Suspicious Incident in the Park – Investigator 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 3

  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.912.8918030.1.2 - Define the primary goals of the criminal investigation.

  CTE-LPSS.912.8918030.1.3 - Describe the basic functions performed by investigators.

  CTE-LPSS.912.8918030.5.1 - Describe the different types of investigations, including.

  • Death investigations
  • Assault and battery.
  • Domestic violence
  • Sexual offenses
  • Crimes against children
  • Crimes against elderly
  • Robbery and theft
  • Burglary
  • Arson
  • White-collar crime
  • Computer crimes

• Unit Outline

  
  

  This lesson is intended to be used with the case study "Suspicious Incident in the Park - Investigator Response". See CPALMS resource ID# 215724.

• Career Connection

  
  

  Students will use critical thinking, communication, interpersonal, and interview skills related to detective and forensics investigators. Students will use practical applications to collect and analyze information while employing decision-making skills to complete investigations.

• Learning Objectives

  
  

  Students will be able to:

  • Define the primary goals of the criminal investigation.
  • Describe the basic functions performed by investigators.
  • Describe the different types of investigations.
  • Role-play the responsibilities and duties performed by investigators during a criminal investigation.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Industry vocabulary including affidavit, bystander, calls for service, chain of custody, detain, dispatch, felony, iterview, interrogation, jurisdiction, miranda rights, misdemeanor, NCIC (National Crime Information Center), probable cause, suspect, use of force, vicinity, warrant, witness.
  • Radio and phone communication including terms such as 10 codes, signal codes, 10-4 (acknoledgement), 10-20 (location), en route, affirmative, Alpha, Brovo, Charlie (Phonetic alphabet), break, copy, go ahead, landline, negative, over, roger that, status check, traffic, unit, visual, etc.
  • Interpersonal and interview skills.
  • Investigative techniques including crime scene management, collection and preservation of evidence, witnesses interviews, suspect interviews and interrogations, behavior analysis, legal guidelines, criminal statutes, chain of custody, etc.
  • Forensic investigation terminology and techniques including ballistices, chain of custody, DNA profiling, fingerprint analysis, toxicology, bloodstain pattern analysis, digital forensics, trace evidence, etc.

• Guiding Questions

  
  
  • How do detectives and forensic investigators respond to a crime scene?
  • How do detectives do to gather information from complainants, witnesses, victims, and suspects in the initial phase of an investigation?
  • Why do forensic investigators collect, process, and interpret evidence?

• Procedure

  
  

  1. To introduce the lesson, ask students, "How can detectives and investigators solve crimes and answer the who, what, where, why, and how of a crime?"

  • Allow students to share responses and validate appropriate suggestions while taking time to correct any inappropriate responses or misconceptions.

  2. Provide students with a copy of the case study "Suspicious Incident in the Park – Investigator Response" (See CPALMS resource ID #215724) to read individually. Allow sufficient time for students to read the case study.

  3. Begin a discussion by asking students several questions about the case to help set the stage for the group activity. The following questions can be used to guide discussion:

  • Should a crime scene be secured immediately, and what potential consequences could arise for investigators failing to do so?
  • What strategies should detectives use when a witness appears nervous or reluctant to provide information?
  • How can detectives ensure they gather accurate and complete information?
  • Why is evidence collection crucial in a criminal investigation, what types of forensic evidence should be gathered, and why may this be significant in solving this case?
  • What evidence or behaviors led to suspicion in this case, and how should detectives proceed with their investigation to ensure they have a solid case before making an arrest?
  • Does communication and teamwork contribute to solving complex crimes, and what challenges might arise in such collaborations?

  4. Put students in small groups of 3-4 and explain they will take on the role of the investigators and forensic investigators in the case study. Simulate the crime scene "Suspicious Incident in the Park – Investigator Response." (See CPALMS resource ID #215724), using appropriate tools and techniques, including having criminal investigators (detectives), and forensic investigators role-play arriving on scene to conduct an investigation.

  • See Teacher Notes for additional roles included in the case study beyond the investigators.
  • Students will role play as investigators. Students can plan/write out their response, act it out using the set up crime scene, and other groups can use the attached Case Study Rubric to assess the students' role play.
  • This can be repeated for all groups in the class, focusing on the role of the investigators.

  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 ten slides) explaining their investigation's who, what, where, why, and how.

  • Students should present their findings and openly discuss how they approached their assigned roles and reached their conclusions.

  7. To close the assignment, provide discussion questions to students to consider for their future work in law enforcement. Students can answer the questions orally or on paper.

  • Why must investigators be precise in following leads, interviewing witnesses and suspects, and writing good reports?
  • How does this scenario help you understand and prepare for a career as an investigator?
  • What role in this case study closely aligns with your future goals?

• Teacher Notes

  
  

  Lesson Preparation:

  • Designate a place, inside the classroom or outside, where the crime scene can be set up before detectives and forensic investigators (role-players) arrive to begin their investigations.

  Assigning & Assessing 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 investigator roles can act as bystanders and potential witnesses for other groups. This should be planned out beforehand so that everyone knows their role and when they are or are not being assessed using the rubric.
  • Students role-playing as detectives will observe the crime scene, make initial contact with patrol officers, take notes, and contact the Park Attendant (David Collar). Detectives should work with the forensics investigators on the scene to ensure that all of the evidence has been secure, pictures have been taken, and the evidence is placed into evidence storage and secured.
  • Students role-playing as forensic investigators should have their Personal Protective Equipment (PPE) on when approaching the crime scene. Students should be actively involved in collecting fingerprints, blood evidence (if applicable), and any other potential items of evidence. Students should be photographing and processing all evidence from the crime scene.
  • Investigators should exhibit proper crime scene management, and interview techniques.
  • Role-players should demonstrate correct law enforcement dialogue and actions.

  Lesson Pacing:

  • As a pacing suggestion, although the instructional time is sixty minutes, if there are several groups of students role-playing, it may take several class periods to complete.

• Optional

  
  

  Assessment Ideas:

  • This lesson can be used as a stand-alone project or an end-of-quarter/semester assessment.