2 Truths and 1 Lie Activity
1. I've saved two peoples lives before and neither were very appreciative. After they survived, one tried to punch me in the face; the other tried to trash the hospital emergency room.
2. I once worked in a diamond mine where we were not allowed to take rocks off-site; but I managed to smuggle out a rock the size of two golf balls in the steel toe of my safety boot.
3. I was once hospitalized for several days after a suspect bear sprayed me and tried to bite off my finger.
1. I've saved two peoples lives before and neither were very appreciative. After they survived, one tried to punch me in the face; the other tried to trash the hospital emergency room.
2. I once worked in a diamond mine where we were not allowed to take rocks off-site; but I managed to smuggle out a rock the size of two golf balls in the steel toe of my safety boot.
3. I was once hospitalized for several days after a suspect bear sprayed me and tried to bite off my finger.
Introduction to this unit - How observant are you?
1. Law is partly about the ability to observe. We will do a small introductory activity to see how observant you are.
observation_test_law_12.doc | |
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We will play a law game or two throughout this unit:
1. Binary Line activity. Mr. Fitton will choose one person to be on one end of a line, and another student to be on the far other side of the line, based on a characteristic (ie: could be hair colour, blonder on one end, black hair on the other.)
-Students must observe the binaries and guess what the selection criteria are; then stand where they think they will stand. Mr. Fitton will identify yes or no.
2. A couple of students leave the room and the class changes something. They have to guess what changed.
3. We will also watch a couple of videos that relate to the concept of observation and discuss.
1. Binary Line activity. Mr. Fitton will choose one person to be on one end of a line, and another student to be on the far other side of the line, based on a characteristic (ie: could be hair colour, blonder on one end, black hair on the other.)
-Students must observe the binaries and guess what the selection criteria are; then stand where they think they will stand. Mr. Fitton will identify yes or no.
2. A couple of students leave the room and the class changes something. They have to guess what changed.
3. We will also watch a couple of videos that relate to the concept of observation and discuss.
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Solving a Murder - Using Creative Thinking and Blood Splatter Analysis
1. Mr. Fitton distributed the blood splatter information sheet. Students must have it complete in order to participate in a class activity tomorrow. Please read the Science textbook material on blood splatters.
law__12_csi_blood_splatter_sheet.doc | |
File Size: | 406 kb |
File Type: | doc |
law__12_-_police_report.doc | |
File Size: | 60 kb |
File Type: | doc |
2. Mr. Fitton will show three videos associated with blood splatter science (see videos below).
A. “Dexter Uncut” will help to provide you with an understanding of the science behind blood splatters.
https://youtu.be/4zQvTaMxBXg
B. “The Science behind blood splatters” from UC Davis:
http://www.youtube.com/watch?v=3Po_eWHdAq8
C. The Smithsonia - Blood Splatter 101 - Explains the three types of stains.
https://www.youtube.com/watch?v=zjfdpenl1R
A. “Dexter Uncut” will help to provide you with an understanding of the science behind blood splatters.
https://youtu.be/4zQvTaMxBXg
B. “The Science behind blood splatters” from UC Davis:
http://www.youtube.com/watch?v=3Po_eWHdAq8
C. The Smithsonia - Blood Splatter 101 - Explains the three types of stains.
https://www.youtube.com/watch?v=zjfdpenl1R
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We will review types of blood splatter before we go into the crime scene.
blood_splatter_review_2020.pptx | |
File Size: | 1116 kb |
File Type: | pptx |
3. Blood splatter crime scene - Students will arrive and see a crime scene in class involving one of their peers. There will be police tape, blood splatters and evidence around the room. This is an exercise in being an observant historian. Students will complete the handout below while working collaboratively with peers to solve the crime scene.
-Students must have completed their handout on serology and blood splatter science.
-Students will arrive to a blood splatter crime scene with Student A dead.
-Class will go over the answers to the vocabulary.
-Students will investigate the crime scene, find the weapon used in the crime and determine suspects. Must use evidence to solve the crime.
-Students will identify suspects, murder weapons, motives and will ask suspects questions.
-Students must complete their "Police Report" assignment in order to be able to ask questions and to solve the crime as a class.
Students have 20 minutes to analyze the crime scene, discuss with classmates and try to determine what happened. Mr. Fitton will explain that in real life scenarios, much of the work that people do is collaborative, and not at all like the individual-centric approach of school. Please work together to solve this problem.
4. Class discussion on why we would complete a CSI/science style activity as a start to our class. (What do students think? What skills are at play? How are the skills of a CSI transferable to others jobs? What did we need to be successful with this activity -- that relate to life?)
See some photos of our class below.
-Students will arrive to a blood splatter crime scene with Student A dead.
-Class will go over the answers to the vocabulary.
-Students will investigate the crime scene, find the weapon used in the crime and determine suspects. Must use evidence to solve the crime.
-Students will identify suspects, murder weapons, motives and will ask suspects questions.
-Students must complete their "Police Report" assignment in order to be able to ask questions and to solve the crime as a class.
Students have 20 minutes to analyze the crime scene, discuss with classmates and try to determine what happened. Mr. Fitton will explain that in real life scenarios, much of the work that people do is collaborative, and not at all like the individual-centric approach of school. Please work together to solve this problem.
4. Class discussion on why we would complete a CSI/science style activity as a start to our class. (What do students think? What skills are at play? How are the skills of a CSI transferable to others jobs? What did we need to be successful with this activity -- that relate to life?)
See some photos of our class below.
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Cadaver Farms
Cadaver Farms are a way to help Forensic Investigators solve crimes.
For "Deer Turns to Dust Before my Eyes" watch only 3:44-6:05 - just to show process of Decomposition
For "Deer Turns to Dust Before my Eyes" watch only 3:44-6:05 - just to show process of Decomposition
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Class discussion.
Fingerprinting Mini Unit!
Thank you to T. Trimpe a teacher from "The Science Spot" ( https://www.sciencespot.net/Pages/classforsci.html ) for some of these amazing resources. Please see their page for detailed content on Forensics.
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1. Hook - Grab kids attention by having them watch a video about CSI Fingerprints and a British CSI School.
2. Students will receive a handout which details the types of prints. It goes with a powerpoint. Handout Below:
3. Students will view a powerpoint about key concepts involving fingerprints.
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fingerprint_basics_info_sheet.pdf | |
File Size: | 1105 kb |
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Review by showing Film on Fingerprint Patterns
4. We will take our Fingerprints and Students and put them on the handout below. Students will have to identify their fingerprints (what kind are they). What are prominent Features. Will need ink pads or pencil lead. (RCMP, FBI, OR School Fun Sheet) Student choose which one they want to do their prints on.
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Students will have to put paper down on their desks so as not to get ink anywhere. Also, when we do powder, we will need to keep class clean.
Share out as class: Number of
ARCHES
LOOPS
WHIRLS
We may also choose to look at worldwide fingerprint statistics.
Share out as class: Number of
ARCHES
LOOPS
WHIRLS
We may also choose to look at worldwide fingerprint statistics.
analysis_of_class_distribution_of_fingerprint_types.ppt | |
File Size: | 192 kb |
File Type: | ppt |
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Show Video on Superglue Technique:
Latent Print Lesson
Latent Print Activity.
We will view a powerpoint and fill in some notes on Latent Prints and then we will do an activity where we "lift" latent prints using our powder and brushes.
We will view a powerpoint and fill in some notes on Latent Prints and then we will do an activity where we "lift" latent prints using our powder and brushes.
latent_print_activity_fitton_update_2019.ppt | |
File Size: | 1150 kb |
File Type: | ppt |
latent_print_worksheet.pdf | |
File Size: | 35 kb |
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fingerprint_sheet.pdf | |
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Here is a tutorial on Dusting for Prints - watch from 3:57-6:33
6. Activity:
During the next several days an item will be stolen from class by a student (or several) who will be randomly selected as the thief (Every student will get a card, and one will be labled "thief."
At some point, the thief must steal the item and then leave several objects in the room. Students must identify the objects and then we will dusts them for prints. (Could have ten pop cans so each group can have one).
Students will then have to guest who the thief is and bring forward several suspects based on evidence. Once we have four suspects, we will fingerprint them and students will have to identify if their prints match.
During the next several days an item will be stolen from class by a student (or several) who will be randomly selected as the thief (Every student will get a card, and one will be labled "thief."
At some point, the thief must steal the item and then leave several objects in the room. Students must identify the objects and then we will dusts them for prints. (Could have ten pop cans so each group can have one).
Students will then have to guest who the thief is and bring forward several suspects based on evidence. Once we have four suspects, we will fingerprint them and students will have to identify if their prints match.
FORENSICS INQUIRY PROJECT - Alternative to Prison Inquiry Project for Interested Students
Are you a budding CSI Investigator? Did something in this mini-unit leave you with curiosities and questions? If so - here is a project for you!
First, we will look at the inquiry process as outlined by Trevor Mackenzie and Rebecca Bathurst-Hunt.
First, we will look at the inquiry process as outlined by Trevor Mackenzie and Rebecca Bathurst-Hunt.
Next, please use the following sheet to assist you!
inquiry_process_handout_2019.docx | |
File Size: | 1330 kb |
File Type: | docx |
Take a look at this assignment if you would like to do this project instead of the Prison Inquiry. During the Prison unit, students can choose to do an Inquiry Project on Prisons or one on CSI.
law_12_-_csi_inquiry_project_2020.docx | |
File Size: | 688 kb |
File Type: | docx |
Students may wish to create their own forensics files episode or Canadian True Crime Podcast.
Student Samples of Work
I have had crime scenes, videos, podcasts.
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nk_blood_splatters.pdf | |
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crime_scene_project.pdf | |
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forensic_investigation_konnor.pdf | |
File Size: | 9709 kb |
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