Missing Money Mystery Instructor's Guide

Proof in Profiling: DNA Identification Lesson 10 ӺӺ Instruct student “B” to label the last three 2. Explain to the students that they are now going envelopes: “Suspect #3,” “Suspect #4,” and to simulate the real work of the gel box. The “Evidence.” students play the role of the electricity that stimulates the DNA fragments to separate by ӺӺ Direct student “A” to cut out the 5 fragments length. To run the “human” gel box: from the DNA strand belonging to Suspect ӺӺ Direct students “A” to remove the 5 fragments #1. Each fragment is labeled with a number from Suspect #1’s envelope and identify the showing the length of that part. longest fragment and place this on the table in front of them. ӺӺ Direct student “B” to place all 5 of Suspect ӺӺ Direct students “B” to remove the 5 fragments #1’s fragments into the envelope labelled from Suspect #2’s envelope and identify the “Suspect #1.” longest fragment and place this on the table in front of them, to the right of Suspect #1’s 4. Explain to the students that this process is fragment. repeated until all the suspects’ DNA fragments ӺӺ Instruct the student pairs to continue sorting are separated and placed in the correctly labeled the fragments by lining them up vertically in envelopes. To avoid mixing up the fragments a column in order of length ending with the between suspects, advise the students to separate shortest fragment at the top of the column and gather the pieces of each suspects’ DNA farthest from the student. strand one by one. ӺӺ Instruct the students to repeat this process with all 5 envelopes, splitting the remaining Activity #2: DNA Profiling envelopes between them. (Note: Since there 15 minutes are 5 envelopes, there is a slight uneven distribution of labor with one student 1. Read the following note from Mr. Mugg: working with 2 and the other with 3.) ӺӺ At the completion of this simulated Now that you’ve separated the DNA strands into electrophoresis process, the DNA profiles fragments, you are ready to illustrate the DNA should be in order with Suspect #1 on the left profiling process. In a forensic science lab this and Evidence on the right. is done in what’s called a gel box. A gel box looks like a clear, plastic box with a thick rubbery BIRD’S EYE VIEW OF LAYOUT gel inside. The DNA samples are placed into separate wells at one end of the box. Electric Shortest Shortest Shortest Shortest Shortest power is then turned on, and as the electricity travels through the box, the DNA pieces begin to separate by length. The shorter pieces go quickly in one direction, and the longer pieces move more slowly and not as far. By the end of this electrophoresis process, the fragments are lined up in order of their lengths. This means that you can now see each DNA strand’s pattern, allowing you to make comparisons with the other strand patterns. I can’t wait to hear if you found any matches! Mr. Mugg Longest Longest Longest Longest Longest Suspect #1 Suspect #2 Suspect #3 Suspect #4 Evidence STUDENT Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  87

Lesson 10 Proof in Profiling: DNA Identification Wrap-up Other Directions, Discussions 10 minutes and Destinations 1. Instruct students to complete “Wrap-Up: The following activities and websites enrich what has Evidence Summary: DNA.” been learned in this lesson about DNA. ӺӺ Write suspect names in the correct boxes. 1. Go to http://www.amnh.org/explore/ology/ ӺӺ Determine if the evidence is unique or class genetics. There are a few activities to try. A Nature and Nurture Walk helps you to and mark the correct box with a √. determine if traits are nature only or nature and ӺӺ Place an X in the box for each suspect who nurture. Around the World with DNA takes a look at animal makeup. Also, All About Cloning matches the evidence. introduces you to Dolly the sheep. 2. Review findings by asking the students: 2. Great activities about DNA are at http://learn. ӺӺ What did you notice about the DNA profiles genetics.utah.edu/. Click on Tour the Basics. of the suspects? Two of the suspects were There are three tours that address this lesson: exactly the same. Two suspects matched the ӺӺ What is DNA? evidence. ӺӺ What is a Chromosome? ӺӺ What is a Trait? ӺӺ How can this be explained? Identical twins Also, click on Build a DNA Molecule and ӺӺ How will this affect the investigation? Unique Translate and Transcribe a Gene. evidence will be the same for two of the suspects. 3. Encourage the students to record their observations, findings, or suspicions in the Case Notes section of the Student Books. Clean-up 5 minutes 1. Choose 2 students to circulate with a paper recycling bin to collect paper scraps. 2. Return all materials to the suitcase box. 88  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 10 13 Activity 1: DNA Strands Directions: Cut each DNA fragment along the dotted lines. Suspect Sample #1 10 20 8 9 Suspect Sample #2 18 8 15 5 14 Suspect Sample #3 15 16 9 7 13 Suspect Sample #4 5 18 14 8 15 Crime Scene Sample 5 18 15 8 14 Copyright © Community Learning LLC. All rights reserved. Found on teacher resource CD Instructor’s Guide  89

Lesson 10 Activity 2: DNA Profiling Now that you’ve separated the DNA strands into fragments, you are ready to illustrate the DNA profiling process. In a forensic science lab this is done in what’s called a gel box. A gel box looks like a clear, plastic box with a thick rubbery gel inside. The DNA samples are placed into separate wells at one end of the box. Electric power is then turned on, and as the electricity travels through the box, the DNA pieces begin to separate by length. The shorter pieces go quickly in one direction, and the longer pieces move more slowly and not as far. By the end of this electrophoresis process, the fragments are lined up in order of their lengths. This means that you can now see each DNA strand’s pattern, allowing you to make comparisons with the other strand patterns. I can’t wait to hear if you found any matches! Mr. Mugg BIRD’S EYE VIEW OF LAYOUT Shortest Shortest Shortest Shortest Shortest Longest Longest Longest Longest Longest Suspect #1 Suspect #2 Suspect #3 Suspect #4 Evidence STUDENT Student Book Page  47 Copyright © Community Learning LLC. All rights reserved. 90  Instructor’s Guide

Lesson 10 Wrap-Up: Evidence Summary: DNA Directions: 1. Write suspect names in the correct boxes. 2. Determine if the evidence is unique or class and mark the correct box with a √. 3. Place an X in the box for each suspect who matches the evidence. Name: Suspect #1 Suspect #2 Suspect #3 Suspect #4 Evidence X X Matches Unique ✓ Class Gel box Student Book Page  48 Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  91

Lesson 11 92  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 11 Suspicious Statements: Means, Motive, Opportunity OBJECTIVES Interviews or personal written material can often Students will: provide vital information when investigating the means, motive, and opportunities of suspects in a • Analyze suspect letters to determine means, crime. Sometimes an investigator will interrogate a motive, and opportunity suspect. Sometimes they will conduct an interview, and sometimes they gather suspect statements— • Analyze suspects’ use of language, including either written or recorded. diction and style, to gather clues and draw In the activity, students organize and record conclusions any observations made and facts learned from the suspects’ letters. They will also learn new • Summarize and review information from information from Mr. Mugg to help them toward suspect letters in a data table developing a theory of the crime in the next, and final, lesson: Lesson 12: Case Closed: Analyzing MATERIALS Evidence. Instructor: The activities in this lesson address Next Generation Science Standards practices of Analyzing and • Student Books Interpreting Data and Engaging in Argument from Students (groups of three): Evidence. In addition, they address Common Core State Standards CCSS.ELA-Literacy.CCRA.SL.1, • 3 Student Book pages (on Resource CD) CCSS.ELA-Literacy.CCRA.SL.2, CCSS.ELA-Literacy. • 3 pencils CCRA.SL.4, and CCSS.ELA-Literacy.CCRA.R.1. See PREPARATION the Standards Matrix included in the appendix for 1. Organize students into groups of four. more detailed information. 2. Distribute student supplies. Notes for the Instructor In this lesson, students revisit the letters written by Mr. Mugg’s students at the beginning of the school year. This time, they analyze the letters closely for clues about the suspects’ means, motives, and opportunities. At this point in the course, students may have solid ideas about who committed the crime. However, most will still have questions and “grey areas” where the evidence and possible means, motives, and opportunities for any of the suspects to steal the geocaching canister are unclear. Investigators, detectives, and police officers believe that in order to arrest a person for a crime, the investigation must have evidence, certainly, but it must also prove that the suspect has: ӺӺ a way to commit the crime (means) ӺӺ a reason to commit the crime (motive) ӺӺ a chance to commit the crime (opportunity) Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  93

Lesson 11 Suspicious Statements: Means, Motive, Opportunity Notes for the Students Motive: A reason to commit a crime or perform another action. Answers the question: why? For Dear Forensic Scientists, example, someone was starving so he or she stole food. As we near the end of our investigation of all Opportunity: The chance or ability to commit the evidence in this Missing Money Mystery, we a crime at a given place and time. Answers the need to review our findings. Let’s start by looking questions: when and how? For example, a crime was more closely at the suspects themselves and committed at 3 p.m. and Josie was walking her dog their possible reasons for taking the geocaching at the location of the scene of the crime at 3 p.m. canister (called a motive in the world of criminal Suspect Statement: A written or recorded response investigation), their ability to commit the crime to questions from investigators by a suspect about a (means), and the chance that they were in the crime. right place at the right time to commit a crime (opportunity). Investigators sometimes interview Activity 1: Means, Motive & suspects and take suspect statements, but as the Opportunity teacher of a fine, hardworking class at Markwell 20 minutes Elementary, I do not feel comfortable forcing 1. Read “Notes for the Students” aloud while my students to do this. Instead, I feel we can students follow along in their books. learn a lot about the students who may have been 2. Instruct students to turn to the student letters involved in the missing canister by reading their from Lesson 3: “Activity 3: Letters from the letters to me about themselves. Suspects.” 3. Select students to read aloud the letters written You should also know that I never revealed to by the suspects. As the other students are the students the contents of the canister I kept following along, instruct them to underline any on my desk. We talked about the different small suspicious or revealing parts of the letters in treasures that are placed in caches: stickers, pencil. tokens, postcards, charms, and other items that 4. Instruct students to turn to “Activity 1: Means, reflect the area where the cache is found. I Motive & Opportunity” in their Student Books. told no one that I had stored the money for our upcoming field trip in the canister. I had placed the PTA money in the canister as way to keep it ready to buy the supplies we would soon be needing. I look forward to learning your thoughts about the suspects. Mr. Mugg Vocabulary 5. Review activity directions together. Ask: Interrogate: To rigorously question suspects thought ӺӺ Why do you think that a looking forward to to be guilty of a crime. the geocaching trip might be considered a Interview: To collect information from people. “motive” to steal the geocaching canister and Means: A way or an ability to commit a crime or its contents? (Review definition in Glossary perform an action. Answers the question: how? For section of their books if necessary.) example, a car was spray painted with graffiti, and a ӺӺ How about if a student is aware of that there can of the same paint was found on the suspect. was money in the geocaching canister? How might this be a motive? 94  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Suspicious Statements: Means, Motive Opportunity Lesson 11 ӺӺ What about the questions on this chart that Other Directions, Discussions might reveal a means to commit a crime? For and Destinations example, why would having a bicycle provide a student with a means to steal the canister? 1. Body language can be at odds with telling the Looking forward to the geocaching trip? truth. A young woman who loves to invent games started Blifaloo for anyone to enjoy. Go to ӺӺ Why do you think having an after-school http://www.blifaloo.com/info/lies.php to find activity might be considered an “opportunity” more examples of deception. to steal the canister? (Again, review definition in Glossary section if necessary.) 2. A retired Deputy United States Marshal with 26 years of federal law enforcement experience ӺӺ Why is it important to consider whether launched this fascinating site. Check out http:// a student has a brother or sister in the www.statementanalysis.com to learn how classroom? choosing certain words or using language in a particular way can be an indication that a person ӺӺ As investigators, why is it important to learn is not telling the truth. about a suspect’s interests and personal characteristics? ӺӺ What aspects of the student letters reveal their personality? Answers may point out a sense of humor in a letter, a use of a certain word or expression, or the style or voice of the writer. 6. Encourage students to point out specific parts in the letters that reveal personality and interests. 7. Direct students to complete the column of information for each suspect. Wrap-up 5 minutes 1. Invite each group to share any theories they may have about means, motive and opportunity. 2. Allow students to question each other’s results and observations. 3. Instruct students to record their observations, findings, or suspicions in the Case Notes section of the Student Books. Clean-up 1. Collect the pencils and store in the suitcase box. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  95

Lesson 11 Activity 1: Means, Motive & Opportunity Directions: 1. In the table below, write in the name of each suspect. 2. While following along, listen as the letter from the first suspect is read aloud. 3. In pencil, underline any sentences in the letter that supply information about means, motive and opportunity. 4. Read aloud the questions in the table below. Ask any questions you may have about them. 5. Write responses in the table for the first suspect. Circle any positive responses to means, motive or opportunity. 6. Repeat steps 2 - 5 for the remaining suspects. Name: Suspect #1 Suspect #2 Suspect #3 Suspect #4 Looking forward to the geocaching trip? (Motive) Knowledgeable about geocaching? (Means) Aware of that there was money in the geocaching canister? (Motive) Rides a bicycle? (Means) Enjoys mystery, treasure hunts, and secret languages/codes? (Means) After-school activity? (Opportunity) Is known to wear black clothing? Has a brother or sister in the class? Favorite subject(s) and activities? Personality? (Examples: outgoing, shy, curious, adventurous, leader, follower, humorous . . . ?) Student Book Page  50 Copyright © Community Learning LLC. All rights reserved. 96  Instructor’s Guide

Notes Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  97

Lesson 12 98  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 12 Case Closed: Analyzing Evidence OBJECTIVES inevitable guilt. Students will: The activities in this lesson address Next Generation • Transfer all evidence summaries to final Science Standards practices of Analyzing and forensic summary Interpreting Data and Engaging in Argument from Evidence. In addition, they address Common Core • Review, examine, and analyze relevant State Standards CCSS.ELA-Literacy.CCRA.SL.1, evidence gathered previously CCSS.ELA-Literacy.CCRA.SL.2, CCSS.ELA-Literacy. CCRA.SL.4, and CCSS.ELA-Literacy.CCRA.R.1. See • Use deductive reasoning to develop a theory the Standards Matrix included in the appendix for for the crime more detailed information. • Use facts to support ideas and theories Notes for the Students MATERIALS Instructor: Dear Forensic Scientists, Wow! You were very busy these past weeks in • Certificates of Completion (on Missing Money your laboratory. Consider all the evidence you Mystery Resource CD), print 1 per student examined and tested: a mysterious white powder, trace fibers, tread prints, soil, shoe prints, a Students (groups of three): coded note, lip prints, blood/DNA and personal • 3 Student Book pages (on Resource CD) letters written by the four suspects. • 3 pencils In most criminal cases, investigators would not learn about the events in the same order they PREPARATION took place. Solving a crime is more like solving a 1. Organize student supplies. jigsaw puzzle. You work with one piece and try to 2. Print Certificates of Completion, located on make it fit. You may have to put that one down and move on to another. Eventually, all the pieces Resource CD. Write in students’ names on fit and you have finished the puzzle. This is the each of the certificates. same way investigators work with evidence. In our case, you examined the evidence in the Notes for the Instructor: order that I found it. Now, you’ll need to review In this forensic summary lesson, students use their all the evidence. You will use deductive reasoning deductive reasoning and logical thinking skills to and problem-solving to decide which evidence is determine the probable culprit. They transfer the more important and which is less important—not information and results from each lesson onto a an easy task, but you can discuss all of this with chart for comparison, analysis and summary. This your forensic partner. activity allows your budding forensic scientists to You are now ready to attempt to solve the compare all the evidence in relation to all of the mystery by creating the most plausible scenarios suspects. As part of the activity, they also determine of what happened to the geocaching canister and if class or unique evidence is more important and who took it. why. Among the unique evidence, they are asked to I look forward to hearing your final results! decide if one is more important than another and Mr. Mugg why. Such questions are important because some evidence, as the students will likely to observe, is Instructor’s Guide  99 purely circumstantial—it suggests only the presence of a suspect at the crime scene, not his or her Copyright © Community Learning LLC. All rights reserved.

Lesson 12 Case Closed: Analyzing Evidence Activity 1: Final Forensic Activity 2: Theory of the crime Summary 15 minutes 20 minutes 1. Direct students turn to “Activity 2: Theory of the Crime.” 1. Instruct the students to turn to “Activity 1: Final 2. Instruct them to use the final forensic summary Forensic Summary.” and the table from Activity 1 to complete “Activity 2: Theory of the Crime” in pairs. 2. Direct students to write in the names of each ӺӺ Until all pairs have finished, students should suspect. use remaining time to practice a presentation of their theory to the larger group. 3. Review each of the column and row headings. ӺӺ Encourage students to use the forensic information and vocabulary in their 4. Instruct students to turn to Lesson 3: Powder explanations. Power: Solutions or Suspensions? and the ӺӺ Each group should select a spokesperson. activity: “Evidence Summary: Powder Evidence.” Wrap-up 5. Explain that as a large group, you are going to 10 minutes transfer this information to your Final Forensic 1. Share theories. Summary by placing an X in the appropriate 2. Allow students to question each other’s results. boxes. 3. Encourage students to keep the information to themselves, since others will solve this mystery 6. Complete Lesson 3 information for all suspects in the future. and review before moving on to Lesson 4. 4. Read aloud the note from Mr. Mugg on the following page. 7. Continue in lesson order, completing each information transferal before moving on to the next lesson. 8. At completion, ask students: ӺӺ Which texts provided the most important evidence? Lip print and DNA ӺӺ Of these two, which provides the most trustworthy evidence? ӺӺ Did you review your Case Notes during this final forensic process? 9. As a large group, review findings by suspects. 10. Instruct students to work with their forensic partners to determine if the evidence points to a particular suspect. 11. Allow students to question each other’s results. 100  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Case Closed: Analyzing Evidence Lesson 12 Dear Forensic Scientists, 5. Pass out the certificates to each student. 6. Make a point of referring to the students as By now you have determined the identity of the person who took the geocaching canister. I forensic scientists when distributing certificates. commend your persistence and thoroughness in examining the evidence. Your skills in forensics Clean-up are the best, and I’m so glad I asked you to help 1. Collect the pencils and store in the suitcase box. me! 2. Students may take home their books and I have some news to share that helps to clear certificates. up this mystery even further! Remember the cryptogram you solved earlier in this Other Directions, Discussions investigation? Do you remember how apologetic and Destinations the writer was? Well, of course, I was intrigued, The following activities and websites will enrich and of course I had to fix my broken garden and what has been learned in this lesson about deductive replace a few plants. Well, guess what? Buried in reasoning and mysteries! my garden was the geocaching canister—with the 1. Solving a crime is a lot like putting together a field trip money from the PTA still inside!! jigsaw puzzle. If you do not have any puzzles of your own, go to https://www.thejigsawpuzzles. It turns out that our poor criminal had been so com/ and click on Jigsaw Puzzles. curious about the contents of the geocache box 2. Use deductive reasoning to stop Hacker before that she just had to peek inside. Our curious he ruins Eco-Haven at https://pbskids.org/ culprit snuck into the empty classroom after video/cyberchase/2365869967. school that Monday, but before she could open the canister, she was taken by surprise by someone about to enter the classroom. Can you imagine what happened next? Yes, our culprit did not want to be caught, so out the window she went, taking the canister with her—upending a chair and getting a tiny cut on the way out. When she got home she opened the canister ... and was surprised to find quite a bit of money inside! This was unexpected! (A few charms, perhaps, or a postcard, maybe, but not a roll of bills.) Our culprit felt very guilty--as she expressed in the cryptogram. Our thief returned on her bicycle, intending to return the canister to the classroom, but found both the window and the door locked. After a moment’s panic, she decided to return the geocache and its contents in a way geocachers would appreciate—hidden, but with a clue to locate! She buried the canister in our garden, and the next day she left the cryptogram on my desk to point the way. I thank you so much for your expertise during this investigation, and for helping to save our class field trip. Please accept these certificates— one for each of you—recognizing your outstanding commitment to this investigation. Sincerely, Mr. Mugg Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  101

Lesson 12 Activity 1: Final Forensic Summary Name: Suspect #1 Suspect #2 Suspect #3 Suspect #4 Evidence X X X X X X X X White Powder X Unique Class X X X X X ✓ X Fibers Unique Class ✓ Tread Pattern Unique Class ✓ Soil Unique Class ✓ Shoe Print Unique Class ✓ Coded Note Unique Class ✓ Lip Print Unique Class ✓ Blood/DNA Unique Class ✓ Prediction X Who did it? Student Book Page  52 Copyright © Community Learning LLC. All rights reserved. 102  Instructor’s Guide

Lesson 12 Activity 2: Theory of the Crime Directions: Use the following questions to help establish your theory of the crime. Who are the victims or suspects? _______________________________________________________________ _______________________________________________________________________________________ What was the crime? __________________________________________________________________________ _______________________________________________________________________________________ Where did the crime occur? _____________________________________________________________________ _______________________________________________________________________________________ When did the crime occur? (Opportunity) ________________________________________________________ _______________________________________________________________________________________ How was the crime committed? (Means) _________________________________________________________ _______________________________________________________________________________________ Why was the crime committed? (Motive) ________________________________________________________ _______________________________________________________________________________________ Copyright © Community Learning LLC. All rights reserved. Student Book Page  53 Instructor’s Guide  103

Notes 104  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Glossary Aerial view: The view looking down on something Encode: To change a message into code. from above, like from an airplane. Fiber: Long, skinny thread used to make fabric. Artificial: Man-made; not natural. Fixed points: Locations in a room that are always in Cheiloscopy: The study of lip prints. Cheilo is Greek the same place, like windows or corners. In a crime for lip. scene sketch, these help when drawing to scale. Chemist: A person who examines what things are Forensic geologist: A scientist who examines soil made of and how they change. samples in a criminal investigation and determines Class evidence: Evidence that cannot positively their sources. identify someone, such as shoe prints, since lots Forensic scientist: Any type of scientist who can of people wear the same kind of shoes. Other supply information that can be used in court or in a examples: blood type, soil and glass. legal manner. For example, forensic anthropologists Clay soil: Soil that is mostly clay, a little sand and recover and study skeletons so they can be humus. Not good for growing. identified. Cryptogram: A message written in code. Gel box: The equipment used to run the electrophoresis and get the DNA profile. Crystal: A shape that is colorless and see-through. Genetic: Whatever you might inherit from your Might appear to have edges and points. parents. Data: Information, often in written form. Humus: Dead plant or animal material that makes Decode: To translate a code into an understandable soil fertile. message. Interrogate: To rigorously question suspects thought DNA: Deoxyribonucleic Acid. It determines who to be guilty of a crime. you are. Interview: To collect information from people DNA profile: A technique used by forensic scientists during a criminal investigation. to assist in the identification of individuals by the Latent shoe print: A present but invisible, or nearly unique arrangement of their DNA. invisible, print. Electrophoresis: The use of electricity to separate Loam: Soil that contains the right amounts of DNA into bands. gravel, sand and clay. It also includes a great deal Electrostatic wand: A wand that carries a positive of humus, so it is good for growing. Usually dark electrostatic charge allowing it to “lift” dust from brown or black. paper to provide a map of any indented impressions in that paper. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  105

Glossary Missing Money Mystery Magnetic powder: Fine powder used by crime scene Sandy soil: Soil that is mostly sand, a little clay and investigators in dusting for shoe prints and other no humus. Not good for growing. prints. Magnetic powder develops latent prints very Solution: Made when a substance dissolves and the well. reaction forms a liquid. Means: A way or an ability to commit a crime or Suspect Statement: A written or recorded response perform an action. Answers the question: how? For to questions from investigators by a suspect about a example, a car was spray painted with graffiti, and a crime. can of the same paint was found on the suspect. Suspension: Made when a substance does not Mock crime scene: A pretend crime scene that is completely dissolve; liquid and powder remain invented for the sake of instruction or as a game. separate. Oil and water, for example, is a suspension. Motive: A reason to commit a crime or perform Synthetic: Made by humans; artificial. another action. Answers the question: why? For Toxicologist: Person who tests body fluids, such example, someone was starving so he or she stole as saliva, or organs, like lungs, for the presence of food. drugs, alcohol or poison. Natural: Not man-made. Derived from animals, Trace evidence: Small amounts of evidence, such plants, or minerals. as soil or glass, that could connect a suspect to the Observation: To study something using your crime. five senses (seeing, hearing, tasting, touching and Translucent: Not completely clear, but clear enough smelling.) to allow light to pass through. Opaque: Not allowing light to pass through. Tread: Raised design on the tire itself. Opportunity: The chance or ability to commit Triangulation: Most accurate way of showing the a crime at a given place and time. Answers the location of evidence at the crime scene. A triangle is questions: when and how? For example, a crime was created using the evidence and two fixed points. committed at 3 p.m. and Josie was walking her dog Unique evidence: Evidence that tends to identify at the location of the scene of the crime at 3 p.m. one particular person, such as fingerprints. Physical evidence: Evidence that is part of an Vertical: Going up and down. object or thing, and shows that a crime has been committed. Examples: weapons, handwriting and carpet. Properties: Descriptive characteristics such as color, texture, shape and size. Pyrolysis: Heat test to help identify fibers. Reaction: A change. 106  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Appendix Missing Money Mystery Standards Matrix ӺӺ Support an argument with evidence, data, or a model. Missing Money Mystery is a 10-lesson program that helps learners meet the Next Generation Science • Scientific Knowledge is Based on Empirical Standards and the Common Core State Standards Evidence (CCSS) ӺӺ Science knowledge is based upon logical and Ideally suited for learners in grades 3-5, Missing conceptual connections between evidence and Money Mystery meets many of the practices, cross- explanations. cutting concepts, and disciplinary core ideas that ӺӺ Science disciplines share common rules of comprise the Next Generation Science Standards. obtaining and evaluating empirical evidence. The practices, concepts, and disciplinary ideas specifically covered in this unit include: CROSS CUTTING CONCEPTS: • Patterns PRACTICES: • Asking Questions and Defining Problems ӺӺ Patterns can be used to identify cause-and- effect relationships. ӺӺ Ask questions that can be investigated within the scope of the classroom, outdoor ӺӺ Graphs, charts, and images can be used to environment, and museums and other public identify patterns in data. facilities with available resources and, when appropriate, frame a hypothesis based on DISCIPLINARY CORE IDEAS: observations and scientific principles. • PS1.A: Structure and Properties of Matter • Planning and Carrying Out Investigations ӺӺ Measurements of a variety of properties can ӺӺ Make observations and measurements to be used to identify materials produce data to serve as the basis for evidence for an explanation of a phenomenon. • LS3.B: Variation of Traits ӺӺ Plan an investigation individually and ӺӺ In sexually reproducing organisms, each collaboratively, and in the design: identify parent contributes half of the genes acquired independent and dependent variables (at random) by the offspring. Individuals have and controls, what tools are needed to do two of each chromosome and hence two alleles the gathering, how measurements will be of each gene, one acquired from each parent. recorded, and how many data are needed to These versions may be identical or may differ support a claim. from each other. ӺӺ Conduct an investigation to produce data to serve as the basis for evidence that can meet In addition to aligning to the underlying concepts the goals of the investigation. that comprise the Next Generation Science Standards (NGSS), this unit meets Common Core • Analyzing and Interpreting Data Learning Standards (CCLS) in Mathematics and ӺӺ Analyze and interpret data to determine English Language Arts and Literacy in grades 3-5. similarities and differences in findings. Specific CCLS addressed include: • CCSS.ELA-Literacy.CCRA.SL.1: Prepare for and • Engaging in Argument from Evidence participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  107

Appendix Missing Money Mystery own clearly and persuasively. • CCSS.ELA-Literacy.CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-Literacy.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. • CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • CCSS.ELA-LITERACY.CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text. • CCSS.Math.Content.3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. • CCSS.Math.Content.3.MD.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. 108  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Missing Money Mystery Appendix Standard Lesson 1 2 3 4 5 6 7 8 9 10 11 12 Next Generation Science Standards Practice: Asking Questions and Defining Problems ****** ** Practice: Planning and Carrying Out Investigations ******* ** Practice: Analyzing and Interpreting Data ** ** Practice: Engaging in Argument from Evidence ****** **** Practice: Scientific Knowledge is Based on Empirical ****** ** Evidence Cross-Cutting Concept: Patterns ** Disciplinary Core Idea: PS1.A: Structure and Properties ** of Matter Disciplinary Core Idea: LS3.B: Variation of Traits * Common Core State Standards CCSS.ELA-Literacy.CCRA.SL.1: Prepare for and ************ participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.CCRA.SL.2: Integrate and evaluate *********** information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-Literacy.CCRA.SL.4: Present information, * ** findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine ** what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.3: Analyze how and why ************ individuals, events, or ideas develop and interact over the course of a text. CCSS.Math.Content.3.MD.B.3: Draw a scaled picture * graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. CCSS.Math.Content.3.MD.B.4: Generate measurement * * ** data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  109





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