Behind the Tape

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Information:

  Career Cluster: Law, Public Safety and Security

  Program Name: Exploration of Criminal Justice Occupations

  CIP Number: 0743019904

  Course Name: Exploration of Criminal Justice Occupations

  Course Number: 8900220

  Course Type: EXPL-Middle School Programs

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Behind the Tape.” See CPALMS resource ID#221557.

• Career Connection

  
  

  The lesson helps students review proper crime scene investigation technique to include the order things need to take place for proper processing and what can happen if that does not happen. Students will use communication skills to discuss the scene and their idea of the problem. They will have to think critically to figure out the problem, the solution and potential implications of what happens if proper technique is not followed. They will need to understand that to work on a crime scene team they must be able to be part of a team and not overreach the others. By learning the skills in this lesson they will also learn personal and professional conduct to be a cohesive team participant.

• Learning Objectives

  
  

  Students will be able to:

  • Discuss the order of crime scene investigation techniques, how and when each step occurs.
  • Identify evidence at a mock crime scene.
  • Role play as evidence technicians at a crime scene.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • The Seven “S” of crime scene investigation.
  • Proper evidence handling and processing procedures.

• Guiding Questions

  
  
  • How can evidence be properly collected at a crime scene?
  • How can a team communicate effectively at a crime scene?
  • What are the special procedures when arriving at a crime scene?

• Procedure

  
  
  1. To begin the lesson, open with a warm up reveiw for the Seven “S” (Secure the scene, Seperate the witnesses, Scan the scene, See the scene, Sketch the scene, Search the evidence and lastly, Secure and protect the evicence). This activity can be done in the first 5 minutes of class with a quick question and answer dialogue. As the students answer the questions, create a quick anchor chart for guidance as they work through the scenario later. As the students formulate the order of the 7 "S", ask students the following questions: Why do we secure the crime scene first? Why do we seperate witnesses instead of allowing them to continue to chat amongst themselves? What is the difference between scanning and seeing the scene? Explain the methods of searching for evidence and include the different search patterns (spiral, grid, line, zone and wheel).
  2. Provide students with the case study "Behind the Tape" (see CPALMS resource ID#221557). Allow students time to read indepently or with their groups.
  3. Ask students the following case study discussion questions.
  • What is the first issue you see with this scenario starting with the background information?
  • How could thing be done differently between Jimmy and Jack?
  • Did Jack follow the seven “S” of investigation?
  • What should Jack have done?
  • What are the potential outcomes based on what you read for the future of the case?
  4. Next, explain to students the expectations for the following activity.
     • Students will be placed into groups of 3 to reveiw and discuss the materials (the provided case sudy, and lesson attachments, the Rough Sketch and Evidence Log) and discuss appropriate alternatives. They will discuss proper technique for crime scene evidence logging and how that can bring a different outcome.
  5. Then, student groups of 3 will come up with an alternative to the scenario and complete a mock crime scene starting, communicating and following through with securing of evidence. They will then present their new version of scenario for the class. Teacher will set up the crime scene as it appears in the sketch and add the additional items that are in the log that did not make it on the sketch. The additional items can be spread at the teachers discretion throughout the scene.
  6. To close the lesson, have students reflect on the following future of work reflection questions.
     • How does knowledge of proper technique change your approach to investigation?
     • How do you handle a new person on a team that has not been consistent for a while?

• Teacher Notes

  
  
  • Having the students working in groups of 3 allows them to replay the scenario exactly as they think it should play out. May be beneficial to add the additional step to verbally explain and complete the Seven “S” during their portrayal to add the action to reinforce the skill.