RESOURCE GUIDE

CSI: Crime Scene Investigation

Resource Guide for Developing High Quality Crime Scene Investigation Apprenticeships

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.

Overview
Introduction On 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: Lesson 1

Learning Objectives:

Apprentices will define crime, evidence, and analyze Apprentices will find out about your expectations and classroom rules. Apprentices will solve a minimystery that requires analysis and gets them excited about continuing their investigations! Teamwork: Students will get to know one another and begin working together Data Analysis: Students will gather evidence to help them solve a mystery

21st Century Skills:

Todays Agenda Time Welcome and 5 WOW! em: Ritual: 10

Activity o Introductions and Name Game o Mystery Ritual and Names

10 15

20 5 10 5

Activity 1 - Team Builder: Activity 2 -Expectation Setting: Activity 3: Teach Back Clean Up Forecast

o Name Game o CSI Expectations

o Evidence Analysis o Share out o Clean up o Preview Next Week

Materials Checklist Materials Will you need help from your Team Leader to obtain or create?

o one set per student of: 4 index cards with holes punched in them, connected with paper clip or binder ring o "crime scene" materials: cookie crumbs and incriminating document o new cookies! o blackboard and chalk or white board and marker (may already be in the classroom) o visuals listing 21st Century Skills, Agenda, and Objectives

Before Your Apprentices Arrive:

o Set up the "crime scene" - an incriminating document implicating your TL, some cookie crumbs, and maybe a desk drawer open. o Post Agenda, 21st Century Skills, and Objectives o 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? o 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.

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. Have the apprentices introduce themselves to the person sitting next to them, and say what they are excited about learning in this apprenticeship. Use the quiet signal to call them back to attention, and have partners share out their partners name and answer to the question.

Opening Mystery Ritual / Team 10 Builder 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! Shockingly, 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? - open classroom door - open desk drawer - cookie crumbs - package left behind - document with cookie traces on it (document could be a lesson plan, list of students in the course, to do list, etc. should lead students back to the TL) 2. Our next step is to question witnesses. We have one witness who 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.

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. 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 5 minutes week 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: Lesson 2

Learning Objectives:

Apprentices will identify, define, and apply knowledge of the 3 types of fingerprints Apprentices will define forensic science and connect the concept to possible careers

They will solve a mini-mystery that gets them excited about continuing their investigations! Teamwork: Students will continue to build efficacy in groups Data Analysis: Students will gather and analyze evidence to help them solve a mystery

21st Century Skills:

Todays Agenda Time Welcome and 5 WOW! em: Ritual: 5 10 5 Activity 1 - Team Builder: Activity 2 -Expectation Setting: Activity 3: Activity 4: Teach Back Clean Up Forecast

Activity o What is forensic science? o Mystery Ritual and Name Review o Mnemonic Name Game o Quick Review of CSI Expectations

20 20 5 10 5

o Evidence Analysis - fingerprinting o Solving a mini-mystery o Share out o Clean up o Preview Next Week

Materials Checklist Materials Will you need help from your Team Leader to obtain or create?

o 4 more hole-punched index cards per student

o tape o white paper o pencils o copies of a look at fingerprints worksheet (see appendix 1) for each student o 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 o Post Agenda, 21st Century Skills, and Objectives o Write a group list that breaks students into triads or pairs. o Discuss with your TL: Who would work well together? What are our behavior expectations? Who write on the board? Who will circulate? Who will collect and distribute materials? o If youre taking the field trip in Lesson 6, you should have the site picked out, transportation arranged, and permission slips distributed as soon as possible.

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.

Opening Mystery Ritual / Team 5 Builder 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 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. (attached) a. Rub the pencil on the scratch paper until there is a dark smudge of graphite. b. Beginning with the little finger, have each student rub it on the 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 5 minutes week 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: Lesson 3

Learning Objectives:

Apprentices will define observation Apprentices will identify and analyze hair and fiber samples Apprentices will solve a minimystery that requires analysis and gets them excited about continuing their investigations! Teamwork: Students will continue to build efficacy in teams Data Analysis: Students will gather and analyze evidence to help them solve a mystery

21st Century Skills:

Todays Agenda Time Welcome and 5 WOW! em: Ritual: 10 Activity 1 - Team 10 Builder: Activity 2 15 -Expectation Setting: Activity 3: 20 5 10 5 Teach Back Clean Up Forecast

Activity o What is hair and fiber analysis? o Mystery ritual o Hair and Fiber analysis o Hair and Fiber analysis

o Creating a mini-mystery for another group to solve o Share out o o Preview Next Week, Connect to WOW and

Careers

Materials Checklist Materials Will you need help from your Team Leader to obtain or create?

o 4 more hole-punched index cards per student

o ziploc baggies 1 per group o copies of hair and fiber worksheets 1 per group (see appendix) o microscope(s) or magnifying glasses

Before Your Apprentices Arrive:

o Set up group stations with microscopes or magnifying glasses. o Draw or post picture of sample fingerprint for warm up activity o Write agenda on the board or chart paper o Draw a sample fingerprint on the board for review o Discuss with your TL: Who will be responsible for checking in on 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:
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 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. Re-introduce your quiet signal and have apprentices practice responding to it once before you begin the opening ritual.

Opening Mystery Ritual / Team 5 Builder 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.

*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 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: he surgeon is the boy!s 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 minimysteries 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 minimystery, 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 5 minutes week 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: Lesson 4

Learning Objectives:

Apprentices will define inference, pressure, and print Apprentices practice using inferences to draw conclusions about evidence Apprentices will solve a minimystery that requires analysis and gets them excited about continuing their investigations! Teamwork: Students will continue to build efficacy in teams Data Analysis: Students will gather, analyze, and create evidence to help solve a mystery

21st Century Skills:

Todays Agenda Time

Activity

5 5 15 30 15 5 10 5

Welcome and WOW! em: Ritual: Activity 1: Activity 2: Activity 3: Teach Back Clean Up Forecast

o What is a witness? What is a bystander? o o o o Mystery ritual Footprint analysis Footprint mini-mystery 2nd round of mini-mystery (if time)

o Share out o o Preview Next Week, Connect to WOW and Careers

Materials Checklist Materials Will you need help from your Team Leader to obtain or create?

o 3 more hole-punched index cards per student

o long roll of butcher paper or newsprint o Footprint Analysis worksheet copies 1 per student o CT and TL should each bring a pair of old shoes 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 o Set up group stations with newsprint or butcher paper (on tables, not on the floor yet)

o Discuss: How are the groups working together? Should any groups be rearranged? Should any students be taking on specific roles in leading groups, distributing materials, or otherwise taking advantage of leadership opportunities? o Write or post agenda o 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.

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 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 Opening Mystery Ritual / Team 5 Builder 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. *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: 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! " he 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 5 minutes week 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: Lesson 5

Learning Objectives:

Apprentices will define witness Apprentices practice using crime scene procedures to secure and analyze a crime scene and question witnesses Apprentices will solve a minimystery that requires analysis and gets them excited about continuing their investigations!

21st Century Skills:

Teamwork: Students will continue to build efficacy in teams Data Analysis: Students will gather and analyze multiple types of evidence to help them solve a mystery

Todays Agenda Time Welcome and 5 WOW! em: Ritual: 5 Activity 1: 20 Activity 2: 20 Activity 3: 15 5 10 5 Teach Back Clean Up Forecast

Activity o What is a witness? What is a bystander? o o o o Mystery ritual First round of crime and analysis Second round of crime and analysis Creating a mini-mystery for another group to solve o Share out o o Preview Next Week, Connect to WOW and Careers

Materials Checklist Materials Will you need help from your Team Leader to obtain or create?

o 4 more hole-punched index cards per student

o crepe paper for crime scene tape o copies of cards with part assignments (see appendix)

o 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 o Post Agenda o 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. o 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. o Preparing this clip ahead of time is a good idea just in case you need to stop the scene. o 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. o 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.

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 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.

Opening Mystery Ritual / Team 5 Builder 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. How many passes does the white team make? http://viscog.beckman.illinois.edu/flashmovie/1 .php !id anybody notice the gorilla? "f not# rewind to the mid-way point. $hat 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. $hat does this show us about our short term memories? !o you think you would remember this list 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 5 minutes week 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

Learning Objectives: 21st Century Skills: Apprentices will define DNA and learn how it is helpful in solving crimes Option for a field trip! Teamwork: Students will continue to build efficacy in teams Data Analysis: Students will gather and analyze multiple types of evidence to help them solve a mystery

Lesson Plan Option A: Field Trip

Todays Agenda Time Welcome and 5 WOW! em: Field Trip 80 5 Forecast

Activity o Leave for field trip o Explore an off campus site! o Preview Next Week, Connect to WOW and Careers

Materials Checklist Materials Will you need help from your Team Leader to obtain or create?

o All Permission Slips with contact information

o Copies of Field Trip worksheet o Copy of Transportation plan

Before Your Apprentices Arrive:

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. *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 transportation options. 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

Materials Checklist Materials Will you need help from your Team Leader to obtain or create?

o DNA video and video equipment

o Index cards for new vocabulary definitions o Copies of DNA worksheet (see appendix)

Welcome and WOW! em:

5 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 5 Builder 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. *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 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: he 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 words on their index card rings

Activity 2: This activity allows students to practice data analysis

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 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 5 minutes week 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: Lesson 7

Learning Objectives: Apprentices will secure the scene, gather and record evidence, and identify key witnesses and suspects for the big crime!

21st Century Skills:

Teamwork: Students will work as a team as the CT coaches and fades Data Analysis: Students will identify, gather, and analyze multiple types of evidence to help them solve a mystery

Todays Agenda Time

Activity

5 5 10 20 10 5 10 5

Welcome and WOW! em: Ritual: Activity 1: Activity 2: Activity 3: Teach Back Clean Up Forecast

o The big crime has happened! o o o o Mystery ritual Examine the Scene divide into groups Groups collect and log evidence Groups come up with witness questions

o Share out o o Preview Next Week, Connect to WOW and Careers

Materials Checklist Materials Will you need help from your Team Leader to obtain or create?

o Evidence for the crime scene: fingerprints, hair, fiber, and footprints o crepe paper for crime scene tape o copies of group evidence logs (see appendix) o witnesses identified and prepped

Before Your Apprentices Arrive:

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!

Welcome and WOW! em:

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 5 Builder 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 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 10 secure 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 5 minutes week 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

Learning Objectives:

Apprentices will analyze the evidence that they have gathered from the scene, gather new evidence from witnesses and suspects, and assemble all evidence for the Big Crime

21st Century Skills:

Teamwork: Students will work as a team as the CT fades

Data Analysis: Students will identify, gather, and analyze multiple types of evidence to help them solve a mystery

Todays Agenda Time Welcome and 5 WOW! em: Ritual: 5 Activity 1: 20 Activity 2: 20 Activity 3: 15 5 10 5 Teach Back Clean Up Forecast

Activity o The big crime has happened! o o o o Mystery ritual Gathering evidence from suspects Comparing and analyzing evidence Groups question witnesses

o Share out o o Preview Next Week, Connect to WOW and Careers

Materials Checklist Materials Will you need help from your Team Leader to obtain or create?

o Suspects! One of your suspects should be the same person who provided fingerprints, hair and fiber samples, and shoe prints for the crime scene. He or she should wear the same shoes and clothes that were used in making the scene o Witnesses! They should be available for students to question. o 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!

Welcome and WOW! em:

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.

Opening Mystery Ritual / Team 5 Builder 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: 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 5 minutes week 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: Lesson 9

Learning Objectives:

Apprentices will practice reenacting the crime based on

their analysis of the evidence. Theyll present this dramatic re-enactment at the WOW next week!

21st Century Skills:

Teamwork: Students will work as a team as the CT fades Data Analysis: Students will present their analysis of multiple forms of evidence.

Todays Agenda Time Welcome and 5 WOW! em: Ritual: 5 Activity 1: 10 Activity 2: 15 20 5 10 5 Activity 3: Teach Back Clean Up Forecast

Activity o Today is our last class meeting! o Mystery ritual o What will the WOW look like? o Assign parts for the WOW and block out reenactment o Practice the WOW o Share out o o Preview Next Week, Connect to WOW and Careers

Materials Checklist Materials Will you need help from your Team Leader to obtain or create?

o Youll need whatever you think is necessary for reenacting 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.

Welcome and WOW! em:

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!

Opening Mystery Ritual / Team 5 Builder 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 10 crime? 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?

20 minutes Activity 2: blocking Students walk through the WOW with guidance 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 5 minutes week 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!