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CSI (Crime Scene Investigation) STEAM Lesson Brief ‐ AZ

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CSI (Crime Scene Investigation) STEAM Lesson Brief ‐ AZ 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,
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