Missing Money Mystery Instructor's Guide

An Introduction to Forensic Science R’S GUIDE Missing money MYSTERY INSTRUCTO



Missing Money Mystery An Introduction to Forensic Science Copyright © Community Learning LLC. All rights reserved.

Copyright © Community Learning LLC. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical photocopying, recording, or otherwise without the prior written permission of the publisher. Please direct any comments regarding this publication to [email protected].

Table of Contents Preface ......................................................................................................... iii Introduction........................................................................................................ ix Lesson 1: Figuring Out Forensics Organization and Observation.................................................... 1 Lesson 2: Securing the Scene Collecting Evidence...................................................................... 9 Lesson 3: Powder Power Solutions or Suspensions.............................................................. 17 Lesson 4: Natural or Not Fiber Identification....................................................................... 29 Lesson 5: Tracking the Tires Tread Patterns................................................................................ 36 Lesson 6: Digging for Dirt Soil Samples................................................................................... 46 Lesson 7: Cast a Clue Shoe Print Evidence...................................................................... 54 Lesson 8: Crack the Code Cryptograms.................................................................................. 64 Lesson 9: Lifting Lips Lip Prints........................................................................................ 74 Lesson 10: Proof in Profiling DNA Identification...................................................................... 84 Lesson 11: Suspicious Statements Means, Motive, Opportunity....................................................... 92 Lesson 12: Case Closed Analyzing Evidence...................................................................... 98 Glossary ......................................................................................................... 105 Appendix: Standards....................................................................................... 107 Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  i

ii  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Preface Welcome! the public and private sectors point to the critical role ongoing, quality after-school programs play, Missing Money Mystery: An Introduction to Forensic especially programs with a focus on science, math, Science is a 12-lesson course for elementary and reading—the same skills now tightly linked to students. It is designed to ignite curiosity and the economic productivity of our society. stimulate authentic learning by creating real life contexts ranging from lab analyses to print Missing Money Mystery exposes students to this making to criminal investigation. Missing Money and more. The course sets up scenarios that invite Mystery has been used enthusiastically in all 50 students to solve problems creatively, think critically, states, stimulating young minds and engaging work cooperatively in teams, and use evidence, young hands for many years. In fact, thematic models, tools, and scientific techniques effectively. integration—over an extended period of hands-on engagement—forms the driving concept behind all “The students were engaged and enjoyed the Community Learning’s courses. The lessons and experiments. The story keeps the activities activities that comprise Missing Money Mystery are meaningful and provided an interested way to aligned to the practices, cross-cutting concepts, and connect standards. The teacher’s manual was easy disciplinary core ideas that are the foundation of to follow and materials in the kits made it very the Next Generation Science Standards (NGSS). In convenient for set up. Overall, this is a great thing addition, the activities included in this unit align to to do in afterschool and during the summer!\" the Common Core State Standards in Mathematics and English Language Arts and Literacy. For • Genesis Center, Florida more information on the standards please see the Standards Matrix included in the appendix. Bringing the Mystery to Life Who Can Teach Missing Money Mystery Missing Money Mystery is based on the premise and Where? that a crime occurred in Mr. Mugg’s fourth grade classroom at Markwell Elementary. A canister Instructors are supported by easy-to-manage holding the money for an upcoming geocaching materials and step-by-step plans. No specialized field trip disappeared sometime after dismissal on a knowledge is required to launch the course, making Monday afternoon. Mr. Mugg makes this discovery this entertaining forensic science mystery ideal for the following morning. He knows his students have classrooms, after-school programs, intersession been looking forward to this special trip which will programs, museum groups, summer camps, youth introduce them to the natural world through a real groups, and clubs . . . anywhere young people are life treasure hunt, and he decides to undertake the gathered. investigation himself—with the help of your (the course instructor’s) students. Hands-on Enrichment in Science and Critical Thinking To launch his investigation, Mr. Mugg uses the classroom computer to learn about forensic science The call for hands-on activities that build critical and the necessary activities, tools, and tests he needs thinking skills, confidence, competence, and science to solve the crime. He shares this information with literacy can be heard on the national, state, and local your students through a series of email letters. He levels. To be sure, educators and officials in both then locates and gathers the clues and packages and sends them in a box to your classroom. Inside this Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  iii

Preface Missing Money Mystery box are all the materials needed by your students to ultimately, to solving the mystery. Because of this, conduct the investigation, including photographs, instructors need to review the corresponding pages scientific equipment and “evidence.” in the Student Activity Book in order to guide students in completing their part of the activity. Each lesson introduces new intriguing evidence, forensic techniques, and insight toward solving Course Kit Components the Missing Money Mystery. To limit the suspect possibilities, Mr. Mugg has narrowed the suspects Each course kit contains an Instructor Guide, to four—all current students of his. Two are boys Resource CD, and all of the materials and tools and two are identical twin girls. Together, your necessary to teach the course to a class of 30 students work toward the most plausible scenarios students. Start by reviewing this guide, the and celebrate their findings in the concluding lesson preparation chart, and tutorials on the Teacher with certificates honoring their work as forensic Resource CD. investigators. Instructor’s Guide \"The Missing Money Mystery was very easy to follow. The children had such a great time at it, we Every step is taken to provide an easy-to-follow even allowed our group to re-enact the entire crime. format and fun-to-read instructions for each lesson. This mystery was fantastic!\" In addition to a brief listing of objectives, materials, and setup procedures, useful icons point the • Jacqueline Jones-Ford, Director/Detective, instructor to a number of key elements: Hempstead NY P.A.L. Notes for the Instructor Brief instructor notes introduce the subject matter Making the Most of Each Lesson and challenges presented in the particular lesson. They often contain real-life, age-appropriate With all the necessary materials provided in examples from crime in history or popular culture. convenient, lightweight carryalls, and the setups, Notes for the Students processes, and procedures explained in detail, These notes “set the stage” for each lesson by presenting instructors will find Missing Money Mystery easy and brief material to read, listen to, and discuss. fun to teach. Each lesson provides an activity that Vocabulary teaches a new but related aspect of scientific reasoning New and relevant terms are defined here. Note, too, and a particular scientific process. None of the labs the comprehensive “Glossary” at the rear of the require special handling or complicated setups. Instructor’s Guide and Student Books. After familiarizing themselves with the lesson, vocabulary, and intended outcome of the activity, instructors set up their classroom so that it is easy for students to work in groups. Clear guidance is provided in each lesson on how to set up the demonstration area with all the relevant materials at hand. Any necessary safety precautions specific to individual lessons are also provided. The instructor should be sure to know where emergency help and supplies are located. Each lesson activity that the students accomplish becomes part of their “Case Notes” and contributes, iv  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Missing Money Mystery Preface Activity Description Companion Resources Here, step-by-step procedures are provided for both the instructor’s demonstration and the students’ When you adopt Missing Money Mystery: A Study immersion in the activity. in Forensic Science, your instructors will have access Wrap-up to a number of companion resources. A Resource Discussion-provoking questions are designed to CD offers tips, lesson extensions, and other great summarize learning and help students take their ideas for the classroom. Word search and crossword inquiry further. puzzles help reinforce newly learned and used Clean-up vocabulary. Links to forensic videos and other multi- Clear instruction on preserving and storing media resources provide authentic lesson extensions. materials is provided to ensure kit longevity and cost Immediate support is always available by phone, effectiveness. email, or webinar from the experts at Community Other Directions, Discussions and Learning. Destinations About Community Learning To extend lessons and deepen understanding across disciplinary and cultural divides, relevant links to Community Learning is a socially responsible multimedia, web resources, and books are provided company focused on impacting positive youth here. development through STEAM education. We create curriculum designed to expose students to careers Student Books and inspire their development into lifelong learners. Our products are developed in collaboration with Designed for students to record their discoveries subject area experts, providing complete support class after class, the Student Books acquire a for program administrators desiring rich, engaging narrative quality that keeps the young “Crime Scene educational programs for their students. Investigators” engaged in scientific investigation If you have any questions, suggestions, or feedback, over time. The books serve as companions to the please visit our website or email us at info@ Instructor’s Guide and contain reports, charts, commlearning.com. places to attach samples, and areas to record observations, as well as a full glossary of terms used in the course. The complete Missing Money Mystery: An Introduction to Forensic Science student book is provided in PDF on your Resource CD, with an unlimited license for reproduction for your school or organization’s use.     Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  v

Preface Missing Money Mystery Print/Copy Preparation Overview Organize Lesson 1 Lesson 2 Lesson 3 Lesson 4 Kit Supplies Figuring Out Securing the Scene: Powder Power: Natural or Not: Prepare Forensics: Collecting Evidence Solutions or Fiber Identification Acquire Suspensions Additional Organization Supplies and Observation Student Book Student Book Student Book Student Book pages iii-3 pages 4-6 pages 7-15 pages 16-19 • Black marker • Crime scene tape • Black markers • Black fabrics (nylon, • Plastic coins • Measuring tape • Masking tape acetate, cotton, wool) • Plastic cups • Masking tape • Portion cups • Paper bags • Black marker • Wipes • Aluminum tray • Textured objects • Graph paper • Container • Container • Pencils • Sand • Vinegar • Votive candles • Rulers • M embership card • Funnel • Tweezers • Hand lenses • Wipes • Dropper bottles • Metal tongs • Lotion • Wooden splints • Wide tape • Pencils • Plastic cups • Black marker • Rulers • D ark construction • Light colored paper construction paper • Tablespoon • Scissors • White powders • Pencils • Hand lenses (baking soda, Plaster of Paris, powdered sugar, salt) • L ight colored construction paper • Pencils • Hand lenses • Foam plates • Scissors • Organize bags of • O rganize the mock • O rganize powders into • Cut and prepare fabric textured objects crime scene in your room portion cups and place samples on labeled • Count coins into cups • C reate a mock crime on labeled construc- construction paper scene sketch - make copies for each stu- tion paper • T ear pieces of tape and dent • Fill and label dropper set on edges of student • A ttach crime scene tape across doorway bottles with water and desks or tables vinegar • F ill the container with • S et up demonstration water area as a safety precaution • S et up pyrolysis demonstration • Water • Matches vi  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Missing Money Mystery Preface Preparation Overview Lesson 5 Lesson 6 Lesson 7 Lesson 8 Tracking the Tires: Digging for Dirt: Cast a Clue: Crack the Code: Tread Patterns Soil Samples Shoe Print Evidence Cryptograms Print/Copy Student Book Student Book Student Book Student Book pages 28-33 pages 34-39 Organize pages 20-24 pages 25-27 Kit Supplies • Scrub brushes • Index cards • Wipes • S oil samples (sandy • Shoe shine sponges • Black marker • Masking tape soil, clay, loam) • Paint brushes • Masking tape • Rulers • Dusting powder • P hotos of coded note • Reclosable bags • Wipes • Photos of crime scene • Pencils • Modeling clay • Black marker • Pencils • Portion cups shoe print • Tire sample • Container • Portion cups • Hand lenses • Dropper bottles • Wipes • Foam plates • Foam plates • Hand lenses • Photos of tread • Tablespoon • Pencils • Pencils evidence and cast of • Hand lenses tread evidence • Wooden splints • 8 oz. plastic dish • Plaster of Paris tub • Portion cups • Plastic spoon • Cup of water • Separate modeling • L abel portion cups • F ill portion cups with • W rite letters and clay into bags for each and scoop soil dusting powder numbers on index group of students samples cards for deciphering • Set up shoe printing cryptogram • Make a mold/cast at • Fill dropper bottles stations least 1 hour before with water Prepare class begins • S et up foam plates Acquire • S et up demonstration with soil samples for Additional area to make a second each group Supplies mold/cast • Cooking spray • Paper Towels • Paper Towels • Paper towels • Water • Blank Copy Paper • Water • Scissors Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  vii

Preface Missing Money Mystery Preparation Overview Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lifting Lips: Proof in Profiling: Suspicious Case Closed: Lip Prints DNA Statements: Analyzing Evidence Means, Motive, Identification Opportunity Student Book pages 51-53 Print/Copy Student Book Student Book Student Book Certificates of pages 40-45 pages 46-48 pages 49-50 Completion Organize Kit • Pencils Supplies • Portion cups • D NA strands handouts • Pencils • Wooden splints • Envelopes • Powder • Scissors • Rolls of tape (cornstarch) • Pencils • Lipstick • Photos of blood drops • Petroleum jelly • Wide tape from crime scene • Index cards • Black marker • Wipes • P hotos of lip print on Envelopes • Pencils • Mirrors • Feathers • Rulers • Hand lenses • Crayons • Rolls of tape • Tissues • Scoop lipstick and • Set up DNA cutting • O rganize groups of • Print out and fill in petroleum jelly into demonstration students the Certificates of portion cups for each Completion student Prepare • Fill portion cups with powder • Label index cards with lip print patterns Acquire Additional Supplies viii  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Introduction Instructor’s note: To build intrigue and set the scene, read this introduction to students prior to beginning the first lesson. Missing Money Mystery Mr. Mugg is stumped. He is a fourth grade science walked carefully around the overturned chair to have teacher at Markwell Elementary School and an old a peek out the window. Another surprise: the garden friend of mine. On Tuesday, he arrived early to his had been disturbed. At that point, my friend decided he classroom as usual, but there was nothing usual about must act quickly but carefully. his day after that. He found a chair overturned by the He was determined to solve this mystery of the missing window, white powder scattered across the classroom money, but he knew he had to overcome two things: floor, and, strangest of all, the canister which always First, he needed to inform himself about forensics— stood at the front edge of his desk was missing. The the science that focuses on solving crimes. Second, canister holding the money donated by the Markwell he needed to enlist helpers—others who live far away PTA (Parent Teachers Association) for an upcoming from the scene of the crime and don’t know any of the field trip had vanished! suspects. While Mr. Mugg doesn’t know a lot about Poor Mr. Mugg. He thought immediately of his forensics, he does know that the best people to solve students. They had been looking forward to the special a crime are those who are removed both emotionally trip they had been planning since the fall. Each year, and physically. Mr. Mugg is too close to his students Mr. Mugg takes his class on a real-world treasure hunt to be truly objective. This is why he asked me if my called geocaching. Geocaching is an outdoor game that class would be interested in conducting this forensic uses a GPS device to pinpoint the location of anything investigation for him. He assigned me to be his Crime anywhere on the planet. Most “smart phones” have Scene Investigator and you, if you are willing to accept a GPS (Global Positioning System). On Mr. Mugg’s the assignment, to be my forensic scientists! geocaching trips, students find small boxes, just like Today, I received a big box from Mr. Mugg in the mail. the missing canister, hidden in unlikely places. In fact, It contains photographs and drawings of the evidence he had just been showing the canister to his class to he found, as well as all the supplies we need to make explain more about geocaching. Last year, his class careful observations and tests toward solving the found a geocaching box hidden behind a waterfall, crime. My friend Mr. Mugg has spent the last few days and another in a hole in a tree near a nest that had learning about crime investigation from the best crime three tiny blue eggs it. A third box lay under a rock at investigators there are: the FBI. The Federal Bureau of the edge of a pond covered with lily pads the size of Investigation is the US agency charged with solving the dinner plates. Each treasure box has trinkets inside it, toughest crimes in the country and around the world. one for each student. Sometimes the trinket is a charm Mr. Mugg will share his new knowledge with us as we that illustrates the natural wonder. Other times it’s a work through identifying all the evidence we can. postcard of a bird or another creature that lives nearby. Are you ready to help solve this mystery? Mr. Mugg’s My friend Mr. Mugg loves to teach his students about students have been so excited about the geocaching geography and the natural world. In fact, he keeps trip. Let’s not disappoint them! a small garden just outside his classroom window. Yesterday morning, when he discovered the crime, he Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  ix

Lesson 1 x  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 1 Figuring Out Forensics: Organization and Observation OBJECTIVES objects. They record their observations in the form Students will: of lists and data tables and refer to the properties of different coins—color, texture, shape, size, and • Use senses to record written observations image—to complete the tables. In addition to the • Apply the properties of shape, texture, size, use of their physical senses, the students measure using rulers and the appropriate abbreviations for color, odor, and sound to record observations specific units. It is crucial that students observe and • Use written information to identify objects record the details of evidence accurately. These • Collect data through the use of measurement skills are evaluated over the course of the students’ MATERIALS work as they attempt to identify specific objects Instructor: based on their peers’ data. • black marker While “science” is defined as the study of the natural • plastic coins and physical worlds through observation and • 15 plastic cups experimentation, “forensic science” is science applied • 15 paper bags to evidence. This evidence and other information • 15 textured objects discovered through the activities of forensics can Students (per pair): be used in court. In fact, “forensic” derives from • 2 Student Book pages (on Resource CD) forensis, Latin for “forum,” meaning a public • 2 pencils meeting place for discussion. In Ancient Rome, if • 1 ruler with inches and centimeters a citizen was accused of a criminal act, his or her • 1 cup of coins (5 in each) case had to be presented in public. Both the accused • 1 magnifier and the accuser were required to deliver speeches • 1 paper bag with 1 textured object inside presenting their sides of the story. The final decision • 1 black marker in the case rested on the party who presented their PREPARATION information most convincingly. 1. Organize 15 bags of textured objects. Different kinds of scientists can be part of forensic ӺӺ Number the bags one through fifteen. study. Forensic anthropologists are responsible ӺӺ Put 1 object into each of the bags. for the recovery and identification of skeletal ӺӺ Fold top over securely. remains. Conducting DNA testing of body fluids 2. Put 5 coins into each of 15 cups. Try to have for the purpose of identifying an individual is one job of a forensic biologist. Soil, mineral, 2 similar coins in each cup. (similar colors, and petroleum evidence are handled by forensic similar sizes etc). geologists. Forensic odontologists study teeth— 3. Assemble student materials. their development, structure, and diseases. Forensic 4. Group students in pairs. pathologists, often appearing on television shows, study diseases and changes in the body to determine Notes for the Instructor the cause of death. Analyzing the effects of drugs and poisons on a body is the responsibility of In these opening activities, students are forensic toxicologists. introduced to a crime that has taken place in Mr. One of the first instances of using forensic science in Mugg’s classroom and to the process of criminal a legal case took place in Harwick, England in 1016. investigation. Students work in pairs and groups to practice their observational skills on a variety of Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  1

Lesson 1 Figuring Out Forensics: Organization and Observation A maid had been assaulted and drowned. Footprints Dear Students, and an impression made by corduroy fabric were found near the scene; the impression showed that a I want to begin by thanking you very much for patch had been sewn on the fabric. Wheat particles your willingness to help me solve the mystery were also found in the area. Based on the distinctive of the missing geocaching trip money. Not only shape of the patch revealed in the impression and are you great problem solvers and observers, the wheat particles, a man who worked in a local according to your instructor, but you’re far wheat field was convicted of the crime. away from where the crime took place. This Crime scene investigators learn to make keen and makes you the perfect candidates to help get accurate observations using all of their physical to the bottom of this crime. Inside this box I senses as well as specialized tools and equipment. sent, you will find various clues and tools: bags They then tackle the process of recording the of evidence, photographs, supplies for forensic observations accurately and completely. These testing, and notes that contain both factual records may take the form of notes or drawings, scientific information as well as my own personal such as a crime scene map. Qualitative information, commentary on what I am learning about the such as eye and hair color, is included. Information crime that took place in my classroom at Markwell related to numbers of any kind, such as the height Elementary. and weight of a suspect and the number of suspects involved, is referred to as quantitative data. Quickly, before my students arrive, I’d like to The crime scene investigator plays an important share what I learned from the website of the role in the legal process and often testifies during Federal Bureau of Investigation, or the FBI, trials. If evidence or information is incomplete or the government agency that helps protect our mishandled, the guilty person could be set free. country against crime. The more facts and details the investigator can supply, the more likely the correct suspect will be First, I learned that forensic science is made up convicted. In these opening activities, your budding of lots of different kinds of science. It draws on crime scene analysts will have an opportunity to all the science it can to solve crimes: chemistry, exercise the observations skills critical to a successful biology, geology and other fields. All sorts of investigation. forensic scientists—from those who specialize The activities in this lesson address Next Generation in parts of the earth to those who specialize Science Standards practices of Asking Questions and in parts of the human body—help during an Defining Problems and Planning and Carrying Out investigation. They work together as a team, and Investigations. In addition, they address Common the information they present must be the result Core State Standards CCSS.ELA-Literacy. CCRA. of careful observations. Forensic scientists are SL.1 and CCSS.Math.Content.3.MD.B.4. See the trained to use special tools AND their own five Standards Matrix included in the appendix for more senses to make these observations, which can detailed information. used in a court during a criminal trial. Notes for the Students Second, I learned that forensic scientists must Read to your students the following note from Mr. make careful observations of the properties of Mugg, found in the box of supplies he has sent. evidence. Properties might be size, color, shape, Students can follow along in their books. texture, or how something smells or tastes. All of this information, or data, must be written down in some way. Charts, lists, drawings and graphs are some ways to record data. Eventually, this data could be presented in court, so it needs to be accurate and detailed. Let’s start by practicing the observational skills you’re going to use to be the best forensics investigators you can be. You’ll work in teams and record your observations carefully, just as real forensic scientists do. You’re sure to like this first game I planned for you! Mr. Mugg 2  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Figuring Out Forensics: Organization and Observation Lesson 1 Vocabulary Encourage them to take a guess at what the object might be! Data: information, often in written form. ӺӺ “The recorder” lists these observations in the chart provided in “Activity 1: What’s in the Forensic scientist: any type of scientist who can Bag?” supply information that can be used in court or in a ӺӺ Have the observer remove the object from the legal manner. For example, forensic anthropologists bag and continue making observations using recover and study skeletons so the skeletons can be sight, smell, and hearing properties. Invite the identified. students to use magnifiers and rulers from the supply area. Remind students that smelling Observation: to study something using your five needs to be done carefully and gently—and senses (sight, hearing, taste, touch and smell). no tasting! 5. Instruct student pairs to return the object to Properties: descriptive characteristics such as color, their bag and fold down the flap. texture, shape and size. 6. Have pairs switch paper bags and “observer”/ “recorder” roles, then follow the same process. Activity 1: What’s in the Bag? 7. Instruct students to return objects to paper bags. 15 minutes 8. Ask several students to share what they discovered. 1. Ask students to write their names where indicated on their book covers. Activity 2: Describing Coins 15 minutes 2. Read “Notes for the Students” aloud while students follow along in their books. 1. Read the following from Mr. Mugg while students follow along in their books: 3. Review the properties listed on the chart in “Activity 1: What’s in the Bag?”in their books. I am sure that you are doing a fantastic job Ask students to name examples of descriptive learning about making observations and recording words that might appear under each property. data. The next activity involves describing coins. For example, “smooth” or “rough” might appear It might not be as easy as the previous activity, under “Texture.” Discuss the importance of but now you will have a chance to put your safety when observing. Tasting and smelling observation and data skills to the test. Use the can be dangerous with unknown objects or tools you need, including your senses and drawing substances. While these objects pose no danger, skills, to help you with your observations. others could give off fumes that are poisonous. 2. Tell pairs they will use the chart in “Activity 2: 4. Instruct each pair to take one paper bag from Describing Coins!” and the supplies provided to where they are arranged or stored. They are not make written observations of at least one coin. to open it! ӺӺ Have each pair pick one coin from their ӺӺ Pairs should spread out around the room, so cup and observe it carefully, using their they cannot be seen by any other pairs. magnifiers and rulers. ӺӺ In each pair, one person is “the observer” and ӺӺ Both students should record the same the other is “the recorder.” The pair will then information in the chart in “Activity 2: switch jobs so that each student will have a Describing Coins!” turn doing both. ӺӺ “The observer” puts one hand in the bag, feels the object, and describes it to “the recorder,” naming shape and texture properties. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  3

Lesson 1 Figuring Out Forensics: Organization and Observation ӺӺ Coins should be returned to the cup after Clean-up information is recorded. 5 minutes ӺӺ Pairs may make observations of additional 1. Have students return all materials. coins in the chart provided in their books until other students are finished. 2. Check the floor for any stray books, materials or pencils. Return all materials to 3. Instruct each pair to exchange their books and suitcase boxes. cups of coins with another pair. ӺӺ Using each others’ written data, students Other Directions, Discussions should try to identify the correct coin. and Destinations ӺӺ Once pairs believe they have identified the correct coin, they should check with the other The following activities and websites will enrich this pair. lesson about observation and the five senses. 4. Ask students to return each activity book to its 1. Using only your memory, try drawing a map owner. of your bedroom. Take it home and check your work. Wrap-up 5–10 minutes 2. Pair up with a friend and observe each other for 30 seconds. Then go into separate rooms and list 1. Ask: What do we know about observations? observations about your partner. Meet again and Responses will vary: check to see how accurate you each were. ӺӺ use your senses ӺӺ senses are: sight, hearing, smell, and touch 3. Check out The Kid’s Page created by the FBI at ӺӺ observations can be recorded in a list or table http://www.fbi.gov/fbikids.htm. This page has ӺӺ tasting may not be safe information on the history of the FBI, safety, ӺӺ sometimes it is hard to identify something and various breeds of “working dogs,” as well as just from written information games. ӺӺ some properties are: color, texture, size, shape 4. Visit Questacon, Australia’s national science and Encourage students to add to what others have technology center at https://www.questacon. said. For example, if someone says that the five edu.au/discover/for-school-students. senses are used, then ask what the five senses are. Help students share anything they learned today. Encourage them to look through their books to refresh their memories. 2. Ask and answer any questions they may have. 3. Instruct students to record their observations, findings, or suspicions in the Case Notes section at the end of the Student Books. 4  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 1 Activity 1: What’s in the Bag? Directions: 1. In pairs, take a paper bag. Do not open it! 2. Spread out around the room, so you cannot be seen by any other pairs. 3. One person is the observer and the other is the recorder. Jobs will switch, so you will each have a turn doing both. 4. Observer puts one hand in the bag, feels the object and describes it to the recorder (in a low voice) using properties such as shape and texture. Taking a guess here at what the object is might be fun! 5. Recorder lists these observations below. Make sure to record the bag number! 6. Observer removes the object from the bag and continues with observations using sight, smell and hearing: no tasting and be careful smelling. Magnifiers and rulers are available for use. 7. Return item to paper bag. 8. Switch paper bags with another pair. 9. Switch observer/recorder roles with each other. 10. Repeat steps 4–7. Properties Bag # _______ Bag # ________ Bag # ________ Shape Texture Size Color Odor Sound Copyright © Community Learning LLC. All rights reserved. Student Book Page  2 Instructor’s Guide  5

Lesson 1 Activity 2: Describing Coins! I am sure that you are doing a fantastic job learning about observations and recording data. The next activity has to do with describing coins. It might not be as easy as the previous activity, but now you will have a chance to put your observation and data skills to the test. Remember, you may use a ruler and magnifier to help you with your observations. Directions: 1. Pick a coin from the cup and observe it carefully. Feel free to use the magnifiers and rulers. 2. Record your observations below. Make sure to return the coin when you are done. Coin #1 Coin #2 Coin #3 Color Is it one color, many colors? Are the outer edges a different color than the top & bottom? Texture How does it feel? Smooth, bumpy? Do the outer edges feel different from the top & bottom? Shape Is it round? Does it have angles? Size Use the ruler! Image Use the magnifier! Look at the edges, top and bottom. Make a drawing of the coin Student Book Page  3 Copyright © Community Learning LLC. All rights reserved. 6  Instructor’s Guide

Notes Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  7

Lesson 2 8  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 2 Securing the Scene: Collecting Evidence OBJECTIVES ӺӺ Place “membership card” on floor between door and chair, but away from where Students will: students will sit. • Identify evidence at a mock crime scene • Determine which evidence needs to be ӺӺ Rub lotion on hands and place one hand preserved against weather and time on a window or chalkboard. • Take measurements and use triangulation to plot the location of evidence 2. Using the 1/4 inch graph paper, create your • Repeat this process on a map of the “real” mock crime scene sketch: crime scene ӺӺ Put in windows, doors and evidence labeled A, B and C (Scale: 1/2 in=1 ft.) MATERIALS ӺӺ Make enough copies for each student Instructor: 3. Assemble supplies for student groups. • crime scene tape 4. Leave the room and attach crime scene tape • measuring tape • masking tape across doorway. Make sure you have the • black marker Instructor’s Guide. • 1/4 inch graph paper 5. Organize students in groups of 4. • sand • membership card Notes for the Instructor • wipes • lotion In this lesson, students will practice being part • Student Book pages (on Resource CD) of an evidence response team. They will locate Students (groups of three): evidence and clues, determine which ones need to • 3 pencils be preserved against weather and time, and map • 1 ruler evidence at a crime scene. • 1 black marker The underlying principle in crime scene • 1 measuring tape investigation, the idea that “every contact leaves a • 3 copies of mock crime scene sketch trace,” belongs to Edmond Locard who created the PREPARATION first forensic lab in 1910 in Lyon, France. Today, the 1. Organize the mock crime scene: Federal Bureau of Investigation has a division called ӺӺ If possible, move furniture to one end of the Evidence Response Team. This team consists of a team leader, a photographer, a sketch preparer, the room to clear an area for setting the an evidence custodian, and an evidence collector, scene. among others. During their training, the agents ӺӺ Turn over a chair. Place an opened bag or focus on evidence collection and preservation, crime backpack next to it. Put some odds and scene investigation, and the use of search warrants. ends near the bag to make it look as if the Securing the scene is necessary to make sure the bag has been searched. evidence is not compromised in any way. Taking ӺӺ Sprinkle some sand near the chair. photographs is the best way to document the scene; videotaped footage is often used as well. If neither is Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  9

Lesson 2 Securing the Scene: Collecting Evidence possible, then sketches can be made. Searching for me here at the scene of the robbery. Before evidence can be difficult since the investigator may entering the room, I want to give you some not know what may be a clue or evidence. To locate background information on how to handle a crime clues, a search must be conducted. Outside, officers scene, what you might find, and how to handle walk in a line to search large areas. Inside, rooms are evidence. listed and searched in an orderly fashion. Once clues are located, those subject to damage by weather or As forensic scientists, each of you might have a time must be studied first. specific job, such as a photographer, collector of evidence, or sketch preparer. In this case, you Although photographs are usually taken, crime are going to have all of the jobs! The first thing scene sketches are also created. There are several you should do, in addition to securing the scene ways to plot evidence on a sketch. The most accurate which I have done, is to conduct a search for any method is triangulation. Triangulation involves evidence that might be damaged by weather or creating a triangle with one point being the evidence time, such as tracks or prints of some kind. An and two fixed points chosen in the room or area. imprint or cast of the tracks or prints needs Fixed points can be windows, doors, corners of to be made so that they remain intact and safe rooms/ buildings or anything else that is stationary from damage or changes. Once you’ve spotted all and unable to move. In this activity, students will the evidence, you must not touch it or alter it use the triangulation method to determine the in any way. Instead, you carefully document and distance of evidence from fixed points. map anything that might be considered evidence. This record-keeping is very important because The activities in this lesson address Next Generation the crime scene must eventually be cleaned up. Science Standards practices of Asking Questions Also, it could be a very long time before a crime and Defining Problems, Planning and Carrying makes it to trial in a court--months or even years! Out Investigations, and Engaging in Argument So you can imagine that any evidence in a crime from Evidence. In addition, they address Common needs to be kept in a perfect, fixed state so that Core State Standards CCSS.ELA-Literacy.CCRA. it can still be considered trustworthy as valid SL.1, CCSS.ELA-Literacy.CCRA.SL.2, and CCSS. evidence. Math.Content.3.MD.B.4. See the Standards Matrix included in the appendix for more detailed Once you’ve spotted all the evidence (without information. touching it), you’ll need to make a crime sketch. This is done in two parts. You take Notes for the Student measurements of the distances between all the pieces of evidence as well as measurements of Read the following note, from yourself as the course the entire room. In a second step, you measure instructor, to the students. using a system crime scene investigators call triangulation. It’s an amazingly simple way to Dear Students, define a location. As you can probably guess, As budding forensic scientists, you are about triangulation uses three points, with one point to undertake a training session at a mock crime being the evidence, and two fixed points chosen in scene. “Mock” means “pretend,” so while this is the scene. Did you know that you can pinpoint the not the scene from Mr. Mugg’s classroom, this location of anything using just three points? It’s mock crime scene helps prepare you to handle the a fact of geometry, a branch of mathematics that real scene later! I received a phone call reporting concerns itself with the shape and arrangement that a wallet had been taken from a bag at this of the parts of something. location. As your crime scene investigator, I immediately secured the scene with crime scene Let’s get started, so you can see firsthand how tape. Then I contacted each of you to meet crime investigators work. 10  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Securing the Scene: Collecting Evidence Lesson 2 Vocabulary and not disturbed until it has been mapped. Mock crime scene: a pretend crime scene that is ӺӺ Follow this process until all three pieces of invented for the sake of instruction or as a game. Fixed points: locations that are always in the same evidence have been identified. place, such as windows or corners. In a crime scene 4. Ask for four volunteers. sketch, fixed points serve as a way to draw a room to 5. Invite them to come up with two measuring scale. Triangulation: most accurate way of showing the tapes. location of evidence at a crime scene. A triangle is 6. Pick one piece of evidence and use the students created using the evidence and two fixed points (see diagram below). to demonstrate triangulation. 7. Use the two corners closest to the evidence as Triangulation fixed points. Fixed Points: 8. Have two people stand and hold the 0 end of the Windows measuring tape next to the evidence. Evidence 9. Direct the other two to take the ends of the Activity 1: Triangulation measuring tapes to the two corners of the room. 20 minutes Ask: 1. Read “Notes for the Students” aloud outside of the crime scene. Enter the scene and have ӺӺ What does this look like? students sit in their groups on the floor or in an ӺӺ What shape are they making? triangle open area away from evidence. 10. Explain that this is how maps of crime scenes 2. Hand out Student Books and supplies. are made, and the process is called triangulation, 3. Tell students that there are three pieces of from the word triangle. evidence in the room that need to be located Ask: at this crime scene: sand, a handprint, and a ӺӺ Why do you think the two corners of the membership card. Ask: room are called fixed points? they do not ӺӺ How can we go about examining the crime move scene? ӺӺ What other fixed points are in the room? ӺӺ Can we all go looking at the same time? Take doors, windows, other corners suggestions. Instruct students to open their books to “Activity 1: ӺӺ Tell students that you need two forensic Sketch Directions.” You will need to help students scientists to identify one piece of evidence. rotate through the activities. ӺӺ Explain that evidence must be left in place Measurement: Complete step 1. Students not practicing triangulation can measure the distances listed. Students will need their books, measuring tapes, and pencils. 1. These distances can be measured in any order. Using inches, measure the following and include the measurements below not on the map: ӺӺ length of room (measure 1 wall) ӺӺ width of room (measure wall next to the previously measured wall) Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  11

Lesson 2 Securing the Scene: Collecting Evidence ӺӺ distance between handprint and membership Dear Forensic Scientists, card Oh, what a terrible, miserable, disappointing ӺӺ distance between membership card and sand Tuesday morning that was! When I came through ӺӺ distance between sand and handprint the door to the classroom, I immediately noticed that a chair was overturned by the window. Triangulation: Thinking that strange, I crossed over to look Complete steps 2 - 5. One group of three can be out. When I looked down, I saw what appeared at each of the three pieces of evidence to practice to be bicycle tire tracks in my flower garden! triangulation. They can measure distances for one That garden was a lot of work, and now some piece of evidence. Students will need their books, of the plants have been damaged! As I turned measuring tapes, rulers (for drawing straight lines) from the window toward my desk, I saw that and pencils to write in the measurements on the the canister we were to use on our geocaching mock crime scene sketch. trip was missing! Although no one knew but me, 2. Measure from one piece of evidence to two fixed our geocache canister held the money for our upcoming geocaching trip. Our field trip money, points. Use inches. given to us by the PTA, was gone! My students 3. Use a ruler to draw the lines connecting the would be so disappointed. fixed points to the evidence. I stood at my desk looking around my room trying 4. Label the lines with the distance you measured to find some other clues. Carefully, I made my way back toward the classroom door to look from written in inches. a different view. Well! There, behind the partially 5. Notes should be written in the rectangle at the opened door, was some type of white powder on the floor! What was that? Again, I moved very bottom of page 6 in the Student Books. slowly for fear that I would disturb any other Have students gather to compare their clues that might be in the room. For some reason, measurements relating to fixed points. They have I was drawn to the window again. I opened it and just completed a crime scene sketch! They have looked out. Same tire tracks. Same tread marks. already been an evidence collector, evidence Same ruined flowers. custodian (someone who holds onto the evidence when it is not being tested) and sketch preparer! As I pulled my head back through the window, I noticed the drops of blood on the windowsill. Activity 2: Mr. Mugg’s Crime The first thing I did was to check my hands to Scene Map make sure that I didn’t have any on me! Whew! 10 minutes I didn’t. I looked around some more, but didn’t see anything right away. I then went over to 1. Direct students to “Activity 2: Map of Mr. the overturned chair and looked at it carefully. Mugg’s Classroom” in the Student Books. There! Stuck on the foot of the chair: tiny black fibers. I wondered, could the fibers belong to the 2. Tell students that they will now hear about the thief who had stolen the canister with the field morning Mr. Mugg first discovered the crime in trip money? his classroom. Read aloud the following email from Mr. Mugg while students look at the map: I walked toward the back of the classroom and noticed on the floor one of the permission slips for the geocaching field trip. It looked like it had been stepped on. Possibly another clue! To help you “see” the crime scene and pinpoint all the evidence in it, I’ve made a simple map, or sketch, of my classroom. Now, you can do the job of a real Evidence Response Team and plot the location of all the evidence on this map. Mr. Mugg 12  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Securing the Scene: Collecting Evidence Lesson 2 3. Review the directions that appear at the top of 3. Sweep up sand, return items to box, clean the map, and give students time to complete the window or chalkboard and place “membership page. card” into box for later use. ӺӺ Review map. Map will have many possibilities depending on the fixed points 4. Remove and save crime scene tape for another chosen. time. ӺӺ Ask for examples of fixed points. 5. Return furniture to original locations. 4. Answer any questions. Other Directions, Discussions Wrap-up and Destinations 10 minutes The following activities and websites will enrich 1. Ask and allow time for discussion of these what has been learned in this lesson about crime questions: scene evidence and mapping. ӺӺ Of all the evidence in Mr. Mugg’s classroom, 1. Pretend a crime has been committed in your which do you think should be studied first and why? Tire tracks, because they can be bedroom! Follow these steps to secure the scene: damaged by weather and time ӺӺ Make a sign identifying it as a crime scene. ӺӺ What evidence do you believe is most ӺӺ Make observations of the room and take important and why? There could be many possibilities, but someone may come up with photographs, if possible. evidence that is unique: blood. (Refer to ӺӺ Measure the room and begin your rough Lesson 10 for more on blood evidence and its unique DNA.) sketch. ӺӺ On sketch, draw in windows and doors, 2. Ask: ӺӺ What predictions can you make about how which are your fixed points. the evidence will fit into the crime? ӺӺ On sketch, add furniture. ӺӺ Point out the “Case Notes” section at the end ӺӺ Identify the evidence, measure it from fixed of the Student Books. ӺӺ Tell students that these pages are for their points and include it in your drawing. suspicions, thoughts, and evidence. 2. Lou-Lou, Dan the Man, Peg the Leg and Jake 3. Ask and answer any questions they may have. the Jock are all suspects in a mystery involving 4. Inform students that next time they will be a broken classroom aquarium. Chocolate candy and blue paint are two of the clues. Go to examining the first piece of evidence! CyberBee, a rich Internet resource maintained and tested by teachers, to solve the mystery at http://www.cyberbee.com/whodunnit/ crimescene.html. Clean-up 5 minutes 1. Have students return all materials, books, and evidence. 2. Students may take maps of the mock crime scene home. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  13

Lesson 2 Activity 1: Sketch Directions Evidence List (A) sand (B) membership card (C) handprint Measurement 1. These distances can be measured in any order. Using inches, measure the following and include the measurements below not on the map: • length of room (measure 1 wall) • width of room (measure wall next to the previously measured wall) • distance between handprint and membership card • distance between membership card and sand • distance between sand and handprint Length of room Width of room Distance between handprint and membership card Distance between membership card and sand Distance between sand and handprint Triangulation 2. Measure from one piece of evidence to two fixed points. Use inches. 3. Use your ruler to draw the lines connecting the fixed points to the evidence. 4. Label the lines with the distance you measured written in inches. 5. Make any notes you might need in the rectangle below. Student Book Page  5 Copyright © Community Learning LLC. All rights reserved. 14  Instructor’s Guide

Lesson 2 NE Activity 2: Map of Mr. Mugg’s Classroom Directions: Use your ruler and triangulation to connect two pieces of evidence to two fixed points. NW N WINDOW Table Table DOOR & & Chairs Chairs Table E & B Chairs WWINDOW D Table E & AC Chairs WINDOW DESK A - Tire Tracks 720 cm B - White Powder C - Blood D - Fibers E - Shoe Print SW S 800 cm SW Scale: 1cm = 40cm Copyright © Community Learning LLC. All rights reserved. Student Book Page  6 Instructor’s Guide  15

Lesson 3 16  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 3 Powder Power : Solutions or Suspensions OBJECTIVES PREPARATION Students will: 1. Write “baking soda” on one sheet of light- • Conduct a solubility test to determine if colored construction paper; write “Plaster powders create solutions or suspensions of Paris” on another, “powdered sugar” on • Test and record observations of various another, “salt” on another, and “evidence” on powders and their reactions the last. • Identify crime scene evidence based on recorded data 2. Organize powders: ӺӺ Place 1 tablespoon of baking soda into 20 MATERIALS portion cups. ӺӺ Place 10 cups on paper labeled baking soda. Instructor: ӺӺ Place 10 cups on paper labeled evidence. • black marker ӺӺ Rinse and dry tablespoon! • masking tape ӺӺ Repeat for remaining 3 powders, but only • 50 portion cups make 10 cups each. • wipes ӺӺ Place 1 tablespoon of Plaster of Paris in • container for water a cup for demonstration. (Never place in • vinegar sink! Always throw in garbage.) • funnel • 20 dropper bottles 3. Organize dropper bottles: • wooden splint ӺӺ Tear off 20 small pieces of masking tape. • plastic cup ӺӺ Write “V” on 10 pieces of tape. • 1 sheet of dark construction paper ӺӺ Place on 10 dropper bottles. • tablespoon ӺӺ Write “W” on 10 pieces of tape. • powders: baking soda, Plaster of Paris, ӺӺ Place on remaining 10 bottles. powdered sugar, salt ӺӺ Using the container, fill the 10 “W” bottles • 5 sheets of light-colored construction paper with water. • Student Book pages (on Resource CD) ӺӺ Using the funnel, fill the 10 “V” bottles with vinegar. Students (groups of three): • 3 pencils 4. Organize student supplies. • 1 dropper bottle of vinegar 5. For demonstrating the first set of • 1 dropper bottle of water • 5 plastic portion cups experiments, set aside: 1 cup of Plaster of • 3 hand lenses Paris, 1 bottle each of water and vinegar, • 1 sheet of dark construction paper wooden splint, and 1 sheet of dark • 5 wooden splints construction paper. • wipes 6. Place trash can in a central location. • 1 foam plate • 1 black marker • 1 pair of scissors Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  17

Lesson 3 Powder Power: Solutions or Suspensions Notes for the Instructor Notes for the Students In this lesson, students play the role of toxicologists Dear Forensic Scientists, as they observe and conduct chemical tests on a variety of powders. The expertise of toxicologists Today I am seeking your help in analyzing the regarding chemicals and their reactions is necessary white powder that was scattered on a small area to perform the many tests conducted during an of the floor behind the classroom door. This type investigation. of evidence is called trace evidence because Toxicologists perform tests on body fluids and it is such a small amount. From my science tissues, like organs, to determine if traces of drugs, background, I knew that a toxicologist would be alcohol, or poisons are in the body. Even hair and needed to identify the substance. nails can contain traces of drugs. Although police officers may conduct very simple tests when there is A toxicologist is a particular kind of chemist an arrest, often the qualitative testing must happen who specializes in testing substances that people at a more sophisticated level. If the police test come in contact with, including body fluids, such indicates there is a significant likelihood that illegal as saliva, and organs from the body, such as lungs, drugs are present, then a blood or urine sample must for drugs, alcohol, or poison. These test results be taken for further study. could lead to valuable information in a case. Most of the testing that toxicologists conduct is related to driving-under-the-influence arrests. An entire group of people called toxicologists Special machines have been designed to conduct work for the FBI. Like chemists, they these tests. First, it must be determined that the sometimes make important criminal discoveries by sample does indeed contain drugs or alcohol. If mixing things together and studying the reaction, drugs or alcohol are found, the exact amount present or change. Think of it like making lemonade with must be determined. The machines, similar to small a powdered mix. When you add the powder to the robots, are able to vacuum up the sample, prepare water, does the powder mix completely or float on them for testing, conduct the tests, and display the top? When you stir the solution, does it dissolve results on a computer! completely and create a different liquid? Of In the following activities, students observe the course it does. You have just made lemonade. properties of powders and crystals, record their observations, and then use them to determine the On that Monday after school, I know that four of substance found at the crime scene. my students had club meetings. These students The activities in this lesson address Next Generation are: Science Standards practices of Asking Questions and Defining Problems, Planning and Carrying #1_____________________________(male); Out Investigations, and Engaging in Argument from Evidence as well as disciplinary core idea #2____________________________(female); PS1.A. In addition, they address Common Core State Standards CCSS.ELA-Literacy.CCRA.SL.1 and #3_____________________________(male); CCSS.ELA-Literacy.CCRA.SL.2. See the Standards Matrix included in the appendix for more detailed #4________________________(sister of #2). information. Each of these students participated in a different club and had different activities that exposed them to different substances as part of these activities. I’ve included all the material they came in contact with for you to test. I can’t wait to find out your results, dear toxicologists, and if any match the evidence found at the scene of the crime! Mr. Mugg 18  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Powder Power: Solutions or Suspensions Lesson 3 Vocabulary ӺӺ Review vocabulary for columns prior to Chemist: A person who examines what things are conducting that specific test. made of and how they change. Crystal: A shape that is colorless and see-through. ӺӺ Record the data for Plaster of Paris by Might appear to have edges and points. following the directions below: Opaque: Not allowing light to pass through. Reaction: A change. Directions: Solution: Made when a substance dissolves and the 1. One student per group should obtain a reaction forms a liquid. Suspension: Made when a substance does not sample, beginning with Plaster of Paris. dissolve completely; liquid and powder remain The sample should be placed on the foam separate. Oil and water, for example, create a plate to catch any spills. suspension. 2. Row #1: Senses Toxicologist: Person who tests body fluids, such as • Using a wooden splint, scoop out small saliva, or organs, such as lungs, for the presence of drugs, alcohol or poison. amount of powder and put on dark paper. Trace evidence: Small amounts of evidence, such • What color is it? How does it feel? Gritty, as soil or glass, that could connect a suspect to the crime. smooth, grainy? Translucent: Not completely clear, but clear enough 3. Row #2: Hand Lens to allow light to pass through. • Record if translucent or opaque. Activity 1: Observing Properties • Record if crystal or powder. of Powders and Crystals 4. Row #3: Water Test 15 minutes • Using a wooden splint, transfer 1/2 of 1. Read “Notes for the Students” aloud while students follow along in their books. powder to an empty cup. 2. Have 1 person from each group cut the dark • Add water from dropper bottle and stir. paper into 6 smaller pieces. (Fold, then cut in • Continue to add water and stir until half length-wise, then cut half sheets into thirds.) 3. Have students turn to “Activity 1: Data Table.” powder dissolves. Powder may or may not ӺӺ Review the headings for the columns and rows dissolve. together. Don’t focus too much on vocabulary • Record if solution or suspension. at this time. You will discuss it as you do the 5. Row #4: Vinegar Test first sample together, which is Plaster of Paris. • Add vinegar from dropper bottle to the ӺӺ Remind students never to put Plaster of Paris remaining half of the powder. in the sink, wet or dry. • Record if reaction or no reaction. 6. Cleaning up Copyright © Community Learning LLC. All rights reserved. • Put the cups, splints, and used wipes into the trash. Keep the plate. • Return to work station. • Wipe off foam plate! 7. Obtain next sample and repeat testing for 3 remaining powders. (Do not test powder labeled “evidence.”) • Finish with cleaning up. Instructor’s Guide  19

Lesson 3 Powder Power: Solutions or Suspensions ӺӺ Emphasize cleaning workspace before Activity 3: Get to Know the beginning to test a new powder. Suspects 15 minutes ӺӺ Students can complete tests for samples, except for “evidence,” by following the directions. 1. Instruct students to open their books to “Activity 3: Letters from the Suspects.” ӺӺ Circulate to check progress and clean any spills. Take wipes with you. 2. Read aloud the following email from Mr. Mugg. 4. Review the observations from the table. Dear Forensic Scientists, ӺӺ Discuss any differences in results. Mixed At the start of the school year, I always ask results could be the result of contamination. my students to write a letter to me about Contamination occurs when some powders themselves—their interests, activities, hopes are accidentally mixed with others. These about fourth grade, and dreams about the future. test results are not accurate. I keep these letters because they help me get to know my students better, and they come in handy Activity 2: Identify the Powder when I plan lessons and activities. Enclosed are Evidence the letters written by the four suspects in this 10 minutes mystery. I’m sharing them with you now because, as important evidence, they shed light on whether 1. Invite one person from each group to obtain any of these students may have been involved in the last sample: the “evidence” sample. They the missing money. Specifically, were any of these should perform all the tests and record their students exposed to the powder substance you observations in the last column of the data table. identified today? 2. Ask students if they can determine what Good luck! I look forward to learning about your the evidence is. (Students should be able to discoveries! determine this based on previous data and current testing.) Mr. Mugg 3. Instruct student to complete the chart entitled P.S. Please keep your copy of these letters. They “Evidence Summary: Powder Evidence” contain a lot of information that is likely to prove useful as we move forward in our investigation. ӺӺ Write suspect names in the correct boxes. ӺӺ Place an X in the box for each suspect who 3. Direct them to write in the name of the suspect at the top of his or her letter. matches the evidence. 4. Ask: 4. In their pairs, students should take turns reading aloud the letter from each suspect. ӺӺ What is the evidence? baking soda ӺӺ How do you know this? results match 5. Ask students: ӺӺ How can we use this information in our ӺӺ How can we use this information in our investigation? investigation? ӺӺ Which information seems the most relevant to our activities today? ӺӺ Based on the information in these letters which students were most likely to come into contact with the evidence? ӺӺ Do these names match those you identified with an “X” on the chart “Evidence Summary: 20  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Powder Power: Solutions or Suspensions Lesson 3 Powder Evidence”? 2. Wipe down work spaces. ӺӺ What other observations, findings, or 3. Check the floor for spills and clean. 4. Hands should be wiped. suspicions do you now have? 5. Return materials to the suitcase box. 6. Instruct students to record their observations, Other Directions, Discussions findings, or suspicions in the Case Notes section and Destinations of the Student Books. The following activities and websites will enrich Wrap-Up what has been learned in this lesson about 10 minutes chemistry! 1. How does a chemical reaction happen? Encourage discussion about this lesson as a whole. Check out this free science site by a reputable Ask: organization to find out: http://www.chem4kids. com/files/react_intro.html ӺӺ How certain can you be that a student suspect 2. PBS Kids leverages the full spectrum of media left the powder evidence at the crime scene? and technology to bring the world of science to Not very young imaginations. Try playing these videos to get kids excited about and involved in chemistry: ӺӺ Can you positively identify someone based on https://www.pbslearningmedia.org/collection/ your findings in today’s activities? No. Many zoom-chemistry/. people, teachers and students, come into contact with the powders investigated today. Such evidence is called “class evidence” because it cannot lead to a conviction of a crime, but it can provide additional information. (See Lesson 5 for more on “class evidence.”) ӺӺ What other interesting things did you learn from the student letters that might have a bearing on this case? Possible answers could be that letter writers mentioned wearing “black sweaters,” writing “coded messages,” curiosity about geocaching and the contents of the canister containing treasures. ӺӺ What can you tell about the personalities of the writers of these letters? ӺӺ What can a personality tell you about a person’s involvement in a crime? Clean-up 5 minutes 1. Choose two people to circulate with garbage bags or cans to collect from each group. Foam plates should not be thrown out. They will be needed in future lessons. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  21

Lesson 3 Activity 1: Data Table Name: Suspect #1 Suspect #2 Suspects Suspects Evidence Plaster of Powdered #3 & #4 #3 & #4 Sample: Baking Soda Paris Sugar Salt Senses color texture Hand Lens translucent: allows light through opaque: can’t see light through crystal: colorless & see- through powder Water Test solution: completely dissolves to form a liquid suspension: does not completely dissolve; stays separated Vinegar Test reaction: change occurs no reaction: nothing happens Circle the powder you believe matches the evidence: Salt Plaster of Paris  Powdered Sugar  Baking Soda  Student Book Page  9 Copyright © Community Learning LLC. All rights reserved. 22  Instructor’s Guide

Lesson 3 Activity 2: Evidence Summary: Powder Evidence Directions: 1. Write suspect names in the correct boxes. 2. Place an X in the box for each suspect who matches the evidence. Name: Suspect #1 Suspect #2 Suspect #3 Suspect #4 Evidence XX Matches Copyright © Community Learning LLC. All rights reserved. Student Book Page  10 Instructor’s Guide  23

Lesson 3 Suspect #1 Name: ________________________________________________________________ Dear Mr. Mugg, I’m glad you want to learn more about me because I’m interesting! My best friend is Willard, a fifth grader, and my second best friend is Tammy, my Golden Retriever. We do everything together, including geocaching, so I’m really excited about our field trip. I play basketball and like to ride my bike. I also make up games for my friends in the neighborhood, like treasure hunts and my own special version of capture the flag. I like solving puzzles, and making up puzzles too. I’m in the model building club at school. School is O.K. If I had to choose a favorite subject, I guess it would be science or history. I like to build things, and I like to imagine what it would be like to live in the world a long, long time ago, when people had to grow their own food and hunt. My dreams about the future are not very clear. Sometimes I think I would like to run my own bike shop. Other times I think I could be an explorer. I hope we have a good year. Student Book Page  12 Copyright © Community Learning LLC. All rights reserved. 24  Instructor’s Guide

Lesson 3 Suspect #2 Name: ________________________________________________________________ Dear Mr. Mugg, You will get to know me really quickly, so I don’t need to write much about myself. My friends say I talk a lot. They still like me, though, because I come up with the best ideas for things to do. We have a secret club and meet in a very cool treehouse. No one knows where it is or what we do because we send coded messages to each other. At school, I’m in the cooking club. Today we are making chocolate crackles with powdered sugar on top. I either ride my bike or walk to school every day with my friends. Sometimes Alicia brings her puppy, Merry-go-Round, with us. (We call her “Mary” for short.) On cold days, Mary wears a little black sweater. She’s the cutest! My parents say I will be a lawyer or a CEO someday because “I like to tell people what to do.” Especially my sister! That’s not always true, but a CEO is the president of a big company. I would like that. I can’t wait to go on the field trip and find treasures. What kinds of treasures will we find, Mr. Mugg? Can you tell us? Copyright © Community Learning LLC. All rights reserved. Student Book Page  13 Instructor’s Guide  25

Lesson 3 Suspect #3 Name: ________________________________________________________________ Dear Mr. Mugg, I really hope we have a good year because third grade was not so great for me. I did not do well in math, and my parents made me go to tutoring. Actually, my parents make me do lots of things, like ride my bike to school, wear stupid black sweaters, and take cooking lessons. In fact, they made me join the cooking club at school. (It’s actually kind of fun, but please don’t tell my parents this.) My favorite subject is recess (just kidding). I also like art and music, reading and doing crossword puzzles. My parents don’t let me go many places, so I’m really looking forward to our geocaching field trip. Kids from your class last year talk about it all the time. I like to dream about the future a lot. I plan to live in a big city and have lots of friends and do lots of fun stuff— like traveling to new places. My parents probably won’t see me much. My hopes for fourth grade are that I will not need a math tutor and I will make more friends. Student Book Page  14 Copyright © Community Learning LLC. All rights reserved. 26  Instructor’s Guide

Lesson 3 Suspect #4 Name: ________________________________________________________________ Dear Mr. Mugg, I have one sister, two best friends, and one goldfish named Sammy. My sister is bossy, so I spend most of my time with Abigail and Maris. We like to look at fashion magazines and design new outfits for ourselves. I’m making a jacket in my sewing club from a photograph I found in a magazine! I’m also in the cooking club because my parents made me and my sister go. It’s O.K. I like to be busy. Abigail and Maris and I are already planning what we’ll wear on our class field trip. Do you think the weather will be warm or cold? I’m hoping we get to see the tiny blue eggs in the nest that your students saw last year. My favorite subjects in school are math and art. I know these don’t go together, but it’s true that I feel at my best in both of these subjects. I have many dreams for the future. Maybe I will be a famous clothing designer with my own label someday. That would be a dream come true! Copyright © Community Learning LLC. All rights reserved. Student Book Page  15 Instructor’s Guide  27

Lesson 4 28  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 4 Natural or Not : Fiber Identification OBJECTIVES ӺӺ Put remaining 10 on paper labeled “evidence.” Students will: • Test and record observations of 4 types of ӺӺ Repeat with “nylon,” “acetate” and “wool,” fiber samples 10 samples of each. • Observe a heat-test demonstration, called pyrolysis, on fiber samples 3. Tear off 10 pieces of wide tape (several inches • Analyze the properties of fiber samples and long) and place on edges of student desks or record the findings in tables tables. • Match the fiber found at the crime scene with a fiber type 4. Place a candle in the center of the aluminum tray. MATERIALS 5. Assemble student supplies. Instructor: 6. Fill container with water as a safety precaution. • black fabric: nylon, cotton, wool and acetate 7. Place water, matches, tray and candles, tongs, • aluminum tray • matches (must obtain your own) tweezers, tape, and fabric samples on a nearby • container (for water) table. • votive candles • tweezers Notes for the Instructor • metal tongs In this lesson, students practice investigative skills • wide clear tape by examining and testing fibers and comparing • black marker their results to other samples. First, they examine • 5 sheets of light-colored construction paper fibers visually using magnification and record the • scissors properties they observe in a data table. In a second • Student Book pages (on Resource CD) activity, they observe an instructor demonstration of heat tests on all 4 fibers. From these observations Students (groups of three): and tests, they determine the identity of the crime • 3 pencils scene fiber. • 1 pair of tweezers Fibers are a common form of trace evidence. Easily • 1 hand lens carried from one location to another, fibers from • 1 pair of scissors clothing, carpet, string, and upholstery are often analyzed as crime scene evidence. PREPARATION Fabrics come from four sources: animal, vegetable, 1. Write “nylon” on a piece of construction mineral, and synthetic. However, there are only two types of fibers: natural and artificial. Natural paper; do the same with the words “cotton,” fibers, such as cotton, wool, and linen, carry no “wool,” “acetate,” and “evidence.” human intervention. Wool, silk, and cashmere are 2. Prepare fabric samples: ӺӺ Cut cotton fabric into 20 pieces. ӺӺ Put 10 pieces on the sheet of construction paper labeled “cotton”. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  29

Lesson 4 Natural or Not: Fiber Identification the most common fabrics from animals. Cotton is carefully removed the fibers stuck to the foot the most common fabric from a vegetable source, of the chair. I placed these tiny strands in an and therefore seldom links a suspect to a crime. evidence envelope, then went online to learn more Only unique fabrics, dye colors, and fiber shapes can about fabric and forensic investigation. identify a suspect. This is what I found out: Fibers, the long, skinny Seventy-five percent of all fabrics made in the threads used to make fabric, are of two types: US are artificial, or synthetic. This is also the natural and artificial. Think of it like lemonade. most common type of fiber analyzed in criminal Natural, or real, lemonade is made from lemons, investigations. There are more than 1,000 different water, and sugar. No chemicals in it. However, types of synthetic fibers, which are classified by fiber if you buy the powdered mix from the store, shape and size, chemical makeup, additives, and you’ll find on the label that there are other manufacturing method. In forensic investigations, ingredients in it. You may not even know what fibers are vacuumed, taken to a lab, analyzed, and those ingredients are! Some are added to keep compared to known samples. This matching process the powder from clumping or changing taste over can offer a link between a suspect and the scene. In a long time. This is definitely not natural. The this lesson, your students follow procedures similar label may even say it is artificially flavored. to those in a real forensic investigation! Well, like lemonade, fibers can be natural or The activities in this lesson address Next Generation artificial. Natural fibers may be wool, cotton, or Science Standards practices of Asking Questions linen. These three come from plant and animal and Defining Problems, Planning and Carrying Out sources. When examined under a microscope, Investigations, Analyzing and Interpreting Data, and one can observe that each individual natural fiber Engaging in Argument from Evidence. In addition, type has a particular shape. they address Common Core State Standards CCSS. ELA-Literacy.CCRA.SL.1 and CCSS.ELA-Literacy. Some fibers come from artificial fabrics, made CCRA.SL.2. See the Standards Matrix included in from chemicals, plastics, and other materials. the appendix for more detailed information. These synthetic fibers make up 75% of all fabric in the United States. Artificial fibers are also Notes for the Students the type most found in crime labs. Investigators examine and test fibers, so they can compare Dear Forensic Scientists, them to other samples. Today, you are performing the same tests scientists would in a forensics As you know, I had already managed to find one laboratory! piece of trace evidence that wasn’t obvious to the eye: the mysterious white powder. Thank you Thank you for your ongoing help in this for your hard work testing and recording your investigation! findings on this substance. Your success prompted me to look for more trace evidence, so I began Mr. Mugg the search for the tiniest bit of anything unusual or out of place. The overturned chair seemed a Vocabulary good place to start since it was odd, lying on its side well out of place near the window. I examined Artificial: Man-made; not natural. it closely, careful not to touch or disturb it in any way. There! On the metal disk at the foot of Fiber: Long, skinny thread used to make fabric. one of the chair legs I found bits of fiber. Tiny dark strands were caught in the disk that formed Natural: Derived from animals, plants, or minerals. the foot of the chair. I immediately went to my supply cabinet to get a pair of tweezers and Pyrolysis: Heat test to help identify fibers. Synthetic: Made by humans; artificial. 30  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Natural or Not: Fiber Identification Lesson 4 Activity 1: Observations with a 3. Once students have finished answering their Magnifier questions, all materials except books and pencils 15 minutes should be returned to the suitcase boxes. 1. Read “Notes for the Students” aloud while students follow along in their books. 4. Review results. 2. Direct students to turn to “Activity 1: Fiber Data Table.” Activity 2: Heat Test ӺӺ Review the column and row headings. Observations ӺӺ Instruct students to write in suspect names. 15 minutes ӺӺ Demonstrate removing fibers from the sample. 1. Explain that, for safety reasons, the heat test, or ӺӺ Have students complete the chart by pyrolysis, done to help identify the fibers, will be following the directions: done as a demonstration. Directions for each sample: 1. Cut tape in pieces for sharing. 2. Have students turn to “Activity 2: Heat Test Data 2. Using tweezers, remove 1-2 fibers from Table.” sample. ӺӺ Review each column and row heading. 3. Tape fiber in sample box underneath ӺӺ Have students write in the suspect names. ӺӺ Choose one student to be the observer. This name. 4. Using hand lenses, complete the chart student should stand where he or she can see the test. by putting “Xs” in the correct boxes that ӺӺ Choose another student to be the recorder. describe the sample. This student should be seated with the data 5. Return fabric sample to instructor. Obtain table open. next sample and repeat steps 2-5. ӺӺ Everyone else should be in a semicircle to 6. Answer the question at the bottom of the observe as best they can. page. ӺӺ Make sure the water is nearby just in case you ӺӺ Give students first fabric sample: nylon. need to douse the flame. ӺӺ Circulate among students to check progress. 3. Conduct the heat test: Take the tape with you. ӺӺ Once students have finished, the remaining ӺӺ Carefully, light the candle with a match. fabric should be returned to you. Make sure ӺӺ Remove a small piece of nylon and pick it up to keep samples separate by returning to labeled bags. with the metal tongs. ӺӺ Give students the next sample: wool. ӺӺ Hold it in the flame. ӺӺ Repeat with each of the samples, including ӺӺ Have the observer tell the class if it is burning the evidence. quickly or slowly. Copyright © Community Learning LLC. All rights reserved. ӺӺ The recorder should keep track of the observations for the class. ӺӺ Have the observer tell the class what is left after the fabric has finished burning. Is it ash or a bead? ӺӺ The recorder should keep track of this information. Repeat this process for wool, cotton, acetate, and the evidence. Instructor’s Guide  31

Lesson 4 Natural or Not: Fiber Identification 4. Recording the data: Other Directions, Discussions and Destinations ӺӺ Have the recorder read the information for The following activities and websites enrich what has each sample in order, so that all students will been learned in this lesson about fibers and fabrics! have it. 1. The Open Door team of teachers makes great content available to classrooms around the ӺӺ Students should circle the correct choices in world. Its section on the history of the fabric the table. industry is perfect for elementary school children. Go to http://www.saburchill.com/ 5. Analyzing the evidence: history/chapters/IR/008.html to access a range of topics on fabric. ӺӺ What type of fiber was found at the scene? 2. The FBI website provides a thorough, but cotton approachable overview of fiber analysis in forensic investigations. Have a look at: http:// ӺӺ How do they know this? The results from the www.fbi.gov/about-us/lab/forensic-science- heat test match communications/fsc/july2000/deedric3.htm/. ӺӺ Were the students’ predictions correct? Take several comments. ӺӺ Does this evidence point to any particular suspect? Suspect #3 Wrap-up 10 minutes 1. Ask students to complete “Evidence Summary: Fibers” for easy reference. ӺӺ Write suspect names in the correct boxes. ӺӺ Place an X in the box for each suspect who matches the evidence. 2. Have students record their observations, findings or suspicions in the Case Notes section of the Student Books. Clean-up 5 minutes 1. Have students return all materials. 2. Save candles, pan and separated fabric samples for another time. 3. Pour out water, dry and pack away cups. 4. Store matches in a safe place. 32  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 4 Activity 1: Fiber Data Table Directions for each sample: 1. Cut tape in pieces for sharing. 2. Using tweezers, remove 1-2 fibers from sample. 3. Tape fiber in sample box underneath name. 4. Using hand lenses, complete the chart by putting “Xs” in the correct boxes that describe the sample. 5. Return fabric sample to instructor. Obtain next sample and repeat steps 2-5. 6. Answer the question at the bottom of the page. Name: Suspect #1 Suspect #2 Suspect #3 Suspect #4 Evidence Sample: Nylon Wool Cotton Acetate Fiber Sample Fuzzy Tightly Bound Wavy Shiny Circle the fiber sample you believe matches the evidence: Nylon Wool Cotton Acetate Why do you think this?_________________________________________________________ Copyright © Community Learning LLC. All rights reserved. Student Book Page  17 Instructor’s Guide  33

Lesson 4 Activity 2: Heat Test Data Table Complete the following table after the demonstration. Name: Suspect #1 Suspect #2 Suspect #3 Suspect #4 Evidence Nylon Wool Cotton Acetate Sample: Speed of burning: slow or fast What is left: ash or bead Which fiber does the evidence match? cotton How do you know this?________________________________________________________ ____________________________________________________________________________ Student Book Page  18 Copyright © Community Learning LLC. All rights reserved. 34  Instructor’s Guide

Lesson 4 Activity 3: Evidence Summary: Fibers Directions: 1. Write suspect names in the correct boxes. 2. Place an X in the box for each suspect who matches the evidence. Name: Suspect #1 Suspect #2 Suspect #3 Suspect #4 Nylon Wool Cotton Acetate Evidence X Matches Copyright © Community Learning LLC. All rights reserved. Student Book Page  19 Instructor’s Guide  35

Lesson 5 36  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.