Crime Scene Search
Course
Law
Enforcement I
Unit XIV
Crime Scene
Search
Essential
Question
What are the
different
methods an
officer can
effectively use to
find evidence at
a crime scene?
TEKS
§130.293(c)
(15)(B)
Prior Student
Learning
It would be good
to have
discussed
different types of
crimes so the
students would
know what kind
of evidence they
would be looking
for depending
on the crime
they are
responding to.
Estimated Time
2 to 3 hours
Rationale
A big part of a police officer’s job is responding to crimes and crime scenes.
It is crucial that evidence is found, protected, and properly collected to help
find who committed the crimes and/or so it can be used in court for the
criminal conviction of the suspect(s).
Objectives
The student will be able to:
1. Discuss the reasons for conducting a good crime scene search.
2. Identify the different crime scene search methods and when they are
applied.
3. Conduct crime scene searches indoors and outdoors with the most
effective search methods.
4. Create a crime scene scenario for other students to participate in.
Engage
Use the following questions for a class discussion: How important can
evidence found at a crime scene be? How would you go about being sure
that you collected all evidence at the scene? Use the Discussion Rubric for
assessment.
Key Points
I.
Why Conduct a Crime Scene Search?
A. To gather and process further evidence from the area in which the
crime occurred
B. We frequently think about fingerprints, but CSI and other shows
have demonstrated that they are but a small part of the evidence
obtained
II.
Steps in Processing the Scene
A. Surveying the scene
B. Photographs and sketches
C. Measurements & mapping
D. Recording the location of evidence and documenting
E. Searching for fingerprints and other evidence
III.
Indoor vs. Outdoor Search
A. Greater coverage
B. More than one searcher
C. Evidence may be more fragile
D. Don’t forget to look up!
E. Don’t bring evidence with you
F. Night and day considerations
IV. Strip Method – useful in larger, outdoor areas but also inside. Quick to
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implement and simple to use and can be done by a single person inside
or out.
V.
Spiral Method – this circular method is most effective in an indoor or
small area, since as the circle gets bigger, evidence may be
overlooked.
VI. Wheel Method – rarely used anymore, where searchers begin at the
center and move outward. The number of people searching at the
beginning can cause evidence to be ruined.
VII. Grid Method
A. This is one of the best for detailed searching of large areas. This
method can be modified depending on the number of searchers
and the area covered
B. When done correctly, each area will be searched twice
VIII. Zone Method – most often used indoors, this method divides the search
area into sections or squares and a separate officer is designated to
search a given section
IX. Evidence Locations
A. Near the crime scene
B. Points of entry or exit
C. Route of escape
D. Clothing
E. Where weapons are found
F. Vehicles
X.
Evidence Removal
A. Be sure and document any evidence locations, through either
diagram or photograph, or both
B. Handle evidence appropriately (you may be asked who picked it
up and what was done with it)
XI. Evidence Tampering
A. Intentional or unintentional
B. This can occur intentionally or, more often than not, unintentionally
when another officer or outside person leaves items at the scene
or damages evidence. Regardless of who the person is, they need
to be removed from the scene. If it is a superior officer, you need
to report this to the crime scene commander
Activities
The instructor or students can set up crime scenes indoors and outdoors,
and have the students practice using the different search methods to find
evidence. The instructor may want to make each item in the crime scene
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worth a certain amount of points in order to give a grade for the activity. The
students can be separated into groups of 3 or 4. Half of the groups can set
up crime scene scenarios for the other groups to work and vice versa. The
students can take the opportunity to be creative in their crime scenes and
acting. The Group Evaluation Rubric and Peer Evaluation Rubric may be
used for assessment.
Assessments
Crime Scene Search Exam and Key
Discussion Rubric
Individual Work Rubric
Group Evaluation Rubric
Peer Evaluation Rubric
Research Rubric
Materials
Crime Scene Search computer-based presentation
Items that can be used as evidence for the students to find in a crime scene
search
Resources
0942728750, Practical Criminal Investigation, Manuel S. Peña
084931691X, Techniques of Crime Scene Investigation, Barry A. J. Fisher
0849333032, Practical Homicide Investigation, Vernon J. Geberth
Manual for Police of New York State
Accommodations for Learning Differences
For reinforcement, the instructor will list different types of locations as crime
scenes (a bedroom, a park, etc.) and have the students choose which
search method would be the best for that location. Use the Individual Work
Rubric for assessment.
For enrichment, students will research infamous cases where the suspect
was found not guilty of a crime because of police error at the crime scene.
Use the Research Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.293. Law Enforcement I (One to Two Credits).
(15) The student employs procedures to protect, document, and
process a crime scene. The student is expected to:
(B) document and protect the crime scene area for further
investigation;
Career and College Readiness Standards
I. Key Cognitive Skills
C. Problem solving
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1. Analyze a situation to identify a problem to be solved.
2. Develop and apply multiple strategies to solve a problem.
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Name________________________________
Date__________________________
Crime Scene Search Exam
_____ 1. Why are crime scene searches conducted?
a) To gather evidence from the area in which the crime occurred
b) To process evidence from the area in which the crime occurred
c) Both a and b
d) None of the above
_____ 2. Fingerprints are a large part of the evidence normally obtained at a crime
scene.
a) True
b) False
_____ 3. Which of the following is in the correct order when processing a crime scene?
a) Searching for fingerprints and other evidence, photographs and sketches,
surveying the scene, recording location of evidence and documenting,
measuring and mapping
b) Recording location of evidence and documenting, searching for finger
prints and other evidence, measuring and mapping, photographs and
sketches, surveying the scene
c) Surveying the scene, photographs and sketches, measurements and
mapping, searching for fingerprints and other evidence, recording location
of evidence and documenting
d) Surveying the scene, photographs and sketches, measurements and
mapping, recording location of evidence and documenting, searching for
fingerprints and other evidence
_____ 4. What is rarely used anymore, where searchers begin at the center and move
outward and the number of people searching at the beginning can cause
evidence to be ruined?
a) Strip Method
b) Spiral Method
c) Wheel Method
d) Grid Method
e) Zone Method
_____ 5. What is most often used indoors and divides the search area into sections or
squares and a separate officer is designated to search a given section?
a) Strip Method
b) Spiral Method
c) Wheel Method
d) Grid Method
e) Zone Method
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_____ 6. What is useful in larger, outdoor areas, is quick to implement, simple to use,
and can be done by a single person inside or outside?
a) Strip Method
b) Spiral Method
c) Wheel Method
d) Grid Method
e) Zone Method
_____ 7. What is one of the best kinds of searches for detailed searching of large areas,
and can be modified depending on the number of searchers and the area
covered? When done correctly each area will be searched twice.
a) Strip Method
b) Spiral Method
c) Wheel Method
d) Grid Method
e) Zone Method
_____ 8. Where can evidence be found?
a) At the points of entry or exit
b) At the route of escape
c) On clothing
d) On vehicles
e) All of the above
_____ 9. How do you document any evidence location?
a) Diagram
b) Photograph
c) Verbally into a tape recorder
d) A and b only
e) All of the above
____10. More often than not, evidence tampering is intentional.
a) True
b) False
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Crime Scene Search Exam Key
1. C
2. B
3. D
4. C
5. E
6. A
7. D
8. E
9. D
10. B
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
8
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
9
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Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
10
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Name_______________________________
Date________________
Group Evaluation
Group 1
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
9
Yes
10
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 2
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
11
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Group 3
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 4
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
12
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Group 5
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 6
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
13
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Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
14
Copyright © Texas Education Agency, 2011. All rights reserved.
3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
15
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5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
16
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