the group. A good rule of thumb is to take a head count every time your group moves to a new location, whether that is getting on or off transportation, or arriving or leaving a site. You may want to appoint a few students to take head counts as well, or break students into groups and assign each group to a different chaperone. Your TL should make it clear that students who meet the behavior requirements on this field trip will be eligible for other Citizen Schools trips in the future.
Lesson Plan Option B: In Class

DNA video and video equipment / Projector to show DNA clips online Index cards for new vocabulary definitions Copies of DNA worksheet (see appendix)
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Before Your Apprentices Arrive: Discuss with your TL: - What vide, internet clips, or lab demonstrations will we be showing? - What worksheet activity or webquest will the students be completing? - Who will set up the video or internet capability? - Who will circulate to help students complete the activity?
Welcome and WOW! em:
2 minutes Be sure to share the agenda and your daily objectives with students Today well watch a video about DNA analysis and the ways in which DNA is used to help solve crimes. Opening Mystery Ritual / Team Builder 5 minutes This activity gives students something to look forward to at the beginning of your lessons Mystery question: A man is found dead in a locked room. He has been hanged from a rope that is tied to a ceiling beam. There is no furniture in the room. On the floor is a large puddle of water. No one has been in or out of the room since the man entered. What happened? Answer: The man hung himself by standing on a block of ice and waiting for it to melt.
Activity 1: DNA video and worksheet
40 minutes This activity allows students to practice data analysis Guide students in defining the following term on their index card rings DNA For this activity, you may either show a DVD or VHS that youve brought in, or set up the room to
show clips over the internet. Beware: YouTube is blocked on many school internet systems, so you may need to find videos that are not from this site. If your TL lets you know that you will have YouTube capability, check this link: http://www.youtube.com/watch?v=2dY203SeK44 This link to How Stuff Works may also be useful: http://videos.howstuffworks.com/science/forensic-detectives-videos-playlist.htm#video-8739 or this one: http://www.teachers.tv/videos/21986 Alternative: If you have the know-how and the equipment, run a DNA electrophoresis for students! They can observe you or help with a few of the steps. The NOVA site listed in Activity 2 has a simulated electrophoresis lab included in it.
Activity 2: This activity allows students to practice data analysis Students will use the information they gained from the videos. You may either have them answer questions on a worksheet (see appendix) or, if you have access for multiple students to use the internet, have them complete the activities here: http://www.pbs.org/wgbh/nova/sheppard/analyze.html Note: the video requires adobe shockwave, which is a free plugin. You or your TL should make sure the computers have this capability before the students sit down to begin the webQuest
Teach Back 5 minutes This activity will help students think about what theyve learned and help you figure out how much they have retained. Elicit feedback from students. What new things did Clean Up! 10 minutes It is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groups Clean up everything, especially any stray worksheets. Reset the room if necessary and return the video equipment to its proper place. We dont want the next teacher to have to explain to his or her class that they wont be watching a movie today!
Connect to WOW, Careers, and next week 5 minutes Make connections and help students think about what is coming next! Next week well examine evidence on our own to help solve a big crime! Just another day in the life of a crime scene investigator.
CSI: Le esson 7
Apprentic will secure the scene, ces e gather an record evid nd dence, and identify ke witnesses and suspects ey s for the big crime! g
Teamwor Students w work as a rk: will team as t CT coaches and fades the s Data Ana alysis: Studen will identify nts y, gather, an analyze m nd multiple types of evidence to help the solve a em mystery
Activity o The big crime has happened d! o o o o o o o My ystery ritual Ex xamine the Sc cene divide into groups Groups collect a log evidence and Groups come up with witness questions Sh hare out Pre eview Next W Week, Connec to WOW an Careers ct nd

Evidence for the crime s f scene: fingerprints, hair, fiber, and footprints crepe pape for crime s er scene tape copies of group evidenc logs (see a g ce appendix) witnesses identified and prepped d
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Befor Your Appr re rentices Arriv ve:
Set up the crime scene! Youll need to work with your TL to determine the story of the crime, the perpetrator, how to present the evidence, and who your witnesses and suspects will be. Ideally, apprentices will lead the investigation, so you should structure the evidence in such a way that they can experience the success of solving the crime on their own. Its better to place too much evidence than not enough, but try to place it in such a way that students do have to use their analytical skills! Note: If there is an actual mystery in the school community that seems worth investigating, you could work on that problem instead. This would give students an authentic audience for their analytical skills. Even if they dont solve the crime, they could perform a re-enactment of their best guesses about what happened, based on the evidence they gathered. If youre interested in pursuing this option, talk to your TL and site staff about implementing it safely and effectively.
5 minutes Be sure to share the agenda and your daily objectives with students A crime has been committed here! As students come in, have them assemble well away from the crime scene. As soon as we do our mystery ritual and discuss evidence logs, well begin gathering evidence from the crime scene! Opening Mystery Ritual / Team Builder 5 minutes This activity gives students something to look forward to at the beginning of your lessons Mystery question: A man walks into a restaurant and asks for a drink of water. The waiter pulls out a gun and points it at him. The man says, Thank you, and walks out. Why? Answer: The man had the hiccups and the waiter scared him to get rid of them.
Activity 1: how to log evidence and secure 10 the crime scene This activity allows students to review what they know about securing a crime scene Students will be working in teams to gather data from the crime scene. First, well secure the scene using the procedure we established earlier. (Show steps from poster if you have it.) Then, well divide into teams and start gathering and logging evidence. Each team will very carefully record their evidence on their assigned evidence log, and secure their evidence in plastic bags. First, we should secure the scene. Have students practice using the same procedures from earlier.
20 minutes Activity 2: logging evidence This activity allows students to practice data analysis
Student teams work to gather and log evidence from the crime scene. They should fill out log sheets, collect evidence in baggies, and ensure that they have not left any relevant evidence out. 10 minutes Activity 3: witness IDs and questions This activity allows students to practice data analysis After student teams have gathered and logged evidence, they should brainstorm a list of possible witnesses. What questions do we have for these witnesses?
Teach Back 5 minutes This activity will help students think about what theyve learned and help you figure out how much they have retained. Create a chart that gives an overview of all the evidence we have. What are our next steps next week? Have we gathered all of the evidence we can from the crime scene? Clean Up! 10 minutes It is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groups Erase every trace of the crime scene. Re-set the classroom if necessary. Connect to WOW, Careers, and next week 5 minutes Make connections and help students think about what is coming next! Next week well analyze the evidence we gathered today and be on our way to solving the big crime!
CSI: Lesson 8 : n
Apprentic will analyz the ces ze evidence that they hav gathered ve from the s scene, gather new r evidence from witness and ses suspects, and assemb all ble evidence for the Big C Crime
Teamwor Students w work as a rk: will team as t CT fades the Data Ana alysis: Studen will identify nts y, gather, an analyze m nd multiple types of evidence to help the solve a em mystery
Activity o We continuing to work on solving the big crime! ere o o o o o o o My ystery ritual Ga athering evide ence from sus spects Co omparing and analyzing ev vidence Groups question witnesses n Sh hare out Pre eview Next W Week, Connec to WOW an Careers ct nd

Will y need help fr you rom you Team Leader to ur ob btain or create? ?
Suspects! One of your suspects sho ould be the sa ame person w who provided fingerprints, ha and fiber s air samples, and shoe prints f for the crime scene. He or she should w s r wear the same shoes and clothes tha were used in making the scene at e Witnesses They should be available for students to question. s! s
copies of group suspect evidence logs (see appendix)
Before Your Apprentices Arrive: 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!
Lesson Plan:
5 minutes Be sure to share the agenda and your daily objectives with students Today well be questioning suspects and witnesses, and gathering additional evidence from witnesses that we will use to help us solve this crime. Never fear, we are going to get to the bottom of this! In order to arrest someone, we need to establish enough evidence to show that they could have committed the crime. Then, the accused suspect will go to trial.
5 minutes This activity gives students something to look forward to at the beginning of your lessons Mystery question: Acting on an anonymous phone call, the police raid a house to arrest a suspected murderer. They don't know what he looks like but they know his name is John and that he is inside the house. The police bust in on a carpenter, a bus driver, a mechanic and a fireman all playing poker. Without hesitation or communication of any kind, they immediately arrest the fireman. How do they know they've got their man? Answer: The fireman is the only man in the room. The rest of the poker players are women.
Activity 1: gathering evidence from suspects
20 minutes
Students will work in their same teams to gather evidence from suspects. Each team will gather the same type of evidence they already have i.e.: the fingerprint team will take fingerprints, the hair and fiber team will take samples, and the footprint team will examine the suspects shoes and/or take footprint samples. Teams should record their new evidence on the suspect evidence log sheets.
20 minutes Activity 2: comparing evidence This activity allows students to practice data analysis
After meeting with each suspect, students should gather in their teams to compare the evidence against evidence they gathered from the crime scene. Are there any matches?
15 minutes Activity 3: witness questions This activity allows students to practice data analysis Witnesses arrive, and students have a chance to ask them questions. Does this new evidence point toward any of the suspects?
Teach Back 5 minutes This activity will help students think about what theyve learned and help you figure out how much they have retained. Create a chart that gives an overview of all the evidence we have. What evidence do we have that points to a specific suspect? Are we ready to present enough evidence to arrest someone? Clean Up! 10 minutes It is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groups Clean up group areas and stray worksheets. Re-set the classroom if necessary. Connect to WOW, Careers, and next week 5 minutes Make connections and help students think about what is coming next! Can we solve the crime? *If so, consider letting student detectives arrest the criminal! Next week, well stage a re-enactment of the crime based on the evidence that we gathered. This is what well be presenting at the WOW in 2 weeks!
CSI: Le esson 9
Apprentic will practic re-enacting ces ce the crime based on the analysis of e eir the evidence. Theyll p present this dramatic re-enactment at the WOW W next week!
Teamwor Students w work as a rk: will team as t CT fades the Data Ana alysis: Studen will presen nts nt their anal lysis of multip forms of ple evidence.
Activity o Today is our las class meeting! st o o o o o o o My ystery ritual Wh will the W hat WOW look like? ? Assign parts for the WOW an block out r r nd re-enactment Pra actice the WO OW Sh hare out Pre eview Next W Week, Connec to WOW an Careers ct nd
Mater rials Checklist
Materials
Youll need whatever you think is necessary for re-enacting the crime and the CSI investigation. Perhaps some costumes? Lab coats? Magnifying glasses?
Before Your Apprentices Arrive: Decide how each student can be involved in re-enacting the crime. Some students can play the criminal, the witnesses, or the CSI investigation teams. If you have more students than parts, consider breaking the re-enactment into 3 parts (to examine fingerprint, hair/fiber, and footprint evidence) and having a different criminal/witness each time.
5 minutes Be sure to share the agenda and your daily objectives with students Today well assign parts, plan, and practice a dramatic re-enactment of the crime and our solution. Well present this at the WOW so we can share our hard work with everyone who comes!
5 minutes This activity gives students something to look forward to at the beginning of your lessons The group breaks into two teams. Each team holds hands. When you pose the mystery question, any team member can buzz in by squeezing the hand of the person next to him or her. The squeeze travels down the chain to the person nearest the front of the room, who then raises his or her hand. The team may then confer to respond to the mystery question. Mystery question: A police officer saw a truck driver clearly going the wrong way down a one-way street, but did not try to stop him. Why not? Answer: The truck driver was walking.
Activity 1: How will we re-enact the crime? 10 Students plan a way to share their work. To do a dramatic re-enactment of the crime, what parts will we need to play? When should we stop the action and explain how the perpetrator left evidence? When should we explain how we gathered and analyzed the evidence? What costumes or props will we need?
Activity 2: blocking Students walk through the WOW with guidance
20 minutes
Work slowly through the re-enactment, deciding on the best way to present the crime and the solution. 10 minutes Activity 3: witness questions Students 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 minutes This activity will help students think about what theyve learned and help you figure out how much they have retained. Make a master list of any props, costumes, or other materials that you will need to bring last week. Re-iterate how proud you are of your CSI team! Consider having students fill out a final exit slip giving feedback on the entire apprenticeship so that you can se what worked well and what might benefit from revision. Clean Up! 10 minutes It is essential that you leave the classroom even cleaner than you found it. You may want to enlist teams to clean each side of the room competitively, or create jobs for different groups Clean up group areas and stray worksheets. Re-set the classroom if necessary. Connect to WOW, Careers, and next week 5 minutes Make connections and help students think about what is coming next! Next week is our WOW! Well have a chance to show everyone who comes all the things that weve learned about the exciting career of the Crime Scene Investigator!
CSI: Les C sson 10
Apprentic will practic re-enacting ces ce the crime based on the analysis of e eir the evidence. Theyll p present this dramatic re-enactment at the WOW W next week!
Teamwor Students w work as a rk: will team on t their own. Data Ana alysis: Studen will presen nts nt their anal lysis of multip forms of ple evidence.
on Lesso Plan:
Plan t arrive a bit early to make sure that all materials are in place and to give your to e d rself time to deal w any unex with xpected absen nces, questions, or pre-sho jitters. Ma sure your students ow ake r know how proud yo are of all the work that t ou they have done, and that t they should have fun prese enting what theyve learned to tonights a d audience. Y and your T might wan to lead a You TL nt quick physical warm up just to g everyones nerves under control. get Now i time to sit back and wa its atch your stud dents re-enact the crime! Y t Your audience will be e impre essed by your students ability to demon r nstrate their analytical skills your studen will be s, nts proud of their abilit to teach ba what they know, and yo will get to s the result of all of you d ty ack ou see ts ur hard w work. o! Bravo From everyone at Citizen Schoo thank yo ols, ou. We ho youll com lead anoth apprentice ope me her eship and con ntinue your in nvolvement with our organ nization.
DNA Video Questions Group Members:________________________________________________________ 1. What is DNA? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ What is a chromosome? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. What are STRs and how can they be used to figure out peoples family background? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. What is the preferred method for obtaining a DNA sample? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4. What is the role of the cell lysis buffer in DNA extraction? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 5. Name the three main components of the PCR (polymerase chain reaction) buffer and their roles in DNA amplification. a. ________________________________________________________________________ ________________________________________________________________________ b. ________________________________________________________________________ ________________________________________________________________________ c. ________________________________________________________________________ ________________________________________________________________________
6. What are the three key events that occur during genetic analysis in the capillary electrophoresis system? a. ________________________________________________________________________ ________________________________________________________________________ b. ________________________________________________________________________ ________________________________________________________________________ c. ________________________________________________________________________ ________________________________________________________________________ 7. What does the allele analysis need to show in order to prove that one person is not genetically related to another person? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Evidence Log: Fingerprint Evidence

Team Members:
Materials checklist: ___ tape ___ paper ___ plastic baggies ___ marker for labeling ___ magnifying glass Step 1: Carefully examine the crime scene. Are there any obvious places that the perpetrator might have left fingerprints? Step 2: If you see any fingerprints, first examine them with the magnifying glass. Make initial notes about each sample on the back of this page. Step 3: Then, carefully use the tape to transfer samples to baggies. Label each baggie with the letter that corresponds to the chart on the back of this page. Turn this page over and fill out the chart with information about the samples you have gathered. Be sure to go over the entire crime scene carefully, as today will be your only chance to gather evidence!
Location of Type of fingerprints fingerprints
Other details about this sample
Placed on paper and into baggie labeled A
Evidence Log: Footprint Evidence

Team Members:
Materials checklist: ___ contact paper ___ plastic baggies ___ marker for labeling ___ magnifying glass Step 1: Carefully examine the crime scene. Are there any obvious places that the perpetrator might have left a footprint? Step 2: If you see any footprints, first examine them carefully. What can you tell about the prints? Make initial notes about each print on the back of this page. Step 3: Then, carefully transfer prints using contact paper. Place each print in a plastic baggie and label it with the location of the print. Turn this page over and fill out the chart with information about the prints you have gathered. Be sure to go over the entire crime scene carefully, as today will be your only chance to gather evidence!
Location
Number of How are
What can
Placed on
of prints
prints found in this location
the prints you tell arranged? about the shoes that made these prints?
paper and into baggie labeled
Evidence Log: Hair and Fiber Evidence

Team Members:
Materials checklist: ___ plastic baggies ___ marker for labeling ___ magnifying glass Step 1: Carefully examine the crime scene. Are there any obvious places that the perpetrator might have left hair or fiber? Step 2: If you see any hairs or fibers, first examine them with the magnifying glass. Make initial notes about each sample on the back of this page. Step 3: Then, carefully transfer samples to baggies. Label each baggie with the letter that corresponds to the chart on the back of this page. Turn this page over and fill out the chart with information about the samples you have gathered. Be sure to go over the entire crime scene carefully, as today will be your only chance to gather evidence!
Location of sample
Type of sample
Details about this Placed on sample paper and into baggie labeled A
Evidence Log: Suspect Footprint Evidence

Team Members:
Materials checklist: ___ plastic baggies ___ paper ___ marker for labeling ___ magnifying glass Step 1: Inform the suspect that you will need to take a sample of his or her footprints Step 2: Using the same procedures you used when sampling yourselves, carefully collect samples. You should ask the suspect to provide the samples themselves so that you are not touching their shoes. Be polite to suspects. Remember, they are innocent until proven guilty!
Complete two rows for each suspect, one for each hand.
Suspect Type of shoe: Name:
Details about the Sample:
Placed in baggie?
Check this box when you have secured the sample
Evidence Log: Suspect Fingerprint Evidence

Team Members:
Materials checklist: ___ tape ___ plastic baggies ___ marker for labeling ___ magnifying glass Step 1: Inform the suspect that you will need to take a sample of his or her fingerprints. Step 2: Using the same pencil and tape procedure you learned earlier, take the suspects fingerprints and place them on the chart on the back of this log. Be polite to suspects. Remember, they are innocent until proven guilty!
Complete two rows for each suspect, one for each hand. Suspect thumb index middle ring pinky
Name: Right hand
Left hand
Right hand
Left hand
Right hand
Left hand
Evidence Log: Suspect Hair and Fiber Evidence

Team Members:
Materials checklist: ___ plastic baggies ___ marker for labeling ___ magnifying glass Step 1: Inform the suspect that you will need to take a sample of his or her hair and clothing Step 2: Using the same procedures you used when sampling yourselves, carefully collect samples. You should ask the suspect to provide the samples themselves so that you are not pulling hair or clothes! Be polite to suspects. Remember, they are innocent until proven guilty!
Complete two rows for each suspect, one for each hand.
Suspect Name:
Details about the Sample
Placed in baggie?
Check this box when you have secured the sample
Hair sample
Fiber sample
Hair sample
Fiber sample
Hair sample
Fiber sample
Name:_____________________________ Career Chart. Use this chart to record information about careers that you learn about on your site visit. If you run out of room, ask for another worksheet. Youll turn this in at the end of the trip. Name of Career Skills this Career Requires Education and Preparation Requirements Would you want this job? Why or why not?
Group Member Names: ________________________________________________________ Crime Scene Footwear Evidence

Since criminals must enter and exit crime scene areas, they may leave traces of their footwear. Criminals have become smarter and wiser by beginning to frequently wear protection over their hands to avoid leaving fingerprints, and masks over their faces to avoid eyewitness identification. However, they may not think about the evidence left by their feet. Footwear evidence can be found in two forms. Footprints: A visible print occurs when the footwear steps into a foreign substance and is contaminated by it, and then comes in contact with a clean surface and is pressed onto that surface. This print can be visibly seen by the naked eye without any other aids. The most common visible prints are prints left on a contrasting surface, such as a kitchen floor. A variety of substances, such as blood, grease, oil, or water will leave contrasting prints. This type of print must be photographed, prior to any other methods being used. Foot Impressions: Impressions occur when the footwear steps into a soft surface, such as deep mud, snow, wet sand, or dirt, creating a three-dimensional impression. This type of impression should be photographed and then cast. These types of impressions are three-dimensional because they allow the examiner to see length, width, and depth.
Crime Scene #1
Characteristic Number and location of prints or impressions Type of Shoe
Observations
Approximate size of shoe
Distance between prints or impressions Other Observations
Crime Scene #2 Characteristic Number and location of prints or impressions
Observations
Type of Shoe
Approximate size of shoe
Distance between prints or impressions Other Observations
Group Member Names:_____________________________________________
Hair and Fiber Analysis

Forensic Scientists use hair and fiber
evidence
to help identify suspects.
Take a sample strand of hair from each group member, and look at each strand carefully under the microscope. What details do you observe about each strand? Record as many observations as you can in the charts below.
Strand of Hair #1 Name:_________________________ Characteristic Color Length Other features Observations
Now, turn this page over and complete the fiber analysis.
Using tape or cutting a tiny thread from inside a garment, take a fiber sample from each group members clothing. Look at each sample under the microscope and record your observations in the charts below.
Fiber Sample #1 Name:_____________________ Characteristic Color Size Texture Other features Observations
Fiber Sample #2 Name: _______________________ Characteristic Color Size Texture Other features Observations
Fiber Sample #3 Name: _________________________ Characteristic Color Size Texture Other features Observations
When your group has completed these charts, choose one group member to be a mystery suspect. Take a hair and fiber from this group member and place them in the plastic baggie you received. Then, raise your hands. We will bring you another groups observation charts, as well as a hair and fiber sample from one group member. See if you can use their observations to identify the hair and fiber.
Group Member Names: ______________________________________ Possible Suspects (Other Group): __________________________________________________________ You should have a mystery hair and fiber sample, as well as the observation data from another group. First, record your own observations about this hair and fiber sample.
Mystery Strand of Hair Characteristic Color Length Other features Mystery Fiber Sample Characteristic Color Size Texture Other features Observations Observations
Now, match your observations to those gathered by the other group. Can you figure out whose hair and fiber this is? Our best educated guess:_________________________________________ When you have finished, raise your hand and we will check to see if you solved the mini-mystery!
YourRoleis:Victim Youarethestaroftheshow!Youarewalkingdownthestreet,mindingyourown business,whenyoudecidetosetyourbagdownwhileyoumakeaphonecall. Whileyouaredistractedonthephone,aperpetratorgrabsyourbagandruns away!(Dontworry,itsonlyasimulation.Yourbagwillbesafewithyourteacher.) Whentheteachersays,Action,yourjobistowalk,loseyourbag(temporarily)and thenyell,Stop!Thief! Important:Remember,thisisonlypretend.Nocursingorfightingorwell havetostopthescene. YourRoleis:Perpetrator Weknowyouareanhonestpersoninreallife,butinthisscene,youwillgettoACT likeacriminal.Whentheteachersays,Action,youaregoingtograbthevictims bagandrunawaywithit.Unfortunately,inyourhaste,youaccidentallydropthe penorpencilyouwerecarrying.Theresnotimetogobackforit!Movequicklyto avoidbeingseenbybystanders! Important:Remember,thisisonlypretend.Nocursingorfightingorwell havetostopthescene. YourRoleis:Bystander Youractingassignmentistoimaginethatitsaregularday,youarewalkingdown thestreet,andyouaremindingyourownbusiness. WhentheTeachersaysAction,youwillwalkthroughthescene.Imagineitsa regulardayandnothingoutoftheordinaryisgoingtohappen. Important:Remember,thisisonlypretend.Nocursingorfightingorwell havetostopthescene.
YourRoleis:Detective Youractingassignmentistoarriveatacrimescene,identifythevictim,securethe scene,andbeginquestioningpossiblewitnesses.Youwontseethecrimewhenit happens,soyouwillhavetofigureouttherightquestionstoaskafterthefactin ordertogatherinformationaboutthesuspect. Important:Remember,thisisonlypretend.Nocursingorfightingorwell havetostopthescene.
Name:_____________________ Date:______________________
Types of Fingerprints
Fingerprints are the result of minute ridges and valleys found on the hand of every person. In the fingers and thumbs, these ridges form patterns of loops, whorls and arches.
Can you identify the fingerprint types below?
___________ ____________ ___________
Core and Delta refer to the center and edges of the fingerprints. This information can be helpful in making identifications, so when taking fingerprints, be sure to roll the finger across the paper so that you record all of the important information!
Source: http://www.fbi.gov/hq/cjisd/takingfps.html
Classroom Activity Sheet: Science of Forensics
Name:
A Look at Fingerprints
Follow your teachers instructions to create fingerprints from all your fingers on one hand. Place your fingerprints in the five spaces below and label each one (T for thumb, I for index finger, M for middle finger, R for ring finger, L for little finger):
1. What type of fingerprint do you have - arcs, loops, or whorls?
2. What type of fingerprint does each member of your group have? a. __________________________________________________ b. __________________________________________________ c. __________________________________________________ d. __________________________________________________ 3. What type of fingerprint is most common in your group? 4. As each group reports their results, keep a tally below. Then use the results to create a chart or graph on the back.

Crime Scene Investigation

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Crime Scene Investigation

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RE ESOURC GUID CE DE

CSI: Crim Sc me cene Invest tigatio on

CSI: Introdu uction

Learn ning Objectiv ves:

21st C Century Skills s:

Opening Mystery Ritual / Team Builder

Activity 1: Team Builder

Activity 2: Setting Expectations

Learn ning Objectiv ves:

21st C Century Skills s:

Materials Checklist Materials

Opening Mystery Ritual / Team Builder

Activity 1: Team Builder

Activity 2: Setting Expectations

Activity 3: Fingerprint Analysis

Learn ning Objectiv ves:

21st C Century Skills s:

Materials Checklist Materials

Opening Mystery Ritual / Team Builder

Activity 1: Hair Analysis

Activity 2: Fiber Analysis

Learn ning Objectiv ves:

21st C Century Skills s:

Mater rials Checklist Materials

Opening Mystery Ritual / Team Builder

Activity 1: Footprint Analysis

Activity 2: Footprint Mini-Mystery

21st C Century Skills s:

Mater rials Checklist Materials

Video and video equipment

Lesson Plan: Welcome and WOW! em:

Opening Mystery Ritual / Team Builder

Activity 1: Prep for Crime and Analysis

Activity 2: Acting the Crime and Analysis

Learn ning Objectiv ves:

21st C Century Skills s:

Mater rials Checklist Materials

Befor Your Appr re rentices Arriv ve:

Lesson Plan Option B: In Class

Materials Checklist Materials

Welcome and WOW! em:

Activity 1: DNA video and worksheet

Learn ning Objectiv ves:

21st C Century Skills s:

Mater rials Checklist Materials

Befor Your Appr re rentices Arriv ve:

Welcome and WOW! em:

Learn ning Objectiv ves:

21st C Century Skills s:

Mater rials Checklist Materials

copies of group suspect evidence logs (see appendix)

Welcome and WOW! em:

Opening Mystery Ritual / Team Builder

Activity 1: gathering evidence from suspects

Learn ning Objectiv ves:

21st C Century Skills s:

Mater rials Checklist

Welcome and WOW! em:

Opening Mystery Ritual / Team Builder

Activity 2: blocking Students walk through the WOW with guidance

CSI: Les C sson 10

Learn ning Objectiv ves:

21st C Century Skills s:

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