A Gift for Jen, Evaluating Forensic Evidence

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Title: Crime Scene Technology 1

  Course Number: 8200301

  Career Cluster: Law, Public Safety and Security

  CIP Number: 0743010604

  Course Type: High School Career Prep

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “A Gift for Jen: How reliable is an eyewitness?” See CPALMS resource ID#222126.

• Career Connection

  
  

  This lesson immerses students in core concepts and practices that mirror real-world forensic science and criminal investigation, directly supporting the development of industry-relevant vocabulary, the application of scientific reasoning skills, and the analysis of evidence to build a case.

  In the domains of critical thinking and metacognition, students will evaluate complex evidence, weigh its reliability, and reason through a real-life investigative dilemma.

  In the domain of collaboration, by working in groups to analyze evidence and build a case, students will practice communicating ideas, resolving differing opinions, and sharing responsibility.

  In the domain of communication, students articulate their findings clearly and persuasively through a group presentation, sharpening use of both writing and speaking skills.

• Learning Objectives

  
  

  Students will be able to:

  • Define and classify different types of forensic evidence (e.g. eyewitness/testimonial, biological, physical, trace).
  • Create a digital presentation that analyzes the reliability, strengths and weakness of different types of evidence.

• Prior Knowledge

  
  
  • Students should be familiar with a basic understanding of the criminal justice process, and basic science concepts.
  • Students should already have a basic understanding of the types of forensic evidence collected from crime scenes.

• Guiding Questions

  
  
  • What are the major types of evidence?
  • How are different types of evidence similar or different?
  • What is the difference between class ad individual characteristics of evidence?

• Procedure

  
  

  Introduction

  To introduce the lesson and activate prior knowledge the instructor will display the question or ask the class, “Which type of evidence would you trust the most in court—DNA, a witness, or fingerprints? Why?” Students should record their answers in a Forensic Science Journal. The instructor should then conduct a poll and direct a brief discussion to activate prior knowledge and dispel any misconceptions.

  See Teacher Notes for optional Prior Knowledge activation to use as needed.

  Case Study

  Next, the instructor should provide each student with a copy of the case study, “A Gift for Jen: How reliable is an eyewitness?” (CPALMS resource ID#222126 ), and allow them time to read it individually. As the students read the case study, in their Forensic Science Journal, they should create a list of the evidence collected and indicate if it supports the identification of a possible suspect. In their journals, each student should also include notes of their own observations and suggestions for collection of additional evidence that may be useful in solving the crime.

  After reading the case study, display the following case study questions, listed below, for the students or copy and paste the questions to give the students a copy as a handout. Have students discuss the questions in pairs or small groups, then share out discussions as a whole group.

  Case Study Questions

  • What specific evidence was recovered at the crime scene?
  • What evidence identifies a group (class characteristics) and what evidence identifies a specific individual (individual characteristic)?
  • Is the evidence sufficient to charge Bobby?
  • Which types of evidence are strongest or weaker? Why?
  • What should the detectives do next to build a stronger case against Bobby or to find another suspect?

  Analysis of Evidence

  The instructor will place the students in groups of 4. The instructor should use knowledge of each student’s strengths and weaknesses when grouping students. First, each group should be instructed to compare the notes they recorded in their Forensic Science Journals. Next, each group can follow up on the case study discussion questions. and, if needed, use online resources to research the use and reliability of the different types of evidence found in the case study. The students should work together, using their notes and online information to complete the attached “Forensic Evidence Comparison Chart” handout. Finally, each group will be asked to decide if the evidence from the case study is reliable and sufficient to identify Bobby as the criminal and press charges against him for attempted armed robbery. The instructor should circulate between the groups to check on their progress, guide their discussion, answer questions and correct misconceptions about the use or misuse of specific types of evidence. The completed handout can be collected and used as an artifact to assess each group’s mastery of the benchmarks. An answer key for the teacher is included in the attached files.

  Class Presentation

  Each group will then prepare a short digital presentation project summarizing their investigation and reporting their final decision to press charges or not against Bobby.

  The digital presentation must include:

  • A chart or graphic organizer, similar to the “Forensic Evidence Comparison Chart” handout, listing, identifying and classifying each piece of evidence collected. The chart or graphic organizer should also include which evidence is used to identify “Class” or “Individual” characteristics, which evidence can be used to prove direct involvement in the crime, and the weaknesses and reliability of the evidence.
  • The group’s final decision whether to press charges against Bobby for attempted armed robbery. The final decision should include an explanation of the reasons for their decision and how the different types of evidence support their conclusions.
  • A discussion of other evidence that may have been missed.
  • Recommendations for what the detectives should do next as they attempt to build a stronger case against Bobby or as they attempt to find another suspect.

  Each group will present the results of their investigation. After each group's presentation, the class should be given time to ask a few questions.

  The presentation can be submitted electronically and used as an artifact to assess proficiency. The presentation requirements listed above, can be used for grading.

• Teacher Notes

  
  
  • Depending on the students’ level of prior knowledge it may be necessary, prior to the lesson, for the instructor to present a Mini-Lecture to define, describe appropriate uses, and give examples for the following types of evidence: eyewitness/testimonial evidence, physical evidence e.g. fingerprints), trace evidence (e.g. Gun Shot Residue), biological evidence (e.g., blood, DNA, hair), class evidence, individual evidence, direct evidence, indirect evidence. As an alternative, the students could be given a list of the different types of evidence as vocabulary words to define, describe uses and provide examples prior to the lesson.
  • Group presentations can be completed the next class session as time permits.