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 Science All students will come together for a ● Essential Concept(s) –Forensics crime scene investigation project. ● Goal / Objectives‐To identify types of forensics and Before the project starts, there will be understand methods of investigation in crime scenes. a week of anticipatory set preparation Students will examine the relationship between science in all core classes. This project will and our society. include science, math, language arts, ● Standards ‐ S4C2PO2 (Explain the basic principles of social studies, physical education, heredity using the human examples of: • eye color • music, art and engineering and widow’s peak • blood type ), S3C2PO1‐3 (Develop viable technology. solutions to a need or problem.) ● Careers – Forensic scientist, cellular/molecular biologist, Students will learn about different geneticist types of forensics, including ● Project Element– Students will investigate and analyze fingerprinting and DNA analysis (S). soil samples, tool markings, handwriting and Students will also gain knowledge fingerprints. They will then create a PowerPoint about graphing data from photographs presentation based on their findings. Students will and analyzing soil samples (S). explain the evidence in terms of heredity to develop Students will collaborate in exploring their case. ‐See attached “Crime Scene Tech” forms for the steps in criminal court cases. Their more details. exploration will examine rights during ● Assessment –Presentation to document investigation & trials, search & seizure and types of resolution. Grading rubric to include citing evidence, crimes (SS). Students will analyze presentation, collaboration and applying knowledge to a witness statements and gather new idea. See attached rubric. Were students able to information to create crime scene analyze the evidence by explaining the basic principles of reports (SS, LA). Students will also be heredity? introduced to components of ● Extension ‐ Field trip to forensics science lab. CC. 2013 STEAM Education Lesson Brief journalism. Collaboration will also Technology & Engineering include creating songs, implementing ● Essential Concept(s) ‐ Use technology to research, technology, completing a crime scene investigate and create; create & improve on tools; build obstacle course and challenging their tools to evaluate artistic abilities (Mu, PE, FA). Students Technology: students will examine and evaluate crime will work in groups to create and scene technological tools and apply their relevance and investigate different types of tools impact on society. (T&E). Through collaboration and Engineering: Students will create, examine and evaluate investigation, students will be able to crime scene technological tools and apply their relevance apply their content knowledge to new and impact on society. situations. ● Standards ‐ S1.C1 (Creativity & Innovation), S1.C2 (use technology to determine relationship between Coordinating Basic Plan independent elements, S1.C3.PO2 (Investigate problems Students will have one week of using technology) preparation and anticipatory learning ● Careers ‐ Crime scene technician, medical engineer in all classes. Students will then break ● Project Element ‐ Technology: Using cameras, crime into groups depending on their assigned job. Groups of crime scene scene tools (Plastic knife, Phillips screwdriver, Hammer, technicians will work with the math Flat head), and Google drive to investigate and and science teachers. Journalists and document findings. videographers will work with the Engineering: Students will build their own amateur language arts teacher. Detectives and versions of investigating tools. lawyers will work with the social studies teacher. Students will have Then students will do mini "myth‐busters" style projects four days to form their investigations and gather information. The project investigating cases where it is unclear whether something will conclude with a final criminal trial happened due to equipment failure or operator failure ‐ where all gathered evidence will be at varying levels of complexity – and also cases where presented in PowerPoint form. something broke and how it could be better designed to Students that have been absent will have prevented failing. Students will speculate and make up the jury. Once all of these create prototypes of ideas and how to test them and activities are completed, all students what the tests would entail. from their particular crime come together to share what they have learned in order to build their court The project could be simulated small scale with broken cases and eventually lead to toys (cars, trains, etc.) if the toys were real, potentially convictions. Please see attachments people could have gotten hurt when the part of the toy below. broke (wheel fell off, broken axle/wing/mast, roof caved

in, hole in the boat, etc). Students will decide how they Skill level: 8th Grade could engineer a new part that would be better, stronger

CC. 2013 STEAM Education Lesson Brief Timing of Lesson: 2 weeks or more flexible. ● Nine days ● Assessment – Presentation to document investigation & ● 19 hours resolution. Grading rubric to include citing evidence, ● See attached schedule presentation, collaboration and applying knowledge to

All Subjects: a new idea. See attached rubric. Weeks: One week Days: Five days Times per Day: Two to four Math hours per day‐see attached ● Essential Concept(s) –Forensics: Graphing & math in schedule the real world Individual Subjects: ● Standards ‐8.EE.B.5 (Understand the connections By subject: Four one hour classes between proportional relationships, lines, and linear equations.), 8.EE.C.8 (Analyze and solve pairs of Basic Supplies: simultaneous linear equations.) ● Caution tape ● Careers ‐ crime scene technician, data analyst, data ● Duct tape enterer, pattern analyst, cryptographer ● Markers ● Project Element ‐ Students will investigate and analyze ● Gloves crime photographs, correlate foot to height ratios and ● Baggies/Ziplock bags use graphing proportional relationships to analyze ○ Gallon size crime scene evidence.Students will take pictures of ○ Normal sandwich size mock crime scenes to understand how crime scene ● Plain labels photos are used to help solve crimes. Students will ● Drinking glasses‐4 graph key parts of their photos to isolate and enhance ● Window frames‐4 those particular pieces of evidence relevant to the trial. ● Soil‐4 types Students will analyze foot prints by measuring them and ● Tools charting their findings. This will be done in order to find ○ Plastic knife‐2 out the height of the person who left the prints. This ○ Phillips screwdriver‐2 can lead to possible evidence to use in the court cases. ○ Hammer‐2 ● Assessment –Presentation to document investigation & ○ Flat head screwdriver‐2 resolution. Grading rubric to include citing evidence, ● Shoes presentation, collaboration and applying knowledge to ○ 2 pairs per person so 16 a new idea. See attached rubric. Were students able to shoes total accurately demonstrate the proportional relationship ● Magnifying glasses between footprints and height? ● Scotch tape (for fingerprints) ● Pencil lead (for fingerprints) ● Glue (for fingerprints)

CC. 2013 STEAM Education Lesson Brief ● Styrofoam Plates‐for teeth Language Arts marks ● Essential Concept(s) – Textual evidence, author’s tone, ● 8X11 plain white copy paper cut compare & contrast & author’s purpose into 16 small, but equal pieces, ● Standards ‐8.RL.3 (Analyze how particular lines of #2 pencils, baby wipes to wipe dialogue or incidents in a story or drama propel the ink off thumbs), fine point action, reveal aspects of a character, or provoke a Sharpies (a variety of colors), decision.), 8.RL.1 (Cite the textual evidence that most blue painters tape (this will not strongly supports an analysis of what the text says tear trace paper when explicitly as well as inferences drawn from the text.), removed), black ink pads, and 8.RL.4 (. Determine the meaning of words and phrases copy machine with custom as they are used in a text, including figurative and setting. connotative meanings; analyze the impact of specific ● 15 to 20 type written clues on word choices on meaning and tone, including analogies either pieces of paper or or allusions to other texts.), 8.RL.5 (Compare and laminated flashcards. Develop contrast the structure of two or more texts and analyze an obstacle course of different how the differing structure of each text contributes to physical activities and gathering its meaning and style.) clues to solve themystery. The ● Careers ‐ Journalist, investigative reporter teacher will also need a ● Project Element ‐ Students will examine witness stopwatch. testimonies to cite textual evidence, decide author’s tone and compare and contrast viewpoints. They will IT Resources: do this to make informed decisions during the court Computers and other electronic cases as part of the jury and/or attorney teams. devices used to document Students will also create newspaper articles based on investigations on presentations. Also, digital cameras will be used to information from investigative work. These articles will document investigations. be made after the crime and will cover the investigation before the trial as well as coverage of the trial. Other Resources: ● Assessment –Presentation to document investigation & Copies of grading rubrics, copies of resolution. Grading rubric to include citing evidence, group listings, copies of day by day presentation, collaboration and applying knowledge to expectations. a new idea. See attached rubric. Were students able to

Misc: identify testimony dialogue that revealed aspects of Students who miss more than one day character? Were students able to identify accurate of school during projects along with textual evidence to support a claim? Were students students who are having issues with able to accurately interpret analogies or figurative working in groups will be assigned jury language? Were students able to identify similarities duty for final trials. and differences between 2 texts or testimonies?

CC. 2013 STEAM Education Lesson Brief Photos: Social Studies http://t1.gstatic.com/images?q=tbn:A ● Essential Concept(s) – Judicial Branch: Rights during a Nd9GcRxwtiHNgEKGFzGCV_zL5gmKmK trial, components of a criminal trial, Amendments 3XiQGMdEPmz96C7TMTMjM8wzU. ● Goal / Objectives‐Students will combine their

knowledge of rights guaranteed in amendments with their knowledge of the judicial branch to create criminal trials. Police officers will need to create warrants, know the Miranda Rights and write reports. Lawyers will build cases and bring them to trial. ● Standards ‐ S1PO5 (Describe the difference between a

primary source document and a secondary source document and the relationships between them.), S3C3PO4 (Describe the importance of citizens being actively involved in the democratic process, such as jury duty and voting.), S3C4PO6 (Describe aspects of the adult criminal justice system.) ● Careers ‐ Detective, Police Officer, Lawyer, Judge ● 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.

CC. 2013 STEAM Education Lesson Brief 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 been collected to create a list of witnesses that need to be interviewed. ALSO must determine what information 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 as possible. Film clips of any extra footagewant to insert in newscast (i.e. murder board in Ms J's room, or Dr 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 difficultquestions 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.