Lesson Plan Industry Sector
Public Services

Lesson Plan Originally Created By: Genelle Uppal

3. Report Writing: Field Interview Report (FIR)

Part of Unit: Police & Law Enforcement

Lesson Plan Overview / Details

The student will identify and list the basic information needed to obtain and correctly fill out a Field Interview Report. As well as understanding the importance of gathering information from subjects the officers make contacts with.

Lesson Time

1 class
90 Minutes


Objectives and Goals

The student will understand how to use their observation and training skills when making subject contacts to prepare and submit required reports.

Activities in this Lesson

  • News Clip Hooks / Set

    Have written on the whiteboard what today's lesson will be about as students enter the classroom.


    • Video clip
    • F.I.R. (Field Interview Report):  Why is this report so important?
    • When to use this form?
    • What information to obtain from individual to fill form out properly?

    When students are seated, play the news clip from KCRA news about the findings of human body parts on the riverbank.

    Teacher may take roll during the video clip if you choose to do so.

    Resources and Materials

  • Mini-Lecture Lecture

    When the clip is finished, teacher will move to a mini lecture and group discussion on the importance of an officer filling out the F.I.R. reports. (Allow 15-20 minutes.)

    1.  Have students take notes as the teacher writes on the whiteboard.  (Those in bold are written on the board and the non-bold writing will be verbally communicated to the students.)

    • An F.I.R. is a Field Interview Report.  It is just that, an interview or contact made with a subject done in the field (while on patrol).
    • It is used when officers' make contact with subjects who may be hitchhiking, loitering, parked in a vehicle on a lonely road in the middle of the night, or just a suspicious subject in an area they should not be. 
    • Verbally communicate the following to the students:

     It is used when an officer makes contact with a subject who may not be committing a "crime" but who may be in an area they shouldn't be in or wandering the streets at a late hour not normal for people to be out at that time in that neighborhood. It is used when we contact someone we believe is "suspicious" or displaying suspicious behavior based on the subject's location, date and time of contact and/or the type of clothing they are wearing, for example: a trench coat in 105 degree weather, or a swimsuit in the dead of winter walking around a neighborhood.

    • The reason for FIR's is to log that you have contacted this subject, at this location, at this time, and their reason for being at this location should a crime have occurred in this area the officer will be able to possibly identify a suspect or potentially even a witness to the crime.
    • Verbally communicate the following to the students:

    Sometimes officers know or "feel" the subject they are dealing with is doing something or about to do something that is not right, however are unable to prove a crime is being committed at this moment, so the officer must by law then leave the subject.  So the officer may take an FIR to show the contact and location of this subject should anything arise at a later date in this area.  We then can make contact with this subject and investigate to see if this subject had any part of the crime that came to light at a later date.

    2.  The teacher will hand out a copy of the news article from KCRA news for the students to have in their notebooks.

    3.  The teacher will read the attached material on the "rest of the story" in relation to the video clip on the human body parts and how the suspect was found and arrested, several months later, for murder because the officer had made contact with a suspicious subject 'fishing" at the river bottoms late at night and written an F.I.R. report about the contact.

    Resources and Materials

    • Human body parts article [ Download ] KCRA news Article
    • The Rest of the story [ Download ] The Rest of the story: The reason to write FIR's on all contacts.
  • Subject's Information Guided Practice

    Have the students pull out a sheet of paper and number 1 to 23 on their sheet. 

    The student should not have seen the report form yet.  This is an opposite learning style so the student is impacted and learns what he/she missed; which reinforces his long term learning and memory recollection.

    • Teacher will give the students the first three (3) bits of information to obtain from an individual: Name, address, and phone number.
    • Have the students then work on their own to list at least ten (10) bits of information that an officer would need to obtain from an individual that would be important to filling out the report, as well as having to find this subject in the future.  Name, address, and phone number cannot count as part of their ten (10). As the teacher walks around the room to oversee the students, the teacher may assist students who are struggling with this assignment. I usually give hints rather than a direct answer.   (Allow 5 or so minutes.)
    • When the students seem to have exhausted their list, have them pair up with someone sitting next to them and compare and share their list of information. This will hopefully allow the students to get more than ten (10) bits of information.  Most students will not obtain all twenty (20) bits of information.   (Allow 3 to 5 minutes.)

    When the students are finished with sharing their lists, have them stay in their pairs. 

    • Now, have each student interview their partner, asking the partners only the bits of information they have written down.  The student "officer" may only ask those bits of information that they have written down on their paper. And the other student can only answer what is asked of them. (Allow 10-15 minutes.)


  • F.I.R. Form Independent Practice

    Hand out the FIR form to the students.

    Have the students now fill in as much of the FIR form as they can with ONLY the information they obtained from their partners.  (Allow 30 minutes)

    They may not add things that are visual that they did not have listed on their paper, such as hair color or style and eye color.  If it was not on their paper they may not fill in that box.

    The teacher will give them the following information to complete the necessary boxes on the form: 

    • F.I.R. number = 002-FIR
    • Beat = 7 (This is the area of patrol the report was taken at.)
    • CAD ID (at the bottom of the page) is a computer data entry number that each officer has.  A student id number would be ok or I use the class period the students are in.
    • Deputy: would be the student writing this form
    • Reviewing officer: would be the teacher's name.
    • Computer entry: (on bottom of right half of page) Leave Blank. This is the name of the dispatcher or person who entered this report into the computer system.  Leave the whole line blank: Vehicle entry, Warrant entry, reviewed, and copy made.

    When the students are finished:

    • Pass out highlighters and have each student highlight every box they did not have information to fill in.
    • Have students write down on their original piece of paper all the highlighted missing information they missed.

    Allow the students to have a classroom discussion on this activity.  It always seems to generate great discussion and is a fun assignment.  The students begin to realize how intricate it is to be a peace officer.

    Resources and Materials

    • Field Interview Report Form [ Download ] Student exercise


Assessment Types:
Writing Samples,

Hand out another F.I.R. form to the students.

Hand out the copy of the report # 1002 written scenario. 

Have students read this written scenario and then fill out the F.I.R. form based on the information given in this scenario. 

Have students use their own name rather than the one given in the report when filling out their information.

Students will turn in and teacher will check for missed information and grade. 

This is a 25 point assignment:  1/2 point for each box.