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S_Lesson 2
S/S/TN/2
| Title <Teacher Notes - Security lesson 2> | ||||||||||||||||||
| Reference number <S_S_TN_2> | ||||||||||||||||||
| Time needed for delivery of podlet <1 hour> | ||||||||||||||||||
| Rationale and context <The crime scene is introduced. In this lesson pupils will investigate Spencer Clark's accommodation (the crime scene) and collect evidence to help them discover the location of the Velocity SC1's> | ||||||||||||||||||
| Learning objectives <Students will learn what the main stages of a crime scene investigation are Students will learn what types of evidence are collected at a crime scene Students will justify what evidence is important> | ||||||||||||||||||
| Resources and supporting materials <S_S_PT_3 - The crime scene S_S_PT_3 - Crime scene cards S_S_FF_4 - Crime scene investigation S_S_PT_4 - Every contact leaves a trace S_S_PT_5 - Gimme 5 pieces of forensic evidence> | ||||||||||||||||||
| Stimulus activity S_S_ST_5 - Photos of a crime scene S_S_ST_6 - Photos of the crime scene at Spencer Clarkes accomodation> | ||||||||||||||||||
| Main activities S_S_PT_3 - Examing the crime scene Pupils look at a series of phots that show the stages of a crime scene investigation. Their first task is to look at the photos and list all the things that they can see happening. This could be done in groups. They can then be given S_S_PT_3 - Crime scene cards. Each card will link to a photo and highlight the importance of that stage of the investigation. Pupils are then asked to order the photos and cards starting with the stage of the investigation that would come first. Take feedback from groups about what order they put the cards in. Give students more information abour crime scene investigations by using S_S_FF_4 - Crime scene investigation. S_S_PT_4 - "Every contact leaves a trace" Discuss the meaning of Joe's motto by demonstrating how trace evidence can be left at a crime scene - eg pick up a glass, tear some clothing. Ask students to work in groups to think about the crime scene in Spencer Clarke's room. They should look at the photos of the crime scene and use the information on the task sheet to deduce what contact the thief could have made with his/her surroundings and what possible evidence could have been left behind.
S_S_PT_5 In groups students should now think more generally about crimescenes and the froensic evidence that may be left there. They complete the gimme 5 exercise on evidence. Each member of the group should write down five pieces of forensic evidence that they think can be collected at crime scenes - each item goes on a different post it note. Students should then move around the classroom and swap 3 of their ideas with other students so that they receive different ideas. Back in their teams they spread all of their ideas out on the desk. Students should now order their ideas from strongest piece of evidence to weakest piece of evidence and then as a team write down the justification for the order that they have placed the evidence in. Take feedback from the group and then ask each student to take one different piece of evidence and create a whole class barometer showing strongest to weakest evidence. > | ||||||||||||||||||
| Activities to demonstrate progress and reflect on learning <insert text here> | ||||||||||||||||||
| Links with other pods and future learning <insert text here> |
ssteward |
Latest page update: made by ssteward
, Jul 2 2008, 8:50 AM EDT
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