DIY Crime Scene Investigation

Grades 4-12

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Students examine a mock crime scene, collect evidence, and solve a fictional mystery using investigative techniques.

Materials

  • Baby powder or cocoa powder
  • Clear tape
  • Dark paper (black construction paper works well)
  • Envelopes (to “hold evidence”)
  • Notepads or worksheets
  • Pencils or pens
  • Shoe print samples (real shoes or pre-made prints)
  • Coded message or cipher
  • Plastic cups or tweezers (for evidence collection)
  • Yellow tape or string (to outline crime scene)
  • Optional: Magnifying glasses

Preparation

  1. Choose a “crime” scenario (e.g., “Who stole the missing trophy?” or “Who took the principal’s lunch?”)
  2. Identify a space in the classroom or hallway for the scene.
  3. Set up evidence stations:
    • Fingerprints: Leave clear tape fingerprint lifts on dark paper at the scene.
    • Shoe prints: Stamp or trace shoe soles on paper or use flour to create light prints.
    • Coded note: Write a clue in a simple cipher (e.g., letter shift or symbol code).
  4. Scatter “evidence” around the room and label items with numbers.
  5. Outline the area with yellow tape or string and label it “Crime Scene – Do Not Enter.”

Instructions

  1. Explain that a mystery has occurred. Introduce them to the crime scene.
  2. Divide them into small investigative teams.
  3. Give students 5-10 minutes to observe the scene without touching anything. (They should take notes on what they see and sketch the scene without touching anything).
  4. Assign each team an evidence type:
    • Team A: Fingerprint analysis
    • Team B: Shoe print comparison
    • Team C: Code breaking
  5. Fingerprints: Use baby powder to dust a surface (lightly!) and lift with clear tape. Stick it onto black paper.
  6. Shoe prints: Compare found prints to a sheet of classmates’ traced shoes.
  7. Coded notes: Use cipher keys to decode hidden messages.
  8. Provide a simple worksheet or notebook page with guiding questions:
    • What does the fingerprint tell you?
    • Does the shoe print match anyone’s?
    • What does the coded note say?
    • Who had the motive or opportunity?
  9. Each group presents their theory with evidence to support it.
  10. As a class, discuss and agree on the most likely “suspect.”