Who Did It?

CSI: Ridgewood
http://csiridgewood.weebly.com/
Lesson #1 Separating the Innocent from the Guilty
Lesson #2 encil...aper...S!etch..."hec!#
Lesson #$ %hat the Suspect Left &ehind
Lesson #' (uture "rime Scene In)estigators
*a)e you e)er watched a crime show on +,- *a)e you e)er wondered how they
figure out who did it- .oin us for a wee! long course on "rime Scene In)estigation
where /01 will be the lead in)estigator# Learn how to interact with a crime scene
using photography2 fingerprint and shoeprint analysis2 and so much more. /ou will
also ha)e the e3citing opportunity to interact with law enforcement# 4on5t miss out
on your chance to sol)e the crime
How would investigations be different without attention to detail?
How are crime scene investigators important to everyday life?
How do the actions of investigators contribute to solving a crime?
Brandace Byrd and Stephanie Edens
SPED 6402 Spring 204
East Caro!ina "ni#ersity
"06+76+ 87S798"* 978
Crime Scene Investigation
Since 2000, a new interest has swept the nations. Over 100 million television viewers
devoted hours on end to the intriguing topic of crime scene investigation. Real life crime scene
investigation does connect in many ways to the television shows that portray it. owever, there
are many inaccuracies found !Shelton, 200"#. Crime scene investigation is a formal method of
solving crimes that truly happen in the real world.
$ccording to Investigator %ryant !201&# of the 'ash County Sheriff (epartment, )Crime
Scene Investigation is the use of physical evidence at the scene of a crime and the use of
deductive and inductive reasoning to gain *nowledge of the events surrounding the crime. It is
the e+amination and evaluation of the scene for the purposes of recovering physical evidence and
documenting the scene,s condition as found.- $ crime scene is any place, person, or o./ect
su./ect to criminal investigation and an investigation is the process of search and e+amination to
discover facts. 0he purpose of the investigation is to answer 1uestions !2illen, 2000#. 0he
condition of the crime scene must not .e tampered with in order to maintain its integrity. 0ools
utili3ed in crime scene investigation include, .ut are not limited to, fingerprinting, footwear
impression analysis, hair sample analysis, fi.er analysis, .iological fluid analysis, and ('$
analysis !%ryant, 201&#. Crime scene investigators rely on evidence to drive their investigations.
Evidence
4vidence is a *ey component of crime scene investigation. 0here are two classifications
of evidence5 direct evidence and circumstantial evidence. (irect evidence is firsthand e+perience
of a crime. 0his can include videos or eyewitness accounts. Circumstantial evidence is indirect
and implies a fact rather than proving it entirely. 6ingerprinting and hair samples are e+amples of
circumstantial evidence. Circumstantial evidence can .e classified as either physical or
.iological. 7hysical evidence includes impressions such as foot or tire prints. %iological evidence
is more persuasive in court .ecause it narrows the suspect pool down to one individual. 0race
evidence is a type of physical evidence. air samples and .ody fluids are considered trace
evidence !%ertino, 2012#.
0here are two additional classifications of evidence. It can .e either class evidence or individual
evidence. Class evidence narrows down a suspect pool to a smaller group of possi.ilities. %lood
type is one instance of class evidence utili3ed in crime scene investigation. 8hen a piece of
evidence points directly to one person it is called individual evidence !%ertino, 2012#. Crime
scene investigation relies on a plethora of evidence types such as direct, circumstantial,
.iological, and physical to progress to a solution.
Fingerprints
6ingerprints are considered physical circumstantial evidence .ecause they can .e
collected from a crime scene and may lin* individuals to the scene. It is circumstantial .ecause
the fingerprint may have .een left on the scene at a time other than that of the crime !%ertino,
2012#. 6ingerprint analysis has .een utili3ed .y law enforcement for more than a century and is
helpful in crime scene investigation .ecause fingerprints are uni1ue to an individual !%ergen
County 0echnical Schools, 2009#. $nalysis of prints left at a crime scene can provide
investigators a lead in their investigations .y pointing to one individual or omitting the innocent.
$n individual,s fingerprints do not change over his or her lifetime: therefore they can .e
utili3ed in cold crime scenes or those that have not progressed after several years. 0here are three
different patterns recogni3ed in fingerprints5 loops, whorls, and arches. ;oops enter and e+it on
the same side of the fingerprint. 8horls are circles that do not enter or e+it the sides of the
fingerprint. $rches are lines that enter on one side of the finger print, rise into a hill, and e+it on
the opposite side of the print. 6ingerprints are not analy3ed on their patterns alone: they are
.ased on the characteristics, or minutiae, and the structure of the ridges in the print. On the
average fingerprint there are a.out 1<0 o.serva.le ridge structures. If .etween ten and si+teen of
the identifia.le characteristics are present in two print samples, investigators are a.le to assume a
match !%ergen County 0echnical Schools, 2009#.
$t a crime scene there are three types of fingerprints that could possi.ly .e found. 0here
are visi.le prints which are those that were made .y fingers that have come in contact with
something of color such as grease then transferred to a surface such as a window. 7lastic prints
are those that have .een left in a soft material such as dust. 0he last type of crime scene finger
print is a latent print. ;atent finger prints are invisi.le prints caused .y perspiration on one,s s*in
and then transferred to a surface. Once prints are found, they must .e lifted from the surface for
further investigation. 0he method of lifting chosen is .ased on the surface, type of print, and the
amount of a material left .ehind. Several methods used .y crime scene investigators are fuming,
dusting, and the use of laser technology. Once an investigator has lifted prints, they are sent to a
crime la. for comparison and potentially a match !%ergen County 0echnical Schools, 2009#.
$ccording to Investigator %ryant !201&#, )8e can,t have fingerprint identification in thirty
minutes as you see in many television shows. Once uploaded, the data.ase constantly searches
for a match for the fingerprint. Sometimes it may ta*e years to find a match.-
Lifting Prints
8hen a print is found, it must .e lifted to ta*e to a crime la. for further investigation. In
order to lift a print, investigators must first ta*e photographs. Sometimes prints can .e separated
or compromised during the lifting process: therefore it must .e photographed first so that it can
still .e investigated !ilder.rand, 2019#. $fter ta*ing pictures of the print, the investigator dusts
the print with a fine fingerprinting dust or volcanic dust. 'e+t, adhesive paper or pac*ing tape is
placed adhesive side down on the dusted print !4dens, 201&#. It can then .e transferred to the
paper. $ piece of clear acetate is then placed on the print on the adhesive side for preservation. It
should then .e photographed again and ta*en to the la. for further e+amination !ilder.rand,
2019#. 0he la. will constantly run the print in its data.ases until a )hit- or match can .e
assumed.
Footwear Impressions
Criminals must enter and e+it a crime scene: therefore, it is important to consider
footwear impressions that may .e found at the scene. 6ootwear is rarely concealed and can lead
to a narrowing of suspects. =ust after the initial scan of a scene, the area is secured in a manner
that footwear impressions are ta*en into account. Investigators may not .e a.le to see these
impressions at first, so they must use special techni1ues such as dar*ening the room and using
white lights at an angle to search. =ust li*e fingerprints, there are three types of footwear
impressions5 visi.le, plastic, and latent. Once an impression or print has .een found the
investigator must first ta*e photographs. 'e+t, he or she, depending on the surface, must choose
whether to lift or cast the impression. If the shoe print is flat on a flat surface, the print will .e
lifted /ust li*e a fingerprint. If the shoe print is pressed into the surface, li*e mud, they would use
it as a mold for casting. Casting is the preferred method as it provides a more detailed depiction
of the shoe worn !ilder.rand, 2019#. 8hether lifted or casted, a footwear impression is an
important piece of evidence utili3ed .y crime scene investigators.
Scanning, Seeing, and Setching a !rime Scene
Crime scene investigators must first scan a crime scene in order to determine if it is a
primary or secondary crime scene. $ primary crime scene is where the crime actually occurred
and a secondary crime scene is where more evidence may .e found. 6or instance, when a store
ro..ery occurs, the store is the primary crime scene and the suspect,s house may .e the
secondary scene !%ertino, 2012#. 0his is an important first step .ecause crime scene
photographers may need to .e sent to more than one location to gather evidence.
0he investigators must also scan a scene to determine if and where photographs should .e
ta*en. $ panoramic photo from the initial entry point of the crime scene should .e ta*en first.
'e+t, all o.serva.le evidence should .e mar*ed to .e photographed !4dens, 201&#. 7hotographs
are an important aspect of crime scene investigation. 0here must .e photographs ta*en from
multiple angles of each piece of evidence .oth with and without a measuring ruler. 7hotographs
should .e ta*en of the crime scene from multiple distances. 4ach article of evidence must .e
photographed from multiple distances and triangulated !%ertino, 2012#. 0hese photos will serve
as accurate depictions of the crime scene.
$n e+act s*etch of the crime scene should .e drawn to scale. It is a rough s*etch:
however, it accurately notes the location of any and all o./ects that surround the scene. If the
crime scene is indoors, the investigator must draw all furniture, doors, windows, and other
o./ects that can .e seen in and around the crime scene. If it is outdoors, any trees, .ushes,
vehicles, etc. must .e noted. On the crime scene s*etch, north must .e noted and a distance scale
must .e provided. Once the investigators return to an office or la., they may use computer
programs to recreate the crime scene more precisely !%ertino, 2012#. $ s*etch must .e precise as
it may .e utili3ed for further investigation or as evidence in court.
How does one become a !rime Scene Investigator?
Crime scene investigators must possess a wide range of a.ilities in order to .e effective
in their position. It ta*es a mi+ of cognitive a.ility, a *nowledge .ase in criminology, e+perience
with investigation, good wor* orientation, effective communication s*ills, a professional
demeanor, and a positive approach to life to .e an investigator with the crime unit !>elty, =ulian
? Ro.ertson, 2011#. Once promoted to an investigator position, one must commit to over 1000
training hours to .e certified .y the state of 'orth Carolina. %efore enrolling in the state
certification program, one must possess a minimum of an $ssociate,s (egree in the Science of
Criminal =ustice. $lso in 'orth Carolina, a Crime Scene Investigator must .e a mem.er of the
International $ssociation of Identification which has its own set of rules and standards that must
.e upheld .y the investigator. $ 1ualified Crime Scene Investigator is patient, o./ective, and
fle+i.le !%ryant, 201&#.
!onclusion
Crime Scene Investigation is an important and intricate part of the law enforcement
world. It is a forensic science that depends on the effectiveness of its investigators and the
evidence to .e found. It is designed to answer 1uestions utili3ing facts left .ehind at the scene of
a crime. Investigators must arrive on scene with an o./ective, o.servant perspective in order to
effectively collect the evidence needed to solve the crime.
"eferences
%ergen County 0echnical Schools. !2009#. Fingerprinting analysis. Retrieved from
http5@@sites..ergen.org@forensic@fingerprint.htm
%ertino, $. !2012#. Forensic science: Fundamentals & investigations. Independence, >A5
Cengage ;earning.
%ryant, =. !201&, =anuary 1B#. Interview .y % %yrd. Crime scene investigation.
4dens, =. !201&, =anuary 1<#. Interviewed .y S 4dens. Crime scene investigation.
ilder.rand, (. !2019#. Footwear, the missed evidence. Retrieved from http5@@www.crimeCsceneC
investigator.net@footwear.html
>elty, S., =ulian, R., ? Ro.ertson, =. !2011#. 7rofessionalism in crime scene e+amination5 0he
seven *ey attri.utes of top crime scene e+aminers. Forensic Science Policy & Management: An
International Journal, 2!&#, 1D<C1"B. doi5 10.10"0@1E&0E0&&.2012.BE9<D2
2illen, 7. !2000#. Is crime scene investigation forensic scienceF are crime scene investigators
forensic scientistsF. Science & Justice, !!2#, 12<C12B.
Shelton, (. !200"#. 0he Gcsi effectG5 (oes it really e+istF. "ational Institute o# Justice Journal,
2$%, Retrieved from http5@@www.ni/.gov@/ournals@2<E@7ages@csiCeffect.asp+
"0667"+I06 +0 +*7 +*7:7
Interaction is the communication .etween two people or o./ects. It is the way the people
and o./ects react to one another. It includes the action and reactions of the person or o./ect that
is interacting with another. $ person can interact with another person or the things in the world
around them.
Interactions .etween a person and the environment also occur. In this case,
interactions are the way people react and communicate with their surroundings. 0his interaction
is noticed with changes in weather. $ person interacts with cold temperatures .y wearing a coat
while the cold temperature is affecting the person,s comfort.
uman interaction with o./ects occurs daily. 0his interaction generally consists of a
human causing the o./ect to wor* or maneuver to his or her own .enefit. 0he reaction of the
o./ect is its cooperation. 6or instance, the communication .etween a person and his or her
computer are limitless. $ person clic*s the mouse, communicating with the computer: in turn the
computer reacts .y opening a needed file.
0here can also .e o./ect to o./ect interaction. 0he first o./ect causes an action or reaction
in the other. In .ase.all, the .at interacts with the .all once it ma*es contact. 0he .at causes the
.all to move and the .all,s movement is its reaction to the original action.
Interactions are inevita.le with our topic. Crime Scene Investigation is a.out constant
interaction with others in the field, evidence to .e collected, and data that is found.
Crime scene investigators must interact constantly with one another. 0hey have to share
information a.out crimes that they find with their cowor*ers. Investigators must pass
information along to the people who ta*e the ne+t steps in the investigation. 0hey are ver.ally
interacting with someone else from the moment they find out there has .een a crime. Once they
arrive at the scene, they must receive information from any witnesses and police personnel that
may have previously arrived. 0he investigators must interact with those who are ta*ing
photographs, lifting prints, and searching the scene for other information. 0hese interactions can
.e either positive or negative. 2any times the information gathered through interactions with
witnesses and other personnel is positive .ecause it aids in solving the crime. On the other hand,
if the interactions hinder the progress of the investigation they would .e considered negative.
0here is also interaction .etween crime scene investigators and the media, as well as
attorneys. 0hey may have to carefully pass information on to the news reporters in an attempt to
*eep the truth intact. 8henever a crime goes to court, the investigator may have to accurately
report on the information he or she received from the scene. e or she may have to present
evidence and a scene s*etch to the court, if necessary. 0he human to human interactions involved
with crime scene investigation are limitless. Sometimes the overwhelming amount of interactions
can actually slow a case down. If there are a multitude of leads presented, it may ta*e much
longer for the crime to .e solved.
8ithin crime scene investigation, there is also interaction with o./ects. In this situation,
the o./ects would generally .e evidence and technology to test and preserve the evidence. $n
investigator must interact with the o./ects seen at a crime scene. e or she has to .e careful not
to negatively manipulate the area in which evidence is found. 0he interaction with evidence has
to .e e+tremely methodical and precise. If one aspect of the crime scene investigation is not
handled appropriately, it can compromise the entire case.
Once evidence has .een removed from the crime scene, it is ta*en .ac* to a la. where it
can .e further investigated. In this case, there is interaction .etween the investigators and the
o./ects, as well as interaction .etween the technology and the o./ects that are collected from the
scene. 0he appropriate technology is acting on the collected evidence in order to receive
information, while the o./ect reacts to the machinery .y cooperating. 0here are many other times
in crime scene investigation when o./ects are interacting with other o./ects.
Interaction also ta*es place within the minds of all involved with an investigation. 0hey
all have to process the information they receive. 0heir .rains are interacting with the presented
information. 0hey ta*e the information given and must attempt to ma*e connections .etween all
the pieces of evidence received. Investigators must constantly process information efficiently.
0heir .rains are always interacting with their surroundings.
Crime Scene Investigation causes constant interaction. Investigators must *eep
interacting with information found at a crime scene in order to solve the crime. 0he interactions
of investigators are what ultimately solve the crime.
#echnology Integration
(uring our unit on Crime Scene Investigation, we will .e integrating a variety of
technology with which we are certain our students are at least somewhat familiar. 0he reasoning
.ehind our selections is our interest in our students getting the most out of the content we are
teaching and to challenge them along the way.
If availa.le, i7ads !or i7ods# will .e utili3ed daily at camp. If chosen .y the students, they
will .e the method in which a final pro/ect is completed. If the students have access to i7ads
!either from us or the school# they will .e given the option to complete their police reports on it.
4ach day when the students arrive they will .e ta*ing photographs of the classroom crime scene.
0hese will .e transferred into a pro/ect app such as 4ducreations as a part of their final pro/ects.
8e also plan to use them as a way of communication within the classroom. 6or instance, we plan
to set up a padlet online for them to send responses to. 0his will .e the method in which we have
them answer several discussion 1uestions throughout the wee*. 0he mo.ility of the i7ad ma*es it
ideal for this portion of our unit.
In order for students to see the correct way to ta*e, lift, and analy3e fingerprints, a
document camera will .e used. 0his will ensure that all students are a.le to easily see modeling
of the different processes. 0hey will also .e a.le to demonstrate what they have created on their
own. 0he document camera will .e utili3ed to enlarge fingerprints for comparison. 0he larger
picture will allow for easier creation and analysis of prints.
0he laptop will .e our method for accessing videos and sites that are not supported .y the
i7ads. Students will search for information a.out different aspects of crime scene investigation
on sites prearranged .y the instructors. $ll sites and videos that are to .e utili3ed will .e lin*ed
to our camp we.site for easy access. 0he students will have choices for their final pro/ects. 0hey
may either utili3e a presentation app on the i7ad, as previously mentioned, or they may choose a
computer .ased program such as 7ower7oint. 0he final product is a compilation of evidence and
information gathered a.out our classroom crime scene throughout the wee*. It will include a real
police report. 0hese presentation choices are .est as they will allow the students to effectively
display each step of their investigation. Several sites will .e visited throughout the wee* using
the laptops including, .ut not limited to, 4dmodo, 7%S>ids, Aou0u.e, 'orth Carolina
(epartment of =ustice, and State %ureau of Investigations.
0he S2$R0 .oard will .e utili3ed as the main method of relaying information to our
students. 8e will prepare S2$R0 note.oo* lessons to guide our daily sessions. 0he videos we
will watch as a whole group will .e em.edded in the note.oo*s. 0he S2$R0 .oard will also
allow us to display our S*ype conference with a Crime Scene Investigator. 8e are searching for
interactive lessons or e+periments that may .e utili3ed on the S2$R0 .oard, as well.
%ased on what we have learned in our $IH courses thus far, we are attempting to
integrate multiple facets of technology to *eep the students engaged. 4ach source of technology
was chosen specifically for a purpose. 8e are attempting to utili3e each one for its own intended
function. 6or instance, we want to use the i7ads for their application a.ility and the S2$R0
.oard for its interactive factor.
8e also plan to em.ed choices in our unit. 8hen they .egin their investigation of our
classroom crime scene they will choose to use either a presentation application on the i7ads or
7ower7oint to display the information they have gathered, as well as their police reports. 0hese
students will produce a more profound product if they are choosing the method of doing so. 0hey
may choose .ased on the fact that they are comforta.le with a presentation method or that they
would li*e to .e challenged to learn something new in the process.
;ast year,s students were ama3ing with the technology provided and 1uic*ly learned new
methodology. %ecause of this, we are planning to *eep them in constant interaction with
different means of technology in order to .uild on their strengths and enhance engagement in our
classroom.
"06+76+ 01+LI67
Crime Scene Investigation
I. Evidence
a. Direct Evidence
i. Firsthand experience of a crime
ii. Includes videos and eyewitness accounts
b. Circumstantial Evidence
i. Indirect and implies a fact
ii. Does not prove a fact entirely
iii. Two classifications of Circumstantial Evidence
i. hysical
a. Example! Impressions from tires or footwear
b. Trace Evidence falls within hysical Evidence
i. Example! "air samples
ii. #iological
a. Example! Exact D$% match
b. &ore persuasive in court because it points to one
individual
c. Class Evidence
i. $arrows down investigation to a smaller pool of suspects
ii. Example! #lood type
d. Individual Evidence
i. oints directly to one individual
II. Fingerprinting
a. hysical Circumstantial Evidence
i. hysical' can be lifted from the scene
ii. Circumstantial ( may have been left at a time other than that of the crime
b. Fingerprints are uni)ue to an individual
i. Fingerprints do not change over time
ii. Can be used in cold case investigations
c. Fingerprint patterns
i. *oops! Enter and exit on the same side of the fingerprint
ii. +horls! Circles that do not enter or exit the fingerprint
iii. %rches! Enter on one side of the print, rise to a hill, and exit the opposite
side of the fingerprint
d. Three types of fingerprints at a crime scene
i. -isible! &ade by fingers that have come in contact with something of
color
a. Example! .reasy fingerprint on a window
ii. lastic! rints left in a soft material
a. Example! rint left in dust
iii. *atent! Invisible prints
i. Created by perspiration or natural oils in someone/s s0in
e. *ifting prints
i. Dusted
i. Fingerprint dust
ii. -olcanic dust
ii. *ifted from the surface
i. %dhesive paper
ii. ac0ing tape
iii. *astly covered with clear acetate for preservation
f. %naly1ing prints
i. #ased on characters and structures of the print
ii. 2ver 345 observable ridge structures in one print
iii. 2nly 35'36 matching ridge structures must be present between two prints
to assume a match
III. Footwear Impressions
a. Criminals must enter and exit crime scene
i. Footwear must be considered
ii. Criminals rarely conceal footwear so the prints can narrow a suspect pool
iii. &ay not be visible at first and room dar0ening techni)ues with flashlights
may be used
b. Categori1ed the same as fingerprints
i. *atent, plastic, and visible impressions
ii. Impressions may be cast or lifted
i. *ifting is used when the print is on a flat surface and follow the
same process as lifting fingerprints
ii. Casting is chosen when the print is pressed into a surface
a. The impression is used as the mold for a plaster substance
b. referred method
c. It gives a more detailed depiction of the footwear
I-. Crime Scene
a. Scanning
i. rimary crime scene! Crime actually occurred there
ii. Secondary crime scene! %dditional evidence may be found there
b. hotographing the Scene
i. anoramic photo from entry point is ta0en
ii. %ll observable evidence mar0ed then photographed
iii. hotos ta0en from multiple angles of each piece of evidence with
and without a measuring ruler
iv. Crime scene and evidence must be photographed from multiple
distances and triangulated
c. S0etching
i. Drawn to Scale
ii. 2b7ects in and around the crime scene must be drawn
iii. $orth is noted on the s0etch
iv. recision is imperative as it may be used for further investigation or court
v. %rea of the crime scene must be documented
d. 8eport
i. +ho
a. +itnesses
b. Suspects
ii. +hat
a. Crime9s: that occurred
b. Evidence
iii. +here
a. *ocation of the crime9s:
b. hotographs
c. Crime S0etch
iv. +hen
-. #ecoming a Crime Scene Investigator
a. Characteristics of an effective CSI
i. .ood cognitive ability
ii. ;nowledge base in criminology
iii. Investigative experience
iv. .ood wor0 ethic
v. Effective communication s0ills
vi. rofessional demeanor
vii. ositive outloo0 on life
b. Education
i. 2ver 3,555 training hours re)uired by the state of $.C.
ii. %ssociate/s Degree in the science of Criminal <ustice re)uired
iii. &ust be a member of the International %ssociation of Identification
L7SS06 #1
Separating the Innocent from the Guilty
I$ DE%I&E 'B(EC)I*ES
+&D C'&)E&)
,ESS'& 'B(EC)I*E St-dents wi!! -se cri.e scene in#estigation .ethods to
ana!y/e a cri.e scene in order to create a s-spect poo!$
P'I&) )' P'&DER Cri.es occ-r -ne0pected!y$
ESSE&)I+, 1"ES)I'& 2ow does the care3-! consideration o3 e#idence and the cri.e
scene contri4-te to so!#ing a cri.e?
C'&)E&)
'-t!ine the content yo- wi!!
teach in this !esson$
I$ E#idence
a$ Direct E#idence
i$ %irsthand e0perience o3 a cri.e
ii$ Inc!-des #ideos and eyewitness
acco-nts
4$ Circ-.stantia! E#idence
i$ Indirect and i.p!ies a 3act
ii$ Does not pro#e a 3act entire!y
iii$ )wo c!assi3ications o3 Circ-.stantia!
E#idence
i$ Physica!
a$ E0a.p!e: I.pressions 3ro. tires or 3ootwear
4$ )race E#idence 3a!!s within Physica! E#idence
i$ E0a.p!e: 2air sa.p!es
ii$ Bio!ogica!
a$ E0a.p!e: E0act D&+ .atch
4$ 5ore pers-asi#e in co-rt 4eca-se it
points to one indi#id-a!
c$ C!ass E#idence
i$ &arrows down in#estigation to a s.a!!er
poo! o3 s-spects
ii$ E0a.p!e: B!ood type
d$ Indi#id-a! E#idence
i$ Points direct!y to one indi#id-a!
I*$ Cri.e Scene
a$ Scanning
i$ Pri.ary cri.e scene: Cri.e act-a!!y
occ-rred there
ii$ Secondary cri.e scene: +dditiona!
e#idence .ay 4e 3o-nd there
4$ Photographing the Scene
i$ Panora.ic photo 3ro. entry point is ta6en
ii$ +!! o4ser#a4!e e#idence .ar6ed then
photographed
iii$ Photos ta6en 3ro. .-!tip!e ang!es o3 each
piece o3 e#idence with and witho-t a .eas-ring r-!er
i#$ Cri.e scene and e#idence .-st 4e
photographed 3ro. .-!tip!e distances and triang-!ated
II$ PRE7P,+&&I&8
What wi!! st-dents
"&DERS)+&D as a res-!t
o3 this !esson? 2ow does
this connect to the Essentia!
1-estion?
)he st-dents wi!! -nderstand the .eaning o3 cri.e scene
in#estigation$ )hey wi!! a!so -nderstand the i.portance o3
cri.e scene photography$ )he st-dents wi!! -nderstand the
process 3or creating a s-spect poo! -pon ana!ysis o3 the cri.e
scene$ )he i.portance o3 the in#estigator wi!! 4e -nderstood$
In connection to the essentia! 9-estion: the st-dents wi!!
-nderstand the i.portance o3 care3-!!y photographing and
co!!ecting e#idence so as not to co.pro.ise the area$
What wi!! st-dents 4e a4!e to
D' as a res-!t o3 this
!esson?
)he st-dents wi!! 4e a4!e to co.p!ete the 3irst steps o3 cri.e
scene ana!ysis inc!-ding photographing witho-t co.pro.ising
a cri.e scene$ )hey wi!! a!so 4e a4!e to create a s-spect poo!
4ased on the gathered in3or.ation$
III$ P,+&&I&8
2'';
Descri4e how
yo- wi!! gra4
st-dents<
attention at the
4eginning o3
the !esson$
BE
CRE+)I*E$
)I5E: = .in-tes
Our ma*e .elieve crime will .e revealedI 8e will dramatically play out the
reali3ation that something of ours has .een stolen. 8e will tell the students that
we were there the day .efore and that morning early wor*ing in our classroom
and someone must have come in and ta*en my favorite nec*lace that I had ta*en
off so it would not get .ro*en. 0his ties directly to our point to ponder .ecause
no one e+pects a crime to happen at school or anywhere for that matter.
I&S)R"C)I'
&
E0p!ain Step7
4y7step what
yo- wi!! do in
this !esson$ Be
e0p!icit a4o-t
ties to Points
to Ponder:
Essentia!
1-estion: and
Interactions
here$ Inc!-de
+,, s-pport
and teaching
.ateria!s with
yo-r -nit$
)I5E: == .in-tes
We wi!! 4egin 4y ha#ing e#eryone ta6e = .in-tes to introd-ce the.se!#es as
CSI: and their na.e$ )hey wi!! 4e gi#en their in#estigator too!s that wi!! 4e
-sed a!! wee6$ )heir too!s wi!! inc!-de a 4adge and an ipod to-ch or ipad as
a#ai!a4!e$ &ote4oo6s and pen>penci! wi!! 4e pro#ided 4y ca.p director$
)oo!s wi!! 4e disc-ssed so their proper -ses are -nderstood$
We wi!! 4egin the !esson 4y acti#ating the st-dents< prior 6now!edge a4o-t
cri.e scene in#estigation$ We wi!! as6 the. to co.p!ete a circ!e .ap in their
note4oo6s a4o-t what they 4e!ie#e to 4e i.portant 3irst steps in cri.e scene
in#estigation$ We wi!! re#isit these and add to the. as a gro-p at the end o3
the !esson$
+3ter a c!ass disc-ssion a4o-t the i.portance o3 protecting a cri.e scene:
the st-dents wi!! 4e a!!owed to go into the cri.e scene area and photograph$
)his connects to the s-4?ect o3 interactions 4eca-se they wi!! 4e direct!y
interacting with -s: the other st-dents: and o-r cri.e scene$ We wi!! disc-ss
the the.e and the connection to o-r -nit$ It a!so ties direct!y to o-r point to
ponder 4eca-se they did not co.e into this c!assroo. e0pecting to hear o3 a
@rea!A cri.e that has occ-rred$
&e0t: we wi!! -ti!i/e a Pre/i to 4ring the. in3or.ation a4o-t the 3irst steps in
cri.e scene in#estigation: inc!-ding photographing the scene$ We wi!! -se
the presentation to g-ide o-r disc-ssion$ )hey wi!! !earn how to 6eep 3ro.
co.pro.ising a cri.e scene$ )hey wi!! a!so !earn a4o-t creating a s-spect
poo!$ Whi!e #iewing the pre/i: st-dents wi!! 4e 3i!!ing in a 3!ow .ap in their
note4oo6s 3or 3-t-re re3erra!$
http://prezi.com/0ljdowzi6mmu/?utm_campaign!hare"utm_mediumcopy
)he st-dents wi!! #iew di33erent parts o3 a .a6e 4e!ie#e cri.e scene that wi!!
4e recorded 4y o-r e0pert$ B)his wi!! 4e sent to -s 4y the e0pert$ )his #ideo
wi!! a!!ow st-dents to see a cri.e scene in#estigator in action$ )he Pre/i is
sti!! photographs so a #ideo wi!! a!!ow the. to 4etter -nderstand what an
initia! cri.e scene wa!6thro-gh !oo6s !i6e$ )he st-dents wi!! 4e as6ed to
write down things that they notice the in#estigators doing that are i.portant
to cri.e scene in#estigation$ We wi!! pa-se the #ideo periodica!!y to disc-ss
i.portant ha4its o3 the cri.e scene in#estigator$
We wi!! re#isit o-r c!assroo. cri.e scene and disc-ss the ways that it .ay
ha#e 4een co.pro.ised and how their initia! wa!6thro-gh sho-!d ha#e 4een
hand!ed$ )his is another ti.e they wi!! 4e interacting with the cri.e scene$
We wi!!: as a gro-p: ta!6 thro-gh o-r c!assroo. cri.e scene and deter.ine
o-r s-spect poo!$ We wi!! g-ide the. with creating the !ist 4ased on who
ca.e to the roo. on S-nday: when they were not there$ )his wi!! 4e the
4eginning o3 their po!ice report$ )hey wi!! -se the 3o!!owing te.p!ates: Po!ice
report page Po!ice report page 2
We wi!! a!so post pict-res Ca!ready printedD o3 each o3 the s-spects on o-r
cri.e scene @4oardA Cas seen on CSI t# shows$D
+SSESS5E&
)
CPer3or.ance
)as6D What wi!!
the st-dents
D' to
de.onstrate
that they ha#e
.astered the
content? Be
speci3ic and
inc!-de act-a!
assess.ent
with -nit
.ateria!s$
)I5E:0 .in-tes
"sing pad!et the st-dents wi!! ha#e to answer the 9-estions on the page$
BB)he page is a!ready co.p!eted with the 9-estions to 4e answered$
St-dents wi!! 4e assessed 4ased on their reasoning 3or the chosen
s-spects$ )hey sho-!d inc!-de that we -sed e#idence gathered in the cri.e
scene to se!ect the.$ )hey a!so sho-!d .ention the i.portance o3 protecting
a cri.e scene so as not to co.pro.ise it 3or 3-t-re -se$
D'ES )2E +SSESS5E&) +,,'W E'" )' DE)ER5I&E W2E)2ER 'R &') )2E
S)"DE&)S 2+*E 5E) E'"R S)+)ED ,ESS'& 'B(EC)I*E? EES 'R &'
9SS7SS:76+ 964 I6S+81"+I069L :9+78I9LS
#in$ to padlet for a!!e!!ment: http://padlet.com/wall/!rffgg0%&!
Ipad for acce!! to padlet
printed picture! of '!u!pect!(
prezi lin$ http://prezi.com/0ljdowzi6mmu/?utm_campaign!hare"utm_mediumcopy
laptop! for acce!! to powerpoint for their on)going report!
L7SS06 #2
encil...aper...S!etch..."hec!#
I$ DE%I&E
'B(EC)I*ES +&D
C'&)E&)
,ESS'&
'B(EC)I*E
St-dents wi!! doc-.ent the cri.e scene within the c!assroo. in detai!
so it .ay 4e re7created and wo-!d 4e a4!e to 4e he!d -p in co-rt$
)hey wi!! 4e gi#en a chec6!ist to ens-re it inc!-des a!! necessary
co.ponents$ )he sa.e chec6!ist wi!! 4e -sed 3or instr-ctor
assess.ent o3 s6etches$
P'I&) )' P'&DER +cc-rate!y doc-.enting a cri.e scene is the .ost i.portant ro!e o3 a
Cri.e Scene In#estigator$
ESSE&)I+,
1"ES)I'&
2ow do the actions o3 in#estigators contri4-te to so!#ing a cri.e?
C'&)E&)
'-t!ine the content
yo- wi!! teach in this
!esson$
c. S0etching
i. Drawn to Scale
ii. 2b7ects in and around the crime scene must be
drawn
iii. $orth is noted on the s0etch
iv. recision is imperative as it may be used for
further investigation or court
v. %rea of the crime scene must be documented
d. 8eport
i. +ho
a. +itnesses
b. Suspects
ii. +hat
a. Crime9s: that occurred
b. Evidence
iii. +here
a. *ocation of the crime9s:
b. hotographs
c. Crime S0etch
iv. +hen
II$ PRE7P,+&&I&8
What wi!! st-dents
"&DERS)+&D as a
res-!t o3 this !esson?
2ow does this
connect to the
Essentia! 1-estion?
)he st-dents wi!! -nderstand the i.portance o3 an acc-rate cri.e
scene s6etch and its a4i!ity to either he!p or h-rt a case$ + s6etch
.-st 4e detai!ed eno-gh that a cri.e scene can 4e co.p!ete!y
recreated with the in3or.ation that is pro#ided in the s6etch a!ong
with the s-pport o3 the photographs that are ta6en that wi!! ens-re
there is eno-gh detai! that wo-!d s-pport a precise re7creation$ )hey
wi!! -nderstand that it is -ti!i/ed thro-gho-t the in#estigation as we!!
as in the co-rt case that 3o!!ows$ St-dents wi!! a!so -nderstand that a!!
aspects o3 doc-.entation pro#ided in a report ho!d signi3icant #a!-e
in the so!#ing o3 a cri.e: apprehension o3 a s-spect: and potentia!
tria!$
What wi!! st-dents 4e
a4!e to D' as a res-!t
o3 this !esson?
)he st-dents wi!! 4e a4!e to create a detai!ed cri.e scene s6etch$
III$
P,+&&I&8
2'';
Descri4e how
yo- wi!! gra4
st-dents<
attention at
the 4eginning
o3 the !esson$
BE
)I5E:= .in-tes
St-dents wi!! do a 9-ic6: 2 .in-te s6etch o3 their own 4edroo. !a4e!ing
anything they 3ee! is i.portant 3or -s to 6now$ )hey wi!! then share their
s6etches$
Disc-ssion 1-estions:
Do yo- thin6 a stranger co-!d go and .a6e an e0act rep!ica o3 yo-r roo.
4ased on yo-r drawing? What wo-!d yo- need to add or change in order 3or
CRE+)I*E$ so.eone to 4e a4!e to re7create the c-rrent state o3 yo-r roo.?
St-dents wi!! 4e gi#en .in-te to add anything e!se to their s6etch$
I&S)R"C)I'
&
E0p!ain Step7
4y7step what
yo- wi!! do in
this !esson$
Be e0p!icit
a4o-t ties to
Points to
Ponder:
Essentia!
1-estion:
and
Interactions
here$ Inc!-de
+,, s-pport
and teaching
.ateria!s with
yo-r -nit$
)I5E:40 .in-tes
We wi!! 4egin the !esson 4y re#iewing what we !earned the day 4e3ore$
St-dents wi!! 4-ddy -p and they wi!! each ha#e F0 seconds to te!! their 4-ddy
why they thin6 it<s i.portant to ha#e an acc-rate s6etch o3 a cri.e scene$
)hen as a gro-p we wi!! disc-ss the i.portance o3 ha#ing acc-rate s6etches
when in#estigating a cri.e scene$
In order to 4egin o-r !esson on the cri.e scene s6etch: we wi!! pre#iew a
s!ide show 3ro. a 3orensics c!ass ta-ght within the Ba!ti.ore Co-nty P-4!ic
Schoo!s
http:>>www$4cps$org>o33ices>science>secondary>3orensic>Cri.escene
G20S6etch$pd3
St-dents wi!! 4e enco-raged to write down partic-!ar ite.s within the s!ide
show that they 3ee! they need to re.e.4er: inc!-ding:
What the s6etch he!ps in#estigators do and the two di33erent types o3
s6etches$
St-dents wi!! a!so record the 3o!!owing in their ?o-rna!s:
In order to ha#e an acc-rate s6etch: a!! per.anent 3i0t-res: Cwindows: doors:
etc$D non7per.anent 3i0t-res$ Cchairs: ta4!es: etc$D a!! ite.s that were
destroyed and>or ta.pered with: Ca g!ass: 4ro6en #ase: etc$D and the !ocation
within the roo. .-st 4e identi3ied$
"sing the doc-.ent ca.era: we wi!! .ode! how to correct!y s6etch a cri.e
scene to sca!e in order 3or it to 4e he!p3-! in so!#ing a cri.e and i3 the cri.e
were to go to tria!$
%irst: we wi!! show st-dents the way to !a4e! windows: doors and other
per.anent 3i0t-res$ We wi!! then de.onstrate how to .eas-re the distance
4etween per.anent and .o#ea4!e ite.s in the roo. -sing tape .eas-res$
%or e0a.p!e: the distance 4etween a ta4!e and a window or a pi!e o3 4ro6en
g!ass to the door$
Students will .e given an actual crime scene s*etch created .y an e+pert to paste
into their note.oo*s for future referral.
+3ter .ode!ing a s6etch o3 o-r c!assroo.: st-dents wi!! 4e directed to ta6e
ho.e the s6etch o3 their 4edroo.s and ana!y/e it ?-st as a cri.e scene
in#estigator wo-!d -sing in3or.ation gathered d-ring the !esson$ )hey wi!! 4e
pro#ided with a chec6!ist o3 things to !oo6 3or and>or add to their s6etches$
&e0t: we wi!! 4egin disc-ssing the i.portance o3 the written narrati#e within
the po!ice report$ St-dents wi!! #iew a s!ide o3 each o3 the parts in creating a
strong record o3 what happened 3ro. the .o.ent that the in#estigator wa!6ed
in -nti! the ti.e he>she !e3t the scene$ We wi!! gi#e an e0a.p!e o3 a narrati#e
po!ice report that indicates the Who Cwitnesses and>or potentia! s-spectsD:
What Cthe cri.e that possi4!y occ-rredD: When Ca 6nown or appro0i.ate
date>ti.e o3 the cri.eD: Where Ce0act !ocation o3 the cri.e scene and any
other !ocations that .ay 4e direct!y !in6ed to the cri.e sceneD$ St-dents wi!!
doc-.ent this in3or.ation in their ?o-rna! so that they wi!! ha#e it when writing
their narrati#es$
*isit the point to ponder with the 9-estion: Is doc-.enting the cri.e scene
the .ost i.portant ro!e o3 a Cri.e Scene In#estigator? Why or why not?
St-dents wi!! indi#id-a!!y respond to this 9-estion in their note4oo6s$
+SSESS5E&
)
CPer3or.ance
)as6D What
wi!! the
st-dents D'
to
de.onstrate
that they
ha#e
.astered the
content? Be
speci3ic and
inc!-de act-a!
assess.ent
with -nit
.ateria!s$
)I5E:2= .in-tes
)he st-dents wi!! create an acc-rate s6etch o3 the c!assroo. cri.e scene
-sing a r-4ric that wi!! 4e pro#ided$ St-dents wi!! ha#e the opport-nity to
ana!y/e each other<s s6etches and narrati#e and wi!! 4e gi#en a score and
3eed4ac6 4y at !east one other st-dent -sing the sa.e r-4ric$ )he st-dents
wi!! 4e assessed on the correct p!ace.ent o3 o4?ects on their drawings as we!!
as the correct .eas-re.ents 3or the area o3 the roo. and the doc-.ented
distances 4etween .o#ea4!e and non7.o#ea4!e ite.s in the roo.$ St-dents
wi!! a!so 4e assessed on their detai! within the narrati#e$
D'ES )2E +SSESS5E&) +,,'W E'" )' DE)ER5I&E W2E)2ER 'R &') )2E
S)"DE&)S 2+*E 5E) E'"R S)+)ED ,ESS'& 'B(EC)I*E? EES 'R &'
9SS7SS:76+ 964 I6S+81"+I069L :9+78I9LS
*aper and pencil for the !$etch
+ea!urement tool!)ruler! and tape mea!ure!
i*ad to ta$e a picture of the !$etch
#aptop) ,ee-ly we-!ite. /altimore 0ounty *u-lic School! Slide Show. *owerpoint
0rime Scene S$etch to pa!te in note-oo$!
0hec$li!t for 0la!!wor$/1omewor$
S*etch Ru.ric
L7SS06 #$
,hat the Su!pect #eft /ehind
I$ DE%I&E 'B(EC)I*ES
+&D C'&)E&)
,ESS'& 'B(EC)I*E )he st-dents wi!! ta6e: !i3t: and ana!y/e 3ingerprints in order to
deter.ine the type and whether a .atch can 4e .ade$
P'I&) )' P'&DER %ingerprints are the .ost i.portant 6ey to -n!oc6ing the tr-th
a4o-t who .ay 4e g-i!ty$
ESSE&)I+, 1"ES)I'& Is 3ingerprint ana!ysis the .ost i.portant aspect o3 cri.e scene
in#estigation?
C'&)E&)
'-t!ine the content yo- wi!!
teach in this !esson$
II$ %ingerprinting
a$ Physica! Circ-.stantia! E#idence
i$ Physica!7 can 4e !i3ted 3ro. the scene
ii$ Circ-.stantia! H .ay ha#e 4een !e3t at a
ti.e other than that o3 the cri.e
4$ %ingerprints are -ni9-e to an indi#id-a!
i$ %ingerprints do not change o#er ti.e
ii$ Can 4e -sed in co!d case in#estigations
c$ %ingerprint patterns
i$ ,oops: Enter and e0it on the sa.e side o3
the 3ingerprint
ii$ Whor!s: Circ!es that do not enter or e0it the
3ingerprint
iii$ +rches: Enter on one side o3 the
print: rise to a hi!!: and e0it the opposite side o3 the 3ingerprint
d$ )hree types o3 3ingerprints at a cri.e scene
i$ *isi4!e: 5ade 4y 3ingers that ha#e
co.e in contact with so.ething o3 co!or
a$ E0a.p!e: 8reasy 3ingerprint on a window
ii$ P!astic: Prints !e3t in a so3t .ateria!
a$ E0a.p!e: Print !e3t in d-st
iii$ ,atent: In#isi4!e prints
i$ Created 4y perspiration or nat-ra! oi!s in so.eone<s s6in
e$ ,i3ting prints
i$ D-sted
i$ %ingerprint d-st
ii$ *o!canic d-st
ii$ ,i3ted 3ro. the s-r3ace
i$ +dhesi#e paper
ii$ Pac6ing tape
iii$ ,ast!y co#ered with c!ear acetate 3or preser#ation
3$ +na!y/ing prints
i$ Based on characters and str-ct-res
o3 the print
ii$ '#er =0 o4ser#a4!e ridge
str-ct-res in one print
iii$ 'n!y 076 .atching ridge
str-ct-res .-st 4e present 4etween two prints to ass-.e a
.atch
III$ %ootwear I.pressions
a$ Cri.ina!s .-st enter and e0it cri.e scene
i$ %ootwear .-st 4e considered
ii$ Cri.ina!s rare!y concea! 3ootwear so
the prints can narrow a s-spect poo!
iii$ 5ay not 4e #isi4!e at 3irst and roo.
dar6ening techni9-es with 3!ash!ights .ay 4e -sed
4$ Categori/ed the sa.e as 3ingerprints
i$ ,atent: p!astic: and #isi4!e
i.pressions
ii$ I.pressions .ay 4e cast or !i3ted
i$ ,i3ting is -sed when the print is on a 3!at s-r3ace and 3o!!ow
the sa.e process as !i3ting 3ingerprints
ii$ Casting is chosen when the print is pressed into a s-r3ace
a$ )he i.pression is -sed as the .o!d 3or a p!aster s-4stance
4$ Pre3erred .ethod
c$ It gi#es a .ore detai!ed depiction o3 the 3ootwear
II$ PRE7P,+&&I&8
What wi!! st-dents
"&DERS)+&D as a res-!t
o3 this !esson? 2ow does
this connect to the
Essentia! 1-estion?
St-dents wi!! -nderstand the di33erence 4etween the di33erent
types o3 prints that .ay 4e !e3t at a cri.e scene$ )hey wi!!
-nderstand how in#estigators ana!y/e the.$ )hey wi!! ha#e an
-nderstanding o3 4oth 3ingerprints and 3ootwear i.pressions
and their i.portance to cri.e scene in#estigation which direct!y
connects to the essentia! 9-estion$
What wi!! st-dents 4e a4!e
to D' as a res-!t o3 this
!esson?
)he st-dents wi!! 4e a4!e to ta6e: !i3t: and ana!y/e 3ingerprints$
)hey wi!! 4e a4!e to ana!y/e 3ootwear i.pressions$
III$ P,+&&I&8
2'';
Descri4e how yo- wi!!
gra4 st-dents< attention at
the 4eginning o3 the
!esson$
BE CRE+)I*E$
)I5E:= .in-tes
St-dents wi!! co.e in and as they do they wi!! wa!6 thro-gh 3!o-r
on the 3!oor and i3 they gra44ed the door hand!e: they wi!! ha#e
gotten !otion Cwe wi!! as6 on the 3irst day i3 it<s o6 3or a!! o3 the. to
ha#e !otionD on their 3ingers$ +s they wa!6 to their seats and to-ch
anything: they wi!! 4e !ea#ing prints 4ehind$ We wi!! 2''; the
st-dents 4y showing the. ?-st how .-ch they !e3t 4ehind and
ha#e the. .a6e the connection 4etween that and a tr-e cri.e
scene$
I&S)R"C)I'&
E0p!ain Step74y7step
what yo- wi!! do in this
!esson$ Be e0p!icit a4o-t
ties to Points to Ponder:
Essentia! 1-estion: and
Interactions here$ Inc!-de
+,, s-pport and teaching
.ateria!s with yo-r -nit$
)I5E: 60 .in-tes
%irst: st-dents wi!! !earn the 4asics o3 3ingerprints and
3ingerprinting 4y way o3 a Eo-t-4e #ideo$ )ow a (etective Jses
6ingerprintsI- 0his is retrieved from
http5@@www.youtu.e.com@watchFvKDoh(wH7e1g4
We a!so p!an to ha#e a #ideo o3 o-r e0perts ta6ing 3ingerprints 3or
the. to watch$ BBWe are waiting 3or the #ideo to 4e sent to -s$
&e0t: each st-dent wi!! 4e ta6ing so.eone e!se<s print on two
di33erent cards$ )hese cards wi!! 4e .i0ed -p and -ti!i/ed !ater 3or
o-r .atching assess.ent acti#ity$ In this sit-ation the st-dents
wi!! 4e interacting with one another and the .ateria!s 3or
3ingerprinting$
&e0t: st-dents wi!! 4e #isiting two di33erent stations today$ +t the
3irst: they wi!! 4e ana!y/ing 3ootwear i.pressions and deter.ining
which shoe .atches which print$ )hey wi!! deter.ine whether
they 4e!ie#e it<s a .an or wo.an<s shoe 4ased on the print gi#en
and prior 6now!edge$ )his wi!! 4e to 4ring -p disc-ssion: it wi!! not
4e e0p!icit!y ta-ght$ In order to .a6e this .ore cha!!enging: a
partia! print wi!! on!y 4e gi#en 3or ana!ysis$
+t the other station: they wi!! 4e !earning how to .a6e a .atch
4etween two prints$ )hey wi!! 4e shown how .atches are
.ar6ed$ )hey wi!! 4e -sing the prints they too6 d-ring the ear!ier
part o3 the !esson to de.onstrate their own a4i!ity to 3ind a @hit$A
St-dents wi!! ret-rn to their seats and wi!! 4e as6ed to co.p!ete a
pros>cons chart 3or each type o3 print$ +3ter doing so: we wi!!
disc-ss their 3indings$ St-dents wi!! 4e as6ed to choose which
piece o3 e#idence they thin6 is .ost -se3-! in cri.e scene
in#estigation 4ased on the pros>cons chart and o-r c!ass
disc-ssion$ )his connects to the point to ponder 4eca-se they wi!!
4e a4!e to thin6 a4o-t the -se o3 di33erent prints in in#estigations$
)hey wi!! a!so 4e a4!e to ponder whether or not 3ingerprints are
the .ost i.portant piece o3 e#idence$
,ast!y: they wi!! 4e !i3ting prints 3ro. o-r c!assroo. cri.e scene
to add to the e#idence within their po!ice reports$ )hey wi!! ha#e
to write down what type o3 3ingerprint it is and e#a!-ate it 3or any
co..ona!ities 4etween those o3 the s-spects$ )he 3ingerprints o3
s-spects wi!! 4e in a @data4aseA note4oo6 3or -se 4y st-dents$
BB2o.ewor6: St-dents wi!! 4e as6ed to 4ring in a !ist o3 9-estions
that they wo-!d !i6e to as6 o-r e0pert d-ring to.orrow<s .eeting
with hi.$
+SSESS5E&)
CPer3or.ance )as6D What
wi!! the st-dents D' to
de.onstrate that they
ha#e .astered the
content? Be speci3ic and
inc!-de act-a!
assess.ent with -nit
.ateria!s$
)I5E:= .in-tes C)he wor6 wi!! 4e done d-ring the !esson$D
)he st-dents wi!! 4e assessed on their a4i!ity to prod-ce a .atch
4etween prints ta6en d-ring the acti#ities$ )hey wi!! ha#e to write
the type o3 3ingerprint -nder each print$ Cwhor!: !oop: or archD
)hey wi!! ha#e to .ar6 at !east I points that .atch within the two
prints$ )hey can -se the photo o3 a .atch on their 3ingerprinting
hando-ts as a g-ide$
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9SS7SS:76+ 964 I6S+81"+I069L :9+78I9LS
2ingerprinting card! 3from our e4pert!5
2ingerprinting in$ 3from e4pert!5
#ifting tape 3from e4pert!5
#ifting du!t 3from e4pert!5
flour
lotion
Ipad to add to their police report!
2ingerprinting 1andout!
L7SS06 #'
2uture 0rime Scene In6e!tigator!
I$ DE%I&E 'B(EC)I*ES
+&D C'&)E&)
,ESS'& 'B(EC)I*E St-dents wi!! co.p!ete their po!ice report a4o-t the cri.e:
ta6ing into consideration the new in3or.ation !earned 3ro. the
e0pert$
P'I&) )' P'&DER Str-ct-red ed-cation is the .ost i.portant co.ponent to
4eco.ing an e33ecti#e Cri.e Scene In#estigator$
ESSE&)I+, 1"ES)I'& %ro. the in3or.ation gathered 3ro. o-r e0pert: how .ight a
person 4eco.e an e33ecti#e Cri.e Scene In#estigator?
C'&)E&)
'-t!ine the content yo- wi!!
teach in this !esson$
*$ Beco.ing a Cri.e Scene In#estigator
a$ Characteristics o3 an e33ecti#e CSI
i$ 8ood cogniti#e a4i!ity
ii$ ;now!edge 4ase in cri.ino!ogy
iii$ In#estigati#e e0perience
i#$ 8ood wor6 ethic
#$ E33ecti#e co..-nication s6i!!s
#i$ Pro3essiona! de.eanor
#ii$ Positi#e o-t!oo6 on !i3e
4$ Ed-cation
i$ '#er :000 training ho-rs re9-ired 4y the
state o3 &$C$
ii$ +ssociate<s Degree in the science o3
Cri.ina! (-stice re9-ired
iii$ 5-st 4e a .e.4er o3 the Internationa!
+ssociation o3 Identi3ication
II$ PRE7P,+&&I&8
What wi!! st-dents
"&DERS)+&D as a res-!t o3
this !esson? 2ow does this
connect to the Essentia!
1-estion?
St-dents wi!! -nderstand that Cri.e Scene In#estigators .-st
ha#e speci3ic re9-ire.ents 3or o4taining their ?o4s: inc!-ding a
passing grade in a B,E) progra. CBasic ,aw En3orce.ent
)rainingD: Cri.e Scene In#estigator training Ctypica!!y
pro#ided 4y the &orth Caro!ina (-stice +cade.yD and they
.ay a!so need: depending on the depart.ent: an +ssociates
and>or Bache!ors Degree in Cri.ina! (-stice$ Cri.e Scene
In#estigators .-st a!so possess the capa4i!ity to pay #ery
c!ose attention to detai! as they gather in3or.ation 3ro. a
cri.e scene$ )hey wi!! a!so -nderstand the i.portance o3
creating the written narrati#e that they ha#e a!ready 4eg-n$
What wi!! st-dents 4e a4!e to
D' as a res-!t o3 this !esson?
+s a res-!t o3 this !esson st-dents wi!! 4e a4!e to re#iew their
reports and ens-re they ha#e added eno-gh detai! that wi!!
ens-re its a4i!ity to ho!d -p in co-rt$ St-dents wi!! a!so 4e
a4!e to deter.ine where they .ight 4e a4!e to recei#e
necessary training and ed-cation to 4eco.e a Cri.e Scene
In#estigator$ )his wi!! 4e added to their reports: as we!!$
III$
P,+&&I&8
2'';
Descri4e how
yo- wi!! gra4
st-dents<
attention at
the 4eginning
o3 the !esson$
BE
CRE+)I*E$
)I5E: = .in-tes
Students will e+plore the 'orth Carolina =ustice $cademy we.site, watch the
informational video, and find one interesting thing they learned from the site.
8e will .riefly discuss the we.site and what it may mean for them as future
Crime Scene Investigators.
I&S)R"C)I'
&
E0p!ain Step7
4y7step what
yo- wi!! do in
this !esson$
Be e0p!icit
a4o-t ties to
Points to
Ponder:
Essentia!
1-estion:
and
Interactions
here$ Inc!-de
+,, s-pport
and teaching
.ateria!s with
yo-r -nit$
)I5E: 40 .in-tes
St-dents wi!! 4ring in 9-estions they thin6 wo-!d 4e 4ene3icia! to as6 '33icer
Edens$
1-estions that st-dents wi!! 4e g-ided to as6 wi!! inc!-de:
What is the 4est part a4o-t 4eing a Cri.e Scene In#estigator?
2ow co-!d I 4eco.e a Cri.e Scene In#estigator?
What steps co-!d I ta6e now to wor6 toward 4eco.ing a Cri.e Scene
In#estigator?
When do yo- 4egin creating the written part o3 yo-r report?
2ow detai!ed are the reports?
We wi!! 4egin S6yping with '33icer Edens who wi!! disc-ss with st-dents an
in#estigator<s ed-cationa! 4ac6gro-nd: the i.portance o3 4eing .etic-!o-s:
and how the written part o3 the report is .ore technica! than the type o3
writing they -s-a!!y ha#e to do$ )his direct!y corre!ates with the point to
ponder and essentia! 9-estion 4eca-se it he!ps the. to -nderstand what it
ta6es to 4eco.e a CSI and how to acc-rate!y report a cri.e scene$
+SSESS5E&
)
CPer3or.ance
)as6D What
wi!! the
st-dents D'
to
de.onstrate
that they ha#e
.astered the
content? Be
speci3ic and
inc!-de act-a!
assess.ent
with -nit
.ateria!s$
)I5E: F0 .in-tes
St-dents wi!! co.p!ete the writing o3 their narrati#es and re#iew a!! other
pieces o3 the report to ens-re that it is as detai!ed as possi4!e$ St-dents wi!!
4e assessed 4ased on their a4i!ity to acc-rate!y depict their cri.e scene
3indings$ Instr-ctors sho-!d 4e a4!e to recreate a cri.e 4ased on the
narrati#e portion o3 their cri.e scene reports$ 'nce they are co.p!ete!y
3inished with this: st-dents wi!! co.p!ete a scenario in which they ha#e 4een
hired 4y Ridgewood Po!ice Depart.ent$ )hey .-st doc-.ent speci3ic detai!s
a4o-t their ed-cationa! 4ac6gro-nd -sing in3or.ation gathered 3ro. the !ist
o3 possi4!e schoo!s and other in3or.ation pro#ided$
I3 ti.e a!!ows: st-dents wi!! ha#e the opport-nity to p!ay a ga.e in which they
are Cri.e Scene In#estigators deter.ining the g-i!ty 3ro. a s-spect poo!:
.-ch !i6e o-r own$ )his wi!! 4e !in6ed o-r we4site 3or accessi4i!ity$
CSI: S9-ea6 Snea6 http:>>p4s6ids$org>3etch>ga.es>csiJ>ga.e$ht.!?
Js.Ja-JKi**#56Rr=*1sW=s?
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S$ype
#aptop!)7089 we-!ite. ,ee-ly
*olice :eport
Scenario 9cti6ity