Suspicious Incident in the Park – Patrol Response

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Criminal Justice Operations

  Course Title: Criminal Justice Operations 2

  Course Number: 89180204

  Career Cluster: Law, Public Safety & Security

  CIP Number: 0743010305

  Course Type: CAR-PREP - High School Career Preparatory Program

  CTE Standard(s) or benchmarks

  • CTE-LPSS.912.8918020.1.16 – Describe and demonstrate the initial response to a call.
  • CTE-LPSS.912.8918020.1.18 – Describe and demonstrate gathering information from complainants, witnesses, victims, and suspects.
  • CTE-LPSS.912.8918020.1.9 – Identify different patrol techniques.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Suspicious Incident in the Park – Patrol Response.” See CPALMS resource ID#215709.

• Career Connection

  
  

  This lesson provides a comprehensive learning experience to help prepare students for careers in criminal justice by combining theoretical knowledge with practical skills and real-world applications. Students will learn real-world applications of knowledge, law enforcement procedures, critical thinking and problem-solving skills for police, communication and interviewing techniques, teamwork and collaboration, and role familiarization.

• Learning Objectives

  
  

  Students will be able to:

  • Describe and demonstrate the initial response to a call.
  • Describe and demonstrate gathering information from complainants, witnesses, victims, and suspects.
  • Identify different patrol techniques.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Industry vocabulary, such as dispatch: crime scene, patrol officer, investigation, interview, suspect, suspicious incident, veteran officer, rookie officer, and sergeant.
  • Police radio and phone communication including listening to radio transmissions and respond accordingly.
  • Police interviewing skills.
  • Investigative techniques in patrol operations needed to secure the crime scene.

• Guiding Questions

  
  
  • What steps do patrol officers take to respond to a crime scene?
  • Why is it important for patrol officers to gather information from complainants, witnesses, victims, and suspects in the initial phase of an investigation?

• Procedure

  
  
  1. To introduce the lesson, ask students: “What is the first thing a patrol officer should do when arriving at a scene reported as a suspicious incident?”
     • Allow students to share their responses and validate appropriate suggestions while correcting any inapproriate suggestions and/or misconceptions.
  2. Provide students with a copy of the case study to read individually, “Suspicious Incident in the Park – Patrol Response.” See CPALMS resource ID #215709.
  3. Faciliate a discussion about the case study. Discussion questions can be given in written form for students to answer individually or in small groups (suggest 3-5 students). Groups can share their answers with the class in an open discussion.
     • What measures can be used to ensure the crime scene's integrity?
     • What might be causing David Collar to be nervous when calling 911 and speaking with the patrol officers?
     • As you read about the roles and responsibilities of Officers Thompson and Rodriguez, how does their experience level influence their duties and responsibilities?
     • What evidence or observations might make Officer Thompson think this call is suspicious, and why is it important to call her supervisor?
     • How do the actions by Sergeant Ketchum support his officers and the investigation
  4. Put students into pairs and explain they will take on the role of the patrol officers in the case study. Simulate a single crime scene described in the case study, “Suspicious Incident in the Park – Patrol Response.” See CPALMS resource ID#215709. The crime scene can be set up in an indoor or outdoor area. Have the pairs act out the roles of the patrol officers in the case study, including securing the area, interviewing, and potentially collecting evidence.
     
     • See Teacher Notes for additional roles included in the case study beyond the Officers.
     • Student will role-play as Officers Thompson and Rodriguez. Students can plan/write out their response, role play in front of the class, and others can use the rubric to assess the students' role play.
     • This can be repeated for all groups to ensure they are solely looking at the patrol response and not the other suggested roles that do not allow students to meet the learning objectives of the lesson.
  5. Have students complete a police report about what they did in the initial response. Pass out the Guide for Police Report Writing handout (see attachments) for students to refer to as they write their report. A blank police report can be provided for students to complete.
  6. Have students create a digital presentation (no more than 10 slides) explaining the who, what, where, why, and how of their investigation. Through this activity:
     • Students should be able to demonstrate a thorough knowledge of their roles.
     • Police officers should exhibit proper crime scene management techniques.
     • Participants should engage in correct law enforcement dialogue and actions.
  7. Students will present their findings and openly discuss how they approached their assigned roles and reached their conclusions.
  8. Provide discussion questions to students to consider for their future work in law enforcement. Students can answer the questions orally or on paper.
     • How does this scenario help you prepare for your future careers?
     • What role in this case study closely aligns with your future goals?

• Teacher Notes

  
  

  Lesson Preparation:

  • Teachers should plan to set up the crime scene ahead of any role-playing. Students should not see the scene before they participate in the activity, giving them an opportunity to use critical thinking skills and apply investigative techniques they have learned.

  Assigning Roles:

  • Consider collaborating with other teachers to have students from other classes act as the bystanders and potential witnesses for role-playing.
  • Groups that are not acting out their Officer roles can act as bystanders and potential witnesses for other groups. This should be planned out beforehand so that everyone knows and understands their role and when they are or are not being assessed using the rubric.

  Pacing Suggestions:

  • Although the lesson should last approximately sixty minutes, if there are several groups of students role-playing, it may take several class periods to complete.

• Optional

  
  

  Assessment Ideas:

  • The case study and lesson plan can be used as a stand-alone project and/or an end-of-quarter/semester assessment.