Forensic Science CSI (Classroom Scene Investigations)

Go to slide 10 and give each student one copy of the attached S-I-T handout. Review the S-I-T (Surprising, Interesting, Troubling) strategy with students. Invite students to watch the next video and identify one surprising fact or idea, one interesting fact or idea, and one troubling fact or idea on the handout.

Move to slide 11 and introduce the video How to Properly Swab DNA Evidence at a Crime Scene from the National Forensic Academy. Have students individually record surprising, interesting, and troubling facts or ideas on their handouts in the “DNA Isolation” row as they watch. Allow students approximately 10–15 minutes to record their responses.

Display slide 12 and explain that DNA isolation is a procedure used by many scientists. Tell students that DNA isolation is the process of extracting DNA from an organism’s cells so it can be studied, analyzed, or used in experiments for comparison.

Display slide 13 and inform students that they will be completing a simplified DNA extraction. Pass out one copy of the attached DNA Isolation handout to each student and review the steps of DNA isolation. Have students gather the materials you previously prepared in the quantities listed in the handout. When students are prepared, have them conduct the lab using the procedures listed in the handout.

After students complete the activity, engage them in a discussion using the questions on slides 14–15.

Display slide 17 and have students return to the S-I-T handout. Explain that they should now record one surprising, one interesting, and one troubling fact or idea in the “Fingerprinting” row as they watch the upcoming video. Move to slide 18 and play the video How to Process Latent Fingerprints Using Non-Magnetic Powder. Have students complete the section of their handouts as they follow along. Allow approximately 10–15 minutes for students to record their responses.

Display slide 19 and share the importance of collecting fingerprints at a crime scene. Move to slide 20 and introduce the different types of fingerprints an individual can have.

Give each student one copy of the Fingerprinting handout, an ink pad, and a cup of water. Display slide 21. Guide students to create an imprint of each of their fingers by showing them how to cover the top section of the finger in ink, place the finger at the outermost edge, roll it from one side to the other, and lift from the paper. Consider providing additional examples of how to create fingerprints as needed.

Have students work individually to create an imprint of each finger.

After students make an imprint of each finger, have them analyze and identify which type of print each finger is.

Go to slide 23 and draw students’ attention to the “Hair and Fiber” row of the S-I-T handout. If necessary, review the S-I-T strategy. Move to slide 24 and play the video How to Collect Hair and Fiber Evidence at a Crime Scene. As students watch, have them record one surprising fact or idea, one interesting fact or idea, and one troubling fact or idea in the corresponding row of the handout. Allow approximately 10–15 minutes for students to record their responses.

Display slide 25 and introduce the importance of collecting cells, like those from hair, at crime scenes.

Organize students into groups of two and display slide 26. Give each student one copy of the attached Microscope Hair Analysis handout. Then, give each pair of students one slide, one cup of water, one pipette, and one coverslip.

Have students pluck one piece of hair from their partners. Then, have students create a wet mount. Have them add the hair on to the slide, add one drop of water on top of the hair, place the coverslip at a 45 degree angle over the hair, and drop the coverslip over the hair. Have students follow the directions on the handout to examine the hair sample on scanning, low, and high power with the microscope. As they observe the hair under each power, have them draw and describe their observations.

Display slide 28 and have students use the shortened link to visit the What is a Forensic Science? page of the American Academy of Forensic Sciences’ website. The webpage offers additional information about what a forensic scientist is, expectations, and scope of practices.

Show slide 29 and organize students into groups of 2–4 students. Give each group one copy of the prepared Forensic Careers Card Sort. Tell students that they have multiple cards that they should organize into the following categories:

• Career title

• Required education level

• Years of education needed

• Salary range

Then, have students navigate to My Next Move using the QR codes or links on each of the career title cards to learn more about the individual careers in the field of forensic science. Have them read more about what each career does and what knowledge, skills, and abilities are needed in the field of forensic science.

Then, have students use the information from My Next Move to match the required education level, years of education needed, and salary range cards with the career title they correspond to. As each group finishes sorting, use the attached Forensic Careers Card Sort Solution document to check students’ work. You can display the correct answers on slide 30 or use the slide to check each group’s work yourself.

Finally, move to slide 31 and guide students to complete the career reflection activity as a whole class. Pass out one copy of the attached Career Reflection handout to each student.

Write the names of the careers students explored during the session on the board or other visible location. Then, inform students that they should choose the career that interests them the most from the options. Have them complete the handout by recording what the day-to-day job description is and describing what postsecondary education (certifications, degrees, etc.) options are available in their state relating to that career field. If students cannot find postsecondary options in their state, they should list options for a neighboring state.

Share that there are other careers related to being a forensic scientist in addition to the careers discussed in this activity. Tell students that there are also other careers in Public Service & Safety Career Cluster that they can explore. Consider sharing the link to the National Career Clusters Framework or the complete list of forensic science careers from My Next Move if students would like to learn more.