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This past summer, I had the opportunity to participate in a five-day STEM training for teachers. The purpose of the training was to SHOW teachers how to implement STEM-related activities into their instruction. Each day we had class time and discussion, and then we went outdoors to engage in collaborative, challenging experiments. We compared species of plants and trees; calculated the height and circumference of trees; cored out a tree to determine its age and health; filtered tainted water with minimal supplies to purify it for drinking; observed the dissection of an 18-foot python; learned about invasive plant and animal species and their effects on the environment; measured the length, width, depth, and GPS coordinates of an outdoor crime scene with scattered bones; sifted through dirt at a crime scene to find evidence; collected and sorted crime scene evidence into human and non-human objects; identified human bones and their positions on the human body; walked into a Cypress Swamp up to our waists looking at various species of plants and fish.

As a girl who was born and raised in Philadelphia, these tasks were challenging for me. I had grown up in a very urban area and did not have an extensive background in plants and wildlife. Although I was apprehensive prior to each experiment, I felt exhilarated after accomplishing each task. I had pushed myself out of my comfort zone. These challenging scientific experiments deepened my knowledge in a very real and impactful way and in a very short amount of time. These are the type of experiences I want to share with my students.

I teach criminal justice and do many experiments with my students within the confines of my classroom. After my experience this summer, I want to take my teaching outdoors. I want to develop my students’ observation skills by having them notice all of the details and objects in their field of view and to notice things that are out of place as we conduct indoor and outdoor investigations. I want my students to develop their perception skills and be able to determine approximate distances using only their eyesight and prove or disprove their conclusions by measuring various distances with a measuring instrument. I want students to create a grid on our practice field that is 100 feet by 100 feet to conduct grid searches for evidence. Students will then calculate the coordinates of the location of the found evidence using the x and y coordinates on the outdoor grid. I want my students to learn to communicate with team members in remote locations using handheld radios to convey important information and to request help.

I plan to have my students excavate scattered decomposed bones from an outdoor crime scene that has been altered by nature and animals. Students will take measurements of the crime scene and pieces of evidence and create a sketch of the crime scene with the location of the evidence. As we excavate, students will sift through the dirt to find any pieces of evidence concealed at the scene. Students will sort the evidence into human and nonhuman objects. Students will use observation skills, mathematical calculations, evaluation and identification of human bones, and preservation and documentation of evidence.

The overarching goal of this project is for my students to understand the importance and reliability of science in crime scene investigation. As a criminal justice class, we learn that forensic scientists from the fields of anthropology, botany, entomology, odontology, toxicology, chemistry, geology, and pathology among other sciences help reconstruct crime scenes, identify victims, determine cause of death, and identify the offenders that participated in a particular crime. It is my goal to teach my students about the uniqueness and reliability of the various sciences used in determining the timeline of events, and identifying victims and offenders based on scientific methods. Through their own experimentation, students will learn about the numerous sciences involved in solving crimes.

One conclusion that I hope my students discover is that solving crimes involves a range of scientific methods and expertise. The criminal justice system requires reliable and relevant evidence and facts to uphold a conviction. Science has become a major factor in proving and disproving cases in criminal court. Forensic science requires relevant education, qualifications, and experience to be allowable in court. I intend for my students to have greater confidence in the criminal justice system based on their knowledge of the sciences that are applied to the law.



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Criminal Justice

grant photo
School:
Lely High 
Subject:
Stem 
Teacher:
Maureen DeLacy 
Students Impacted:
250 
Grade:
9-12 
Date:
August 21, 2022

Investors

Thank you to the following investors for funding this grant.

 

Joseph & Linda Curran - $1,000.00

Publix SuperMarkets, Inc - $999.99

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Impact to My Classroom

# of Students Impacted: 170

Lely High School Criminal Justice Academy

 

At the beginning of the school year, my criminal justice students study many facets of the law including Constitutional Law, Statutory Law, Case Law, and Regulatory Law.  Studying law develops students’ critical thinking skills, analytical skills, communication skills, reading proficiency, and vocabulary development. 

 

During our study of law, I work to develop my students’ perception skills by having them focus their attention on the many details in their reading, writing, and environment.  We study statutes and laws to learn the specific elements of these laws and the acceptable or forbidden behaviors and actions that are prohibited.  I train students to use their observation skills to notice the details and objects in their field of view and to notice things that are out of place as we walk around our school campus and conduct indoor and outdoor investigations.    

 

Initially, we used our newly purchased compasses to determine the cardinal directions within our classroom.  Groups of students then walked around our campus and determined the direction in which they were traveling.  I provided students with local landmarks to which they had to determine the direction of travel to get there.  Students were then given maps with landmarks and asked to write the directions from one landmark to another using the cardinal directions.

 

Next, we moved on to measurement.  Students were asked to measure their height in feet and inches with measuring tapes.  Students were then asked to make educated guesses about the heights of their classmates and staff members using their knowledge of feet and inches.  Using our new rulers, students measured objects inside our classroom to gauge the lengths and widths of objects.  Students measured the length and width of our classroom to gauge longer distances.

 

When we study policing and crime scene investigation, I create crime scenes to engage students in the process of securing, marking, measuring, analyzing, and sketching crime scenes. I created an indoor crime scene in my classroom involving a murder that was staged to look like a suicide.  Using tape measures, students were asked to measure the length and width of the crime scene and the distance between the victim and objects in the crime scene relative to the perimeter.  Students documented their observations and made sketches of the crime scene with their measurements included in the sketch.  I then created a large, outdoor crime scene involving a double murder and scattered evidence.  Students secured the crime scene and took measurements using our new 100-foot tape measures. Students recorded their observations and made sketches of the outdoor crime scene including their measurements.  These measuring skills will enhance my students’ ability to determine approximate distances using only their eyesight and to prove or disprove their conclusions by measuring various distances with a measuring instrument.

 

We conducted an outdoor crime scene that required a grid search for evidence. Students created a 100-foot by 100-foot grid and walked shoulder to shoulder to find and mark evidence with our new evidence markers.  Students made sketches of the crime scene grid and marked the location of evidence found using x and y coordinates on the outdoor grid.  Students learned to communicate with team members in remote locations using our new handheld radios to transmit and acknowledge information.

 

I created large Tupperware containers filled with sand, fake human bones, real animal teeth and bones, and non-human artifacts.  Students sifted through the sand to find any pieces of evidence in the container. Students then evaluated, identified, and sorted the evidence into human, animal, and nonhuman objects. Students learned how to document, preserve, and secure evidence using our new evidence bags.  Through their own inquiry, students learned about some of the sciences involved in crime scene investigation.

My students performed experiments with passive, low-impact, and high-impact blood spatter using theater blood, syringes, and droppers. My students replicated each type of blood spatter and recorded its shape and size using our new rulers.  My students measured the length and width of the blood droplets to establish that the change in the shape of the blood droplets correlates with the angle and speed of the impact of the blood.  My students also made blood transfer patterns using their gloved and ungloved hands and shoes on white paper.  My students discovered that they could identify whether a transfer blood stain was made from a gloved or ungloved hand and that they could determine the shoe model and size of footwear impressions.

 

In February, I organized a First Responders Field Day on the Lely High School campus.  First Responders from Greater Naples Fire Rescue, Collier County EMS, Collier County Sheriff’s Office, and Naples Police Department came to our campus and facilitated interactive, educational activities with our students.  Our students participated in CPR and first aid training, the law enforcement physical ability course; the firefighter physical ability course with a charged hose line, 911 Communications, Crime Scene Investigation, Fatal Vision DUI impairment goggles, and an anthropological dig for bones.  The overarching goal of this event was for my students to learn about the responsibilities and professional requirements of each of these agencies and their role in the criminal justice system. 

 

Throughout the school year, my students were given an opportunity to interact with professionals from various criminal justice disciplines to learn about the aspects of their jobs.  My students have learned that solving crimes involves a wide range of scientific fields and expertise. They learned that professionals in the criminal justice system require professional certifications, education, and training to perform tasks in a legally prescribed manner to ensure the lawful extraction and protection of relevant evidence and facts to be used in criminal court.  I believe my students have greater confidence in the criminal justice system based on their study of the relevant professions and sciences that are used in the criminal justice system. 

 

I would like to express my sincerest gratitude to Joseph and Linda Curran and Publix Supermarkets, Inc. for fulfilling my grant request for the Lely High School Criminal Justice Academy.  Your kind gesture enabled me to make my dream of bringing “forensic science” to life a reality.  Your financial support allowed me to purchase the tools necessary to carry out the many goals I planned for this year and years to come.  The many forensic science activities we engaged in reinforced students’ critical thinking skills, analytical skills, communication skills, and team building and collaboration skills.  Students increased their knowledge of the sciences used in crime scene investigation and had lots of fun while engaging in these interactive activities.  Many of the skills my students learned are transferrable to other disciplines and areas of their lives.  The long-term effects of your financial contribution will be felt for years to come.   

 

Thank you for supporting the Lely High School Criminal Justice Academy.  I truly appreciate your generous donation and your support of the field of education.

 

Sincerely,

 

Maureen DeLacy

Lely High School

Criminal Justice Academy    

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Measuring Blood Spatter Droplets

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Measuring Blood Spatter Droplets

 

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Creating Blood Spatter

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Creating Blood Spatter

 

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Digging for Bones

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CPR Training at our First Responders Field Day

 

Original Grant Overview

Goal

This past summer, I had the opportunity to participate in a five-day STEM training for teachers. The purpose of the training was to SHOW teachers how to implement STEM-related activities into their instruction. Each day we had class time and discussion, and then we went outdoors to engage in collaborative, challenging experiments. We compared species of plants and trees; calculated the height and circumference of trees; cored out a tree to determine its age and health; filtered tainted water with minimal supplies to purify it for drinking; observed the dissection of an 18-foot python; learned about invasive plant and animal species and their effects on the environment; measured the length, width, depth, and GPS coordinates of an outdoor crime scene with scattered bones; sifted through dirt at a crime scene to find evidence; collected and sorted crime scene evidence into human and non-human objects; identified human bones and their positions on the human body; walked into a Cypress Swamp up to our waists looking at various species of plants and fish.

As a girl who was born and raised in Philadelphia, these tasks were challenging for me. I had grown up in a very urban area and did not have an extensive background in plants and wildlife. Although I was apprehensive prior to each experiment, I felt exhilarated after accomplishing each task. I had pushed myself out of my comfort zone. These challenging scientific experiments deepened my knowledge in a very real and impactful way and in a very short amount of time. These are the type of experiences I want to share with my students.

I teach criminal justice and do many experiments with my students within the confines of my classroom. After my experience this summer, I want to take my teaching outdoors. I want to develop my students’ observation skills by having them notice all of the details and objects in their field of view and to notice things that are out of place as we conduct indoor and outdoor investigations. I want my students to develop their perception skills and be able to determine approximate distances using only their eyesight and prove or disprove their conclusions by measuring various distances with a measuring instrument. I want students to create a grid on our practice field that is 100 feet by 100 feet to conduct grid searches for evidence. Students will then calculate the coordinates of the location of the found evidence using the x and y coordinates on the outdoor grid. I want my students to learn to communicate with team members in remote locations using handheld radios to convey important information and to request help.

I plan to have my students excavate scattered decomposed bones from an outdoor crime scene that has been altered by nature and animals. Students will take measurements of the crime scene and pieces of evidence and create a sketch of the crime scene with the location of the evidence. As we excavate, students will sift through the dirt to find any pieces of evidence concealed at the scene. Students will sort the evidence into human and nonhuman objects. Students will use observation skills, mathematical calculations, evaluation and identification of human bones, and preservation and documentation of evidence.

The overarching goal of this project is for my students to understand the importance and reliability of science in crime scene investigation. As a criminal justice class, we learn that forensic scientists from the fields of anthropology, botany, entomology, odontology, toxicology, chemistry, geology, and pathology among other sciences help reconstruct crime scenes, identify victims, determine cause of death, and identify the offenders that participated in a particular crime. It is my goal to teach my students about the uniqueness and reliability of the various sciences used in determining the timeline of events, and identifying victims and offenders based on scientific methods. Through their own experimentation, students will learn about the numerous sciences involved in solving crimes.

One conclusion that I hope my students discover is that solving crimes involves a range of scientific methods and expertise. The criminal justice system requires reliable and relevant evidence and facts to uphold a conviction. Science has become a major factor in proving and disproving cases in criminal court. Forensic science requires relevant education, qualifications, and experience to be allowable in court. I intend for my students to have greater confidence in the criminal justice system based on their knowledge of the sciences that are applied to the law.



 

 

What will be done with my students

Students will learn and apply the cardinal directions using a compass to calculate north, south, east, and west from any given location.
Students will learn to use highways, roads, and landmarks to determine their direction of travel.
Students will study the use of GPS coordinates to locate people, places, and things.
Students will develop spatial ability and the capacity to be aware of and remember the visual and spatial relationships among objects and space in crime scenes and criminal investigations.
Students will develop the skill of spatial awareness and being aware of one’s surroundings and position and their partner’s location for personal safety.
Students will develop their perception skills by measuring the distance of objects that are near, midrange, and far by first estimating the distance of each and then confirming the distance using a measuring tool.
Students will create a grid 100 feet by 100 feet on a field with intervals every four feet along the x and y axis to create a coordinate plane on an outside field.
Students will conduct an outdoor grid search using a line formation to locate and mark evidence on the field and establish the x and y coordinates for the locations of each piece of evidence.
Students will graph the locations of the evidence on a coordinate plane.
Students will document, collect, and tag evidence from the grid search.
Students will study the science of anthropology and its use in identifying human and animal bones.
Students will secure, measure, sketch, and excavate scattered bones from an outdoor crime scene.
Students will sift through the dirt of an outdoor crime scene to search for evidence.
Students will identify and sort evidence obtained from the outdoor crime scene to determine human and animal bones.
Students will observe and document all plant and animal species surrounding the crime scene.
Students will conduct a search for suspects and evidence on school grounds while working in teams.
Teams of students will communicate their positions and updates using handheld radios.
Students will use string, rods, light sources, and measuring instruments to measure crime scenes Students will use paper and plastic bags to secure and label evidence in accordance with the standards for the chain of custody.
Through their own experimentation, students will learn that multiple sciences are used to investigate crimes and to determine the identity of victims and suspects.
Students will study the role of DNA in identifying humans and animals.
Students will learn about the proteins that make up DNA and create DNA strands for different species of animals including humans.
My students will learn that forensic science principles and techniques must meet stringent standards to be used in a court of law.
 

 

Benefits to my students

My students will be exposed to numerous scientific disciplines and multiple hands-on experiences with this research project.
My students will study crime scene investigation procedures, preservation of the crime scene, collection of evidence, preservation of evidence, proper chain of custody, contamination of evidence, the sciences of anthropology, botany, and pathology, the study of cardinal directions and measurement in inches, feet, and yards, courtroom rules and procedures, the Bill of Rights, Constitutional protections against illegal search and seizure, criminal law statutes, laws relating to expert witnesses testimony, procedures for requesting warrants, and statutes of limitations.
My students will understand the role of science in proving and disproving criminal cases. My students will deepen their knowledge and understanding of the various sciences used and their reliability as a source of individual identification.
My students will understand the names and characteristics of human bones and their placement on the human body.
My students will know the proper methods to excavate bones that are buried in the ground.
My students will learn about the national FBI NCIC database for missing and unidentified persons and its use in the identification of suspects, military personnel, police officers, teachers, bankers, lawyers, and other professionals.
My students will demonstrate an understanding of DNA and its use in identifying individuals and their family members.
My students will know the procedures for determining whether a substance is animal or human blood, or some other substance.
My students will demonstrate an understanding of the science of ballistics and its role in solving crimes. My students will know the professional standards required for forensic scientists who work in crime scene investigation.
My students will understand the criminal justice process from the commission of a crime, the crime scene investigation, the arrest, the criminal trial, and sentencing.
 

 

Budget Narrative

Items Requested
Item Unit Price Quantity Total Price
Pony Beads to create DNA strands 3000 count 11.99 2 23.78
Small Sand Sifter Shovel 4 piece set for outdoor crime scene 9.95 6 59.70
Sand Sifting Pan 8 piece set for outdoor crime scene 15.99 5 79.95
Cat Skull Skeleton for outdoor crime scene anthropology dig 11.19 1 11.19
Cobra Lifecycle Models for outdoor crime scene anthropology dig 10.65 1 10.65
Human Skull Replica for outdoor crime scene anthropology dig 16.95 1 16.95
Unassembled Human Skeleton Bones 28 loose pieces for anthropology dig 29.69 1 29.69
National Geographic Fossils & Minerals Kit for outdoor crime scene 39.99 1 39.99
National Geographic Earth Science Kit for outdoor crime scene 29.99 1 29.99
Fossilized Shark Teeth for outdoor crime scene anthropology dig 8.99 1 8.99
Military Compass 2 piece set for indoor and outdoor crime scenes 15.99 15 255.84
Rubbermaid 10 gal Storage Tote 8 piece set for sifting for bones & evidence 129.99 1 129.99
Pint of Fake Blood for crime scenes 11.95 1 11.95
Plastic Ruler Converter 6 inch 25 pieces for measuring evidence 44.24 1 44.24
Plastic Ruler Converter 12 inch 25 pieces for measuring evidence 47.59 1 47.59
Reel Fiberglass Measuring Tape 100 feet for indoor & outdoor crime scenes 19.99 4 78.36
Reel Fiberglass Tape Measure 330 feet for indoor & outdoor crime scenes 56.99 1 56.99
Evidence Markers 50 pieces for marking evidence in crime scenes 28.99 1 28.99
Crime Scene Barricade Tape to secure crime scenes from contamination 12.99 2 25.98
Crime Scene Paper Evidence Bags 100 Count for collecting evidence 40.00 1 40.00
UV Flashlight 2 piece set for discovering latent evidence 13.99 16 223.84
Mini Human Skeleton Model Intact to study human anatomy & bone identification 20.55 1 20.55
Disarticulated Human Skeleton Anatomical Model to build human body 109.99 1 109.99
Marking Flags 100 pieces for marking evidence in outdoor crime scenes 18.99 1 18.99
Safety Goggles 12 pieces for conducting crime scene investigations 13.53 3 40.59
Athletic Field Striping Paint for creating grid for outdoor searches 12.56 4 50.24
Rechargeable Walkie Talkies set of six for team investigations & communication 121.99 1 121.99
Mugshot Photo Backdrop Banner for taking mug shots 13.59 1 13.59
Adhesive Evidence Labels 100 pieces for labeling evidence at crime scenes 11.96 1 11.96
Wood Clipboards Set of 30 for writing while conducting crime scene investigations 44.95 1 44.95
Multicolor Plastic Clipboards Set of 6 for writing while investigating crimes 22.95 1 22.95
Stopwatch Large Face for conducting time sensitive investigations 18.03 5 90.15
Measuring Wheel 10,000 feet for measuring long distances 24.99 1 24.99
Brown Paper Lunch Bags 100 pieces for collecting evidence 8.99 1 8.99
Pipe Cleaners 1000 pieces for making DNA strands 21.99 1 21.99
Tax 134.43
Total 2000.00
 

 

Items

# Item Cost
1 Pony Beads 3000 count Unit Price $11.89 x 2 $23.78
2 Small Sand Sifter Shovel 4 piece Unit Price 9.95 x 6 $49.75
3 Sand Sifting Pan 8 piece Unit Price 15.99 x 5 $79.95
4 Cat Skull Skeleton $11.19
5 Cobra Lifecycle Model $10.65
6 Human Skull Replica $16.95
7 Unassembled Human Skeleton Bones 28 piece $29.69
8 National Geographic Fossils & Minerals Kit $39.99
9 Fossilized Shark Teeth $8.99
10 Military Compass 2 piece Unit Price 15.99 x 16 $255.84
11 National Geographic Earth Science Kit $29.99
12 Rubbermaid 10 gal Storage Tote 8 piece $129.99
13 Pint of Fake Blood $11.95
14 Unsolved Case File: Who murdered Harmony Ashcroft $26.97
15 Plastic Ruler Converter 6 inch 25 pieces $44.24
16 Plastic Ruler Converter 12 inch 25 pieces $47.59
17 Reel Fiberglass Measuring Tape 100 feet Unit Price $19.59 x 4 $78.36
18 Evidence Markers 50 piece $28.99
19 Crime Scene Barricade Tape Unit Price $12.99 x 3 $38.97
20 Crime Scene Paper Evidence Bags $40.00
21 UV Flashlight 2 piece Unit Price 13.99 x 17 $237.83
22 Mini Human Skeleton Model $20.55
23 Pipe Cleaners 1000 pieces Unit Price 21.99 x 2 $43.98
24 Safety Goggles 12 pieces Unit Price $13.53 x 3 $40.59
25 Marking Flags 100 pieces $18.99
26 Athletic Field Striping Paint Unit Price $12.56 x 4 $50.24
27 Walkie Talkies Case of 6 $121.99
28 Human Skeleton Anatomical Model $109.99
29 Mugshot Photo Backdrop Banner $13.59
30 Adhesive Evidence Labels 100 pieces $11.96
31 Wood Clipboards Set of 30 $44.95
32 Multicolor Clipboards Set of 6 $22.95
33 Stopwatch Unit Price 18.03 x 5 $90.15
34 Measuring Wheel 10,000 feet $24.99
35 Brown Paper Lunch Bags 100 pieces $8.99
36 Taxable Items $134.42
  Total: $1,999.99

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