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KKamps-Felix Mystery Details



Detailed Lesson Plans

9/8/09 - 9/29/09

 

Slush Day: Interview with Police Detective

When it works for a police detective to visit, spend a class period interviewing him/her.  Prior to the visit, have students use the "Questions We Have" list as well as brainstormed questions to create a list of items to be addressed in the interview.  Questions such as the following should be included:

  • How is a crime scene searched?
  • What constitutes evidence?
  • How is evidence collected and handled?
  • What types of information is recorded?
  • What do you consider to be the most compelling type of evidence?
  • What type of reasoning is used to connect evidence to suspects? 
  • How accurate are television crime shows?
  • What process do you go through to create a viable theory?
  • How long does it typically take to solve a case like Felix?
  • Do all cases get solved?

 


Day 1: Introduction to the Crime Scene

 

  • Preparation Work:
    • Prepare plastic cups
    • Prepare the "brown stain" paper towel
    • Make the secret note
    • Prepare the cotton threads
    • Prepare the towel
    • Make the fake blood
    • Copy footprint and paw prints
    • Prepare the crime scene according to "Felix Mystery[1]"
    • Overall picture of crime scene
    • Divide students into 8 crime scene investigation teams
    • Place "Crime Scene: Do Not Cross" tape over classroom door (so that you can still enter the room)
    • Download Forensics movie from United Streaming; post in Moodle with "Force Download" chosen
    • Run off accompanying fill in the blank notes for movie
    • Sign up for Media Center (class meeting place for days 1 - 3)
    • Sign up for computer projector
    • Create wiki pages:
      • Solving Mysteries (top section labeled "What We Know about Solving Crimes"; bottom section labeled "Questions We Have about Solving Crimes")
      • Preliminary Investigative Report (label sections, top to bottom, "Background Information," "Suspect Statements," and "Crime Scene Evidence"
      • Wiki Help (including Jings and individual wiki pages with directions for: creating pages w/templates, editing/commenting, linking pages, uploading pictures and adding to a page
      • Reflections Journal template page (include list of response questions for each day in the text portion + "Who Done It?" entry)
      • Crime Scene Evidence template page
    • Arrange for a police detective to visit the class to assist in examining evidence and clarifying requirements for "Investigative Report" which will be filed with the Prosecutor's Office at the end of the project.
    • Arrange for adults to come the last day or two of the project to act as representatives from the Prosecutor's Office and to hear arguments for issuing arrest warrants (number of adults needed depends on class size)

 

Crime Scene Materials
butcher paper with body outline wastebasket w/torn towel and scented with cologne; chocolate bar wrapper; empty cologne container analog alarm clock set at 2:57 1 paper towel w/brown stain
fake blood leading from head on outline to outer edge of paper ice cube tray w/all but 4 compartments empty; fill other compartments w/water and baking soda combination 2 empty cola cans five 2" pieces of white cotton yarn near footprints
footprints of person and dog within crime scene two cups of cola w/fingerprints, 1/2" of cola (one cup w/1/8 T. baking soda) comb w/strands of dark, human hair secret note indented on tagboard
paintbrush paint container guitar pick clip-on earring
audio of waves breaking on the beach clipboards w/crime scene map outline on it pencils  

 

  • Introduction:
    • Turn on beach sounds audio in classroom before meeting students.
    • Meet students outside classroom and explain that a "crime" has been committed in the room.  Explain that all we know at this point is that the scene of the crime is a two-bedroom, one-bathroom beach house owned by one Feliz Navidad, and that it is a warm day.  Detectives were working on the crime scene earlier today and have roped the area off.  A body was removed from the scene but all other evidence remains untouched.
    • Before entering the classroom, ask students what they already know about solving mysteries.  Who investigates crime scenes?  What types of things might they find?  How might they begin investigating a crime?  Keep a running list of brainstormed ideas under the heading "What We Know" on a wiki page titled, "Solving Mysteries," and project so all can see.
    • In a new section called "Questions We Have" of the "Solving Mysteries" wiki page, have students list things they feel like they would need to know about solving a crime on the same wiki page.
    • Explain that each student has been assigned to a crime scene investigation team that, over the course of the next three weeks, will be piecing together evidence to try to solve the crime.

 

  • Lesson:
    • Remind the students that throughout the investigation, it will be important to keep an open mind.  They may automatically have ideas, upon entering, of what happened; however, first impressions can be deceiving.  This case is already proving to be much more complicated than it may initially appear.
    • Explain that as they enter the "beach house," they will see a roped off area.  Inside that area is what is considered the crime scene. Their first task is to draw a detailed, labeled sketch of what they see.  Because the crime scene will need to be dismantled soon for further analysis, their maps are their best record of what the crime scene looks like.  Items should be drawn to scale and should show appropriate orientation.  Anything they see, both the object and how its set in the scene, could be important information. 
    • Hand out clipboards and crime scene map outlines and help students understand how the map will correlate with the crime scene.  Numbers and strings have been added to divide the area into smaller sections to help them examine the crime scene in a more organized way.  At this point, they should be sure to stay behind the barrier.
    • Read aloud "How to Be a Good Observer[2]," (pages 7-8).
    • Explain that their maps will be graded based on the accuracy with which they are drawn (share scoring rubric).  Maps will be entered into their individual forensic file.
    • Lead students into the room.  Have them spread out and allow them to move as needed to get a better view of different parts of the scene.
    • Allow 10 - 15 minutes for students to draw and observe.
    • After time expires, move students away from the crime scene.  Ask for their observations (as needed, emphasize the difference between observations and inferences; for instance, while observing the comb, they should record its color, where it is found, whether or not it had hair in it--this is all evidence.  Some examples of inferences are, "It was Felix's comb," or, "He was coming his hair right before he died.").  Keep a list of items they observed on a new wiki page entitled "Preliminary Investigative Report."  Be sure to record not only what items were found but also in what section of the map (see example below).  Project list so all can see.
    • Example of diagram for "Preliminary Investigative Report" wiki page (each item listed will eventually be linked to another wiki page with more information about the item):

       

    • Section 1:

      -dog prints

      -2 human footprints

      -ice cube tray

      -2 strings

      Section 2:

      -trash can

      Section 3:

      -10 dog prints

      -9 human footprints

      -can of cola

      -top of head from body outline

      -blood drops

       

      Section 4:

      -comb with hair

      -cup of cola

      -most of body outline

      Section 5: Section 6:
      Section 7: Section 8:

 

  • Wrap Up:
    • Model how to create a new wiki page using a template and have students create a "Reflections Journal" wiki page (save as "KKamps-Reflections Journal").
    • Ask: "Are we ready to decide what happened?  Why or why not?"
    • Have students record initial ideas of what happened as a "Comment" at the bottom of their "Reflections Journal" wiki page.  Their ideas should be based on evidence.  Emphasize that these are "First Impressions" only and will very likely change as more evidence is available.
    • Collect maps to check for detail (use sticky notes to indicate which students need to spend more time observing and recording).
    • Discuss thoughts about today's experience.
    • Assign homework.

 

  • Homework:
    • Watch the movie from United Streaming called Forensics (download onto laptop at end of hour from Moodle) to help learn more about what forensics is and how detectives do their work.  Fill in notes sheet while watching.

Day 2: Preparing to Observe in Detail

 

  • Preparation Work:
    • Take picture of the overall crime scene ahead of time and post to "Preliminary Investigative Report" wiki page
    • Run copies (or have posted in Moodle) the project rubric
    • Pre-grade crime scene maps; use sticky notes for comments.
    • Create Handling Evidence Carefully movie (best if detective runs students through procedures but otherwise I'll make the movie)
    • Create Moodle quiz to test important information from movie

 

Materials Needed
crime scene (set up)
individual crime scene maps

 

  • Introduction:
    • Meet students outside classroom.  Discuss thoughts about the crime scene.  Possibly share some of the initial ideas students posted to the wiki "Reflections Journal" page.
    • Have students share some hightlights to the "What We Know" section of the "Solving Mysteries" wiki page.  Also ask if any questions we had yesterday were answered by the movie or if any new questions need to be added.

 

  • Lesson:
    • Explain that, as the lead detective in the case, you've reviewed their crime scene maps.  Ask why accurate and detailed information on those maps is so important. 
    • Review the difference between evidence and inferences as needed.  Encourage students to record only what they can directly observe about the clues of the crime scene. 
    • Lead students in a discussion around the question, "Do our current observations give us enough detail about each piece of evidence?  Why or why not?" 
    • Point out that the eight numbered sections of the crime scene map will be more closely observed by specific crime scene investigation teams.  Each team will share the tasks of photographing each piece of evidence and recording details on a wiki page.  To avoid confusion, each wiki page should contain information about only one piece of evidence. 
    • Remind students how to access the "Wiki Help" tutorials that include "How to Create a Page" and "How to Upload and Insert a Picture."  Page names should reflect the section of the crime scene map and the name of the object (for example, "Section 1: Comb").
    • Share crime scene investigation teams.  Tell teams to what section of the crime scene they have been assigned for closer study.  Explain that they will be recording both qualitative and quantitative data about the objects.

 

  • Wrap Up:
    • Have groups gather, discuss, and record who will be responsible for recording details about which pieces of evidence within their section.  The evidence should be distributed as evenly as possible.  Emphasize that the person who records information is also responsible for creating the wiki page for that object, linking it to the evidence list, adding the picture of the object, and recording qualitative and quantitative data for that object.  Assignments should be turned in for approval.
    • Give students an opportunity to finish drawings and add details as needed.  Completed crime scene maps are due by the end of the day (students may use study hall time or break time to complete maps).  Crime scene maps are graded using scoring rubric.
    • If finished with maps, students begin homework.

 

  • Homework:
    • Respond to the following question as a "Comment" at the bottom of your "Reflections Journal" wiki page:
      • "How did today's work influence your thoughts about the crime?  Explain. 
      • "What new questions do you have about what happened?"
    • Watch Handling Evidence movie (download onto laptop before end of hour)
    • Take Moodle quiz that covers important content from movie); must get 90% or higher before handling crime scene evidence.

Day 3: Detailed Observations of Evidence

 

  • Preparation Work:
    • Review crime scene investigation team task assignments; write suggestions/comments
    • Gather materials
    • Create podcast that includes background information for the case and the suspect information and alibis
    • Add background information and suspect statements to the "Preliminary Investigative Report" wiki page

 

Materials Needed
examination gloves rulers magnifying glasses microscopes
digital cameras (or laptop cameras) balances graduated cylinders flashlights
suspect footprint sheets      

 

  • Introduction:
    • Meet students outside of classroom.
    • Ask: "Do you feel like you have enough information to solve the crime?  Why or why not?"
    • Explain that today students will be taking a closer look at the evidence from the crime scene.  What key points did they learn from last night's homework?  Add information to the "Solving Mysteries: What We Know" wiki page.  Any new questions we have about solving crimes?  Add those things as well.
    • Hand back task assignments to groups; explain comments as needed.

 

  • Lesson:
    • Remind students that because it is not possible for every student to examine every piece of evidence, they will be sharing information.  Work needs to be thorough to benefit the group. 
    • Review how to use digital cameras and/or laptop cameras for clear photos.
    • Review how to create a new wiki page using a template and how it should be named, how to upload a picture and insert it into the correct spot, how to edit a page, and how to link a page to the evidence table. Remind students of the "Wiki Help" tutorials if they need additional help.
    • Students work for the class period examining their assigned pieces of evidence following evidence handling protocols.  At this point, evidence is carefully removed from the crime scene.  Emphasize that only one person per group is allowed into the crime scene at a time.  As evidence is removed, a Post-It note should be placed to mark its location and orientation.  Evidence must be returned to its exact location and orientation when observations are done. 
    • Evidence may be examined at lab tables using any of the available measuring and observing devices.
    • Students are expected to fill in all of the necessary information on the wiki page (their page will already contain information they must fill in because it will be created using a template).
    • Students should prepare a BRIEF summary of the evidence they investigated which will be presented during the next class session.  They will be able to use their evidence pages to help guide them but they should be prepared with key points to present.
    • Tell students it is important to work together to examine evidence.  While they will still have access to evidence after today, the crime scene will be dismantled at the end of the day.
    • Students must have gotten a 90% or higher on the Moodle quiz to begin working with evidence.  They may review the wiki page and watch the movie again then retake the quiz as many times as needed.

 

  • Wrap Up:
    • Ask students, "Are there any general details we need to add to our "Preliminary Investigative Report" wiki page?"  Add as needed.
    • Explain that new evidence has just come in and has been added to Moodle: background information about the case and the suspects' names and alibis.  Homework will be to review the information (which will be downloaded as a podcast from Moodle) and use what they hear to fill in the "Suspect Notes" sheet.

 

  • Homework:
    • Listen to podcast and fill in "Suspect Notes" sheet.
    • Add to "Reflections Journal" comments section: "How did the following affect your thoughts about the crime: a) information about the circumstances surrounding the crime, and b) each of the suspects' statements.  Explain."

Day 4 - 5: Background Information, Suspect Statements, and Classifying Evidence

 

  • Preparation Work:
    • Create wiki page called "Evidence Board" that has a table with evidence listed down the side and the names of suspects at the top of each column
    • Create Testing Evidence movie (best if a police detective presents but if not, teacher created)
    • Create "Testing Evidence" review quiz in Moodle

 

Materials Needed:
Krazy glue 2 Ziploc bags (big enough to fit cups)
examination gloves projector

 

  • Introduction:
    • Ask students if there is any information we now know about solving mysteries that can be added to the "Solving Mysteries" wiki page.  Also, are any questions to add?
    • Point out to the class that everything they have observed or heard about the crime (including the background information and the suspects' statements) may or may not be an important clue.  If someone did kill Felix, they would probably do everything they could to make it look like someone else did it.  Review the names of the suspects.
    • Explain that it is up to them to decide if each piece of evidence they've found or heard is something important, or something designed to throw them off the track.

 

  • Lesson:
    • Explain that individuals will be reporting details about the evidence they investigated in detail.  As students listen to the reports, remind them it will be important to consider what they now know about each suspect and the background information as they begin to formulate a theory of what happened.
    • Have each crime scene section group report their findings from the previous session, one member at a time.  As students listen, they should add details to "Crime Scene Map" as needed (i.e. possibly label items they couldn't see well).  They should mark "Evidence Boards using the following steps:
      • Use pencil to mark which evidence they believe implicates which suspect(s)
      • If students can't decide where a piece of evidence should be listed, place the name of that item in the "Can't Decide" column.
      • Encourage them to evaluate how relevant each piece of evidence is to the solution of the case:
        • Is it "hard evidence" (looks very incriminating to a particular suspect or is very directly connected to the crime)?
        • Is it "shaky evidence" (not very informative or reliable, or possibly even planted to frame someone)?
        • Or, is it "unimportant" (probably has nothing to do with the crime or suspects)?
    • At the end of the evidence presentations, have students gather again in their eight groups and review their thoughts about evidence placement and relevance.  Students should discuss and defend their choices, as well as make necessary changes to their individual charts as their ideas change. 
    • Quickly get a sense of what the class believes about the implications and relevance of each piece of evidence by a show of hands.  Ask those who disagree to explain their reasoning.
    • After deciding together as a class, color code the name of the evidence piece so that "hard evidence" is one color, "shaky evidence" is a second color, and "unimportant" is a third color (add the key to the page).  Point out that their ideas may change considerably after the tests have been performed on the evidence in the following sessions. 

 

  • Wrap Up:
    • Tell the class it is time to develop the fingerprints on the cups. 
    • Use Krazy glue and the directions outlined in the Felix Mystery teacher guide.
    • Explain they will conduct forensic tests on evidence found at the crime scene; however, they first need to practice this type of testing so that precious crime scene evidence is not damaged.  Their homework will be to watch the Testing Evidence movie they download from Moodle for details on how to conduct forensic tests.

 

  • Homework:
    • Watch Testing Evidence movie
    • Take Moodle quiz (90% or higher needed to be considered "passing")
    • Reflection Journal entry: "In general, were your ideas about which pieces of evidence implicated which suspects more similar to or more different from your group's ideas?  The class's ideas?  Explain your answer in 1 - 2 sentences."

Day 6: Forensic Testing Practice

 

  • Preparation Work:
    • Set up mini-labs from Science Spot: Forensics for fingerprinting, hair/fibers, and chromatography.
    • Add a pH station: students try to read the pH of 4 different liquids (choose liquids where the pH is known)
    • Add a powders station where students use iodine to identify a presence of starch (have cornstarch mixed in one or two of a total of four powders)
    • Run off lab record sheets and station directions
    • Create Testing Evidence 2 movie and post in Moodle

 

Materials Needed:
clear tape 4 powders (2 that include cornstarch mixed in ) four colored markers tape
human hair and animal hair microscope white paper towel pencils
cups for water #2 pencils four different liquids (with known pH) wide range pH paper

 

  • Introduction:
    • Ask students if they have any questions regarding the procedures reviewed in last night's homework.
    • Discuss basic set up of testing stations.

 

  • Lesson:
    • Students who achieved a 90% or higher may begin practice testing on fingerprints, fibers and hairs, chromatography, pH, and powders.
    • Students who need to may rewatch video and retake quiz.  They may ask questions as needed.

 

  • Wrap Up:
    • Discuss test results.
    • Share difficulties and refine procedures.
    • Explain that in the next class session, students will conduct forensic tests on the crime scene evidence.

 

  • Homework:
    • Reflection Journal entry: "What has this experience helped you understand about forensic testing?"
    • Watch Testing Evidence 2 to learn how to test run additional forensic tests

 Day 7 - 8: Forensic Testing on Evidence & Classifying Evidence

 

  • Preparation Work:
    • Set up stations according to Felix Mystery directions (too many materials to list here)
    • Make station direction signs
    • Make copies (4) of the "DNA Fingerprints" sheet
    • Make copies (4) of the "Suspect Handwriting Samples" sheet
    • Set up InspireData vote

 

  • Introduction:
    • Review what students learned about forensic testing in the last session.  Any questions to add or things we've learned for the "Solving Mysteries" wiki page?
    • Explain that today they will conduct chemical and physical tests on the evidence found at the scene of the crime.  Students will work with a partner to run tests and will share a data sheet.
    • Explain that the tests students run will be very similar to the practice tests they ran in the last session.
    • Explain the location of test stations.

 

  • Lesson:
    • Explain to students that each team carries with them a data sheet and pencil to record results.  Go over lab sheet set up.
    • Direct students to their first test station.  From there, they may move to any other station they need to visit as long as it is open.  Be sure you have enough stations set up, duplicating those in which testing is slower, so that students can continue to move as they are ready.
    • Should students finish their testing early, they should view the "Preliminary Investigative Report" wiki page and the 
    • Students conduct forensic tests on evidence.
    • Students who finish early should begin to piece together evidence as they formulate a theory.  Caution students not to jump to conclusions after doing only one or two tests.  Solving a mystery is like putting together a huge puzzle--it is very hard to see the whole picture if you have only one or two pieces.

 

  • Wrap Up:
    • At the end of the second testing day, have students share results of testing in small groups.  Have groups discuss discrepencies.  Also have groups discuss who is implicated by the evidence and the strength and/or relevance of the evidence.  Students should make changes to their "Evidence Board" as needed; update "Evidence Board" on wiki as well.
    • Refocus the class and explain that they will be pooling results from each test.  Review results for each station by:
      • asking for a volunteer to share results,
      • ask for a show of hands to determine who agrees with the shared results,
      • ask those who disagree to raise hands,
      • find out results of those who disagree, discuss how they might have arrived at different results, and how to decide which results to use (ask for ideas on how different people performing the same tests could come up with different results),
      • make sure that students realize that scientists often disagree, and they shouldn't feel they failed if their results are different from those of other teams.
    • As a class, decide where on the "Evidence Board" wiki page each test result should go.  Be sure to color code the names of evidence pieces as "hard evidence," "shaky evidence," and "unimportant" following a class vote (follow the color coding of the key).  Ask why some evidence might be considered "shaky" or "unimportant."
    • Ask how comfortable students are formulating a theory at this point.  Why?  How has their level of comfort changed since first seeing the crime scene?
    • Using InspireData, have students "vote" according to whom they think is guilty.  Use "vote" to create new groupings so that students who believe the same suspect is guilty are grouped together.

 

  • Homework:
    • Reflection Journal entry: "How closely do you agree with your group/the class's placement of evidence?  Give 2 - 3 examples to support your position."
    • Record as part of your "Reflection Journal" entry your theory of what happened to Felix, who is responsible for the crime (and evidence that implicates that person), and what motive this person had for committing the crime by tomorrow.
    • Respond to at least two other theory posts by Day 13.

 Day 9 - 12: Project Work

 

  • Preparation Work:
    • Create new crime scene investigation teams according to whom the student thinks is guilty (students with same suspect in mind work together on fleshing out a theory) 

 

  • Introduction:
    • Ask if there is any new information that should be added to the "What We Know" or "Questions We Have" sections of our "Solving Mysteries" wiki page.  Discuss and add as needed.
    • Explain that today we begin the difficult task of solidifying a theory of what happened to Felix.  Crime scene task teams are going to be reformed according to whom each student believes is guilty.  The job of the group will be to create a compelling recreation of the events leading up to Felix's disappearance so as to convince a jury of experts that their theory is the best.  Review timeline and presentation rubric.

 

  • Lesson:
    • Share group assignments.
    • Groups create a project plan that includes assignments for each member based on gifts/abilities of each member, norms for behavior, a specific project product summary, and a project timeline that spells out what must happen each class day (and what homework must be done as needed) so that the project is completed on time.
    • Plan must be submitted for approval.
    • Groups discuss theories of what happened, using Inspiration webs as talking points. 

 

  • Wrap Up:
    • Groups assign homework as needed.

 

  • Homework:
    • Assigned according to group plan and project deadline.
    • Reflection Journal entry: "Respond to at least two other theory postings by Day 13."

 

Day 13 - 14: Presentations & Debriefing

 

  • Preparation Work: 
    • Secure adults to play the role of "Prosecutor." Their job is to listen to presentations and decide if the Investigative Report merits issuing an arrest warrant or not and whether or not there is a strong enough case to go to trial.

 

  • Introduction:
    • Give the opening statement:
      • Review the reason for gathering.
      • Summarize the main facts of the case as well as information about the suspects.
      • Explain that the main job of the crime scene investigation teams has been to try to knit together evidence in such a way as to create a compelling case that will enable the Prosecutor's Office to issue a warrant for arrest.  Today representatives from the Prosecutor's Office are present to hear statements from investigation teams and will determine whether or not teams of achieved that goal.

 

  • Presentations
    • Groups present their cases, either one at a time or in small groups (depending on how many adults are able to preside over the presentations).
    • "Representatives" use presentation rubric and investigative report rubric to score projects; allow Q & A time.
    • Score group receives for investigative report and summary of information determines if an arrest warrant will be issued for that suspect.

 

  • Debriefing:
    • Discuss the following in small groups, then come together and share ideas as a class:
      • What factors influenced your thinking throughout the case?
      • How is solving a mystery similar to/different from what scientists do?
      • How do scientific theories differ from scientific laws?  What determines the difference?
    • Share with the class what DID happen to Felix.  Discuss: how reasonable is the outcome?

 

  • Homework:
    • Reflections Journal entry: "On a scale of 1 - 5 (1 very unsatisfied and 5 very satisfied), how satisfied are you with the outcome of this case?  Explain."

Works Cited

 

  1. Beals, Kevin, and Carolyn Willard. Mystery Festival. Berkeley: Lawrence Hall of Science, 2005. 107-257.

     

  2. Bertino, Anthony J. Forensic Science: Fundamentals and Investigations. Mason, OH: South-Western Cengage Learning, 2009.

     

  3. Trimpe, Tracy. The Science Spot: Forensic Science Lesson Plans. 2009. The Science Spot. 20 Aug. 2009 <http://sciencespot.net/Pages/classforsci.html>.

 

Footnotes

  1. Beals, Kevin, and Carolyn Willard. Mystery Festival. Berkeley: Lawrence Hall of Science, 2005.
  2. Bertino, Anthony J. Forensic Science: Fundamentals and Investigations. Mason, OH: South-Western Cengage Learning, 2009.

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