Missing Money Mystery Instructor's Guide

Lesson 5 Tracking the Tires: Tread Patterns OBJECTIVES 2. Set up to demonstrate the casting of a second Students will: mold, reserving the first to dry and be released at the end of demonstration. • Learn the mold making and casting process • Observe, measure, and compare impressions 3. Place one tennis ball sized piece of clay into each of 10 plastic bags. of a model • Record observations on a data sheet 4. Gather 10 small textured objects to make • Identify the bicycle tire tread pattern left at impressions with (keys, coins, rocks, toys, figurines). the scene of the crime MATERIALS 5. Assemble student supplies. Instructor: Notes for the Instructor • wipes In this lesson, students learn that tracks and • masking tape tread left at a crime scene can reveal significant • ruler information at an investigation. Even a partial • 12 re-sealable plastic bags impression can provide information. In the first • modeling clay activity, students will observe a simple method of • bike tire sample creating a tread impression, making a mold, and • cooking spray casting it with Plaster of Paris. Students will compare • 8-ounce plastic dish the impression vs. the cast to understand how positive • paper towel and negative are reversed in the impression vs. cast • Plaster of Paris tub image. They will have an opportunity to make their • 2 portion cups own impressions of the tire and other found objects • plastic spoon such as a key. They will record their observations in • cup of water a data table and analyze their information to make • scissors comparisons. In the second activity, students see • Student Book pages (on Resource CD) the crime scene evidence. They analyze a print of Students (groups of three): the bicycle’s tread pattern from the crime scene and • 3 pencils match it to the tread patterns of bicycles belonging to • 1 small found object the four suspects. • 3 hand lenses Tracks refer to the path left on or in a surface by • 1 ruler any travel method. Automobile tracks, for example, • wipes can reveal the direction of travel as well as changes • 1 bag of modeling clay in direction. Car tracks reveal track width, which • 1 foam plate is the distance between the two front and two • photo of tread evidence rear tires. This width can be used to identify the • photo of cast of tread evidence vehicle make, such as a Honda Civic. The tread PREPARATION pattern, which is the pattern left by the tire, can 1. Cast a tire mold (at least one hour ahead of determine which particular Honda Civic model! class) as described in Activity 1. Instructor’s Guide  37 Copyright © Community Learning LLC. All rights reserved.

Lesson 5 Tracking the Tires: Tread Patterns and Defining Problems, Planning and Carrying Out With an automobile, the tread width is indicated Investigations, and Engaging in Argument from by measuring the distance across the tread pattern. Evidence. In addition, they address Common Core Both front and back tread widths are measured, State Standards CCSS.ELA-Literacy.CCRA.SL.1, because manufacturers use different patterns on the CCSS.ELA-Literacy.CCRA.SL.2, and CCSS.Math. front and the rear of the car. Content.3.MD.B.4. See the Standard Matrix included At the crime scene, prints can appear two on page 111 for more detailed information. dimensional if made on a hard surface, or three dimensional if they were left in snow or mud. When Notes for the Students tire prints are evidence, a number of steps must be followed to record them as evidence: Dear Forensic Scientists, 1. The prints must be protected. The location of The piece of evidence I need you to investigate the tracks or prints may need to be covered or today is the tread pattern near the garden roped off. just outside the window. The tread looks very 2. Two types of photographs must be taken: a much like that you’d find on a bicycle, and, very photo of the general area (which includes other curiously, the garden looks even more disturbed objects and a ruler to help with scale) and a close that it did on the first day I discovered the up that shows more details (the close up also crime. contains a ruler). 3. The location of the track must be plotted on the I immediately did a web search for tread crime scene map. patterns and reviewed several informative sites. 4. Any debris within the print must be removed I found out that a tread pattern is an example carefully. of physical evidence: that it is part of an object 5. To keep a track from deteriorating on fragile or thing and suggests that a crime has been surfaces, such as mud or snow, a special spray committed. Other examples of physical evidence is used to coat, seal, and protect the surface and are weapons, handwriting, and carpet. keep it relatively firm. 6. A form or frame is placed around the area so Tread patterns are also class evidence. Tread a cast can be created. The form must be high patterns, shoe prints, and soil, which are all enough to allow the casting mixture to capture examples of class evidence, cannot positively the deepest part of the impression. identify someone on their own. Too many other Once a cast has been made, the cast is examined in a people have the same bicycle tires or the same lab for specific cuts, markings, or lettering that help sneakers. Class evidence provides additional in comparing it to other prints, either visually or by information in court, but, on its own, class using a database. evidence won’t lead to a conviction. Track and tread patterns are both physical evidence and class evidence. The table included in the note Type of Definition Examples from Mr. Mugg offers information about physical Evidence and class evidence, as well as several examples. The activities in this lesson address Next Generation Physical • evidence that is a carpet, clothing, Science Standards practices of Asking Questions physical object or weapon, casts part of a physical of footprints object or tire prints, handwriting Class • does not lead to shoe prints, blood conviction on its type, clothing, own personal belongings • provides additional information that can go to trial 38  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Tracking the Tires: Tread Patterns Lesson 5 Tread patterns must be protected by covering or Plaster of Paris: a white powder made from a surrounding the area with crime scene tape. They mineral (originally found outside of Paris, France) must be examined before other evidence. Why? called gypsum. When mixed with water, it forms Weather can ruin tracks and tread! I always a paste and then hardens to a solid. This mixture keep a camera in my classroom to take photos of creates a chemical reaction that releases energy in class activities and of our geocaching adventures, the form of heat. so I used it to take a picture of the evidence Tread: Raised design on the tire itself. from above—an aerial view—from my classroom window. Just like a crime scene photographer, Activity 1: Making a Mold and I put a ruler next to the tread, so you can tell Observing Tread Patterns how big the treat pattern really is. You should 30 minutes be able to see all of this in the evidence photo I sent you. Usually, scientists will take a photo 1. Read “Notes for the Students” aloud while and then a cast of the tread pattern. This cast students follow along in their books. lets you observe the tread in more detail and at a later date, even if it rains or snows! I decided to ӺӺ Ask and answer any questions about physical mix some Plaster of Paris and make a cast of the and class evidence. tread to make it easier to see. The second photo lets you see the results of this cast. ӺӺ Read aloud the following additional information from Mr. Mugg: Vocabulary Usually, tread patterns are found at the scene Aerial view: The view looking down on something in the form of dirty tire tracks on the road or from above, as if from an airplane. in a track left in snow or mud. When the pattern Cast: a 3D example of a model created when a mold is left in snow or mud, it’s called an impression. is filled with a liquid material that hardens and is After following lots of steps, such as taking then released from the mold. photographs, which I have done, and plotting the Cavity (depression): the area that is pushed down in tread mark on a crime scene map, which you have a mold which is the reverse image of the model. done, a cast is made. First, an edge is built around Class evidence: Evidence that cannot positively the print. Next, a liquid mixture is poured into identify someone, such as shoe prints since many the impression. Once the cast has been made and people wear the same kind of shoes. Other examples: is dry, it gets sent to a crime lab. It’s there that blood type, soil and glass. specialists can compare the cast of the tread to Curing time: the period a material requires to fully other treads, and hopefully find out more about cure (dry) in order to be successfully de-molded. the crime. Sometimes more “copies” of the print Impression: to push a model into a soft material. are needed. Other people make a mold that is This creates a cavity in the mold. a form for making even more casts. The mold Model: the original object one is trying to recreate looks just like an impression. By this time, the (tire piece/tread pattern). real print might have washed away or melted! Mold: the area that carries a negative or reverse I’ve sent you everything you need to make an impression of the original model and is used to impression of a bicycle tire (and a few other fun capture the details of the model. objects) as well as the materials for your teacher Mold-release agent: a spray, liquid or powder used to demonstrate making a mold and a cast of the to prevent sticking of the model in the cavity. tire tread pattern. It’s a good idea to review Physical evidence: Evidence that is part of an the vocabulary words before the demonstration object and shows that a crime has been committed. begins. Examples: weapons, handwriting and carpet. I can’t wait to learn your results and if you can Copyright © Community Learning LLC. All rights reserved. make any matches! Mr. Mugg Instructor’s Guide  39

Lesson 5 Tracking the Tires: Tread Patterns 2. Demonstrate how to make a mold: (Follow these dish sides. Push up from the bottom and/or steps at least one hour before students arrive so squeeze the bottom of the mold to loosen and you can have a dry mold to release in front of release cast. them. Then follow the complete process a second ӺӺ Remove clay from the cast and carefully rinse, time as a demonstration for the students.) if necessary, to further remove clay bits. ӺӺ Periodically encourage students to place ӺӺ Spray 8 oz. plastic dish with a light coat of their hands over the drying mold to feel for cooking spray. temperature change. The mold will not be dry until it is cool and difficult to scratch with a ӺӺ Press clay firmly down into bottom of the fingernail. dish and fill to just below the first ring. 3. During the process of demonstration, point the following things out to the students: ӺӺ Create an even top surface and smooth out any cracks. ӺӺ The result of creating a clay impression with a tire sample is the reverse image of the tire’s ӺӺ Gently press the tire sample (tread down) into tread pattern. In other words, what is recessed the clay. If the sample is curved, press and roll or down on the tire sample or model will be with even pressure to capture entire pattern. raised in the clay impression and vice versa. ӺӺ Remove tire sample and confirm that you ӺӺ When wet Plaster of Paris is poured over the have a good impression. clay impression (which becomes a mold) and it hardens, the image on the hardened plaster ӺӺ Place one portion cup full of water into the (which is now a cast) reverses again and the reclosable bag and hold it upright. cast image is the same as the original tire or model. ӺӺ Using a dry portion cup, scoop a heaping portion of Plaster of Paris. ӺӺ CSI investigators can match a tire type from the cast and a tread pattern from the ӺӺ Slowly sprinkle Plaster of Paris into the water, impression. These are simply reverse images stopping to tap the bottom of the bag on the of each other. work surface to incorporate powder into the water. ӺӺ If time allows, discuss what other process in nature reflects mold making (the creation of a ӺӺ Repeat with a second heaping portion cup full fossil). of Plaster of Paris. 4. Explain that each group will have the ӺӺ Squeeze the air out and zip the bag. opportunity to make their own impressions and ӺӺ Kneed the fluid in the bag for about one record information on “Activity 1: Impression Data Table”. minute, you may feel the temperature warming as a chemical reaction takes place. ӺӺ Make 3 equal smaller balls of clay from their ӺӺ Tip the bag so the fluid runs to one corner clay allotment. and snip the other corner with scissors to create a pour hole. ӺӺ Flatten each ball like a pancake until about ½” ӺӺ Squeeze liquid Plaster of Paris mixture out thick. over the entire clay surface. Use two fingers like scissor blades to squeeze all the fluid out ӺӺ Push one of the found objects gently into the of the bag. ӺӺ Demold the fully dried sample gently by placing both thumbs on the top of the dish while pressing down and pulling out the 40  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Tracking the Tires: Tread Patterns Lesson 5 clay to create an impression. (Objects can be 2. Ask students to complete “Activity 2: Evidence exchanged between groups, including the tire Summary: Tread Patterns” sample, so that each group creates 3 unique ӺӺ Write suspect names in the correct boxes. impressions.) ӺӺ Place an X in the box for each suspect who ӺӺ Carefully remove the object from the clay and matches the evidence. place on the foam plate. ӺӺ Record observation on the data table using Wrap-up the clay impressions: 10 minutes • I mpression width and length in 1. Answer any questions the students may have. 2. Instruct students to record their observations, centimeters findings, or suspicions in the Case Notes section • I mpression description including texture of the Student Books. • A rough sketch of the impression 5. Ask students to ball up their clay then bag and Clean-up seal it when they are finished. 5 minutes 1. Instruct students to clean tire tread. Return tire Activity 2: Suspects’ and treads to their specified bags and keep plates for Evidence Tread Patterns future lessons. 15 minutes 2. Make sure bags of clay are securely sealed. 3. Ask students to return all supplies. 1. Instruct the students to turn to “Activity 2: Photo 4. Wipe surfaces if necessary. of Tread Evidence” and “Activity 2: Suspect 5. Store all materials in suitcase box. Tread Patterns.” Other Directions, Discussions, ӺӺ Point out that the tread pattern from the and Destinations scene of the crime is shown on page 28, and See forensic field specialists preserve a tire the tread prints from the bicycles belonging impression by watching this YouTube video, Mold to each of the four suspects appear on the Making Tutorial: Forensics Impressions using Fast following page. Curing Silicone Rubber https://www.youtube.com/ watch?v=waibs2k4dms (At the bottom of the video ӺӺ Have students write in the names of each of screen, opposite the pause button, you will see a cog the suspects. wheel with HD printed over it. Click this and select “Playback Speed”. Change this to “2” and the video ӺӺ Encourage students to note where patterns can be watched in just over 4 minutes. match up and where they differ. ӺӺ Remind them to check their measurements. Questions to ask are: • How far apart are the marks? • How do their shapes compare? • Do similar shapes face the same direction? • How do texture and shading compare? ӺӺ Which suspect’s bicycle tread do you think the evidence points to? Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  41

Lesson 5 Activity 1: Impression Data Table Directions: 1. Make 3 equal-sized balls of clay. 2. Flatten each like a pancake until ½ inch think. 3. Push the object (model) gently down into the clay (not very far down). 4. Carefully remove the object (model) from the clay by gently peeling the clay away or pulling the object out. 5. Place the clay impression on the foam plate. 6. Trade objects with another team and repeat these steps until your group has made three impressions. 7. Record the length and width of each object, describe each object, and create a quick sketch of each on the table below. Impression 1 2 3 Number Impression Width in Centimeters Impression Length in Centimeters Description (include texture) Rough Sketch of Impression Student Book Page  22 Copyright © Community Learning LLC. All rights reserved. 42  Instructor’s Guide

Lesson 5 Activity 2: Photo of Tread Evidence Activity 2: Evidence Summary: Tread Patterns Directions: 1. Write suspect names in the correct boxes. 2. Place an X in the box for each suspect who matches the evidence. Name: Tire Number 1 2 3 4 Tread X X Evidence Matches Copyright © Community Learning LLC. All rights reserved. Student Book Page 23 Instructor’s Guide  43

Lesson 5 Activity 2: Suspect Tread Patterns Suspect #1_____________________________ Suspect #2 _____________________________ Suspect #3 _____________________________ Suspect #4 _____________________________ Student Book Page 24 Copyright © Community Learning LLC. All rights reserved. 44  Instructor’s Guide

Notes Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  45

Lesson 6 46  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 6 Digging for Dirt: Soil Samples OBJECTIVES ӺӺ Place 1 cup of each sample on a foam plate. Make 15 plates, each containing 5 samples. Students will: • Observe and compare four samples of soil 2. Fill container with water. Use it to fill dropper • Identify samples as predominantly sand, clay, bottles. or loam • Identify type of crime scene soil evidence by 3. Assemble student supplies. Students will comparing to known samples work in pairs. MATERIALS Notes for the Instructor Instructor: In this lesson, students practice at being forensic • sandy soil geologists: scientists who study soil from a crime • clay soil scene and determine its origin. They examine three • loam different types of soil—sandy soil, clay soil and • wipes loam—and observe their properties, noting color, • black marker texture, and odor. In addition, they add water to • 75 portion cups each sample and make more observations about • container texture. Using this information, their newly learned • 15 dropper bottles vocabulary, and a chart from Mr. Mugg, they • 15 foam plates identify the samples and match the crime scene soil • paper towels (not included) evidence to the suspect samples. • tablespoon • Student Book pages (on Resource CD) Because soil can get easily onto clothes, shoes, or in treads, it is often an example of trace evidence. Students (groups of two): Evidence from a crime scene can be transported to • 2 pencils other places and vice versa, a phenomenon known • 1 foam plate with 1 set of soil samples as Locard’s Exchange Principle. This principle states • 2 hand lenses that a criminal must leave trace evidence as well as • 4 wooden splints take something away from the scene. In this case, • wipes the trace evidence is soil from the bicycle tires of the suspects. PREPARATION 1. Organize soil samples: Trace Definition Examples Evidence • evidence in small, but hair, fibers, ӺӺ Label 15 portion cups for each of samples glass, paint A, B, C, D and E (Evidence) for a total of 75. measurable amounts chips, soil, • links individual/ object plant matter, ӺӺ Place 1 tablespoon of loam into all of the gunshot cups labeled A, B and E (total of 45 cups). to scene residue • insufficient to lead to ӺӺ Place 1 tablespoon of sandy soil into all C cups (15 total). conviction on its own ӺӺ Place 1 tablespoon of clay soil into all of the D cups (15 total). Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  47

Lesson 6 Digging for Dirt: Soil Samples Soil is composed by half of air and water, both Notes for the Students elements necessary to sustain life. Rocks, humus (dead plant or animal material), molds, and worms Dear Students, typically make up the remaining half. The size of these particles helps to determine the type of soil. Today, you are forensic geologists! These are Sand contains the largest particles and clay the the folks responsible for examining soil samples. smallest. Although sandy soil contains mostly sand, Usually, a soil sample is very small—such as when it also reveals a small amount of clay, but very little, the soil is stuck to clothes or shoes. This is why if any, humus. Sandy soil does not absorb water well. such soil is called trace evidence. The white Instead, water runs through it. Because there are few powder you investigated earlier is trace evidence, nutrients in sand, plants do not grow well in it. as is a strand of hair, bits of broken glass, or Clay is mostly just that—clay. It has a little humus paint chips. When things are very small, it’s easy and sand, as well. This type of soil holds water and to leave them at a crime scene. It’s also easy to dries slowly. When wet, it is very sticky. However, it take them with you! Sometimes, trace evidence is hard, like pottery, after drying. can link a suspect to the scene. Loam contains the most humus, which makes it excellent for growing plants. It contains gravel, sand, Sandy soil is one type of soil. It’s great for and clay, and its color ranges from dark brown to making castles if you add just the right amount of black. water, but terrible for growing plants no matter Depending on where the soil is located, it could what. contain non-organic items. In cities, soil often yields paper, glass, metal, cement, or other items. A Clay soil is mostly clay. It’s just like the material forensic geologist considers whatever is in the soil you use in art class. It’s very sticky when it gets to be a part of it, whether it is natural or not. These wet, and it dries hard as a rock! This type of soil items help the forensic geologist to match the soil to isn’t the best for growing plants either. its original location. The activities in this lesson address Next Generation The best type of soil for growing is loam. Loam Science Standards practices of Asking Questions has lots and lots of humus. Humus is dead plant and Defining Problems, Planning and Carrying and animal matter that makes soil just right for Out Investigations, and Engaging in Argument growing. It’s usually dark brown or black in color. from Evidence as well as disciplinary core idea PS1.A. In addition, they address Common Core Although humus is natural, because it’s made State Standards CCSS.ELA-Literacy.CCRA.SL.1 and of plant and animal material, other non-natural CCSS.ELA-Literacy.CCRA.SL.2. See the Standards things can be in soil, too. Glass, paper, and cement Matrix included in the appendix for more detailed might be found in soil that comes from a city. information. Whatever is in or on the soil is part of the soil when you are the forensic geologist testing it. Anything in the soil can supply clues to where it came from. I have sent you five soil samples—four are from the bicycle tires belonging to the four suspects. One is the evidence taken from my flower garden, near the tire tracks you studied in the previous activity. You will need to test, observe, and compare them to what you know about soil from my information table. Good luck with all of your observations! I look forward to receiving the results. Appreciatively, Mr. Mugg 48  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Digging for Dirt: Soil Samples Lesson 6 Soil Type Particle Size, Texture Texture When 3. Review the properties of evidence: size, color, & Color Wet shape, texture, and smell. (large, small, hard, 4. Instruct students to turn to “Activity 1: Soil grainy, smooth, flaky) Observations Data Table.” ӺӺ Explain that they will make observations of Sand • large • water and the 5 samples. • grainy sand will ӺӺ Identification will be based on their • hard separate observations and the table supplied by Mr. Mugg. Clay • small • thick & sticky ӺӺ Review the directions for the “Soil • can be flaky Observations Data Table”: Directions: Loam • dark brown or black • absorbs 1. Use wooden splint to scoop out small amount water of Sample A. 2. Place on foam plate. • smooth 3. Make prediction of soil identification in the “Prediction” row. Vocabulary: 4. Make observations in first 3 rows. Clay soil: Soil that is mostly clay, a little sand and 5. Add 5 drops of water to sample left in cup. humus. Not good for growing. 6. Stir until mixed. Forensic geologist: A scientist who examines soil 7. Make observations in next row. samples in a criminal investigation and determines 8. Wipe plate off over the trash. their sources. 9. Repeat steps for next 4 samples. Humus: Dead plant or animal material that makes ӺӺ Walk around to observe students. Take wipes soil fertile. and paper towels. Loam: Soil that contains the right amounts of gravel, ӺӺ Students finishing early can make predictions sand and clay. It also includes a great deal of humus, in their Case Notes. so it is good for growing. Usually dark brown or black. 5. When students have finished making their Sandy soil: Soil that is mostly sand, a little clay and observations and taking notes, invite students to no humus. Not good for growing. compare their findings with other groups. Activity 1: Observing Soil Samples and Identifying the Evidence 15 minutes 1. Organize students into groups of two. 2. Read “Notes for the Students” aloud while students follow along in their books. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  49

Lesson 6 Digging for Dirt: Soil Samples Wrap-up Other Directions, Discussions 10 minutes and Destinations 1. Direct students to study their data table and The following activities and websites will enrich answer the following questions: what has been learned in this lesson about soil. ӺӺ What type of soil did you identify as the 1. Geography4Kids offers a suite of free earth evidence? Loam science activities for young students. Exactly how is soil a layer of our earth? Go to http:// ӺӺ Which suspects match the evidence sample? geography4kids.com/files/land_soil.html to Suspects #1 & #2 find out! ӺӺ What type of soil did you identify as belonging to Suspect #3? Sandy ӺӺ What type of soil did you identify as belonging to Suspect #4 Clay ӺӺ Did anyone write down any information in their Case Notes? Answers will vary 2. Answer any questions the students may have. 3. Invite students to record their observations, findings, or suspicions in the Case Notes section of the Student Books. Clean-up 5 minutes 1. Students should throw away used wooden splints, portion cups, wipes, and paper towels. 2. Foam plates should be wiped and returned to the suitcase box. 3. Books, pencils, magnifiers, and extra wipes should be returned to the box. 50  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 6 Activity 1: Soil Observations Data Table Directions: 1. Use wooden splint to scoop out small amount of Sample A. 2. Place on foam plate. 3. Make prediction of soil identification in the Prediction row. 4. Make observations of color, odor and dry texture in first 3 rows. 5. Add 5 drops of water to sample left in cup. 6. Stir until mixed. 7. Make observations of wet texture in next row. 8. Wipe plate off into the trash. 9. Repeat steps for next 3 samples. Don’t forget about the boxes in the bottom row of the table! Name: Observations Sample A Sample B Sample C Sample D Evidence (Suspect #1) (Suspect #2) (Suspect #3) (Suspect #4) Color Odor Texture When Dry Texture When Wet Prediction of Soil Type Identification Loam Loam Sandy Clay Loam of Soil Type Copyright © Community Learning LLC. All rights reserved. Student Book Page  26 Instructor’s Guide  51

Lesson 6 Wrap-Up: Evidence Summary: Soil 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 Loam Loam Sandy Clay Soil Type Evidence X X Matches Unique Class ✓ Student Book Page  27 Copyright © Community Learning LLC. All rights reserved. 52  Instructor’s Guide

Notes Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  53

Lesson 7 54  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 7 Cast a Clue: Shoe Print Evidence OBJECTIVES Notes for the Instructor In this lesson, students learn how shoe prints can Students will: reveal significant information in an investigation, • Make their own shoe impression using even if the shoe print cannot be seen by the naked forensic techniques eye. This present but invisible shoe print is called • Analyze their prints for distinguishing a latent shoe print. To view it, forensic scientists characteristics may use an electrostatic wand to pull the dust from • Observe, measure, compare, and describe the a shoe print off a piece of newsprint, for example, shoe print characteristics of four suspects and found at a crime scene. The dust is transferred and the print found at the crime scene adheres to a thin plastic film. If the film is lit at the • Match the shoe print pattern left at the crime right angle, the shoe print will appear in detail. scene with one from a suspect In the first activity, students make their own latent shoe prints that appear “magically” after they apply MATERIALS printing powder. They write their observations in a data table and compare this with their partners’ shoe Instructor: prints. In a second activity, students analyze a print • 3 scrub brushes of the suspect’s shoe tread pattern from the crime • 3 clear shoe shine sponges scene and match it to the patterns of shoe prints • 3 small paint brushes belonging to the four suspects. • 2 packages of dusting powder The most common way forensic scientists look at • 3 portion cups a shoe print impression is by examining it under • blank copy paper (not provided) standard laboratory lighting or ultraviolet light. • wipes and/or paper towels Another simple technique is to make a cast of a shoe impression with dental molding material. This Students (groups of two): technique generally enhances the quality of the shoe • 1 hand lens print impression because a three-dimensional cast • 2 pencils gives the examiner more information from which to • Student Book pages (on Resource CD) work in making comparisons. The activities in this lesson address Next Generation PREPARATION Science Standards practices of Asking Questions 1. Set up three shoe-printing stations: and Defining Problems, Planning and Carrying Out Investigations, and Engaging in Argument ӺӺ Cover the surfaces with protective paper. from Evidence. In addition, they address Common ӺӺ At each station, lay out supplies: Core State Standards CCSS.ELA-Literacy.CCRA. SL.1, CCSS.ELA-Literacy.CCRA.SL.2, and CCSS. • 1 scrub brush Math.Content.3.MD.B.4.See the Standards Matrix • 1 clear shoe shine sponge included in the appendix for more detailed • 1 small paint brush information. • 1 portion cup filled with about a TBSP of dusting powder • blank copy paper • wipes and/or paper towels 2. Organize students into pairs. 3. Hand out Student Books and supplies. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  55

Lesson 7 Cast a Clue: Shoe Print Evidence Notes for the Students Activity 1: Making Shoe Prints 20 minutes Dear Forensic Scientists, Students will make impressions of their own shoe prints. As you know, one of the pieces of evidence I 1. Read “Notes for the Students” aloud while found at the crime scene was part of a shoe print students follow along in their books. made on the back of the permission form for my 2. Invite the students to one of the printing stations students’ upcoming geocaching trip. Remember for a demonstration. that I had found it on the floor at the back of 3. Use the scrub brush to clean any loose dirt off the classroom. The print was barely visible, so your shoe. I wondered if there was something I could do 4. Place the blank piece of paper on the floor. Take to make it easier to see. There was! The FBI the clear shoe shine sponge and rub all over the website showed me how to use magnetic powder bottom of one shoe, coating the surface well. Be on the area where someone had stepped. Brushing careful not to step onto the floor. lightly with a paint brush, I was able to uncover 5. Step down on the blank paper firmly, rocking a pretty clear shoe print. Enclosed in your supply the foot from heel to toe once, then step off the and evidence box is a photograph I took of my paper. Do not rock your foot back while you work. Your job is to look carefully at this print are stepping on the paper, or it will smudge the and compare it with the shoe prints from the print. four suspects I have also included. 6. Caution, the shoe sponge can make the bottom of your shoe slippery. Use a wipe to clean off the Before you get started, I thought you might like bottom of your shoe, or wipe with a paper towel. to make your own shoe prints first. Not only will 7. Bring your paper with the shoe print up to your you get to use a technique similar to that used by protected work area. Then dip the tips of the real forensic investigators, you will also learn just paintbrush bristles into the powder. Shake off how interesting shoe prints can be! As shoes are excess into the container. worn, their tread patterns become more unique. 8. Lightly brush the powder over the print on the How unique is the pattern on the bottom of your paper. Make sure all the areas of the print are shoe? You’ll find out shortly! covered. Students will see the print appear before their eyes. Any excess powder can be returned to After this, you’ll be more than ready to make the container, or shaken off into a trash can. some close observations of the suspects’ shoes 9. Monitor carefully as each student takes turns at prints and perhaps even make a match with the steps 3 – 8. Have students wash their hands or print I found at the crime scene. clean up with a hand wipe when they are done making their prints. Mr. Mugg 10. When finished, package the powder and paintbrushes in sealable plastic bags. Vocabulary Electrostatic wand: a wand that carries a positive electrostatic charge allowing it to “lift” dust from paper to provide a map of any indented impressions in that paper. Latent shoe print: a present but invisible, or nearly invisible, print Magnetic powder: fine powder used by crime scene investigators in dusting for shoe prints and other prints. Magnetic powder develops latent prints very well. 56  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Cast a Clue: Shoe Print Evidence Lesson 7 11. After students complete their prints, they may Wrap-up return to their seats and begin comparing their 5 minutes shoe prints with their partner’s. Ask students to 1. Which suspect shoe print most closely matches turn to “Activity 1: Personal Shoe Prints”in their the crime scene shoe print? The crime scene shoe books and complete the questions. print most closely resembles that of Suspect #1. Encourage students to note where patterns Activity 2: Suspects’ and Crime match up and where they differ. Scene Shoe Prints 2. Answer any questions the students may have. 15 minutes 3. Instruct students to record their observations, findings, or suspicions in the Case Notes section 1. Organize students into groups of three. of the Student Books. 2. Instruct the students to turn to “Activity 2: Clean-up Suspects’ Shoe Prints.” 5 minutes 1. Ask students to return all supplies. 3. Instruct students to write in the names of each of 2. Make sure bags are securely sealed. the suspects. 3. Wipe surfaces if necessary. 4. Store all materials in suitcase box. 4. Inform students that the samples have been reduced in size, but a ruler is provided to show Other Directions, Discussions correct measurement and scale. Students should and Destinations use their hand lenses to analyze closely all shoe PBS Kids’ “Dragonfly TV” shares fun forensics prints. episodes and activities online. Find out who trashed Lizzy’s birthday party by visiting 5. To make their final determination, ask students https://www.pbslearningmedia.org/ and search to complete the questions on the preceding page, for “DragonflyTV Forensics”. “Activity 2: Crime Scene Shoe Print.” Students should compare their findings with other teams. Questions to ask are: ӺӺ Was your team able to distinguish 3 points of similarity between the samples? If not, how many did your team find in common? The points of similarity will vary and should be backed up with details of the tread pattern and circled areas of similarity. ӺӺ Can you find an exact match? Yes. However, though his piece of evidence may help in establishing opportunity, in itself it is not conclusive. ӺӺ What does the team think caused part of the crime scene footprint to be blank? An arch in the foot, slipping, or other movement. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  57

Lesson 7 Activity 1: Personal Shoe Prints 1. Compare your shoe print with those of your partners. Consider size, shape, pattern, and areas you don’t see. 2. Using your pencil, circle at least 3 differences that distinguish your shoe print from the shoe prints of your partners. 3. Is your shoe designed differently than the shoes of your partners? 4. List five things you think make your shoe prints look different than the prints of your partners. a) b) c) d) e) Student Book Page  29 Copyright © Community Learning LLC. All rights reserved. 58  Instructor’s Guide

Lesson 7 Activity 2: Crime Scene Shoe Print 1. Examine the shoe prints pictured on the following pages. Discuss with your partner the places on each print that can be used to distinguish one shoe from another. You may circle these in pencil. 2. Compare your four suspect shoe prints with the one found at the crime scene, shown below. Examine them closely and report your conclusion. Crime Scene Shoe Print 1. Using a pencil, circle three points of similarity between your choice of suspect shoe print and the above shoe print. Label these similarities with letters A-C on both pictures. 2. There will be regions on the shoe print that appear blank. What causes blank regions to appear? 3. Which suspect shoe print matches the crime scene shoe print? suspect #1 4. Compare your results with other groups. Copyright © Community Learning LLC. All rights reserved. Student Book Page  30 Instructor’s Guide  59

Lesson 7 Activity 2: Suspects’ Shoe Prints 1. Below and on the next page you will find shoe prints from our four suspects. They have been reduced in size, but a ruler is provided to show correct measurement and scale. Examine the shoe prints and discuss with your partner the places on each print that can be used to distinguish one shoe from another. You may circle these in pencil. 2. Compare your four suspect shoe prints with the one found at the crime scene. Examine them closely and report your conclusions in the space provided. Suspect #1 Name: Suspect #2 Copyright © Community Learning LLC. All rights reserved. Name: Student Book Page  31 60  Instructor’s Guide

Lesson 7 Activity 2: Suspects’ Shoe Prints Suspect #3 Name: Suspect #4 Student Book Page  32 Instructor’s Guide  61 Name: Copyright © Community Learning LLC. All rights reserved.

Lesson 7 Wrap Up: Evidence Summary: Shoe Prints 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 Matches Unique Class ✓ Student Book Page  33 Copyright © Community Learning LLC. All rights reserved. 62  Instructor’s Guide

Notes Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  63

Lesson 8 64  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 8 Crack the Code: Cryptograms OBJECTIVES Other well known codes that are not necessarily Students will: secret codes are ASCII, used in computers, and Code 39, commonly used in bar code scanners, such • Encode own cryptogram as those used in supermarkets. Both operate from • Decode student cryptogram examples using a binary code, using only two numbers: 1 and 0. 1 indicates a computer switch is on, and 0 indicates different techniques a switch is off. This seemingly simple system can • Examine techniques used in decoding translate 1s and 0s into an infinite arrangement of numbers and letters, such as the name and price of a cryptograms and apply them to decode the grocery item that appears on the register. message found at the crime scene Substituting numbers for letters, letters for letters, MATERIALS and writing words or entire messages backwards are Instructor: all examples of ways to encode messages. These tips • 6 index cards below can help you with decoding: • black marker 1. Consider if symbols have been used to represent • masking tape • photos of coded note letters or entire words. Students (groups of three): 2. Decode short words first. • 3 pencils 3. Remember that identical symbols represent • Student Book pages (on Resource CD) PREPARATION identical letters or words. 1. On 6 index cards, write A on one, M on 4. The order of frequency for letters another, T, 26, 14 and 7 on the last four. 2. Organize students in groups of 3. in the English language is: 3. Hand out Student Books and pencils. ETOANIRSHDLCWUMFYGPBVKXQJZ 5. Replacing symbols that appear repeatedly in the Notes for the Instructor coded message with one of these letters can help. 6. Spaces between symbols may indicate a space In this lesson, students try their hand at between words. cryptography, the science of codes and code 7. Once a symbol has been decoded, the correct breaking. They start by decoding example messages letter or word should be substituted immediately and then encode their own messages which are, in in the message wherever it appears. turn, decoded by their peers. Lastly, they decode the The activities in this lesson address Common Core “secret” message found at the scene of the crime. State Standards CCSS.ELA-Literacy.CCRA.SL.1 and Across history, many types of codes have been CCSS.ELA-Literacy.CCRA.SL.2. See the Standards developed and used by different groups for different Matrix included in the appendix for more detailed purposes. Morse code was created by Samuel Morse information. as a way to send telegraphic messages. It uses a series of dots and dashes to represent letters and slash marks to separate words. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  65

Lesson 8 Crack the Code: Cryptograms Notes for the Students Vocabulary: Dear Forensic Scientists, Cryptogram: A message written in code. Today when I entered my classroom, I noticed an Decode: To translate a code into an understandable envelope propped up on my desk. Immediately I message. suspected that this was more evidence! I sat at my desk and decided to wear the surgical gloves I Encode: To change a message into code. keep in my supply cabinet to handle the envelope. Activity 1: Encoding and Inside was a note that at first looked like random Decoding numbers, but I quickly realized it was typed in 15 minutes code! I knew that the coded note is another example of class evidence. The note is not going 1. Read “Notes for the Students” aloud while to identify one particular person as having students follow along in their books. written it or taken the money, since anyone with knowledge of codes could have written it. But 2. Conduct a brainstorming session about codes sometimes, some people use particular kinds of and ask: codes. If I can identify the kind of code the note ӺӺ What do you know about codes? uses, I might be able to find out who is familiar ӺӺ Have you ever written or encoded a with that particular code. cryptogram? ӺӺ Have you ever decoded or translated a When I was a kid, I remember pretending cryptogram? to be spies with my friends. We would send cryptograms, messages written in code, to each 3. Explain the decoding and encoding activities, other. We would make up all different kinds which students should do with their forensic of codes. We would write words or messages partners: backwards and use a mirror to read them. Some ӺӺ Ask partners to spread out around the room. were made up of pictures, some used letters, ӺӺ Have them turn to “Activity 1: Number-for- and others used numbers. We would write out, or Letter Substitutions.” encode, our messages and then put them in each ӺӺ Show that each number stands for a letter. others’ lockers. When we received a note from ӺӺ Instruct students to write in correct letters someone, we had to decode or translate it into a below their matching numbers in the message we could understand. Sometimes we got message. a little carried away with writing them, and they became too difficult for us to translate! 4. Direct students to turn to “Activity 1: Reverse Alphabet,” which is slightly more challenging. There are some tips that can help break a code or ӺӺ Have students find N on the upper line. This decode it: is really M. ӺӺ Have students find B on the upper line. This is 1. Symbols can be letters or numbers. really Y. ӺӺ Note that the top row of letters in the message 2. Short words are easier than long words. Do represents the top line of letters in the chart. them first. 5. When students finish, they can encode their own 3. The same symbol stands for the same letter. messages on the following page. 4. Spaces in between can separate words. Copyright © Community Learning LLC. All rights reserved. 5. Once a letter has been figured out, that letter should be plugged into the message wherever it appears. Your task today is to decode this new piece of evidence. I can’t wait to find out what you discover. Sincerely, Mr. Mugg 66  Instructor’s Guide

Crack the Code: Cryptograms Lesson 8 ӺӺ Have students switch books with others to Wrap-up decode. 10 minutes 6. After 15 minutes, gather group back together. 1. Direct students to reread the suspects’ letters ӺӺ Review the actual messages (see pages 67 & from lesson 3. 68). ӺӺ Ask students for comments about decoding 2. Have students complete the chart in Lesson 8 the messages in the book. entitled: “Evidence Summary: Coded Note”. ӺӺ Ask students for comments about encoding ӺӺ Write suspect names in the correct boxes. their own and decoding their friends’ ӺӺ Place an X in the box for each suspect who messages. matches the evidence. Activity 2: Decoding the 3. Ask: Evidence 15 minutes ӺӺ How can this evidence be used to help identify a suspect? There could be a variety of 1. Follow these steps to help students examine the answers for this since this activity is designed evidence: to get students to predict based on their ӺӺ Provide each group with a photo of the coded investigative skills. note (the evidence). ӺӺ Instruct students to turn to “Activity 2: ӺӺ Does the evidence point to any particular Evidence.” type of suspect? Someone with knowledge of ӺӺ Two of the numbers are included to get codes. the students started. Give the students 5 minutes to begin decoding before offering an 4. Have students record their observations, findings additional hint. or suspicions in the Case Notes section of the ӺӺ Tell them that this code is different from the Student Books. previous codes they cracked. ӺӺ After 5 minutes, tape the index cards to the Clean-up wall in the following formation: 5 minutes A M T 1. Instruct students to return materials to the storage box. 26 14 7 2. Check the area for any stray materials. ӺӺ Announce that this is the hint. ӺӺ Remind students to look for one-letter words 3. Take down all teacher materials from the walls. Save index cards with letters on them for a first. later date. Collect photos of coded notes. Store ӺӺ Circulate the classroom to see how the materials in suitcase box. students are progressing. 2. After 2 minutes, ask if anyone was able to decode the cryptogram. ӺӺ Confirm the actual message. I did not mean to take the money. It was a mistake. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  67

Lesson 8 Crack the Code: Cryptograms Other Directions, Discussions and Destinations The following activities and websites will enrich what has been learned in this lesson about secret codes! 1. Learn more about secret messages and ciphers here: https://www.instructables.com/id/The- Art-of-Sending-Secret-Messages/ 2. This fun site sponsored by the World Scout Association shares lots and lots of codes: https:// sites.google.com/site/codesforscouts/ 3. The National Security Agency hosts a kids’ page at http://www.nsa.gov/kids/. From here, you can access fun and informative games and activities at America’s Cryptokids and the Cryptologic Museum. 68  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 8 Activity 1: Number-for-Letter Substitutions ABCDE FGH I J K LM 1 2 3 4 5 6 7 8 9 10 11 12 13 NO P Q R S T U VWX Y Z 14 15 16 17 18 19 20 21 22 23 24 25 26 Decode this riddle: 1 12 23 1 25 19 A LWA Y S 23 8 1 20 WH A T 19 12 5 5 16 19 23 9 20 8 SLEEPS WI TH 8 9 19 19 8 15 5 19 15 14 ? HI S SHOE S O N? Answer: 1 8 15 18 19 5 ! A H O R S E! Copyright © Community Learning LLC. All rights reserved. Student Book Page  35 Instructor’s Guide  69

Lesson 8 Activity 1: Reverse Alphabet ABCDE FGH I J K LM Z Y XWV U T S R Q P ON NO P Q R S T U VWX Y Z ML K J I HGF EDCBA Decode: G T VGH DVG T GE T S WE T DSZ WH A DS ROV RG WH I L E IT W I R V H? D R I E S? Answer: Z G L D V O! A T O W E L! Student Book Page  36 Copyright © Community Learning LLC. All rights reserved. 70  Instructor’s Guide

Lesson 8 Activity 1: Encode Your Own Message! Make your own cryptogram. You can use one of the codes from the lesson, or make up your own code! Then trade books with a classmate and try to crack their code. ABCDE FGH I J K LM NO P Q R S T U VWX Y Z Write your coded message below: Copyright © Community Learning LLC. All rights reserved. Student Book Page  37 Instructor’s Guide  71

Lesson 8 Activity 2: Evidence Coded message from the crime scene! Decode with a partner. Fill in the chart as you figure out the code. ABCDE FGH I J K LM 26 25 24 23 22 21 20 19 18 17 16 15 14 NO P Q R S T U VWX Y Z 13 12 11 10 9 8 7 6 5 4 3 2 1 18 23 18 23 13 12 7 I D I D NOT 14 22 26 13 7 12 7 26 16 22 ME AN TO TAKE 7 19 22 14 12 13 22 2 . 18 7 THE M O N E Y. IT 4 26 8 26 14 18 8 7 26 16 22 . WA S A M I S T A K E. Student Book Page  38 Copyright © Community Learning LLC. All rights reserved. 72  Instructor’s Guide

Lesson 8 Wrap-up: Evidence Summary: Coded Note Directions: 1. Write suspect names in the correct boxes. 2. Place an X in the box for each suspect who could match the evidence. Name: Suspect #1 Suspect #2 Suspect #3 Suspect #4 Knowledge of Knowledge of Knowledge of Knowledge of codes codes codes codes Evidence X X XMatches Copyright © Community Learning LLC. All rights reserved. Student Book Page  39 Instructor’s Guide  73

Lesson 9 74  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 9 Lifting Lips: Lip Prints OBJECTIVES 2. Fill 10 portion cups half full of powder. 3. Take 5 index cards. Label the first one Short Students will: • Observe, analyze and identify lip prints; and Vertical, the second Long Vertical, the third “lift” and each analyze their own lip print Rectangular, the fourth Diamond, and the • Record and graph data using student fifth Branching. examples 4. Organize students into groups of three. • Match lip print found on crime scene 5. Hand out student supplies. envelope to suspect prints Notes for the Instructor MATERIALS In this lesson, students take part in the study of Instructor: cheiloscopy [kahyl-los-kuh-pee]. Cheilo, from • 40 portion cups Greek, means lip. Cheiloscopy, therefore, is a forensic • 2 wooden splints investigation technique that attempts to identify • powder (cornstarch) humans based on lip traces. Like fingerprints, lip • lipstick prints are unique to each person and do change • petroleum jelly throughout our lives. This additional type of unique • wide clear tape evidence is one more way forensic scientists are able • 7 index cards to solve crimes. • black marker • wipes Definition Examples • photos of lip print on envelope Unique points to one fingerprints, lip • Student Book pages (on Resource CD) Evidence particular individual prints, DNA Students (groups of three): Nevertheless, lip prints are not yet completely • 3 pencils reliable in a courtroom. This is because they can be • 3 index cards classified into one of eight patterns, and most people • 1 mirror have a combination of at least two, leading to a great • 3 wooden splints number of possibilities when identifying a print. The • 1 portion cup of powder five most common lip prints patterns are: diamond • 3 portion cups of lipstick and petroleum jelly grooves; branching grooves, like a plant; rectangular • 1 feather grooves, which might crisscross; short vertical • wipes grooves; and long vertical grooves. • 1 ruler • 1 hand lens • 1 package of crayons • 1 roll of transparent tape • 3 tissues PREPARATION 1. Using wooden splints, place pea-sized portions of lipstick and petroleum jelly into each of 30 portion cups. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  75

Lesson 9 Lifting Lips: Lip Prints Lip prints, like fingerprints, can be lifted from a two of these: “at least two” means that the glass or other surface for better examination. First, print could include even more! Your lips might the investigator must place powder near a print, be a combination of all five of the most common then spread it over the print with a very soft brush, patterns! so as not to damage it. Next, the print must be I look forward to learning about the results of photographed. The print is covered with a piece your cheiloscopy study. As unique evidence, this of clear tape and then peeled off to actually “lift” lip print may bring us closer to solving the crime! the print. Now that the print has been lifted, it is Mr. Mugg available for comparison. Vocabulary Students make and “lift” their own lip prints in the first activity. In the second, they use data from Cheiloscopy: [kahyl-los-kuh-pee] The study of lip the entire group to create a graph. Using their prints. Cheilo is Greek for lip. knowledge of prints, they then examine the evidence Unique evidence: Evidence that tends to identify on the envelope and match it to the suspects’ prints. one particular person, such as fingerprints. Vertical: Going up and down. The activities in this lesson address Next Generation Science Standards practices of Asking Questions Activity 1: Making, Identifying and Defining Problems, Planning and Carrying and “Lifting” Lip Prints Out Investigations, and Engaging in Argument 15 minutes from Evidence as well as the cross-cutting concept 1. Read “Notes for the Students” aloud while of Patterns. In addition, they address Common students follow along in their books. Core State Standards CCSS.ELA-Literacy.CCRA. 2. Have students turn to “Activity 1: 5 Common Lip SL.1, CCSS.ELA-Literacy.CCRA.SL.2, and CCSS. Prints.” Math.Content.3.MD.B.3. See the Standards ӺӺ Review each and ask students to mark which Matrix included in the appendix for more detailed type they think they have. Point out that information. vertical means in an up and down direction. ӺӺ Review the directions for making lip prints. Notes for the Students • Use one end of your wooden splint to Dear Forensic Scientists, capture a small amount of petroleum jelly. • With your finger, rub a light coat of the In my excitement to see what was inside the envelope I found on my desk, I missed something jelly over your lips. very important. There, on the edge of the seal • Use the other end of your wooden splint to was a lip print! What a find! capture a small amount of lipstick (a little When I did a computer search on lip prints, I goes a long way). found lots of information. I learned that lip • Look in the mirror and use your fingertip prints are unique evidence, which is very, very to apply the lipstick. Attempt to keep the important. Unique evidence can actually identify lipstick on your lips and smooth out any one individual. clumps. • Bring the index card gently to your lips Only one! No one has a lip print just like yours. and press lightly. Do not kiss the card. You Cheiloscopy is the study of lip prints, and it may need to bend each end of the card comes from a Greek word, cheilo, meaning lip. Although there are eight common patterns of prints, most are identified as one of the five most common. Even though most prints can be put into one of these five groups, most people have lip prints that are a combination of at least 76  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lifting Lips: Lip Prints Lesson 9 slightly to touch the corners of your lips. 4. Instruct students to turn to “Activity 1: Lifting • If you are not happy with your print, apply Prints.” ӺӺ Continue reading the directions from Mr. a bit more lipstick and try again. Mugg: • Apply petroleum jelly over the lipstick on For best results when lifting a print from an your lips. index card, dip the feather into the powder • Use a tissue to wipe away any remaining container. Brush off both sides of the feather on the side of the container. Use the feather to color. brush lightly over the entire card. Hold the tape • Use a hand lens to determine which at its far edges so you do not leave fingerprints. Ask a partner to hold the edges of the card while pattern is most noticeable in your print. you place the tape over the lip print, smooth ӺӺ Show students how to make a lip print using the tape with your fingertip, and slowly peel off the tape. Examine the print by holding it up to the directions. the light. Compare it to the original print. Place ӺӺ Allow a few minutes for students to make it sticky side down in the middle of the black rectangle. Good luck! their prints, classify them, and write their observations on the worksheet. ӺӺ Demonstrate “lifting” your lip print using a ӺӺ Circulate the classroom to check student piece of the wide clear tape. progress. ӺӺ While the students are making their prints, ӺӺ Allow a few minutes for students to “lift” their tear wide roll of tape into ~2-inch lengths. prints off the index cards, and to look at them Provide each group with 4 lengths of tape, in the light. or one per student. Place the strips of tape on the edge of the desk or table, and tell the ӺӺ Take comments. students to wait for further instructions. ӺӺ Instruct the students to tape the original print ӺӺ Help the students to narrow down their classification to one print. Ask them what and the lifted print into the spaces provided seems to be the predominant type of print on “Activity 1: Lifting Prints.” found among their classmates. Activity 2: Graphing Data 3. Read the following additional information from 15 minutes Mr. Mugg: 1. Invite students to raise their hands if their own In my research, I learned that prints aren’t lip print is mostly short, vertical lines. always easy to examine, because of where they ӺӺ Assign those students to go to a particular are found. For instance, if someone left a print corner of the room. on a window, it would be pretty hard to remove ӺӺ Follow this procedure with the last 4 print the window, take it to a lab and examine it! There patterns: long vertical, rectangular, diamond, has to be an easier way—and there is! Prints can and branching. be “lifted.” Interesting. You start by placing a ӺӺ Ask each group to count up the number of small amount of powder near, not on, the print. students in the group. Next, the powder is carefully brushed over the ӺӺ Record these numbers on your pre-labeled print with a feather— gently, of course, so the index cards and tape randomly to a wall. print isn’t smudged. Then, a piece of clear tape ӺӺ This is the data for their group graph. is placed over the powdered print and smoothed. Gently, the tape is lifted to reveal a print! Absolutely amazing! Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  77

Lesson 9 Lifting Lips: Lip Prints 2. Review the graph on “Activity 2: Graphing Lip ӺӺ After a couple of minutes, ask students for Prints” with the students. comments. ӺӺ Point out that the types of lip prints are along the bottom of the graph. ӺӺ Does the evidence point to any particular ӺӺ The number scale sits vertically, along the suspect? side. ӺӺ Do the first example together, and then direct 5. Complete “Wrap-Up: Evidence Summary: Lip the students finish on their own. Prints” ӺӺ As they finish, students can use the crayons to ӺӺ Write suspect names in the correct boxes. color in their graphs. ӺӺ Determine if the evidence is unique or class and mark the correct box with a √. Wrap-up ӺӺ Place an X in the box for each suspect who 10 minutes matches the evidence. 1. Ask: 6. Have students record their observations, ӺӺ Do you predict that the lip print from the findings, or suspicions in the Case Notes section envelope will be the same as the one most of the Student Books. common among the students? Why? Why not? Clean-up ӺӺ Take a few comments from students. 5 minutes 1. Instruct students to dispose of their wooden 2. Pass out photos of lip print, one per group. splints, wipes, and cups of powder in the trash. 2. Ask them to return all other supplies. 3. Direct students to examine the photo. 3. Remove all teacher materials from the walls. Store materials in suitcase box. 4. Have them turn to “Wrap-Up: Evidence: Lip 4. Dispose of index cards with graphing data on Prints.” them in a paper recycling bin. ӺӺ Read the following information from Mr. Mugg: Other Directions, Discussions and Destinations When I realized that lip prints are unique evidence, I was incredibly excited! I figured that The following activity will enrich what has been this would be the end of the investigation, and learned in this lesson about lips, mouths, and prints! the thief would be identified! Unfortunately, Do others in your family have the same lip print this was not to be. Because of the many, many patterns? Using index cards or clean scrap paper, combinations possible among the eight lip print have each member of your family make a lip print. patterns, lip prints are not conclusive evidence Next, identify them as one of the five most common when presented in court. There are just far too patterns. Remember to circle the places on the print many possibilities. that helped you reach your conclusion. Next, count the various patterns and determine which pattern is ӺӺ Review the directions on the page. most common? Do you share a pattern with anyone • Look at the photograph and identify the else in your family? most predominant lip print pattern. • Compare this to the lip print patterns from the four suspects. • Circle the matches. • Discuss with other members in your group. 78  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 9 Activity 1: Five Common Lip Prints short vertical lines long vertical lines rectangular lines diamond lines branching lines Directions for making a lip print: 1. Use one end of your wooden splint to get a small amount of petroleum jelly. 2. With your finger, rub a light coat of the jelly over your lips. 3. Use the other end of your wooden splint to get a small amount of lipstick (a little goes a long way). 4. Look in the mirror and use your fingertip to apply the lipstick. Attempt to keep the lipstick on your lips and smooth out any clumps. 5. Bring the index card gently to your lips and press lightly. Do not kiss the card. You may need to slightly bend each end of the card to touch the corners of your lips. 6. If you are not happy with your print, apply a bit more lipstick and try again. 7. Apply petroleum jelly over the lipstick on your lips. 8. Use a tissue to wipe away any remaining color. 9. Use hand lens to determine which pattern is most noticeable in your print. Observations Color Size Other Observations Use a ruler: measure top to bottom & side to side Copyright © Community Learning LLC. All rights reserved. Student Book Page  41 Instructor’s Guide  79

Lesson 9 Activity 1: Lifting Prints In my research, I learned that prints aren’t always easy to examine, because of where they are found. For instance, if someone left a print on a window, it would be pretty hard to remove the window, take it to a lab and examine it! There has to be an easier way—and there is! Prints can be “lifted.” Interesting. You start by placing a small amount of powder near, not on, the print. Next, the powder is carefully brushed over the print with a feather— gently, of course, so the print isn’t smudged. Then, a piece of clear tape is placed over the powdered print and smoothed. Gently, the tape is lifted to reveal a print! Absolutely amazing! Tape Index Card Here Original Lip Print Lifted Lip Print For best results when lifting a print from an index card, dip the feather into the powder container. Brush off both sides of the feather on the side of the container. Use the feather to brush lightly over the entire card. Hold the tape at its far edges so you do not leave fingerprints. Ask a partner to hold the edges of the card while you place the tape over the lip print, smooth the tape with your fingertip, and slowly peel off the tape. Examine the print by holding it up to the light. Compare it to the original print. Place it sticky side down in the middle of the black rectangle. Good luck! Student Book Page  42 Copyright © Community Learning LLC. All rights reserved. 80  Instructor’s Guide

Lesson 9 Activity 2: Graphing Lip Prints 11 10 9 8 7 Number of Students 6 5 4 3 2 1 0 Short Vertical Long Vertical Rectangular Diamond Branching Lip Pattern Copyright © Community Learning LLC. All rights reserved. Student Book Page  43 Instructor’s Guide  81

Lesson 9 Wrap-Up: Evidence: Lip Prints When I realized that lip prints are unique evidence, I was incredibly excited! I figured that this would be the end of the investigation, and the thief would be identified! Unfortunately, this was not to be. Because of the many, many combinations possible among the eight lip print patterns, lip prints are not conclusive evidence when presented in court. There are just far too many possibilities. Directions: 1. Look at the evidence photograph and identify the most predominant lip print pattern. 2. Compare this to the lip print patterns from the four suspects. 3. Circle the matches. 4. Discuss with other members in your group. Evidence Suspect #1 Suspect #2 Suspect #3 Suspect #4 Student Book Page  44 Copyright © Community Learning LLC. All rights reserved. 82  Instructor’s Guide

Lesson 9 Wrap-Up: Evidence Summary: Lip Prints 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 Copyright © Community Learning LLC. All rights reserved. Student Book Page  45 Instructor’s Guide  83

Lesson 10 84  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 10 Proof in Profiling: DNA Identification OBJECTIVES 23 from the mother and 23 from the father. These Students will: chromosomes contain groups of coded information called genes. This is DNA. • Learn how the process of separating and DNA is a coiled structure, like a long, twisted ladder. analyzing DNA works The ladder has two rails, nucleotides, which support the rungs. It is the order of the paired bases, on • Simulate the gel electrophoresis process of the rungs, that determine genetics. In this lesson, DNA profiling using paper “DNA fragments” students will use only a piece of a single strand of DNA (one half of the paired bases on the rungs). • Match crime scene DNA to DNA taken from Although humans share 99.9% of DNA, it is still very suspects unique. Except for identical twins, no two people have the exact same DNA, or genetic makeup. DNA MATERIALS is often found at crime scenes in blood, hair, and Instructor: skin. All of these can be tested to determine genetic information. Because of its unique qualities, only a • 1 copy of single strand DNA for cutting very small sample is needed in order to complete a (Suspect #1) in an envelope DNA profile. DNA profiling is separating a person’s unique individual qualities from those that we all • scissors share as human beings. In profiling, DNA is mixed • tape with a chemical that cuts it into sections. • Student Book pages (on Resource CD) A sample of DNA can be obtained using a cotton Students (in pairs): swab and storing it in a clean tube. The sample is • 2 pencils kept cold to ensure that it does not deteriorate before • 1 pair of scissors testing. For testing, electricity, dyes and a gel box • 1 copy of “Activity 1: DNA Strands” handout are used in a laboratory. During testing, the DNA • 1 roll of tape must first be removed from the nucleus of the cell. • 5 envelopes Next, strands of the DNA are separated from the • photo of blood drops from crime scene rest of the cell. These are cut into smaller pieces. The PREPARATION smaller pieces are combined with radioactive DNA, 1. Organize students in pairs. which will allow scientists to track it later. 2. Distribute student supplies. The DNA sections are put at the end of a gel box. An electrical current runs through the gel box and Notes for the Instructor causes the sections of DNA to move down the box. The shorter sections of DNA move farther and This lesson takes students through the basic steps faster than the longer ones. When the electricity is involved in DNA profiling, imitating the process shut off, the DNA pieces have separated from each using DNA strands made from paper. They simulate other into bands according to size. This is called the gel electrophoresis process of DNA profiling. gel electrophoresis. X-rays can now be taken of the Lastly, they will examine DNA profiles to identify DNA pieces to record its makeup. the source of the blood evidence. DNA. Deoxyribonucleic acid. A unique piece of evidence. DNA is located in the nucleus, or center, of most cells. It contains coded information about how each person is made. Each cell has 46 chromosomes: Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  85

Lesson 10 Proof in Profiling: DNA Identification The activities in this lesson address Next Generation You get this information from your parents, who Science Standards practices of Asking Questions got it from their parents, who got it from their and Defining Problems, Planning and Carrying parents and on and on. Out Investigations, and Engaging in Argument Today you get to simulate the DNA profiling from Evidence as well as disciplinary core idea process, and, with any luck, help identify our LS3.B. In addition, they address Common Core guilty suspect! State Standards CCSS.ELA-Literacy.CCRA.SL.1 and Mr. Mugg CCSS.ELA-Literacy.CCRA.SL.2. See the Standards Matrix included in the appendix for more detailed Vocabulary information. DNA: Deoxyribonucleic Acid. It determines who you are. Notes for the Students DNA profile: a technique used by forensic scientists to assist in the identification of individuals by the Dear Forensic Scientists, unique arrangement of their DNA. Electrophoresis: The use of electricity to separate After discovering that the geocaching canister DNA into bands. was missing, I continued to walk slowly around Gel box: The equipment used to run the my classroom, taking care not to disturb anything electrophoresis and get the DNA profile. that might be a clue. I made my way back to Genetic: Whatever you might inherit from your the window and opened it. It was there, on the parents. windowsill, that I saw the drops of blood! I took a photograph and went immediately to the Activity 1: Separating DNA computer to learn how to obtain a sample from Strands this bit of evidence. 10 minutes 1. Direct students to spread out around the room, Just like the FBI professionals, I wet a cotton so materials are not mixed with other groups’ swab with a little bit of distilled water. I wiped materials. the dried drops with the swab. I let it air-dry, 2. Read “Notes for the Students” aloud while and then I packed it in some clean paper and students follow along in their books. put it in an envelope for later examination. In a 3. Explain that students are separating the DNA forensic lab, the sample would be kept in a cold strands into pieces that will help identify a place to preserve it until the examiners can pattern to be compared against the pattern of the conduct what is called a DNA profile. DNA found at the crime scene. ӺӺ Direct each partner pair to determine who I learned that because DNA is so unique, I only is student “A” and student “B” in order to need a little bit for a sample. Blood is one of the complete different jobs. things that can contain DNA. Saliva and skin are ӺӺ Instruct student “A” to label two of the five two others. The uniqueness of DNA means that envelopes: “Suspect #1” and “Suspect #2.” it can eliminate almost everyone as a suspect, except the suspect who is guilty. Wow! Sounds like this could identify our thief! DNA stands for deoxyribonucleic acid. That’s a really long phrase, but it is just a recipe for who you are. Is your hair straight or curly? How about your eyes? Brown, blue, green, grey or hazel? Are you left-handed or right-handed? All of these are genetic, or inherited, qualities that you get from your family. DNA is like a long, twisted ladder. The rungs each have two parts that act as partners. The order of the rungs determines your hair and eye color, handedness, and a lot of other inherited qualities. 86  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.