Rogue Rodent Mystery Preview

Rogue Rodent GK -R2nAd DEA Crime Scene Investigation MYSTERY R’S GUIDE INSTRUCTO

Table of ContentsLesson 1: Observing the Clues: viii 10 Investigation with Your Senses................................................... 18 26Lesson 2: Recording Your Findings: 38 52 Sketching the Scene ..................................................................... 64 74Lesson 3: Listening to a Witness: 82 88 Creating a Composite Sketch ..................................................... 94Lesson 4: Analyzing Alibis: Monitoring the Movement of Suspects .....................................Lesson 5: Applying Physics: Studying Force and a Falling Skeleton.......................................Lesson 6: Inspecting Pattern Evidence: Comparing Shoe Prints ...............................................................Lesson 7: Researching Rodents: Discovering a Guinea Pig’s Survival Needs ..............................Lesson 8: Following Colorful Clues: Making Orange Paint...................................................................Lesson 9: Weighing the Evidence: Testing the Scales of Justice.........................................................Lesson 10: Considering the Confession: Understanding Misunderstandings!..........................................Appendix: Standards Alignment ................................................................Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide i

PrefaceWelcome! that ongoing, quality after-school programs play, especially those with a focus on science, math, andRogue Rodent Mystery: A Crime Scene Investigation reading—the same skills now tightly linked to theis a 10-activity course for elementary students. economic productivity of our society.It is designed to ignite curiosity and stimulate Rogue Rodent Mystery exposes students to thisauthentic learning by creating real-life contexts and more. The course sets up scenarios thatranging from lab analyses to printmaking to invite students to solve problems creatively, thinkcriminal investigation. Our courses have been used critically, work cooperatively in teams, and useenthusiastically in more than 45 states, stimulating evidence, models, tools, and scientific techniquesyoung minds and engaging young hands for many effectively.years. In fact, thematic integration—over anextended period of hands-on engagement—forms Bringing the Mystery to Lifethe driving concept behind all of CommunityLearning’s courses. The lessons and activities that Rogue Rodent Mystery is based on the premise that acomprise Rogue Rodent Mystery are aligned to the crime occurred in Ms. Hawkins’ science classroompractices, cross-cutting concepts, and disciplinary at Cavia Elementary. Her classroom is filled withcore ideas that are the foundation of the Next all sorts of neat things and also has a pet guineaGeneration Science Standards (NGSS). In addition, pig named Alice. Alice is a very special part ofthe activities included in this unit align to the the class. Mrs. Hawkins loves animals and knowsCommon Core State Standards in Mathematics that the best way for her students to learn aboutand English Language Arts and Literacy. For what an animal needs to survive is by observing, ormore information on the standards please see the watching, the animal up close. The entire class helpsStandards Matrix included on page 96. take care of the guinea pig - feeding her, giving her fresh water, cleaning her enclosure, providing thingsWho Can Teach Rogue Rodent for Alice to chew on, and taking her home to careMystery and Where? for her on the weekends. Yesterday, Mrs. Hawkins said goodbye to her students as they headed home.Instructors are supported with step-by-step plans She put Alice safely back in her enclosure andand easy-to-manage materials. No specialized then went to the cafeteria to grab an afternoonknowledge is required to launch the course, making snack. When she came back 20 minutes later shethis entertaining forensic science mystery ideal noticed …Alice was gone! Inside this box are allfor after-school programs, intersession programs, the materials needed by your students to conductmuseum groups, summer camps, youth groups, and the investigation, including photographs, scientificclubs . . . anywhere young people are gathered. equipment and “evidence.” Each lesson introduces new intriguing evidence, forensic techniques, andHands-on Enrichment in Science & Critical insight toward solving the Rogue Rodent Mystery. inking To limit the suspect possibilities, Ms. Hawkins has narrowed the suspects to four—all current studentsThe call for hands-on activities that build critical of hers. Together, your students work toward thethinking skills, confidence, competence, and science most plausible scenarios and celebrate their findingsliteracy can be heard on the national, state, and local in the concluding lesson with certificates honoringlevels. To be sure, educators and officials in both the their work as forensic investigators.public and private sectors point to the critical roleCopyright © Community Learning LLC. All rights reserved. Instructor’s Guide iii

Preface Rogue Rodent MysteryMaking the Most of Each Lesson t
Miniature skeletons t
Eye masksWith all the necessary materials provided in a t
Beakersconvenient, lightweight carryall, and the setups, t
Magic Paperprocesses, and procedures explained in detail, t
Markersinstructors will find Rogue Rodent Mystery easy t
Pan balancesand fun to teach. Each lesson provides an activity t
Centimeter Cubesthat teaches a new but related aspect of scientificreasoning and a particular scientific process. None Instructor’s Guideof the labs require special handling or complicatedsetups. Every step is taken to provide an easy-to-followAfter familiarizing themselves with the lesson, format and informative, fun-to-read instructionsvocabulary, and intended outcome of the activity, for each lesson. In addition to a brief listing ofinstructors set up their classroom so that it is easy objectives, materials, and set-up procedures, usefulfor students to work in groups of two or four. icons point the instructor to a number of keyClear guidance is provided in each lesson on how elements:to organize the demonstration area with all therelevant materials at hand. Notes for the InstructorAny necessary safety precautions specific to Brief instructor notes introduce the subject matterindividual lessons are also provided. The instructor and challenges presented in the particular lesson.should be sure to know where emergency help and They often contain real-life, age-appropriatesupplies are located. examples from crime in history or popular culture.Each lesson activity that the students accomplishbecomes part of their “crime scene portfolio” and Notes for the Studentscontributes ultimately to solving the mystery. These notes “set the stage” for each lesson byBecause of this, instructors need to review the presenting brief material to read, listen to, andcorresponding pages in the Student Activity Book in discuss.order to guide students in completing their part ofthe activity. Vocabulary New and relevant terms are defined here. Note, too,Course Kit Components the comprehensive “Glossary” at the rear of the Instructor’s Guide and Student Activity Books.Each learning kit contains an Instructor's Guide, 20Student Activity Books, and all of the materials and Activity Descriptiontools necessary to teach the course to a class of 20 Here, step-by-step procedures are provided for bothstudents. the instructor’s demonstration and the students’ immersion in the activity.Course Kit Contents Wrap-upPacked in easy-to-manage carryalls, every material Discussion-provoking questions and summary-typeor tool needed to solve the mystery is organized in activities are designed to revisit the day’s learninga way that makes the course easy to teach again and and help students take their inquiry further.again. Among some of these materials are: t
Hand magnifying lenses t
Foam ballsiv Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Rogue Rodent Mystery Preface Clean-up by subject experts with decades of teachingClear instruction on preserving and storing experience, our courses provide full support formaterials is provided to ensure kit longevity and administrators desiring engaging, cross-disciplinarycost effectiveness. learning experiences that meet, and exceed, current curriculum standards. Other DestinationsTo extend lessons and deepen understanding across Instructors: We need your input!disciplinary and cultural divides, relevant links tomultimedia, web resources, and fun at-home or We look forward to working with you and yourextension activities are provided here. colleagues to create a memorable program for young learners. We consider you our treasured partnersStudent Books in making these classroom-tested activities even better. To this end, we invite you to complete aDesigned for students to record their discoveries short evaluation about your experiences with Rogueclass after class, the Student Activity Books acquire Rodent Mystery.a narrative quality that keeps the young “ForensicInvestigators” engaged in scientific investigation Go to http://www.commlearning.com/course-over time. The books serve as companions to the evaluation/Instructor’s Guide and contain reports, charts,places to attach samples, and areas to record As a thank you, we will send you a coupon goodobservations, as well as a full glossary of terms used for one(1) Rogue Rodent Mystery Resupply Kit,in the course. valued at over $100 and valid for one year.Companion ResourcesWhen you adopt Rogue Rodent Mystery: A CrimeScene Investigation, your instructors will have accessto a number of companion resources. A TeacherResource CD offers tips, lesson tutorials, and othergreat ideas for the classroom. Word search andcrossword puzzles help reinforce newly learnedand used vocabulary. Links to forensic videos andother multimedia resources provide authentic lessonextensions. Immediate support, including resupplymaterials and additional Student Activity Books,is always available from the experts at CommunityLearning.About Community LearningOur mission is to support teachers by providingthought-provoking, hands-on, academicallyenriching learning experiences for elementary andmiddle school students in after-school, vacation,and supplemental in-school programs. DevelopedCopyright © Community Learning LLC. All rights reserved. Instructor’s Guide v

IntroductionInstructor’s note: To build intrigue and set the scene, read this introduction to students prior to beginning the rst lesson. Rogue Rodent MysteryMrs. Hawkins is the science specialist at Cavia Elementary school. Her classroom is lled with all sorts of neatthings like rainbow-producing prisms, a human skeleton model, microscopes, and an insect collection. Herclassroom also has a pet guinea pig named Alice.Alice is a very special part of the class. Mrs. Hawkins loves animals and knows that the best way for her studentsto learn about what an animal needs to survive is by observing, or watching, the animal upclose. e entire classhelps take care of the guinea pig — feeding her, giving her fresh water, cleaning her enclosure, providing things forAlice to chew on, and taking her home to care for her on the weekends. Alice is such a gentle and curious creature,and the students at Cavia Elementary take their responsibilities very seriously.Yesterday, Mrs. Hawkins said goodbye to her students as they headed home. She put Alice safely back in her enclosureand then went to the cafeteria to grab an a ernoon snack. When she came back 20 minutes later she noticed: t
e front door ajar t
e skeleton in the middle of the classroom had been knocked over t
e window on the side of the classroom was open t
e outlines of a few muddy shoeprints were all around t
Orange paint scattered around the classroom and on Alice’s enclosure t
e classroom smelled like lemon juice t
Alice was gone!Mrs. Hawkins is desperate to get Alice back safely. e whole school is worried andheartbroken that they will never see their beloved guinea pig again.Mrs. Hawkins has written to me asking if our class can help bring Alice home! Sincewe do not know anyone in the class, Mrs. Hawkins believes we will be able to keepan open mind about who the thief might be. We must observe the crime scene andmake a list of suspects. We must ask questions and try to gure out the answers.Making observations and running tests to answer questions is science. Doingscience experiments in order to solve a mystery is called forensic science. Are youready to be a forensic scientist? Mrs. Hawkins and the kids at Cavia Elementaryschool are counting on you!Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide vii

Lesson 1Observing the Clues: Investigating With Your Sensesviii Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 1Observing the Clues: Investigation with Your Senses ObjeCTIveS spoonfuls of red tempera paint powder with Students will: 1 Tbsp. of water. Stir until smooth. 4. Arrange for a non-class member, t
Understand that senses allow our bodies to preferably an adult, to visit your class as take in information about the environment the person of interest (POI) at a designated time. Provide the POI with a loose script t
Practice using their senses in a mystery- (see activity) and instructions. based setting 5. Prepare the Senses Cards deck by cutting out the cards. Use two no-eye cards, two no- t
Record their information and use the nose cards, two no-ear cards and enough record to communicate their ndings to full-face cards so that each person in the peers class may draw one card from the deck. t
Organize and display data on a graph Notes for the Instructor is mystery is a project-based learning experience MaTeRIaLS that asks your students to complete a series of Instructor: activities in order to bring home Alice, the missing guinea pig. e more realistic the mystery seems to t
1 DVD of the crime scene your students, the more engaged and invested they t
1 air freshener will be in learning the information and conducting t
1 set of Senses Cards the science experiments. As the instructor, your t
1 copy of person of interest (POI) script enthusiasm and investment is key! t
1 pair of scissors roughout this mystery, students will use the t
2 blindfolds scienti c method to solve problems. ey will: t
2 sets of earplugs t
Make observations about the world around t
2 small ⅜” x 1 ½” bandages them and use these observations to ask t
1 plastic spoon questions. t
1 250 mL beaker t
Form an idea, or hypothesis, about what they t
Red tempera paint think happened. t
Water t
Conduct tests, or experiments, that help them Students (per each): answer their questions. t
Student book t
Look at the results, or data, of their experiment t
Pencil and gure out what the data show. t
Make a conclusion, or answer their initial PRePaRaTION question. 1. Have your students practice using their t
Communicate their ndings with others. ve senses before this activity. Instructor’s Guide 1 2. Setup a DVD player in the classroom. 3. Using the beaker and the plastic spoon, make a small amount of red paint: mix 2 heapingCopyright © Community Learning LLC. All rights reserved.

Lesson 1 Observing the Clues: Investigation with Your Senses is initial activity introduces your students to the so they try to take in as much information asmystery of the missing guinea pig through a video possible using each sense.taken immediately a er realizing that Alice was You’ll o en see a good forensic scientist takingmissing. Students will also be introduced to the job notes. e notes help them to remember all of theof a forensic scientist and prepare to take on the role information they gather.by practicing their skill of observation. In order to bring Alice home safely, we need to beObservation, the process of using your senses to good forensic scientists. Today you will sharpengather information, is one of the most essential skills in your senses by helping me learn more about ascience. Scientists are constantly taking in information person of interest (POI). You may take notes in yourthrough their senses of sight, sound, smell, taste and student books — write things down or draw picturestouch. ese observations o en lead to questions that — to help you remember. en we will share andare then answered through experimentation. record our observations as a class. ese skills willIn particular, forensic scientists must be very in come in handy later!tune to their senses as they investigate crime scenes. Our POI will be a visitor to the classroom. He hasn’tEverything that they see, hear, smell and feel can done anything wrong, but I want to learn more abouthelp them to solve the mystery. Conversely, if the him…just in case. You can help me by using yourforensic scientists miss something important, the senses of sight, sound, smell and touch (not taste) tomystery may go unsolved. write down as much as you can about the POI.Data collection and record keeping is also extremelyimportant in forensic science. Investigators take ere is one catch. During the visit, some of you willdetailed photographs, create sketches, make notes have one of your senses taken away. Two of you willand label physical evidence. Recording allows be wearing blindfolds, removing your sense of sight.scientists to revisit the scene throughout the Another two of you will use earplugs, removinginvestigation. your sense of hearing. Another two of you will useA er watching the video, your students will small bandages to block your sense of smell. osepractice making observations and recording those of you with these impairments will have to work hard to collect information using your remaining ndings about a person of interest that will visit the senses. A er our visitor leaves, we will record theclassroom. With these skills in place, they will be information that we gathered on a graph.well on their way to bringing Alice home! vocabulary Notes for the Students Forensic scientist: a person who uses science toOur bodies are constantly taking in information solve a mystery or crimeabout the world around us. Our eyes help us see; Graph: an illustration that records dataour ears help us hear; our nose helps us smell; our Observation: the process of using your senses toskin and hands help us feel; and our mouths help us gather informationtaste. Using all of our senses to gather information is Person of interest (POI): a person who may becalled observation. involved in a crimeForensic scientists rely heavily on their senses Sense: a way that your body takes in information(except for their sense of taste) when looking at a about the world around you, including sight,crime scene and talking with persons of interest. hearing, smell, taste and touchForensic scientists never know what might be animportant piece of information to solve the mystery,2 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Observing the Clues: Investigation with Your Senses Lesson 1 activity 1: 2. Explain that before moving forward with the Looking at the Crime Scene case you think we might need to sharpen our 15 minutes skills of observation and collecting data. Read1. Read the Introduction out loud to the class, if Notes for the Students section to the class. you have not already done so.2. Tell the students that as soon as Mrs. Hawkins 3. Show students the four types of cards in the realized that something was wrong in her room, Senses Cards deck. Explain that students with she used her cell phone to make a video of a full-face card will observe the POI with all of the scene. She made sure to lm and mention their senses. Students who draw a card with a everything that she thought we might need to sense crossed out will observe the POI without know about to help nd Alice. that sense.3. Watch the video sent in from Mrs. Hawkins’s class.4. Give students time to share their reactions and 4. Shu e the deck. Give each student a card from excitement about Alice’s disappearance. the Senses Cards deck to determine which5. Ask students to complete Looking at the Crime students will wear blindfolds, earplugs or a Scene in their Student Books. bandage covering their nostrils. Help students to6. Discuss what di erences the students found in put on sense blocking materials before the POI the classroom a er the crime. arrives. activity 2: 5. Introduce the POI to the class. Remind students Observing a Person of Interest to record any observations in Observing a Person 30 minutes of Interest (POI) in their Student Books. e1. Before class, ask another adult to come into your two students who are blindfolded will have to classroom at a designated time. Before entering remember their observations and record them he should open the air freshener, smear red paint a er the blindfolds have been removed. on his palms, and then hold the air freshener in his hand. Provide this person with a loose script: 6. A er the encounter, students will consider the observations they made using each sense. e “Hello guys! I’m Mr. Percellus.” (May change name data will be recorded on a graph. Review Parts of accordingly.) Scu e your feet as if wiping them a Graph in the Student Books. Talk about how to on a doormat and wave your hands around a bit. record information on a graph. Next, discuss the weather with the teacher, tapping your foot and waving your hands while talking. t
Title a graph to describe what you are Finally, proclaim, “My hands are lthy!” Hold them graphing: “Observations of a Person of up to reveal red paint before noisily washing in the Interest.” classroom sink. Instead of drying your hands, shake them dry, spraying as many students as possible in t
Y-axis or vertical (up and down) lists the the process. Say, “Goodbye everyone!” and then leave actions of the POI. noisily. t
X-axis or horizontal (side to side) lists the sense(s) that may used to observe an action. 7. Discuss what actions the students observed the POI doing. 8. Turn to the populated graph Observations from a Person of Interest in the Student Books. 9. Read the list of things observed to the students and add anything additional.Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 3

Lesson 1 Observing the Clues: Investigation with Your Senses10. Ask the students to complete the graph by do you notice? What are some situations where a placing an “X” in the sense(s) used to observe person’s senses might be impaired? Do you think each change. this person would still be a good witness? activity 3: Revisiting the video 3. If possible, have the POI revisit the classroom 15 minutes as a regular person. Reiterate the idea that this person did not do anything wrong; we were1. Congratulate students on sharpening their simply observing him to practice our skills. senses. Remind them that forensic scientists must always have their eyes, ears, noses, and 4. Give students time to record any additional hands on high alert during a case so that they thoughts on the blank My Observations page. don’t miss any important clues. Clean-up2. Re-watch the video, this time focusing on what 5 minutes each sense is taking in from the crime scene. 1. Clean and dry beaker. 2. Collect Student Books.3. Turn to Revisiting the Video in the Student Book 3. Return DVD and all remaining supplies to the and read the list of “classroom changes” to the kit. students from the “Observations from the Crime Scene” graph. Ask students to add any additional changes they noted.4. Have students complete the graph by placing Other Directions, Discussions an “X” in the sense(s) used to observe the and Destinations classroom changes that occurred a er the crime was committed. e following activities and websites enrich what has been learned in this lesson about observation and5. e video can be watched again at any point senses. during this mystery. Use it as a reference for the crime scene or to reinvigorate the investigation. 1. Brainstorm a list of detective/spy tools. What sense does each tool heighten? Challenge Wrap-up students to invent their own detective/spy tool. 10 minutes Students should come up with a name for the1. Discuss what happened. tool, describe what it does and draw a picture of t
Count the observations for each sense on the tool. the “Observations from a Person of Interest” graph. Which sense(s) did we use the most? 2. Spend time looking at di erent objects using the Why do you think that is? naked eye, a magnifying glass and a microscope. t
Why did some people have di erent answers Draw images to record what you see. How does than others? What does this tell us about how each tool change the appearance of the object? people take in information? How is this game ink of a time when each level of sight would like being a witness in a crime? be most useful.2. Have the students wearing blindfolds or earplugs compare their observations to the others. What 3. Test how well you distinguish colors using this online test. http://www.xrite.com/online-color- test-challenge4 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 1 Looking at the Crime SceneWhat changed?to before or after before crime after crimeCopyright © Community Learning LLC. All rights reserved. Student Book Page 2 Instructor’s Guide 5

Lesson 1Observing a Person of Interest Student Book Page 3 Copyright © Community Learning LLC. All rights reserved.6 Instructor’s Guide

Lesson 1Parts of a Graph X Axis: Senses Student Book Page 4 Instructor’s Guide 7Copyright © Community Learning LLC. All rights reserved.

Lesson 1Observations of a Person of Interestfoot tappinghand washinghand shaking see hear taste Student Book Page 5 Copyright © Community Learning LLC. All rights reserved.8 Instructor’s Guide

Lesson 1 Revisiting the Videoopen door foot prints taste orange paint window open Student Book Page 6 Instructor’s Guide 9 see hear SensesCopyright © Community Learning LLC. All rights reserved.

Lesson 3Listening to a Witness: Creating a Composite Sketch18 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 3Listening to a Witness: Creating a Composite Sketch ObjeCTIveS Lois Gibson, a forensic sketch artist from Texas, has Students will: received a Guinness World Record. She achieved t
Use descriptive and positional words to the record for “having the most criminals positively identi ed due to the composites of one artist.” convey the physical properties of objects Her drawings have helped law enforcement nd t
Practice giving a description of an object hundreds of criminals. As a victim of a violent crime herself, she is excellent at spending hours helping to a peer victims, who think they remember little, come up t
Practice listening to a description of an with descriptions that are very accurate. At this stage, young scientists are continuing to object made by a peer use descriptive and positional words to explain t
Gain an understanding of mirror images objects to their peers. Examples of descriptive words include words describing color, shape, size, hardness, MaTeRIaLS texture, transparency, etc. Examples of positional Instructor: words include near/far, beside, behind, in front of, t
Examples of composite sketches on top of, below, diagonal to, etc. t
1 “artist” sticker Students will discover that a picture can replace t
1 “sketch” sticker a long verbal description and help others better understand. In science it is very common to use Students (groups of four): pictures — photographs, diagrams and graphs — t
4 centimeter cubes in assorted colors to convey your process and ndings. t
1 plastic cup t
4 pencils Notes for the Students t
1 pack of crayons Sometimes a forensic artist must draw something t
Student Books that she has never seen. is happens when a witness, or person who saw what happened, has PRePaRaTION information about the crime that the investigators 1. Divide the class into pairs. are not able to look at. Sometimes this information 2. Count out 4 cubes per group into a plastic is about an object that is no longer on the scene — such as a getaway car or something that was taken. cup. Sometimes this information is about a person — such as a possible suspect or missing person. Notes for the Instructor When a witness sees something you did not, he can help you imagine what he saw by describing it.A composite sketch is a drawing of a person A witness might describe an object’s: (try to nd anassociated with the crime. is person could be object in the classroom matching each descriptivea possible suspect or a missing person. word)To create a composite sketch, a forensic artist must t
Size – large, medium, small, gigantic, tiny…listen closely to a witness’s description of a person t
Color - red, orange, yellow…of interest. From the description given, the forensicartist turns the witness’s words into a picture of theperson of interest that the entire investigative teamcan reference.Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 19

Lesson 3 Listening to a Witness: Creating a Composite Sketch t
Shape – round, square, oval, at… Sketch’s le hand. en ask the Sketch to raise t
Texture – smooth, rough, bumpy, spiky… his le hand. What happened? ese words will help you to “see” the object in your t
Ask, “Why is the Sketch’s le hand on themind. Artist’s right side?” Guide students to the idea of a mirror image. When two people face the e witness might also use words to describe the same way, their le and right side line up.position of a person of interest or what happened. However, when two people face one another,For example, he might say: their le and right side do not line up. ey are a mirror image of one another. t
She wore a hat on her head. t
Explain that a forensic artist must remember t
He came out from behind the counter. that the le side of a person in a sketch is drawn t
ey drove around the corner and out of sight. on the right side of the paper and vice versa.Other positional words might include near/far,beside, in front of, below and diagonal to. You have already practiced using your senses to gather information in front of you. Now you will practiceDrawing a composite sketch from a description can sharing information about an object with a partnerbe tricky, especially if you are drawing a person or when only one of you is able to see it. Good forensican animal, due to the concept of a mirror image. scientists are able to describe and listen to descriptionsA mirror image is when something looks correct of objects. Both of these skills are important to thisin appearance but is reversed, like your image in a case and will help us bring Alice home!mirror. vocabularyDiscussion Demonstration: Composite sketch: a drawing of a face used in forensic science to help identify a person of interest t
Choose two students to help you with this Cube: a box-shaped object with six equal square sides demonstration. Give one student the role Mirror Image: an image of an object that is correct in of a forensic artist. e other student plays appearance but reversed the object of the artist’s sketch. Ask them to Square: a four-sided at shape with straight sides of wear the appropriate sticker so it is visible to equal length classmates. Witness: a person who saw what happened t
As a class, help the Artist and the Sketch activity 1: Tell Me What You See to identify their le hand. Use a washable 25 minutes marker to write “L” on this hand. Repeat with 1. Divide the class into pairs. Have pairs sit back to the right hand. You can also show students back. that their le hand can make a letter “L” with 2. Give each pair a cup of four cubes. One person, the pointer nger and thumb. e right hand the builder, uses the four cubes to make a small makes a backwards “L.” structure. e building must use all of the cubes, and all the cubes must touch. t
Have the Artist and the Sketch stand facing classmates. Ask the Artist to point to the Sketch’s le hand. en ask the Sketch to raise his le hand. Do they agree? t
Next have the Artist and Sketch stand facing one another. Ask the Artist to point to the20 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Listening to a Witness: Creating a Composite Sketch Lesson 33. e forensic artist’s job is to draw the building t
Both sides of Alice’s face are mixed brown and that the builder will describe to him. Students orange. may use a two dimensional square to represent the cube for this activity. t
Alice has a wide orange ring around her neck. t
e middle of Alice’s body is the same mix of4. e builder uses positional and descriptive words to explain the building to his partner. e orange and brown as her face. partner listens to the description and attempts to t
Alice has a wide orange ring around her body draw what the building looks like. near her hips.5. Switch roles and repeat the activity. t
e back of Alice’s body is the same color as6. If time allows, review the de nition of a square her face and middle body. and a cube. Talk students through the steps to 3. Next give students access to crayons. is time, draw a cube in their student books. Perfection is not to be stressed, just the basic concept. as you read the description, students should try to create a composite sketch of Alice in their 1. Draw a square. books. Remind them that because Alice’s hair is 2. Draw an overlapping square. crazy and has a mix of colors that a mistake can 3. Connect the squares at their right angels easily be covered. 4. Read through the description as many times as using four dotted, diagonal lines. students would like. Allow them to ask questions about the description. Encourage them to7. Collect cube cups. change their drawing as necessary. 5. A erwards, have students compare their activity 2: Drawing alice sketches. What do you notice? 30 minutes 6. Reveal the pictures of Alice. Have students share their reactions.1. Have students nd the blank guinea pig template in their Student Books. Point out the words Wrap-up “Alice’s le side” and “Alice’s right side” on the 10 minutes sketch. Remind them that when two people are facing one another their le and right side do 1. Encourage discussion about the lesson. Ask: not line up. t
What was it like to describe your building to your partner?2. Explain that you will read a description of Alice t
How is drawing what you are told di erent to them several times. As you read, encourage from drawing something that you can see for them to imagine what Alice looks like on their yourself ? sketch. One could describe Alice as striped and t
How similar were the drawings and the actual she has crazy hair that goes every which way! buildings? Why do you think that is? t
Which role did you prefer — the describer or t
Alice has black eyes. the listener? Why? t
She has a black nose. t
What was it like to draw Alice from a t
Alice has a furry black patch between her eyes. description? t
She has bushy orange eyebrows. t
Alice’s right ear is white. How similar was your drawing to your friends’ t
Alice’s le ear is brown. drawings? To the actual picture of Alice?Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 21

Lesson 3 Listening to a Witness: Creating a Composite Sketch Clean-up Notes 5 minutesPut away photos, cubes and crayons. Other Directions, Discussions and Destinations1. Have students use their drawings of Alice to make “MISSING” posters. Encourage them to use descriptive words and art to help others identify Alice.2. Play your own version of Guess Who? in the classroom. Have everyone stand up. e teacher will choose one student to be “the suspect.” Do not reveal who the suspect is. Have students ask yes or no questions about the suspect (ex. Does this person have on glasses? Is this person wearing pink?). As questions are answered, students who do not match the given description should sit down until “the suspect” is the only one standing. Keep track of how many questions it takes to nd the suspect. Challenge students to try to get this number as low as possible.3. Have students spend time drawing self portraits using mirrors. Encourage them to use descriptive words about themselves.22 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 3Drawing a CubeCopyright © Community Learning LLC. All rights reserved. Student Book Page 18 Instructor’s Guide 23

Lesson 31.3. white right ear6.7.8.9.10. Student Book Page 19 Copyright © Community Learning LLC. All rights reserved.24 Instructor’s Guide

Lesson 3Copyright © Community Learning LLC. All rights reserved. Student Book Page 20 Instructor’s Guide 25

Applying Physics:Studying Force and a Falling Skeleton38 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 5applying Physics: Studying Force and a Falling Skeleton ObjeCTIveS of a criminal based on the wounds he in icted, or Students will: decide from how far away a bullet was shot and t
Understand that forces are pushes and pulls whether or not the shooter was standing still or moving. While many of these scenarios are too severe that act on an object for a young audience, it is important for students to t
Understand that forces can have di erent know the role that physics in general, and force and motion in particular, play in solving many crimes. strengths and directions Young students have had a lot of experience with t
Understand that forces acting on an object force and motion during their everyday lives and play. Whether it is asking someone to push them on a can speed up, slow down or change the swing, opening or closing a door, toting a load of dirt direction of the object’s motion in a wagon or kicking a ball during soccer, forces are t
Make a connection between the direction of the at work everywhere for children. We can tell by their force and the resulting movement of the object actions and movements that they know intuitively t
Understand that when two objects collide, what forces are and how they work. is activity will both objects experience the force of the other provide students with language to describe and talk object and can change motion about what they experience every day. Mainly that: MaTeRIaLS Instructor: t
Forces are pushes and pulls that act on an object t
Copy of Cavia Elementary School map t
Forces can change in strength and direction t
Sketch of Mrs. Hawkins’s crime scene t
Forces can speed up, slow down or change the Students (per four): t
Set of directional stickers direction of an object’s motion t
1 ball t
e direction of the object will follow the t
1 skeleton gurine t
1 ruler direction of the force t
1 pack of crayons t
When two objects collide, a force acts on both t
Student Books t
4 pencils objects PRePaRaTION Students will focus on the fallen model skeleton in 1. Divide the class into groups of four. Each Mrs. Hawkins’s classroom to imagine (and predict) group should have a large, at area to work what happened on the day Alice was taken. By such as a tabletop or oor space. running a simple experiment, students will make a 2. Prepare a set of materials for each group. connection between a force (a rolling ball) and the resulting movement of the object (a model skeleton). Notes for the InstructorForensic scientists use principles of physics in almost ey will use this knowledge to determine whichevery investigation. Understanding force and motion way the perpetrator was moving on the day Alice wascan help investigators when analyzing car crashes, taken. Knowing the directionality of movement willblood spatter, wounds on victims, and rearm guide students to deduce the entrance used by theballistics. Investigators can gure out how fast vehicles thief, and move them one step closer to nding Alice.were going before they collided, determine the height Notes for the Students:Copyright © Community Learning LLC. All rights reserved. Have you ever pushed or pulled something to make it move? Maybe it was a swing, a wagon, a ball or the door. You were applying a force to something. A push or pull on an object is called a force. Instructor’s Guide 39

Lesson 5 Applying Physics: Studying Force and a Falling SkeletonForces can have di erent strengths. ink about vocabularyplaying basketball. You will have to throw the ball Direction: the path along which something orvery hard to make a shot from the far end of the gym. someone movesOn the other hand, you will need a lot less force to Force: a push or a pull that acts on somethingthrow the ball if you are right in front of the net. Key: the part of a chart that explains what symbolsDemonstration Discussion: and colors on the chart mean Prediction: a guess about what will happen Choose a student in the class who is good at catching. Have the class watch as you throw the activity 1: Falling Skeletons ball gently to the student. en have the class 45 minutes watch as you throw the ball more forcefully to 1. Give students a few minutes to play with the the student. Ask the class, “Which throw had skeleton. Encourage them to bend it, pose it, more force to it? How could you tell?” Ask the stand it up, etc. See how it moves, balances, student who caught the two di erent throws to stands and falls. reveal which throw was the more forceful. 2. Ask groups to stand up the skeleton in the Forces can also act in di erent directions, middle of their work area. Say, “When Mrs. or paths of movement. ink about playing Hawkins returned to her classroom, her model basketball again. You can change which skeleton was knocked down. How did this teammate you are passing to by pushing the ball happen? As forensic scientists we need to rule in di erent directions. All-star basketball players out all of the possibilities. Our rst job is to have gured out the exact amount of force and gure out if the skeleton could have fallen down the exact direction to apply it to make a perfect by itself.” pass or shots from around the court! 3. Have students sit and observe the skeleton When a force acts on something, it can cause without touching or acting on it. Allow a minute that thing to move faster (speed up), move slower to pass as students watch the skeleton. Try to (slow down) or move in a di erent direction. build excitement and interest by saying things Forensic scientists use their understanding of like, “Keep watching…watch closely…it might force and motion when studying a crime scene. fall any second now….” How fast was a car moving? Which direction did 4. Ask students, “Did the skeleton fall? Why not?” the criminal run? How tall was she? Allow students to use their own words to express We can use our understanding of force and that there was no force acting on the skeleton to motion to learn more about Mrs. Hawkins’s cause it to move. classroom. When Alice was taken, the model 5. Say, “Okay. So we’ve discovered that if le alone skeleton in the middle of Mrs. Hawkins’s class the skeleton would have stayed upright. What was knocked to the ground. We will be making would cause it to move?” Listen to student ideas, some predictions or guesses about our thief as leading them to the idea of a push or a pull on we think about force. Studying the direction the the skeleton, i.e. a force acting on the skeleton. skeleton fell can show us which way the thief was moving! 6. Say, “To move, the skeleton needed to experience a force, or a push or a pull. What forces may40 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Applying Physics: Studying Force and a Falling Skeleton Lesson 5 have been in the room when Alice was taken?” t
Roll the ball slowly/quickly Guide students to the idea that the person who t
Roll the ball from farther back/closer took Alice may have bumped into the skeleton. 15. A erward, collect skeletons and balls then7. Say, “Excellent! If we can study how the skeleton regroup to discuss the results. Give students time fell, we may be able to learn more about what to share any other discoveries they made with happened the day Alice went missing. Do you the ball and skeleton. think that we can tell the direction of movement of the person by studying the direction that the t
How does speeding up the ball a ect the skeleton fell down?” motion of the skeleton? Slowing it down?8. Have students set up an experiment in which the skeleton is in the center of the work area. A x t
Starting the ball closer to the skeleton? stickers to index cards; use ruler to place index Farther away? cards in four spots 12” away from the skeleton, one in each direction (right, le , forward, t
What happens to the ball in each scenario? behind).9. Have each student complete the key in his or activity 2: her Student Book. Choose two di erent colored Forces at the Crime Scene crayons. Use one color to ll in the square next 10 minutes to the words “My Prediction.” Use another color next to the words, “What Really Happened.” 1. As a class, look at the sketch of the crime scene.10. Start with the ball resting on the sticker #1. Ask, Point out the position of the fallen model “If the ball rolls toward the skeleton from the skeleton. Ask, “Based on what you’ve seen today, right, which way do you think the skeleton will which direction do you think the person who fall?” Have each student in the group make a took Alice was moving when they bumped into prediction. Record predictions by drawing an the skeleton?” arrow with the color crayon that matches “My Prediction” in their key. 2. Ask students to use a crayon to draw an11. Roll the ball and notice what happens to the arrow on the crime scene sketch to record the skeleton. Record what happened by drawing an movement of the force that knocked the skeleton arrow with the color crayon that matches “What over. Really Happened” in their key. 3. Say, “I notice two ways to get into Mrs. Hawkins’s classroom - the door and the open window. How do you think the person who may have taken Alice came into the classroom?” Have students explain their reasoning.12. Ask, “Did anything happen to the ball?” Allow 4. Ask students to look at the school map. Point students to share their answers. If no one noticed out where the science classroom, math room, art anything, encourage them to pay closer attention room and music room are located. Ask, “Which to any changes in motion for the ball on the next suspects were most likely to enter through the round. front door that a ernoon? Which suspects were most likely to enter through the window that13. Repeat steps 10-12 with each of the other three a ernoon?” ey can turn back to their Means, directions. Motive and Opportunity Chart in the last lesson to help answer these questions.14. Encourage students to spend time exploring how the speed of the ball a ects the motion of the skeleton, and vice versa. Some ideas to try are:Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 41

Lesson 5 Applying Physics: Studying Force and a Falling Skeleton Wrap-up Notes 5 minutes1. Remind students to record their thoughts in the My Observations section of their Student Books.2. Fill in the Who Dunnit? chart at the end of the lesson. Did the direction the skeleton fell make any of the suspects look guilty? ese charts will be referred back to when it’s time to conclude the answer to the big question: “Who took Alice?” Clean-up 5 minutes1. Peel up stickers from the workspace and discard them.2. Return crayons, balls and skeletons to the kit. Other Directions, Discussions, and Destinations1. Spend time outside with a few soccer balls. Have the ball start in a stopped position between two students. Have them pass the ball back and forth to one another. As they do this, talk about the pushes acting on the ball. ey should be able to identify one each time the ball changes direction, comes to a stop, or starts moving.2. Go outside on a windy day with streamers and bubbles. Which way do the streamers and bubbles move in the air? What does this tell us about the direction of the wind? Spend time watching the movement of other things outside — leaves, grass, etc. Can you tell from which direction the wind is coming?3. Use 10 empty 1-liter plastic bottles and a playground ball to set up a bowling alley. Why don’t all the pins fall down each time? What happens if you roll the ball to the right side of the pins? To the le side of the pins? Straight down the middle? What happens if you roll the ball slowly? Quickly?42 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

1.3.6. Repeat this for each direction.Copyright © Community Learning LLC. All rights reserved. Student Book Page 41 Instructor’s Guide 43

POSITION #1: right #1 KEY Copyright © Community Learning LLC. All rights reserved. Student Book Page 4244 Instructor’s Guide

#2 KEY Student Book Page 43Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 45

POSITION #3: forward #3KEY Student Book Page 44 Copyright © Community Learning LLC. All rights reserved.46 Instructor’s Guide

POSITION #4: behind #4 KEY Student Book Page 45Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 47

Forces at the Crime Scene Student Book Page 46 Copyright © Community Learning LLC. All rights reserved.48 Instructor’s Guide

A Crime Scene Sketch Clock 24 Feet Window TeacDheesrk Bookshelf Rug Table Desks Science Table25 Feet Closet Closet Closet Door Student Book Page 47 Instructor’s Guide 49Copyright © Community Learning LLC. All rights reserved.

Cavia Elementary School Map First Floor Plan Main Enterance Main Hall Bike Rack Bathroom Nurse Main Office BathroomPlayground Classroom Classroom Science Hall Math Car Pool Line Art Classroom Myron St. HallSoccer Field LibraryMusic GymKey 6th Ave. Tree Door Window Double Door Student Book Page 48 Copyright © Community Learning LLC. All rights reserved.50 Instructor’s Guide

Who Dunnit? 1.Suspect Entrance Direction13X X X XCopyright © Community Learning LLC. All rights reserved. Student Book Page 51 Instructor’s Guide 51

appendixRogue Rodent Mystery is a 10-lesson program that t
Science disciplines share common rules ofhelps learners meet the Next Generation Science obtaining and evaluating empirical evidence.Standards and the Common Core State Standards(CCSS). CROSS CUTTING CONCEPTS: PatternsIdeally suited for learners in grades K-2, RogueRodent Mystery meets many of the practices, t
Patterns can be used to identify cause-and-e ectcrosscutting concepts, and disciplinary core relationships.ideas that comprise the Next Generation ScienceStandards. e practices, concepts, and disciplinary t
Graphs, charts, and images can be used toideas speci cally covered in this unit include: identify patterns in data.PRACTICES: Cause and E ectAsking Questions and De ning Problems t
Events have causes that generate observablet
Ask questions that can be investigated within the patterns. (2-PS1-4) scope of the classroom, outdoor environment, t
Simple tests can be designed to gather evidence libraries and other public facilities with available to support or refute student ideas about causes. resources and, when appropriate, frame a (2-PS1-2) hypothesis based on observations and scienti c principles. DISCIPLINARY CORE IDEAS: PS2.A: Forces and MotionPlanning and Carrying Out Investigationst
Make observations and measurements to t
Pushes and pulls can have di erent strengths and directions. (K-PS2-1),(K-PS2-2) produce data to serve as the basis of evidence for an explanation of a phenomenon. t
Pushing or pulling on an object can change the speed or direction of its motion and can start ort
Conduct an investigation to produce data to stop it. (K-PS2-1),(K-PS2-2) serve as the basis for evidence that can meet the goals of the investigation. PS2.B: Types of Interactions t
When objects touch or collide, they push on oneAnalyzing and Interpreting Data another and can change motion. (K-PS2-1)t
Analyze and interpret data to determine PS3.C: Relationship Between Energy and Forces similarities and di erences in ndings. t
A bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1)Engaging in Argument From Evidencet
Support an argument with evidence, data, or a LS1.A: Structure and Function t
All organisms have external parts. Di erent model. animals use their body parts in di erent ways to see, hear, grasp objects, protect themselves,Scienti c Knowledge is Based on Empirical move from place to place, and seek, nd, andEvidence take in food, water and air.t
Science knowledge is based upon logical and conceptual connections between evidence and explanations.94 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Rogue Rodent Mystery AppendixIn addition to aligning to the underlying concepts CCSS.ELA-LITERACY.CCRA.W.1that comprise the Next Generation Science t
Write arguments to support claims in anStandards (NGSS), this unit meets Common CoreLearning Standards (CCLS) in Mathematics and analysis of substantive topics or texts using validEnglish Language Arts and Literacy in grades K-2. reasoning and relevant and su cient evidence.Speci c CCLS addressed include: CCSS.ELA-LITERACY.RI.K.7 t
With prompting and support, describe theCCSS.ELA-LITERACY.SL.K.5t
Add drawings or other visual displays to relationship between illustrations and the text in which they appear (e.g., what person, place, descriptions as desired to provide additional thing, or idea in the text an illustration depicts). detail. CCSS.ELA-LITERACY.RI.2.1CCSS.ELA-Literacy.CCRA.SL.1: t
Ask and answer such questions as who, what,t
Prepare for and participate e ectively in a where, when, why, and how to demonstrate range of conversations and collaborations with understanding of key details in a text. diverse partners, building on others’ ideas and expressing their own clearly and persuasively. CCSS.MATH.CONTENT.K.MD.A.2 t
Directly compare two objects with a measurableCCSS.ELA-Literacy.CCRA.SL.2:t
Integrate and evaluate information presented in attribute in common, to see which object has “more of ”/”less of ” the attribute, and describe diverse media and formats, including visually, the di erence. quantitatively, and orally. CCSS.MATH.CONTENT.1.MD.A.2CCSS.ELA-Literacy.CCRA.R.1: t
Express the length of an object as a wholet
Read closely to determine what the text says number of length units, by laying multiple explicitly and to make logical inferences from copies of a shorter object (the length unit) end to it; cite speci c textual evidence when writing or end; understand that the length measurement of speaking to support conclusions drawn from the an object is the number of same-size length units text. that span it with no gaps or overlaps.CCSS.ELA-LITERACY.CCRA.R.3t
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.CCSS.ELA-LITERACY.W.K.3t
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 95

Appendix Rogue Rodent Mystery Standard Lesson Next Generation Science Standards 1 2 3 4 5 6 7 8 9 10Practice: Asking Questions and De ning Problems **********Practice: Planning and Carrying Out Investigations * **** **********Practice: Analyzing and Interpreting Data * *** ***Practice: Engaging in Argument from Evidence **********Practice: Scienti c Knowledge is Based on Empirical Evidence * ** * *Cross-Cutting Concept: Patterns ** *Cross-Cutting Concept: Cause and E ect * *Disciplinary Core Idea PS2.A: Forces and Motion *Disciplinary Core Idea PS2.B: Types of InteractionsDisciplinary Core Idea PS3.C: Relationship Between Energy andForcesDisciplinary Core Idea LS1.A: Structure and Function96 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Rogue Rodent Mystery Appendix Standard Lesson 1 2 3 4 5 6 7 8 9 10 Common Core State Standards *** **CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visualdisplays to descriptions as desired to provide additional detail.CCSS.ELA-Literacy.CCRA.SL.1: Prepare for and participate **********e ectively in a range of conversations and collaborations withdiverse partners, building on others’ ideas and expressing their ownclearly and persuasively.CCSS.ELA-Literacy.CCRA.SL.2: Integrate and evaluate informationpresented in diverse media and formats, including visually, **********quantitatively, and orally.CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what ** ***the text says explicitly and to make logical inferences from it; citespeci c textual evidence when writing or speaking to supportconclusions drawn from the text.CCSS.ELA-LITERACY.CCRA.R.3: Analyze how and whyindividuals, events, or ideas develop and interact over the course of ** * *a text.CCSS.ELA-LITERACY.W.K.3: Use a combination of drawing, ** ** *dictating, and writing to narrate a single event or several looselylinked events, tell about the events in the order in which theyoccurred, and provide a reaction to what happened.CCSS.ELA-LITERACY.CCRA.W.1: Write arguments to support ** *claims in an analysis of substantive topics or texts using validreasoning and relevant and su cient evidence.CCSS.ELA-LITERACY.RI.K.7: With prompting and support, ** * *describe the relationship between illustrations and the text in whichthey appear (e.g., what person, place, thing, or idea in the text anillustration depicts).CCSS.ELA-LITERACY.RI.2.1: Ask and answer such questions * ** *as who, what, where, when, why, and how to demonstrateunderstanding of key details in a text.CCSS.MATH.CONTENT.K.MD.A.2: Directly compare two objects **with a measurable attribute in common, to see which object has“more of ”/”less of ” the attribute, and describe the di erence.CCSS.MATH.CONTENT.1.MD.A.2: Express the length of an *object as a whole number of length units, by laying multiple copiesof a shorter object (the length unit) end to end; understand that thelength measurement of an object is the number of same-size lengthunits that span it with no gaps or overlaps.Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 97