Rogue Rodent Mystery Preview

Lesson 9 Analyzing the Evidence 1. P ut an X in the box, if the evidence links the suspect to Alice’s disappearance. 2. Put nothing in the box if the evidence does not link the suspect to the disappearance. 3. Put a ? in the box if the information is unknown. Alibi Skeleton Shoe Suitable Able to Lemon Direction Print Home Make Smell Orange Paint 1X ? suspect number 2X ? 3 XX XX ? 4 XX X ? types of evidence Student Book Page  57 Instructor’s Guide  87 Copyright © Community Learning LLC. All rights reserved.

Lesson 10 Considering the Confession: Understanding Misunderstandings! 88  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 10 Considering the Confession: Understanding Misunderstandings! OBJECTIVES Activity 1: The Confession Students will: 15 minutes • Learn what happened to Alice 1. Tell the class that you have just heard back from • Celebrate their hard work and forensics Mrs. Hawkins! Open up the letter and read it to the class. Students may follow along in their skills with a “Mystery Solved” celebration student books. MATERIALS Instructor: Dear Students, • Evidence Envelope addressed to the school How can I ever thank you? Our dear Alice is home • Copy of letter from Mrs. Hawkins safely, and without a scratch. This is exactly what • 30 guinea pig stickers Cavia Elementary and I have been hoping for. You • Acquire celebration supplies    are some all-star investigators, that’s for sure! Students (per group of three): • 1 11” x 14” poster board After getting a call from your instructor, • 1 pack of crayons I invited [Suspect #3’s name here] in for a • 1 box of markers meeting. She was so terrified. Shaking from head • Student Books to toe! I just mentioned Alice’s name once, and • 3 pencils she broke into tears and confessed it all. PREPARATION 1. Bring in any additional items for the Here is what happened: [Suspect #3] thought that it was her weekend to take Alice home. When she “Mystery Solved” celebration such as came into my classroom after school, she thought mystery-related games, snacks, prizes, etc. I had already gone home for the weekend. She panicked, thinking that Alice would be left alone all Notes for the Instructor weekend if she didn’t take her home. Congratulations! Your class has successfully solved the mystery of the missing guinea pig. Alice is back It wasn’t terribly easy, of course, hence the mess at Cavia Elementary safe and sound! she left behind in the classroom. After dashing Remember that this experience may have felt very into the classroom and finding I wasn’t there, she real to your students. This last activity is designed panicked! She ran to the back of the classroom to tie together any loose ends or resolve unanswered holding that bulky solar system project and questions about the mystery. It is also designed as a bumped right into my figurine, knocking it down. celebration of the mystery solved! The paint on Jupiter was still wet and it smeared orange paint smudges on the tables and chairs as Vocabulary [Suspect #3’s name here] made her way to the Confession: a written or spoken statement saying back of the room. that one has committed a crime When she got to Alice’s enclosure she remembered it was locked. There was no way to open it without a key! Fortunately, our kind janitor Mr. Johnston just happened to walk by. [Suspect #3’s name here] knew he had a master set of keys for the whole school. Sure enough, he was happy to help her unlock Alice’s enclosure that afternoon. I think that if we took a shoe print from Mr. Johnston, we’d see that his shoe print matches the muddy partial print left behind in the classroom that day. And that funny lemon smell? Well that was from the special cleaner he Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  89

Lesson 10 Considering the Confession: Understanding Misunderstandings! uses! He spilled it on the floor by mistake when he 3. Play the game Alibi. To play, choose one person unlocked Alice’s cage and he opened the window to be the detective. Have the detective go out of to air out the scent. the room while you talk to the rest of the class. Ask the class to come up with a crime (ex. eating Well, once the whole hulabaloo about Alice going someone else’s candy). Next have each person “missing” hit the news, [Suspect #3’s name come up with an alibi, or where she was when the here] was terrified! She hadn’t stolen Alice. She crime took place (ex. outside on the playground). was just trying to take care of her as she had Then, choose one student to pretend to be guilty promised. But [Suspect #3’s name here] was so of committing the crime. This person should scared that she didn’t tell anyone what happened. come up with one or two extra alibis. Bring the Oh, I wish she would have! detective back in. Tell him the crime. Then have him go around the circle and ask “Where were Instead she hid Alice at her home, hoping that you when the crime took place?” and listen to all of the attention would die down and that each person’s alibi. Next, have him go around everyone would forget. But that didn’t happen, the circle and ask again. On this round everyone did it? Instead your outstanding forensic skills should give the same alibi except the person who led us to [Suspect #3]. is guilty. The guilty person should give a different alibi. See how many rounds it takes for the What a big misunderstanding! Of course, no one detective to figure out who is guilty. is mad at [Suspect #3’s name here]. She took superb care of Alice while she had her. And now Wrap-up she knows that telling the truth is always the 10 minutes best way to go. What heartache would have been 1. Ask students to share their opinions about saved if she had just done it sooner! the mystery experience as a whole. How does solving the mystery and bringing home Alice Oh, thank you, thank you, thank you! My heart can safely feel? What jobs on a forensics team are rest easy again. In gratitude, please accept these your favorites? Are there any unanswered guinea pig stickers. Just a small way to remember questions remaining? how your hard work helped to bring our sweet Alice home. Clean-up 5 minutes Mrs. Hawkins 1. Wipe down and return any remaining items to the kit. 2. Ask students to share their reactions to the letter. 2. Store the kit in a cool, dry place for future use!   Is it what they expected? Does it surprise them in any way? Other Directions, Discussions and Destinations 3. Celebrate the solving of the mystery by handing 1. Spend time allowing students to learn more out one guinea pig sticker to each student. about the career of a forensic scientist. Find biographies, career information sites and Activity #2: individuals to interview to learn more. Mystery Solved Celebration! 45 minutes 1. Have students complete the last page of their Student Books. Encourage them to use pictures or words to tell the story of what happened to Alice. 2. Have students work in groups of four and use a poster board, crayons and markers to make “FOUND” posters letting the public know that Alice was brought home safely. Use pictures and share facts from the investigation. 90  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 10 The Confession U se the space below to tell Alice’s story. Draw and label a picture of what happened. 5 Copyright © Community Learning LLC. All rights reserved. Student Book Page  61 Instructor’s Guide  91

Lesson 10 The Confession Answer the following questions: 1.Who took Alice? 2.Why did this person take Alice? Student Book Page  62 Copyright © Community Learning LLC. All rights reserved. 92  Instructor’s Guide

Notes _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  93

Appendix Rogue Rodent Mystery is a 10-lesson program that • Science disciplines share common rules of helps learners meet the Next Generation Science obtaining and evaluating empirical evidence. Standards and the Common Core State Standards (CCSS). CROSS CUTTING CONCEPTS: Patterns Ideally suited for learners in grades K-2, Rogue Rodent Mystery meets many of the practices, • Patterns can be used to identify cause-and-effect crosscutting concepts, and disciplinary core relationships. ideas that comprise the Next Generation Science Standards. The practices, concepts, and disciplinary • Graphs, charts, and images can be used to ideas specifically covered in this unit include: identify patterns in data. PRACTICES: Cause and Effect Asking Questions and Defining Problems • Events have causes that generate observable • Ask questions that can be investigated within the patterns. (2-PS1-4) scope of the classroom, outdoor environment, • 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 scientific principles. DISCIPLINARY CORE IDEAS: PS2.A: Forces and Motion Planning and Carrying Out Investigations • Make observations and measurements to • Pushes and pulls can have different strengths and directions. (K-PS2-1),(K-PS2-2) produce data to serve as the basis of evidence for an explanation of a phenomenon. • Pushing or pulling on an object can change the speed or direction of its motion and can start or • 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 • When objects touch or collide, they push on one Analyzing and Interpreting Data another and can change motion. (K-PS2-1) • Analyze and interpret data to determine PS3.C: Relationship Between Energy and Forces similarities and differences in findings. • A bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1) Engaging in Argument From Evidence • Support an argument with evidence, data, or a LS1.A: Structure and Function • All organisms have external parts. Different model. animals use their body parts in different ways to see, hear, grasp objects, protect themselves, Scientific Knowledge is Based on Empirical move from place to place, and seek, find, and Evidence take in food, water and air. • 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 Appendix In addition to aligning to the underlying concepts CCSS.ELA-LITERACY.CCRA.W.1 that comprise the Next Generation Science • Write arguments to support claims in an Standards (NGSS), this unit meets Common Core Learning Standards (CCLS) in Mathematics and analysis of substantive topics or texts using valid English Language Arts and Literacy in grades K-2. reasoning and relevant and sufficient evidence. Specific CCLS addressed include: CCSS.ELA-LITERACY.RI.K.7 • With prompting and support, describe the CCSS.ELA-LITERACY.SL.K.5 • 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.2.1 CCSS.ELA-Literacy.CCRA.SL.1: • Ask and answer such questions as who, what, • Prepare for and participate effectively 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 • Directly compare two objects with a measurable CCSS.ELA-Literacy.CCRA.SL.2: • 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 difference. quantitatively, and orally. CCSS.MATH.CONTENT.1.MD.A.2 CCSS.ELA-Literacy.CCRA.R.1: • Express the length of an object as a whole • 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 specific 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.3 • Analyze how and why individuals, 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 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 10 Practice: Asking Questions and Defining Problems ********** Practice: Planning and Carrying Out Investigations * **** ********** Practice: Analyzing and Interpreting Data * *** *** Practice: Engaging in Argument from Evidence ********** Practice: Scientific Knowledge is Based on Empirical Evidence * ** * * Cross-Cutting Concept: Patterns ** * Cross-Cutting Concept: Cause and Effect * * Disciplinary Core Idea PS2.A: Forces and Motion * Disciplinary Core Idea PS2.B: Types of Interactions Disciplinary Core Idea PS3.C: Relationship Between Energy and Forces Disciplinary Core Idea LS1.A: Structure and Function 96  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 visual displays to descriptions as desired to provide additional detail. CCSS.ELA-Literacy.CCRA.SL.1: Prepare for and participate ********** effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, ********** quantitatively, and orally. CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what ** *** the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of ** * * a text. CCSS.ELA-LITERACY.W.K.3: 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. CCSS.ELA-LITERACY.CCRA.W.1: Write arguments to support ** * claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.RI.K.7: With prompting and support, ** * * describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). CCSS.ELA-LITERACY.RI.2.1: Ask and answer such questions * ** * as who, what, where, when, why, and how to demonstrate understanding 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 difference. CCSS.MATH.CONTENT.1.MD.A.2: Express the length of an * object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  97





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