Title: CSI (Crime Scene Investigation)
Educators: Christina Jones, Terri McComb, Katherine Wyly, Pam Dunlap
Trained: July 15th & 16th - Phoenix, 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 problembased activity-rich lessons.
Theme that this lesson would tie to: Investigation & Resolution
Specific Topic Concept within that theme: Crimes: Forensics & Trials
Thank you for your revisions! I really enjoyed reading your overall plan. Your time spent making
this a truly interdisciplinary unit is evident. I particularly enjoyed your art project and idea to
bring in the judicial system with SS - this is so much stronger than simply having the students
research historical trials or other SS topics. I have no doubt your students are 100% engaged in
these activities.
I have included some minor suggestions, mostly in your assessment sections. The rubric you
included is great for the T&E component of the lesson. I have suggested a few additional
assessments to specifically determine whether students have mastered the content-specific
benchmarks. Overall - well done! As my suggestions do not require further review, this lesson is
now approved for your certification. -MS
PROJECT IDEA + brief notes &
supplies
BASIC CONCEPTS
Essential Concepts: All students will
come together for a crime scene
investigation project. Before the
project starts, there will be a week
of anticipatory set preparation in all
core classes. This project will
include science, math, language
arts, social studies, physical
education, music, art and
engineering and technology.
Science –
● Concepts –Forensics
● Goal / Objectives -To identify types of forensics
and understand methods of investigation in
crime scenes. Students will examine the
relationship between science and our society.
● Standards - S4C2PO2 (Explain the basic principles
of heredity using the human examples of: • eye
color • widow’s peak • blood type ), S3C2PO1-3
(Develop viable solutions to a need or problem.)
CC. 2013
STEAM Education
Lesson Brief
Students will learn about different
types of forensics, including
fingerprinting and DNA analysis.
Students will also gain knowledge
about graphing data from
photographs and analyzing soil
samples. Students will collaborate
in exploring the steps in criminal
court cases. Their exploration will
examine rights during trials, search
& seizure and types of crimes.
Students will analyze witness
statements and gather information
to create crime scene reports.
Students will also be introduced to
components of journalism.
Collaboration will also include
creating songs, implementing
technology, completing a crime
scene obstacle course and
challenging their artistic abilities.
Students will work in groups to
create and investigate different
types of tools. Through
collaboration and investigation,
students will be able to apply their
content knowledge to new
situations.
Basic Plan:
Students will have one week of
preparation and anticipatory
learning in all classes. Students will
then break into groups depending
on their assigned job. Groups of
crime scene technicians will work
with the math and science teachers.
CC. 2013
● Careers – Forensic scientist, cellular/molecular
biologist, geneticist
● Project – Students will investigate and analyze
soil samples, tool markings, handwriting and
fingerprints. They will then create a PowerPoint
presentation based on their findings. Students
will explain the evidence in terms of heredity to
develop their case. -See attached “Crime Scene
Tech” forms for more details.
● Assessment – Powerpoint Presentation to
document investigation & resolution. Grading
rubric to include citing evidence, presentation,
collaboration and applying knowledge to a new
idea. See attached rubric. Were students able to
analyze the evidence by explaining the basic
principles of heredity?
● Extension - Field trip to forensics science lab.
Technology & Engineering –
Concepts: Use technology to research, investigate and
create; create & improve on tools; build tools to evaluate
● Technology: students will examine and evaluate
crime scene technological tools and apply their relevance
and impact on society.
● Engineering: Students will create, examine and
evaluate crime scene technological tools and apply
their relevance and impact on society.
● Standards - S1.C1 (Creativity & Innovation),
S1.C2 (use technology to determine relationship
between independent elements, S1.C3.PO2
(Investigate problems using technology)
● Careers - Crime scene technician, medical
engineer
● Project - Technology: Using cameras, crime
scene tools (Plastic knife, Phillips screwdriver,
STEAM Education
Lesson Brief
Journalists and videographers will
work with the language arts
teacher. Detectives and lawyers
will work with the social studies
teacher. Students will have four
days to form their investigations
and gather information. The
project will conclude with a final
criminal trial where all gathered
evidence will be presented in
PowerPoint form. Students that
have been absent will make up the
jury. Once all of these activities are
completed, all students from their
particular crime come together to
share what they have learned in
order to build their court cases and
eventually lead to convictions.
Please see attached paper.
Skill level (Grade Range): 8th Grade
Timing of Lesson: 2 weeks
● Nine days
● 19 hours
● See attached schedule
All Subjects:
Weeks: One week
Days: Five days
Times per Day: Two to four
hours per day-see attached
schedule
Individual Subjects:
By subject: Four one hour
classes
Basic Supplies:
● Caution tape
● Duct tape
CC. 2013
Hammer, Flat head), and Google drive to
investigate and document findings.
Engineering: Students will build their own amateur
versions of investigating tools.
Then students will do mini "myth-busters" style projects
investigating cases where it is unclear whether
something happened due to equipment failure or
operator failure - at varying levels of complexity – and
also cases where something broke and how it could be
better designed to have prevented failing. Students will
speculate and create prototypes of ideas and how to test
them and what the tests would entail.
The project could be simulated small scale with broken
toys (cars, trains, etc.) if the toys were real, potentially
people could have gotten hurt when the part of the toy
broke (wheel fell off, broken axle/wing/mast, roof caved
in, hole in the boat, etc). Students will decide how they
could engineer a new part that would be better,
stronger or more flexible.
● Assessment –Powerpoint Presentation to
document investigation & resolution. Grading
rubric to include citing evidence, presentation,
collaboration and applying knowledge to a new
idea. See attached rubric.
Math –
● Concepts –Forensics: Graphing & math in the
real world
● Standards -8.EE.B.5 (Understand the connections
between proportional relationships, lines, and
linear equations.), 8.EE.C.8 (Analyze and solve
pairs of simultaneous linear equations.)
STEAM Education
Lesson Brief
● Markers
● Careers - crime scene technician, data analyst,
● Gloves
data enterer, pattern analyst, cryptographer
● Baggies/Ziplocks
● Project - Students will investigate and analyze
○ Gallon size
crime photographs, correlate foot to height ratios
○ Normal sandwich
and use graphing proportional relationships to
size
analyze crime scene evidence. Students will take
● Plain labels
pictures of mock crime scenes to understand how
● Drinking glasses-4
crime scene photos are used to help solve crimes.
● Window frames-4
Students will graph key parts of their photos to
● Soil-4 types
isolate and enhance those particular pieces of
● Tools
evidence relevant to the trial. Students will
○ Plastic knife-2
analyze foot prints by measuring them and
○ Phillips screwdriver-2
charting their findings. This will be done in order
○ Hammer-2
to find out the height of the person who left the
○ Flat head
prints. This can lead to possible evidence to use
screwdriver-2
in the court cases.
● Shoes
● Assessment –Powerpoint Presentation to
○ 2 pairs per person so
document investigation & resolution. Grading
16 shoes total
rubric to include citing evidence, presentation,
● Magnifying glasses
collaboration and applying knowledge to a new
● Scotch tape (for fingerprints)
idea. See attached rubric. Were students able to
● Pencil lead (for fingerprints)
accurately demonstrate the proportional
● Glue (for fingerprints)
relationship between footprints and height?
● Styrofoam Plates-for teeth
marks
● 8X11 plain white copy paper
LA
cut into 16 small, but equal
● Concepts – Textual evidence, author’s tone,
pieces, #2 pencils, baby
compare & contrast & author’s purpose
wipes to wipe ink off
● Standards -8.RL.3 (Analyze how particular lines of
thumbs), fine point Sharpies
dialogue or incidents in a story or drama propel
(a variety of colors), blue
the action, reveal aspects of a character, or
painters tape (this will not
provoke a decision.), 8.RL.1 (Cite the textual
tear trace paper when
evidence that most strongly supports an analysis
removed), black ink pads,
of what the text says explicitly as well as
and copy machine with
inferences drawn from the text.), 8.RL.4 (.
custom setting.
Determine the meaning of words and phrases as
● 15 to 20 type written clues
CC. 2013
STEAM Education
Lesson Brief
on either pieces of paper or
laminated flashcards.
Develop an obstacle course
of different physical
activities and gathering
clues to solve the mystery.
The teacher will also need a
stopwatch.
IT Resources:
Computers and other electronic
devices used to document
investigations on Google drive
presentations. Also, digital cameras
will be used to document
investigations.
Other Resources:
Copies of grading rubrics, copies of
group listings, copies of day by day
expectations.
Misc:
Students who miss more than one
day of school during projects along
with students who are having issues
with working in groups will be
assigned jury duty for final trials.
Photos:
http://t1.gstatic.com/images?q=tbn
:ANd9GcRxwtiHNgEKGFzGCV_zL5g
mKmK3XiQGMdEPmz96C7TMTMjM
8wzU.
they are used in a text, including figurative and
connotative meanings; analyze the impact of
specific word choices on meaning and tone,
including analogies or allusions to other texts.),
8.RL.5 (Compare and contrast the structure of
two or more texts and analyze how the differing
structure of each text contributes to its meaning
and style.)
● Careers - Journalist, investigative reporter
● Project - Students will examine witness
testimonies to cite textual evidence, decide
author’s tone and compare and contrast
viewpoints. They will do this to make informed
decisions during the court cases as part of the
jury and/or attorney teams.
● Students will also create newspaper articles
based on information from investigative work.
These articles will be made after the crime and
will cover the investigation before the trial as
well as coverage of the trial.
● Assessment –Powerpoint 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
identify testimony dialogue that revealed aspects
of character? Were students able to identify
accurate textual evidence to support a claim?
Were students able to accurately interpret
analogies or figurative language? Were students
able to identify similarities and differences
between 2 texts or testimonies?
SS –
● Concepts – Judicial Branch: Rights during a trial,
components of a criminal trial, Amendments
CC. 2013
STEAM Education
Lesson Brief
● 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 - 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 – Powerpoint Presentation to
document investigation & resolution. Grading
rubric to include citing evidence, presentation,
CC. 2013
STEAM Education
Lesson Brief
collaboration and applying knowledge to a new
idea. See attached rubric. Were students able to
describe the differences between primary and
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?
Art –
● Concepts –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 - 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, students will use the painters tape to
tape trace paper over the top of the thumbprint.
CC. 2013
STEAM Education
Lesson Brief
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 – Completed fingerprint art Were
students able to convey meaning or purpose in
their product?
● Extension -Create a frame for their thumbprint
art work and display it in the classroom or at
home.
PE –
● Concepts – 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 performance of
physical activities.)
● Careers - Personal Trainer or Investigative
Scientist
● Project - 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
CC. 2013
STEAM Education
Lesson Brief
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 the clues of those stations where
CC. 2013
STEAM Education
Lesson Brief
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 –
● Concept -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 create 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 – Powerpoint 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
CC. 2013
STEAM Education
Lesson Brief
accurately depicted the mood of their movie
science? Were students able to utilize multiple
genres in the development of their songs? Were
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