CC. 2013 STEAM Education Lesson Brief CSI (Crime Scene Investigation) STEAM Lesson Brief ‐ AZ Students use knowledge from across the disciplines to strengthen their understanding of each subject’s content and its related careers through topic or theme oriented realistic problem‐ based activity‐rich lessons. Theme: Investigation & Resolution Specific Topic Concept within that theme: Crimes: Forensics & Trials PROJECT IDEA + brief notes & supplies BASIC CONCEPTS Skill level (Grade Range): 8th Grade Summary of Essential Concepts All students will come together for a crime scene investigation project. Before the project starts, there will be a week of anticipatory set preparation in all core classes. This project will include science, math, language arts, social studies, physical education, music, art and engineering and technology. Students will learn about different types of forensics, including fingerprinting and DNA analysis (S). Students will also gain knowledge about graphing data from photographs and analyzing soil samples (S). Students will collaborate in exploring the steps in criminal court cases. Their exploration will examine rights during trials, search & seizure and types of crimes (SS). Students will analyze witness statements and gather information to create crime scene reports (SS, LA). Students will also be introduced to components of Science ● Essential Concept(s) –Forensics ● Goal / Objectives ‐To identify types of forensics and understand methods of investigation in crime scenes. Students will examine the relationship between science and our society. ● Standards ‐ S4C2PO2 (Explain the basic principles of heredity using the human examples of: • eye color • widow’s peak • blood type ), S3C2PO1‐3 (Develop viable solutions to a need or problem.) ● Careers – Forensic scientist, cellular/molecular biologist, geneticist ● Project Element – Students will investigate and analyze soil samples, tool markings, handwriting and fingerprints. They will then create a PowerPoint presentation based on their findings. Students will explain the evidence in terms of heredity to develop their case. ‐See attached “Crime Scene Tech” forms for more details. ● Assessment –Presentation to document investigation & resolution. Grading rubric to include citing evidence, presentation, collaboration and applying knowledge to a new idea. See attached rubric. Were students able to analyze the evidence by explaining the basic principles of heredity? ● Extension ‐ Field trip to forensics science lab.
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CC. 2013 STEAM Education Lesson Brief
CSI (Crime Scene Investigation)
STEAM Lesson Brief ‐ AZ
Students use knowledge from across the disciplines to strengthen their understanding of each
subject’s content and its related careers through topic or theme oriented realistic problem‐
based activity‐rich lessons.
Theme: Investigation & Resolution
Specific Topic Concept within that theme: Crimes: Forensics & Trials
● Project Element– Students will investigate and analyze
soil samples, tool markings, handwriting and
fingerprints. They will then create a PowerPoint
presentation based on their findings. Students will
explain the evidence in terms of heredity to develop
their case. ‐See attached “Crime Scene Tech” forms for
more details.
● Assessment –Presentation to document investigation &
resolution. Grading rubric to include citing evidence,
presentation, collaboration and applying knowledge to a
new idea. See attached rubric. Were students able to
analyze the evidence by explaining the basic principles of
heredity?
● Extension ‐ Field trip to forensics science lab.
CC. 2013 STEAM Education Lesson Brief
journalism. Collaboration will also
include creating songs, implementing
technology, completing a crime scene
obstacle course and challenging their
artistic abilities (Mu, PE, FA). Students
will work in groups to create and
investigate different types of tools
(T&E). Through collaboration and
investigation, students will be able to
apply their content knowledge to new
situations.
Coordinating Basic Plan
Students will have one week of preparation and anticipatory learning in all classes. Students will then break into groups depending on their assigned job. Groups of crime scene technicians will work with the math and science teachers. Journalists and videographers will work with the language arts teacher. Detectives and lawyers will work with the social studies teacher. Students will have four days to form their investigations and gather information. The project will conclude with a final criminal trial where all gathered evidence will be presented in PowerPoint form. Students that have been absent will make up the jury. Once all of these activities are completed, all students from their particular crime come together to share what they have learned in order to build their court cases and eventually lead to convictions. Please see attachments below. Skill level: 8th Grade
Technology & Engineering ● Essential Concept(s) ‐ Use technology to research,
investigate and create; create & improve on tools; build
tools to evaluate
Technology: students will examine and evaluate crime
scene technological tools and apply their relevance and
impact on society.
Engineering: Students will create, examine and evaluate
crime scene technological tools and apply their relevance
in, hole in the boat, etc). Students will decide how they
could engineer a new part that would be better, stronger
CC. 2013 STEAM Education Lesson Brief
Timing of Lesson: 2 weeks ● Nine days ● 19 hours ● See attached schedule
All Subjects:
Weeks: One week Days: Five days Times per Day: Two to four hours per day‐see attached schedule
Individual Subjects: By subject: Four one hour classes
Basic Supplies:
● Caution tape
● Duct tape
● Markers
● Gloves
● Baggies/Ziplock bags
○ Gallon size
○ Normal sandwich size
● Plain labels
● Drinking glasses‐4
● Window frames‐4
● Soil‐4 types
● Tools
○ Plastic knife‐2
○ Phillips screwdriver‐2
○ Hammer‐2
○ Flat head screwdriver‐2
● Shoes
○ 2 pairs per person so 16
shoes total
● Magnifying glasses
● Scotch tape (for fingerprints)
● Pencil lead (for fingerprints)
● Glue (for fingerprints)
or more flexible.
● Assessment – Presentation to document investigation &
resolution. Grading rubric to include citing evidence,
presentation, collaboration and applying knowledge to
a new idea. See attached rubric.
Math
● Essential Concept(s) –Forensics: Graphing & math in
the real world
● Standards ‐8.EE.B.5 (Understand the connections
between proportional relationships, lines, and linear
equations.), 8.EE.C.8 (Analyze and solve pairs of
simultaneous linear equations.)
● Careers ‐ crime scene technician, data analyst, data
enterer, pattern analyst, cryptographer
● Project Element ‐ Students will investigate and analyze
crime photographs, correlate foot to height ratios and
use graphing proportional relationships to analyze
crime scene evidence.Students will take pictures of
mock crime scenes to understand how crime scene
photos are used to help solve crimes. Students will
graph key parts of their photos to isolate and enhance
those particular pieces of evidence relevant to the trial.
Students will analyze foot prints by measuring them and
charting their findings. This will be done in order to find
out the height of the person who left the prints. This
can lead to possible evidence to use in the court cases.
● Assessment –Presentation to document investigation &
resolution. Grading rubric to include citing evidence,
presentation, collaboration and applying knowledge to
a new idea. See attached rubric. Were students able to
accurately demonstrate the proportional relationship
between footprints and height?
CC. 2013 STEAM Education Lesson Brief
● Styrofoam Plates‐for teeth
marks
● 8X11 plain white copy paper cut
into 16 small, but equal pieces,
#2 pencils, baby wipes to wipe
ink off thumbs), fine point
Sharpies (a variety of colors),
blue painters tape (this will not
tear trace paper when
removed), black ink pads, and
copy machine with custom
setting.
● 15 to 20 type written clues on
either pieces of paper or
laminated flashcards. Develop
an obstacle course of different
physical activities and gathering
clues to solve themystery. The
teacher will also need a
stopwatch.
IT Resources: Computers and other electronic devices used to document investigations on presentations. Also, digital cameras will be used to document investigations. Other Resources: Copies of grading rubrics, copies of group listings, copies of day by day expectations. Misc: Students who miss more than one day of school during projects along with students who are having issues with working in groups will be assigned jury duty for final trials.
● Project Element ‐ Students will investigate crimes by
interviewing witnesses and crime scene technicians.
Students will research the laws surrounding the process
in gaining the information that is needed in order to
acquire warrants and the rights that the accused have.
Students will compare the constitution to secondary
resources detailing the rights of the accused and
compare these resources with the primary document.
They will gather information at their crime scene to
acquire warrants and make arrests, ensuring the
accused’s rights are not violated. Students who are
lawyers will then build their cases for clients and against
the accused and present their cases in a culminating
trial. Students will work closely with crime scene
technicians and journalists in order to build their cases.
● Assessment– Presentation to document investigation &
resolution. Grading rubric to include citing evidence,
presentation, collaboration and applying knowledge to
a new idea. See attached rubric. Were students able to
describe the differences between primary and
CC. 2013 STEAM Education Lesson Brief
secondary sources? Can students describe the
significance the importance of being active citizens in a
jury vote? Were students able to accurately depict
aspects of the adult criminal system?
Fine Arts
● Essential Concept(s) –Apply forensics to art.
● Goal / Objectives ‐Identify and use elements and
principles to organize the composition in his or her own
art work
● Standards ‐ S1C1 (Develop, revise, and reflect on ideas
for expression in personal artwork. ), S1,C4 (Express
ideas to communicate meanings or purposes in artwork.)
● Careers ‐ Forensic Artist, cartoonist, sketch artist, special
effects developer, makeup artist
● Project Element – Have students work in groups of 3,
one student describes in writing a hidden student to a
third student who on a computer imaging program or
with a sketchpad is creating an image of the ‘suspect.’
They have to go back and forth and document the
process of the description given and the resulting
versions of the sketch until something roughly accurate
is produced.
Give each student a 8X11 piece of copy paper and a
small piece of paper (precut from 8X11 copy paper), an
ink pad, and baby wipes. Have students use the 8x11
piece of paper to practice making clean, clear
thumbprints. After they have practiced for a short while
and have made at least three clean, clear thumbprints on
the practice paper, have the students create a clean,
clear thumbprint on the small piece of paper (have them
include their name in the corner of the small piece of
paper for identification when enlarging). TA, teacher, or
student will use the copy machine to enlarge the
thumbprint by 750%. After thumbprint is enlarged,
CC. 2013 STEAM Education Lesson Brief
students will use the painters tape to tape trace paper
over the top of the thumbprint. Using the thumbprint
ridges, loops, and swirls as a pattern, students will use a
#2 pencils to write (in sentence format) their name, their
opinions, their likes, their dislikes, and some fun facts
about themselves. After every ridge, loop, and swirl is
covered with sentences, students will trace over the
sentences in pencil with a variety of colors from the
Sharpies collection. After students have completed
tracing the penciled sentences, they erase any pencil
lines that are showing.
● Assessment– Were students able to explain & record
enough details of the other student to the one drawing
so that they knew which student in the class they were
drawing? Did the students have enough revisions of
descriptions and drawings and discussions between
them to realize how many little details can change things
when describing someone. Completed fingerprint art.
Were students able to convey meaning or purpose in
their product?
● Extension ‐Repeat the description project with someone
only seen for a short period of time or not at all and only
made up from evidence ‘guesses.’
● Create a frame for their thumbprint art work and display
it in the classroom or at home.
Physical Education ● Essential Concept(s) –Apply diverse physical activities
and investigative techniques to Physical Education.
● Goal / Objectives ‐Engage in a balance of health and skill
related activities during structured physical education
class
● Standards ‐ S1C3 (Demonstrates competency in motor
skills and movement patterns needed to perform a
variety of physical activities.), S2C3 (: Demonstrates
understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning and
CC. 2013 STEAM Education Lesson Brief
performance of physical activities.)
● Careers ‐ Personal Trainer or Investigative Scientist
● Project Element ‐ the teacher will write a number of
clues (15‐20) that will include details surrounding the
crime or mystery. The clues will include information
that will aid/help the students through their research
process of finding the information about the crime or
mystery. Once the clues have been prepared the
teacher will place one clue at each station throughout
the obstacle course. The obstacles should be set up in a
manner that will cause the students to walk, jog, or run
at least 300 feet between each obstacle. The obstacle
course should include events that have the students
climbing, jumping, stretching, running, and using their
athletic skills in many different ways. One example of
the events that can be done include, jumping rope for
two minutes, doing a number of jumping jack (25‐50),
squats (25‐50), shuttle run, crossing the monkey bars,
running the length of the football field, jogging around
the track (one lap), carrying a sand bag (10‐12 pounds)
from one point to another determined by placing a
cone that the students run to and return to the starting
point. To start the course, position students at each
station and explain to them that they will have a set
amount of time (3‐5 minutes) to complete the task at
each station. Each student will have two attempts to
complete a station/obstacle within the time allotted. If
they fail to complete the task at the station in the time
allotted they forfeit the opportunity to read the clue.
They can attempt each station twice if they choose to
try it again. If they do not want to try it a second time
they will move to the next station when the time
expires (indicated by the whistle being blown by the
teacher). After successfully completing a
station/obstacle the students are then allowed to read
the clue card and write the clue(s) on their paper for
future reference. The students are only allowed to read
CC. 2013 STEAM Education Lesson Brief
the clues of those stations where they successfully
complete the station/obstacle. After completing the
obstacle course and collecting all of the different
clues/information presented on the clue cards the
students will then analyze the information. After
analyzing the information/clues they will apply what
they had learned/uncovered from the clues to help
solve the questions as to what happened to the victim,
where it happened, when it happened, how it
happened, and finally to help them narrow down their
suspects to arrive at the person or persons they believe
committed the crime.
● Assessment – Completed obstacle course in the time
allotted and collection of clues from each station.
● Extension ‐Apply what they have learned to solving
problems and enhancing their physical conditioning.
Music ● Essential Concept(s) ‐Describe the relationship between
music and aspects of our culture by composing music
and/or lyrics.
● Standards ‐ S1.C1 (create music from various genres);
S2.C2 (relationship between music and history and/or
culture)
● Careers ‐ composer, audio technician, musician
● Project Element –Students will find and remix orcreate
songs that match the scene they envision unfolding at
the investigation scene. Students will be posed with the
question: If you were to make a movie scene about it,
what would play in the background?
● Assessment –Presentation to document investigation &
resolution. Grading rubric to include citing evidence,
presentation, collaboration and applying knowledge to a
new idea. See attached rubric. Were students able to
create songs that accurately depicted the mood of their
movie science? Were students able to utilize multiple
genres in the development of their songs? Were
CC. 2013 STEAM Education Lesson Brief
students able to describe the relationship music has in
cinema and how music can impact a culture?
Extension ‐Apply what they have learned from music
setting the scene in movies to create their own videos
about the trials, after the cases are solved, and upload it
to a school Youtube site.
Day One�ject Goals:
1. CRIME SCENE TECH Group 2 enter the crime scene first. (8:15-8:40)
-Photograph and map out the crime scene itself.
-Collect footprint evidence using proper collection formats
-Collect duct tape evidence using proper collection formats
Crime Scene Tech Teams Analyze the evidence and make notes on characteristics etc. Notify the po!ice department of comparison evidence needed to be collected from the suspect's rooms. (8:40-9:30)
2. Police Officers and Lawyers convene together to review witness statements that have ALREADY beencollected to create a list of witnesses that need to be interviewed. ALSO must determine whatinformation will be given to the journalist and what will be held back. (8:15-8:30)
3. Journalists review, record, and document as much of the scene, and bystander statements aspossible. Film clips of any extra footage want to insert in newscast (i.e. murder board in Ms J's room, orDr Saunders or GMMS sign etc (8:10-9:10)
Journalists will need to then script, film and upload the first day's 60 second broadcast. Upload to Ms. J's youtube account. (9:10-10:15)
4. Crime Scene Tech Group 1 enter the scene and collect the remaining evidence (8:40-9:05)
-fingerprints or articles to pull fingerprints from at the lab.
- Soil Samples
- Window Frames with Tool Marks
- Any other remaining evidence.
Crime Scene Tech Teams Analyze the evidence and make notes on characteristics etc. Notify the police department of comparison evidence needed to be collected from the suspect's rooms. (8:40-9:30)
6. Police Officer's collect information from CS! Crime Scene Techs, and begin interviewing suspects based on the initial evidence and statements. (8:30-10:15)
Also must begin understanding what will be given to the media and what will not be as far as a statement. Also evidence must be disclosed to the lawyers after reviewed by police.
7. Lawyers begin working on opening and closing statements (powerpoints) and list of questions to ask as well as gathering initial information from the police about what happened, statements etc. (8:30- 10:15)
Day Two Project Goals:
1. Crime Scene Tech teams analyze the evidence and complete a written analysis of WHAT the
police officers should be getting a search warrant for to match the evidence collected (be
specific with measurements and details pictures etc.) Then after the items are gathered by the
officers, detailed comparison of seized items compared to crime scene items must happen and
be documented. This should be being put INTO the powerpoint as it is discovered so that it can
get done. (1:00-3:10) all in the tech room
2. Police officers will finish any interviewing witnesses AND AFTER they receive the Tech teams
written description of evidence to look for will get a search warrant for the suspects that were
identified during the interview process and search and collect evidence from those suspects
"homes" and deliver to the tech analysis teams. Conclusions should be drawn by the end of this
day as to who they are reviewing for arrest and an arrest warrant submitted to the Jones for
approval. (1:00-3:10) moving strategically between rooms
3. Journalists will cover the new days developments, get details from the police, and cut and edit
film on computers as appropriate. Submission of another 60 second daily newscast must be
made by the end of project time. (1:00-3:10) moving strategically between rooms
4. Lawyers will begin meeting with police to get a disclosure of evidence as it comes in, and
determine a pre-set group of questions that they will be looking to ask or evidence to collect for
trial preparation. They should be notified of any conclusions reached by the police as to the
guilty party. (1:00-3:10) all in the lawyer room
Day Three Project Goals: 8:10-10:15
1. Crime Scene Tech will develop a comprehensive powerpoint to present at trial that will
showcase all of their findings. A spokesman will be elected and the team will work to walk the
spokesman through WHAT to say on the stand for the presentation, as well as how to answer
any difficult questions that they anticipate the defense lawyers will ask.
2. Police Officers will make the "arrest" based on evidence at the beginning of this day and then
spend the remaining time finalizing their written report (in Powerpoint format) that details the
entire process they went through in preparation for taking the stand. A spokesman will be
elected and the team will work on what he/she will say and how to respond for any anticipated
questions from the defense attorney.
3. Lawyers will now have their suspect and can begin a close examination of all the evidence and
reports so that they can prepare their list of questions (in powerpoint format) to ask each
witness and suspect on the stand.
4. Journalists will continue to record the process ESPECIALLY the arrest and use the rest of the time
to cut and edit film. (Their final product will be a complete journaling of all the project days)
Day Four Project Goals: 11:45-1:05
This should be time to finish the above assignments as this may take longer than one project day
to get done so that it meets the requirements.
Each group will use the rubric to fill out a "team member evaluation" on each student.