Analyzing the CSI Effect on Crime Scene Technology

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Career Cluster: Law, Public Safety & Security

  Program Name: Crime Scene Technology

  CIP Number: 0743010604

  Course Name: Crime Scene Technology 1

  Course Number: 8200301

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

  CTE Standard(s) or benchmarks:

  CTE-LPSS.912.8200301.1.1 Distinguish the differences between the CSI Effect and reality of crime scene investigations.

  CTE-LPSS.912.8200301.1.2 Analyze T.V. shows related to the CSI Effect and discuss the impact of these shows on the field of forensic science.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Don’t Believe Everything You See on T.V.” See CPALMS resource ID # 219305.

• Career Connection

  
  

  In this lesson, students will use the durable skills of Critical Thinking and Analysis by comparing fictional portrayals with real-world practices. They will practice Collaboration through working in teams to evaluate scenarios and propose solutions. Students will employ Communication skills when presenting findings and engaging in group discussions. They will also practice Adaptability by adjusting expectations based on evidence and procedures. Finally, students will be asked to use their Problem-Solving skills by addressing challenges caused by public misconceptions of crime scenes.

• Learning Objectives

  
  

  Students will be able to:

  • Distinguish between the CSI Effect and the realities of crime scene investigations by analyzing portrayals of forensic science in TV shows and real-world processes.
  • Evaluate how the CSI Effect impacts public perception, jury expectations, and forensic professionals.
  • Work collaboratively to develop solutions for addressing misconceptions caused by the CSI Effect.
  • Create a coherent digital presentation that improves the experience and understanding of the audience.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Collaborate in teams.
  • Internet research using credible /verified sources.
  • Basic crime scene protocols.

• Guiding Questions

  
  

  What impact does the CSI Effect have on how people perceive crime scene analysis?

• Procedure

  
  
  1. To introduce the lesson, the teacher can activate student prior knowledge by introducing the term CSI Effect and engage students in identifying misconceptions.
  2. To demonstrate examples of this, show a 3–4-minute clip from a Forensic T.V. Show where the characters are investigating a crime scene, processing evidence or even a courtroom scene where the evidence is being discusses. Facilitate a quick class discussion, 4-5 minutes about what the students noticed. The following discussion questions can be used to guide the conversation. Ask students:
  • • What aspects of this scene seem realistic? Unrealistic?
    • How might scenes like this shape people’s expectations of forensic science? Do you think this reflects real-world practices? Why or why not?
    • How does the fictional show misrepresent the process?
  3. Distribute the case study, "Don’t Believe Everything You See on T.V.," CPALMS Resource ID # 219305 and allow students time to read the case study individually or with a partner. Explain that the purpose of the lesson is to analyze and examine how the CSI Effect has impacted the character(s) in the case study.
  4. Students can be provided with the handout, Case Study Discussion Questions, or the guiding questions can be displayed in the classroom:
  • • How does Edgar’s mindset reflect the CSI Effect?
    • How does Giselle’s response highlight real-world forensic challenges?
    • What could Edgar have done differently to align with real-world expectations?
    • Highlight how Giselle and Detective Reyes demonstrate real-world processes.
    • How might T.V. CSI portrayals affect professionals like Edgar in the scenario?
  5. After students have had time to work on reading and discussing the case study, the teacher can provide students with information to help develop background knowledge of the CSI effect and provide students with support during their group activity. Teachers can use the suggested links below, available course materials, or a teacher-created resource.

  • • https://www.yalelawjournal.org/forum/the-csi-effect-fact-or-fiction

    • https://nij.ojp.gov/topics/articles/csi-effect-does-it-really-exist

    • https://www.law.cornell.edu/wex/csi_effect

    • https://academic.oup.com/edited-volume/41331/chapter/352336326
  6. For the student activity, students will be asked to create either a digital or physical display comparing the CSI Effect vs. reality. Students should include a short digital clip of a CSI T.V. that was analyzed in reference to the CSI Effect. If the students are creating a physical display, they can include specific printed screenshots. The display will be based on the handout “CSI Effects Research” to guide their internet research. The handout is based on 4 major areas:
  • • • Public perception of forensic science due to TV shows
      • Impact of the CSI Effect on jury expectations in court cases
      • Misconceptions created by forensic TV shows
      • How the forensic science profession has adapted to the CSI Effect
    • Students can also be provided with the following suggested links and other teacher provided resources appropriate for students to use for research:
      • National Institute of Justice’s Forensic Science: http://nij.ojp.gov
      • Forensic Science Simplified: http://forensicsciencesimplified.org
  7. To bring the lesson to a close, each group can present their display to the class and summarize their findings. After all presentations have concluded, a class discussion can be lead focusing on the following questions:
  • • What surprised you the most about the CSI Effect?
    • What might professionals in forensic science want the public to understand?
  8. To connect students’ learning with possible future careers, they can participate in a whole group discussion or groups can pair up and discuss the following:
     1. • Explain the most significant difference between the CSI Effect and real-world forensic investigations.
        • How do these differences impact professionals, jurors, or the public?
  • • The following questions can also be discussed in class or as a follow up assignment.
      • Describe one career skill you used today that would be useful in the field.
      • How can we ensure forensic recruits are prepared for the realities of the job?

• Teacher Notes

  
  
  • If short on time, this lesson can be completed over two class periods.