Evidence and Investigation Plan

 

Project time frame:

To create the crime: 2 classes

To prepare evidence: 1-2 classes

To analyze other class’ evidence: 2 classes

Video conference – 2 sessions

45 minutes to introduce classes can set the scene for the activity

1 hour (1/2 hour for each class to present their case)

 

How to sign up:

First come basis

 

Grade: 5 – 6

Number of classes to participate: host class and one other

Type of Connection: IP/H.323

Cross Curriculum: Science, Language Arts

 

Method for conveying topic:

  • Lecture – to introduce topic and requirements
  • Discussion – presenting cases, evaluation of project, discuss issues that arose during the process
  • hands-on activities – experiments

 

Teacher’s job:

This project will entail both teachers to do a lot of the work with the students in class. During the process the teachers will agree to divide the discussion and/or lecture. The teachers will:

 

  • oversee the writing and developing of the crime story, ensuring it is appropriate for age limit.
  • Create a script together for lecture session and discussion session
  • prepare and supply materials for the experiments.
  • Schedule the two Video conference times and sites
  • Provide the students with the background knowledge for evidence and investigation skills prior to and during the creation and preparation of the crime.
  • Provide the other class with the suspect profiles, including copies of fingerprints and footprints. They will need to inform the participating teacher of any evidence that will be needed to conduct the experiments leading to the prime suspect.

 

The students will:

  • write the crime story
  • create and develop the evidence (shoe prints and so on) for the participating class
  • receive and process the evidence from the other class
  • use deductive reasoning and investigating skills to develop a case for a prime suspect
  • devise a criminal case against the prime suspect using the evidence they have determined leads to a logical conclusion
  • present their case to the other class during the second Video Conference

 

Enduring Understanding:

 

Students will understand deductive reasoning can be used to solve problems.

 

Students will understand the process used during scientific experiments to solve problems.

 

Activity:

 

Students will become crime scene investigators, investigating a ‘crime’ that is developed and created by the students with the supervision of the teacher. Students will gather evidence and analyze the evidence from the ‘crime’ scene.

 

The students and teacher create a crime scene in which a crime has been committed. The crime will include a victim, and four suspects. Each suspect has a file in which their profiles explain their alibis, characteristics, a drawing of their faces, a sample of their fingerprints, and a sample of their handwriting. Included in their profiles are hints to the relationship to the victim and the crime. For example: one suspect owns a dog (dog hair is on the scarf or shirt), two suspects wear the same footwear (one of which is the criminal), one suspect wears the same cologne or perfume found on the shirt, one suspect has left their fingerprints on a cup of pop, one suspect has written a threatening message. Make sure that most of the evidence involves the criminal but confuse the issue by making sure evidence can be someone else too.

 

Step One: Set up crime scene.

 

  1. You will need at least six 11 x 17 sheets of paper. Each sheet represents one section of the crime scene. Attach the sheets together making one large area and place them on the floor in an area which will not be disturbed.
  2. Prepare footprints. There should be five sets of footprints. One set for each of the suspects and one set for the victim.
  3. Two sets will be used in the crime scene. These prints will run across the sheets of paper. You will need two copies of the prints used in the crime scene. The other set will be displayed for the students to analyze along with the other suspects footprints when it is time to analyze the footprints.
  4. Make footprints by painting the bottom of the shoe with black tempra paint or use mud
  5. When placing the footprints on the crime scene, place a footprint in each section and in some chaotic manner, depicting running or a struggle
  6. Prepare fingerprints.
    1. You will need five different sets of fingerprints, one for the victim and the other four for the suspects.
    2. Make six prints of the ‘criminals’ fingerprints by placing his/her finger onto clear tape. This fingerprint must match one of the suspect’s.
    3. You will need two clear plastic cups labelled Cup# 1 and Cup # ## Make sure you do not leave unwanted fingerprints on the cups. One set of fingerprints will be the victims and the other set is of one of the suspects. This fingerprint is also on one of the cups, giving evidence the criminal was in the house and drank from the cup.
    4. Place the two cups on the crime scene.
    5. In the cups pour about ¼ cup pop.
    6. In one of the glasses mix in 1 teaspoon of baking soda. Be sure not to disturb the fingerprints.
  7. Prepare the brown stain.
    1. Mix brown food coloring (2 teaspoons red food coloring mixed with 1 teaspoon green food coloring)
    2. Pour the food coloring onto a large piece of paper towelling (large enough to be cut into six sections (one for each section of crime scene))
  8. Make hidden message.
    1. Make up a message to the victim in which a threat is inferred.
    2. The message in written in the handwriting of one of the suspects.
    3. Tear into six sections (one for each investigative team) and scatter across crime scene.
  9. Prepare threads.
    1. Tatter a scarf or shirt
    2. Spray some cologne or perfume (depending on your guilty suspect) onto the scarf or shirt
    3. Remove several strands of thread from the material and scatter across the crime scene. (one for each investigative team)
    4. Place several strands of dog hair and two different human hair samples. Make sure that one sample of human hair is that of the criminal’s (same color and length of that in the suspect’s profile)
  10. Prepare the toothbrush
    1. Dip a moist toothbrush in baking soda
    2. Allow to dry
    3. Place in crime scene
  11. Scatter other evidence across crime scene. For example: a dumped over garbage can – something that illustrates chaos
  12. Rope off crime scene
  13. Students are divided into six investigative teams
    1. Students draw their crime scene section onto a large piece of chart paper. Make sure the evidence is as it appears in the crime scene
    2. Students take notes of what they see overall.
    3. After you have ensured the crime scene is copied accurately, remove the scene
  14. Experiments: Note – All students will document their findings in their own booklets. All students must attempt each experiment or divide the experiment so all have a chance to participate in their groups.
  15. Test the fingerprints.
    1. Lightly Sprinkle the fingerprints from the cups with baby powder
    2. Gently lay a piece of clear tape onto the fingerprint and lift.
    3. Place the lifted fingerprint onto a piece of black paper. Be advised that these fingerprints do not come out very clear that is why you made the other finger prints on the clear tape earlier.
    4. Have the students analyze the fingerprints you made earlier. They will compare these with those of the suspects.
    5. Students record their findings on the fingerprints chart in their booklets.
  16. Brown stain test.
    1. Each group should have one strip of brown paper towel with a stain
    2. Students follow the procedure for analyzing the stain found in the student booklet.
    3. Students record their findings.
  17. Thread test.
    1. Students will compare grass, wool, yarn, dog hair and human hair (two different strands) using a microscope. (dog hair and human hair found on shirt or scarf.
    2. Students will compare the samples with those found at the crime scene
    3. Students record their findings

#Toothbrush powder test.

    1. Students compare baking soda, baking powder, baby powder, flour and sugar
    2. They will follow the procedure in their booklets and record their findings
  1. Footprints test
    1. Students will compare the footprints of those found at the crime scene and the suspect’s footprints
  2. Torn message
    1. Students will compare the handwriting sample on the torn piece of paper with those of the suspect’s
    2. Students will perform a chromatography test on the ink
  3. Pop test
    1. Students will perform a test on the pop found at the scene.
    2. They can taste test, smell test
    3. They will use the other powders used previously to determine which reacts the same as the powder in the pop
  4. Smell test
    1. Students will compare the scent on the scarf or shirt found at the scene with five other samples you will provide, one of which is the same scent used on the shirt or scarf.
    2. After all the evidence is gathered and analyzed, students come together and present their case for their findings.
  5. Students state who they think the criminal is and why. Each student must participate in presentation of evidence.

 

Assessment

Group observation evaluation

Peer evaluation for group work

Completed student workbook with all finding recorded

Presentation of evidence.

 

This project was written by Karen Miers in the class Planning Interactive Curriculum Connections.


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