Rogue Rodent Mystery Preview

Lesson 4 Who Dunnit? P lace an X in the Alibi column if you feel the suspect’s alibi makes him/her look guilty. Leave the column blank if the evidence does not make the suspect look guilty. Suspect Alibi 1 X 2 X 3 X 4 X Copyright © Community Learning LLC. All rights reserved. Student Book Page  26 Instructor’s Guide  37

Lesson 5 Applying Physics: Studying Force and a Falling Skeleton 38  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

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

Lesson 5 Applying Physics: Studying Force and a Falling Skeleton Forces can have different strengths. Think about Vocabulary playing basketball. You will have to throw the ball Direction: the path along which something or very hard to make a shot from the far end of the gym. someone moves On the other hand, you will need a lot less force to Force: a push or a pull that acts on something throw the ball if you are right in front of the net. Key: the part of a chart that explains what symbols Demonstration 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. Then 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 figurine. See how it moves, balances, stands and more force to it? How could you tell?” Ask the falls. student who caught the two different throws to 2. Ask groups to stand up the figurine in the reveal which throw was the more forceful. middle of their work area. Say, “When Mrs. Forces can also act in different directions, Hawkins returned to her classroom, her figurine or paths of movement. Think about playing was knocked down. How did this happen? As basketball again. You can change which forensic scientists we need to rule out all of the teammate you are passing to by pushing the ball possibilities. Our first job is to figure out if the in different directions. All-star basketball players figurine could have fallen down by itself.” have figured out the exact amount of force and 3. Have students sit and observe the figurine the exact direction to apply it to make a perfect without touching or acting on it. Allow a minute pass or shots from around the court! to pass as students watch the figurine. Try to When a force acts on something, it can cause build excitement and interest by saying things that thing to move faster (speed up), move slower like, “Keep watching…watch closely…it might (slow down) or move in a different direction. fall any second now….” Forensic scientists use their understanding of 4. Ask students, “Did the figurine fall? Why not?” force and motion when studying a crime scene. Allow students to use their own words to express How fast was a car moving? Which direction did that there was no force acting on the figurine to the criminal run? How tall was she? cause it to move. We can use our understanding of force and 5. Say, “Okay. So we’ve discovered that if left alone motion to learn more about Mrs. Hawkins’s the figurine would have stayed upright. What classroom. When Alice was taken, the figurine would cause it to move?” Listen to student ideas, in the middle of Mrs. Hawkins’s class was leading them to the idea of a push or a pull on knocked to the ground. We will be making the figurine, i.e. a force acting on the figurine. some predictions or guesses about our thief as we think about force. Studying the direction the figurine fell can show us which way the thief was moving! 6. Say, “To move, the figurine needed to experience a force, or a push or a pull. What forces may have been in the room when Alice was taken?” 40  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Applying Physics: Studying Force and a Falling Skeleton Lesson 5 Guide students to the idea that the person who • Roll the ball slowly/quickly took Alice may have bumped into the figurine. • Roll the ball from farther back/closer 7. Say, “Excellent! If we can study how the figurine 15. Afterward, collect figurines and balls then fell, we may be able to learn more about what regroup to discuss the results. Give students time happened the day Alice went missing. Do you to share any other discoveries they made with think that we can tell the direction of movement the ball and figurine. of the person by studying the direction that the figurine fell down?” • How does speeding up the ball affect the 8. Have students set up an experiment in which the motion of the figurine? Slowing it down? figurine is in the center of the work area. Affix stickers to index cards; use ruler to place index • Starting the ball closer to the figurine? cards in four spots 12” away from the figurine, Farther away? one in each direction (right, left, forward, behind). • What happens to the ball in each scenario? 9. Have each student complete the key in his or her Student Book. Choose two different colored Activity 2: crayons. Use one color to fill in the square next Forces at the Crime Scene to the words “My Prediction.” Use another color 10 minutes next to the words, “What Really Happened.” 10. Start with the ball resting on the sticker #1. Ask, 1. As a class, look at the sketch of the crime scene. “If the ball rolls toward the figurine from the Point out the position of the fallen figurine. right, which way do you think the figurine will Ask, “Based on what you’ve seen today, which fall?” Have each student in the group make a direction do you think the person who took prediction. Record predictions by drawing an Alice was moving when they bumped into the arrow with the color crayon that matches “My figurine?” Prediction” in their key. 2. Ask students to use a crayon to draw an arrow on the crime scene sketch to record the movement of the force that knocked the figurine over. 11. Roll the ball and notice what happens to the 3. Say, “I notice two ways to get into Mrs. Hawkins’s figurine. Record what happened by drawing an classroom - the door and the open window. How arrow with the color crayon that matches “What do you think the person who may have taken Really Happened” in their key. Alice came into the classroom?” Have students explain their reasoning. 12. Ask, “Did anything happen to the ball?” Allow students to share their answers. If no one noticed 4. Ask students to look at the school map. Point anything, encourage them to pay closer attention out where the science classroom, math room, art to any changes in motion for the ball on the next room and music room are located. Ask, “Which round. suspects were most likely to enter through the front door that afternoon? Which suspects were 13. Repeat steps 10-12 with each of the other three most likely to enter through the window that directions. afternoon?” They can turn back to their Means, Motive and Opportunity Chart in the last lesson 14. Encourage students to spend time exploring how to help answer these questions. the speed of the ball affects the motion of the figurine, 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 minutes _______________________ 1. 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 figurine fell make any of the suspects look guilty? These charts will be referred back to when it’s time to conclude the answer to the big question: “Who took Alice?” Clean-up _______________________ 5 minutes _______________________ 1. Peel up stickers from the workspace and discard _______________________ them. _______________________ 2. Return crayons, balls and figurines to the kit. _______________________ _______________________ Other Directions, Discussions _______________________ and Destinations _______________________ 1. 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. They 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 left 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.

Lesson 5 Falling Skeletons 1. S elect a color for “My Prediction” and color in the key box for each direction 1-4. 2. S elect a new color for “What Really Happened” and color in the key box for each suspect 1-4. 3. Using the “My Prediction” color, draw an arrow the way you think the figurine will fall. 4. Gently roll the ball toward the figurine from each sticker. 5. U sing the “What Really Happened” color, draw an arrow the way the skeleton actually fell. 6. Repeat this for each direction. Copyright © Community Learning LLC. All rights reserved. Student Book Page  27 Instructor’s Guide  43

Lesson 5 Falling Skeletons POSITION #1: right #1 KEY Copyright © Community Learning LLC. All rights reserved. My Prediction What Really Happened Student Book Page  28 44  Instructor’s Guide

Lesson 5 Falling Skeletons POSITION #2: left #2 KEY Student Book Page  29 My Prediction Instructor’s Guide  45 What Really Happened Copyright © Community Learning LLC. All rights reserved.

Lesson 5 Falling Skeletons POSITION #3: forward #3 KEY My Prediction What Really Happened Student Book Page  30 Copyright © Community Learning LLC. All rights reserved. 46  Instructor’s Guide

Lesson 5 Falling Skeletons POSITION #4: behind #4 KEY Student Book Page  31 My Prediction Instructor’s Guide  47 What Really Happened Copyright © Community Learning LLC. All rights reserved.

Lesson 5 Forces at the Crime Scene Use a crayon to draw an arrow recording the movement of force that knocked the skeleton over. Student Book Page  32 Copyright © Community Learning LLC. All rights reserved. 48  Instructor’s Guide

Lesson 5 Mrs. Hawkins’s Classroom A Crime Scene Sketch Clock 24 Feet TeacDheesrk Window Bookshelf Rug Alice’s Table Desks Science Table 25 Feet Closet Closet Closet Door Student Book Page  33 Instructor’s Guide  49 Copyright © Community Learning LLC. All rights reserved.

Lesson 5 Cavia Elementary School Map Cavia Elementary School Map First Floor Plan Main Enterance Main Hall Bike Rack Bathroom Nurse Main Office Bathroom Playground Classroom Classroom Science Hall Math Car Pool Line Art Classroom Myron St. Hall Soccer Field Library Music Gym Key 6th Ave. Tree Door Window Double Door How do you think the person who may have taken Alice came into the classroom? Who might have entered through the window? Through the door? Student Book Page  34 Copyright © Community Learning LLC. All rights reserved. 50  Instructor’s Guide

Lesson 5 Who Dunnit? 1. P lace an X in the Classroom Entrance column if you feel the way the suspect came into the classroom made him or her look guilty. Leave it blank if it does not make the suspect look guilty. 2. Place an X in the Skeleton Direction column if you feel the direction the skeleton fell made the suspect look guilty. Suspect Classroom Skeleton Entrance Direction 1 2 3X X 4X X Copyright © Community Learning LLC. All rights reserved. Student Book Page  36 Instructor’s Guide  51

Lesson 6 Inspecting Pattern Evidence: Comparing Shoe Prints 52  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 6 Inspecting Pattern Evidence: Comparing Shoe Prints OBJECTIVES 5. Spend some time alone making shoe prints Students will: with the card stock. In particular, pay attention to how much water and gentle • Correctly identify shapes within a pattern wiping produces the clearest prints. Too • Use observations to compare and contrast much will make the print run together. Use the least amount of water possible to patterns make your print. • Describe measurable properties of an 6. Divide the class into groups of four. object, including length • Measure the length of an object using Notes for the Instructor Pattern evidence is any type of track or tread left appropriate tools behind at a crime scene that can be traced back to • Directly compare the length of two the item that made the print or impression. Common types of pattern evidence include shoe prints and objects, expressing the difference in terms tire tracks. In this activity, your students will explore of centimeters pattern evidence by analyzing their own shoe prints • Understand that changes in strength and and shoe prints left behind at the crime scene. speed of gait result in changes to resulting The type of shoe print left behind depends on (1) shoe print where the suspect’s shoes have been, (2) the type of MATERIALS surface around the crime scene, and (3) what type Instructor: of shoe the suspect is wearing. Forensic scientists • 1 pair of scissors distinguish three types of shoe prints: • 5 plastic cups Students (groups of 4): • Visible: a two-dimensional shoe print created • 12 half-sheets of card stock paper when the shoe leaves behind a material, such as • 2 spray bottles filled with water paint or mud, on a surface • Paper towels • 2 rulers • Plastic: a three-dimensional shoe print created • 1 set of 25-centimeter cubes in assorted in a soft surface, such as sand or snow colors • 1 pack of crayons • Latent: a shoe print that is invisible to the naked • 4 pencils eye, but can be revealed with chemicals or • Student Books special lighting PREPARATION 1. Cut each sheet of card stock in half For this lesson students will focus on visible, two- widthwise. dimensional prints. 2. Count out 25 cubes per group into a plastic First, students will make their own visible shoe cup. prints using cardstock. Students will create a two 3. Fill 10 spray bottles with water. dimensional print by stepping onto the paper with 4. Make sure that there are paper towels a damp shoe. The cardstock surface will be marked handy in the classroom. by the water and the dirt already present on the Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  53

Lesson 6 Inspecting Pattern Evidence: Comparing Shoe Prints students’ shoes. As the water evaporates, the dirt Scientists can also use the length, width and from the shoe should remain visible as a print on the heaviness of the shoe print to determine a height and cardstock. Students will make observations about weight range for the suspect. This type of evidence the size and pattern of their print. They will compare could lead investigators in the right direction when and contrast their print to a partner’s print. Students narrowing down suspects. will also experiment by changing the amount of Wear is how the bottom of a shoe changes after being force or type of gait used to create the print. used. Because each person walks in a unique way, the Next, students will study the visible, two-dimensional wear pattern of the same shoe will be different for shoe prints left behind on Mrs. Hawkin’s classroom each person. Forensic scientists can look for patterns floor. Students will try to match parts of a print to a in wear to link a particular suspect to a crime scene. larger pattern. They will also measure the length and Discussion Demonstration: width of the shoe print. Finally, students will make note of specific types of wear found in the print. Have students look at the bottom of their own Please note that the shoe prints found at the scene shoe. Ask, “How would you describe the pattern will not match up with any of the suspect’s shoes. of your shoe bottom? What shapes do you see? Very often investigators find evidence that doesn’t How does your shoe bottom compare to your seem to fit within their current framework of neighbor’s?” Have students compare the bottom of understanding. Students should use this conflict their own left and right shoes. Point out spots of of evidence to consider other possibilities. Are all wear that make one side different from the other. of the suspects innocent? Is someone else involved Today we will study the muddy shoe prints with Alice’s disappearance? Are the shoe prints left behind at Mrs. Hawkins’s classroom. To irrelevant to the crime? conduct our investigation we will need to identify the pattern in the print and match it to Notes for the Students a maker and style. We will take measurements Have you ever heard the expression “covering your of the shoe’s length and width, in centimeters, tracks”? It means removing any evidence that leads and make note of wear in order to link the shoe one to believe you were in a particular place. The to a suspect. Let’s get to work! expression is based on the idea that shoe prints or tire tracks at a crime scene will lead investigators to Vocabulary: the suspect who left them. Without tracks to follow, Centimeter: a unit of measurement in the metric investigators will have to work a little harder to match system equal to 1/100th of a meter (a nickel is the suspect to the crime, hence “covering your tracks.” approximately 2 centimeters wide) Shoe prints are one type of track that forensic Impression: the three-dimensional shape left on a scientists study at a crime scene. This type of surface when pressed upon by an object evidence is called pattern evidence because Partial: incomplete each type of shoe leaves behind a copy of its own Pattern evidence: information left at a crime scene by particular pattern. tires, shoes or other objects with a particular pattern Look at the bottom of your shoe. Each shoe leaves Print: the two-dimensional mark left on a surface behind a print or impression specific to its maker when pressed upon by an object and the style. Forensic scientists can match a shoe Wear: change to the surface of an object from use print at a crime scene to the bottom of different types of shoes to figure out the maker and style (i.e. Nike© Revolution). 54  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Inspecting Pattern Evidence: Comparing Shoe Prints Lesson 6 Activity 1: Making Two- • Whose print is smaller? Dimensional Shoe Prints • Whose print is wider? 25 minutes • How are your prints similar? Different? • Can you tell which shoe made which print? 1. Ask, “Today we are going to focus on the muddy shoe prints left behind in Mrs. Hawkins’s How? classroom. Forensic scientists often find prints, 8. Next, ask pairs to repeat Step 6, this time or two-dimensional marks, left at the crime scene. Other times they find impressions, or stepping very lightly on to the paper. Ask, “How three-dimensional shapes, at the scene. Which does this change your print?” type, two or three dimensions, did we find at 9. Have students repeat Step 6, this time pressing Mrs. Hawkins’s crime scene?” quite firmly onto the paper, without tearing it. Ask, “How does this change your print?” 2. Show students the card stock. Explain, “This 10. Finally, choose one student in the class to run piece of paper will help us create and investigate across the paper with a damp shoe. Request that two-dimensional shoe prints similar to the ones a second student hold the paper down on the found at the scene.” Demonstrate how to spray outside edge so the running student does not the bottom of your shoe with water. Then, gently slip. Ask, “How does this change your print?” wipe the bottom to remove some of the liquid. Next, step firmly on to the card stock. Remove Activity 2: Analyzing your foot and look at the print left behind. the Muddy Shoe Prints 25 minutes 3. The water will leave behind a shoeprint on the 1. Have students continue to work in pairs. Give each card stock. The wet print will last for about pair a ruler, a cup of centimeter cubes and pencils. 3-5 minutes, depending on how much water Students will also need their Student Books. was applied. While the print is most visible, 2. Introduce the activity by saying, “Now we are encourage discussion by asking: ready to look at the prints left behind at the crime scene! Mrs. Hawkins has provided us • What do you notice about my shoe print? Is with a print from each of the four suspects. She the whole print visible or only partially? has also sent over a copy of one of the muddy shoe prints found on the day Alice was found • How would you describe the pattern? What size missing. Unfortunately, the muddy print is only is it? What shapes do you see? Is it uniform, or a partial, or incomplete, print.” the same, across the entire shoe bottom? 3. Say, “To be good forensic scientists, we are going to need to take measurements of each suspect’s 4. Try to keep students talking while the print shoe print as well as the muddy print from the begins to fade. Let them share the excitement scene.” A centimeter is one way to measure as the water disappears! length. It is standardized; meaning that one centimeter always equals the same amount. 5. Divide the class into groups of four. Give each 4. Show students the ruler. Point out the centimeter group 2 spray bottles, 12 half-pieces of card side of the ruler. Explain how it is used. As a stock and access to paper towels. class, measure the first shoe print together with 6. One at a time, each student in a pair should spray the bottom of his right shoe, step onto the card stock and then reveal his shoe print. 7. Have pairs compare the qualitative properties of their prints until the prints disappear: Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  55

Lesson 6 Inspecting Pattern Evidence: Comparing Shoe Prints a ruler. Students should line up their rulers on • “What do we know or think we know after the the parameter lines outside the print. Then they results of today’s activity?” Allow students to should record the correct number of centimeters share their opinions. Encourage them to support in the blank space provided. their ideas by asking, “What makes you think 5. Then show students the centimeter cubes. that?” Some ideas are that the suspects wore Explain that each cube is one centimeter long. different shoes on the day Alice was taken or As a class, measure the first shoe print again by that the prints were left by someone else. lining up centimeter cubes on the parameter line. Compare the length measured using the 2. Give students time to record any additional two different tools. They should be the same. thoughts on the blank My Observations page. 6. Next, have students identify any geometric shapes found in the print. Use a crayon to circle 3. Ask students to complete the Who Dunnit? chart. these shapes. Have students scan the “shape key” in their books to make sure they identified all of Clean-up the shapes in the shoe print. 5 minutes 7. At this point, students can either proceed with the rest of the measurements and descriptions 1. Ask students to count and ensure that 25 cubes in pairs or you can continue as a class. Allow are returned in their cups. students to choose to use the rulers or the centimeter cubes to measure the length of each 2. Empty and dry spray bottles. suspect’s print and the print found at the crime 3. Return all remaining materials to the kit. scene. Continue the process of circling and identifying shapes on each print. Other Directions, Discussions 8. After analyzing and comparing the prints, open and Destinations up the class for discussion. “Did any of the suspect’s shoe prints match the print left at the 1. Create plastic, three-dimensional shoe prints scene? What evidence do you have of a positive outside! Have students walk through loose dirt, match? How certain are you that you are correct?” sand, snow or grass — whatever you happen to have outside. Compare how easy or hard it is to see Wrap-up a shoeprint in each medium. Spend time changing 10 minutes the amount of force you use while you walk. 1. Spend time discussing the activity. Tiptoe, walk, stomp and run across the ground. • Have students compare the length of different How does changing your gait change your print? prints, expressing the length difference in terms of centimeters. Ask, “Which suspect’s print was 2. Experiment with weight and shoe prints. Lay two the longest? How many centimeters longer was it sheets of card stock side by side. Create one print by than another suspect’s print?” walking across the paper in the regular way. Create • Ask, “Did the muddy prints left at the scene another print while holding a gallon of water. Does match with any of the suspect’s prints?” your increased weight change your print? 3. Provide students with play dough and an array of different textured materials. Give them time to make different impressions in the dough with the tools. How many different patterns can you create? What happens if you push down lightly? What happens if you push down with all of your weight? Use a tool to create your own pattern. Challenge students to try to replicate the pattern with the tools provided. 56  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 6 Analyzing the Muddy Shoe Prints 1. Record the length, heal-width, and toe-width of each shoe print. 2. Use a crayon to circle the geometric shapes that you find within each shoe print. Use the shape key to help you identify each shape. 3. Compare each suspect’s shoe print to the print found at the crime scene. Can you identify a match? Shape Key rectangle circle square diamond oval Copyright © Community Learning LLC. All rights reserved. triangle Student Book Page  37 Instructor’s Guide  57

Lesson 6 Analyzing the Muddy Shoe Prints length Suspect # 1 Shoe Print heel-width toe-width ________________ cm ________________ cm ________________ cm Student Book Page  38 58  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 6 length Suspect # 2 Shoe Print heel-width ________________ cm toe-width ________________ cm ________________ cm Copyright © Community Learning LLC. All rights reserved. Student Book Page  39 Instructor’s Guide  59

Lesson 6 length Suspect # 3 Shoe Print heel-width ________________ cm toe-width ________________ cm ________________ cm Student Book Page  40 Copyright © Community Learning LLC. All rights reserved. 60  Instructor’s Guide

Lesson 6 length Suspect # 4 Shoe Print heel-width ________________ cm toe-width ________________ cm ________________ cm Copyright © Community Learning LLC. All rights reserved. Student Book Page  41 Instructor’s Guide  61

Lesson 6 Student Book Page  42 Copyright © Community Learning LLC. All rights reserved. 62  Instructor’s Guide

Lesson 6 Who Dunnit? P lace an X in the Crime Scene Shoe Print column if you feel the suspect’s print was a match. Leave the column blank if the suspect’s print did not match the crime scene print. Suspect Crime Sceen Shoe 1 Print Match 2 3 4 Copyright © Community Learning LLC. All rights reserved. Student Book Page  44 Instructor’s Guide  63

Lesson 7 Researching Rodents: Discovering a Guinea Pig’s Survival Needs 64  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 7 Researching Rodents: Discovering a Guinea Pig’s Survival Needs OBJECTIVES More specifically, guinea pigs are a small type of Students will: mammal called a rodent. Rodents can be identified by their front teeth, which constantly grow. Rodents • Research the habitat, diet and potential must gnaw or chew things to file down their predators of guinea pigs incisors. Types of rodents that may be familiar to your students include mice, squirrels and beavers. • Communicate findings about guinea pigs Pet guinea pigs should be kept in a large cage or to the class enclosure. The enclosure should be lined with paper bedding — either shredded newspaper or wood • Compare and contrast guinea pig needs shavings. The enclosure should provide constant with each suspect’s home access to freshwater, as well as something to chew, such as hay or paper tubes. MATERIALS Guinea pigs have a diet of only plants, making Instructor: them herbivores. Most guinea pigs eat a processed vegetable pellet that can be found at pet stores. It • Copy of Alice’s photo is also recommended to include a variety of fresh • Books about guinea pigs fruits and vegetables in their diet, such as romaine • Classroom Internet access lettuce, tomatoes or melon. Additionally, guinea pigs • Copy of letter from Mrs. Hawkins need access to fresh hay. The hay helps keep their • Evidence Envelope addressed to school digestive tracts healthy and helps wear down their Students (groups of four): ever-growing incisors. • 1 box of markers Although humans today keep guinea pigs, they have • 1 pack of crayons wild origins in South America. Potential predators of • 1 sheet of 11” x 14” poster board paper a guinea pig include coyotes, owls, hawks, and snakes. • Student Books In the first activity, students will be asked to learn • 4 pencils more about guinea pigs to better understand how PREPARATION Alice came to be missing. They will use books and 1. Gather print resources from a local library reliable online sources to gather information. Then students will create informational posters about about guinea pigs. guinea pigs to share their findings with others. 2. If desired, setup classroom for access to In the second activity, students will learn more about the suspects’ homes and their suitability to online resources about guinea pigs (or care for Alice. Is it possible that a suspect took Alice print out pages). home? This information will be recorded in a table. 3. Gather art materials for poster making. Students will use the table to make arguments about 4. Place Mrs. Hawkins’s letter in the Evidence the potential involvement of each suspect. Envelope addressed to the school. Notes for the Instructor Guinea pigs are classified as mammals, animals distinguished by the presence of fur/hair and that produce milk to feed their young. Types of mammals that may be familiar to your students include cats, dogs, horses and people. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  65

Lesson 7 Researching Rodents: Discovering a Guinea Pig’s Survival Needs Online resources about guinea pigs: questionnaires that each of the suspects completed at the beginning of the year. Maybe http://www.guinealynx.info/healthycavy.html there is something in there that could be helpful. We must investigate all avenues! http://switchzoo.com/profiles/guineapig.htm Mrs. Hawkins Notes for the Students Vocabulary Diet: what an animal eats Dear Forensic Scientists, Domestic: a tame animal kept as a pet or on a farm Habitat: where an animal lives As you know, the students at Cavia Elementary Herbivore: an animal whose diet consists of plants spend time in my classroom studying Alice. They Mammal: animals with fur or hair that make milk observe her behaviors to learn more about to feed their young what guinea pigs need to survive. Students Predator: an animal that eats another animal are responsible for feeding her, keeping her Rodent: a mammal with front teeth that continue to bottle full of fresh water, making sure she grow has something to chew on and changing out her Suitable: fitting for a situation newspaper bedding. Students are even able to Wild: animals that have not been tamed and live in take Alice home on the weekends, if they fill out a natural environment a questionnaire showing their house is suitable and get a permission slip signed by their parent/ Activity 1: guardian. Part of the reason my students miss her Researching Guinea Pigs so much is that she has become so much a part of 45 minutes their daily routine! 1. Either as a class, or in groups, spend time researching guinea pigs in books, magazines This got me thinking...when trying to solve a crime or on websites. Students should try to find the it is just as important to know about the missing answers to the following questions: person, in this case Alice, as it is to know about • What kind of animal is a guinea pig? potential suspects. Do you know much about • What kind of habitat does a guinea pig need? guinea pigs? Specifically it is important to know: • What is the diet of a guinea pig? • What animals are potential predators for a • what kind of animal is a guinea pig guinea pig? 2. Have students work in small groups to create • the diet of a guinea pig, or what it eats informational posters about guinea pigs. 3. Have groups present their posters to the class. • t he habitat of a guinea pig, or where it lives • a ny potential predators, or animals that might want to eat a guinea pig • the difference between domestic and wild animals, and their ability to survive without help There are lots of places that you can go to learn more about guinea pigs: zoo websites, books, the pet store. I’m thinking that if you know more about Alice, then you will better be able to figure out where she is right now! Come to think of it, I’ll send along the completed 66  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Researching Rodents: Discovering a Guinea Pig’s Survival Needs Lesson 7 Activity 2: but I don’t think that is the same thing as being A Suitable Home for Alice? allergic to them. 15 minutes Are you able to provide Alice with fresh water? 1. Read Suspect #1’s questionnaire responses to the Yes class. Have students follow along in their Student Books. Do you have space in your refrigerator to store Alice’s fruits and vegetables? 2. Using the information provided, check off the Yes! I love apples and green peas. We have lots of spaces on the Suitability Checklist. them at my house. I can’t wait to see if Alice loves them, too. SUSPECT #1 Questionnaire Response Are you willing to play with Alice twice a day over the weekend? Is anyone in your family allergic to pet hair? I’ll be really good about playing with Alice. I’m not sure. My mom and dad said that I couldn’t Especially if it’ll show my big sister that I’m good at get a dog because my little brother is allergic to taking care of pets. She doesn’t think that I am old mammals. I know a dog is a mammal. Is a guinea enough to do a good job. pig? They seem so different. Are there any other animals or pets living in your Are you able to provide Alice with fresh water? home? Yes My sister has a pet snake, but she won’t let me ever help out with it. It’s not fair! I’d like Alice to be my Do you have space in your refrigerator to store pet over the weekend. Alice’s fruits and vegetables? Yes, our refrigerator is very big. Also, I don’t like SUSPECT #3 vegetables, so I’m happy to give Alice all of them off Questionnaire Response of my own plate. Hopefully she likes broccoli a lot! Is anyone in your family allergic to pet hair? Are you willing to play with Alice twice a day over No one. the weekend? YES! I know from Mrs. Hawkins’s class that guinea Are you able to provide Alice with fresh water? pigs are very social animals. I’m excited to spend Yes! I will take the best care of Alice ever. I love her some time with Alice if she can come home with me. so much. I’ll run and get water for her every hour, if I need to. Are there any other animals or pets living in your home? Do you have space in your refrigerator to store No, this is why I really, really, really want Alice to be Alice’s fruits and vegetables? able to come over to visit my house on the weekend. I can clear off a whole shelf in my refrigerator for I’d really love a dog, like I said, but my mom still Alice. She can share my salad and cucumbers. says no. Are you willing to play with Alice twice a day over SUSPECT #2 the weekend? Questionnaire Response Yes, yes, yes! I want to play with Alice all the time. In fact, I wish she were mine so that I could always play Is anyone in your family allergic to pet hair? with her. No. My Grandpa says he doesn’t like little animals, Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  67

Lesson 7 Researching Rodents: Discovering a Guinea Pig’s Survival Needs Are there any other animals or pets living in your did not take Alice? home? • “How does the information on the Suitability No, but my neighbor has a pet guinea pig of her own. We could have guinea pig play dates! Checklists help us?” SUSPECT #4 Clean-up Questionnaire Response 5 minutes 1. Put away poster supplies and books. Is anyone in your family allergic to pet hair? 2. Wipe down tables and sweep up any paper No, we are really lucky! I already have a guinea pig at scraps. home and it doesn’t bother anyone. Are you able to provide Alice with fresh water? Other Directions, Discussions Yes, that will be easy. My house is already set up with and Destinations an enclosure for my guinea pig. Alice can just share. 1. Survey the class to find out what the most Do you have space in your refrigerator to store popular type of pet is. Use the results to make a Alice’s fruits and vegetables? bar graph. Help students discuss the results. Are Since I already have my own guinea pig in my room, these animals domestic or wild? I keep a small refrigerator in there. The only thing in that refrigerator is fruits and veggies for my pet. 2. Watch live-streaming videos of guinea pigs. Alice will have lots to eat! Spend time observing the movements, behaviors and interactions of live guinea pigs. Create a Are you willing to play with Alice twice a day over behavior observation chart with the time in the the weekend? left column and a space to write in the behavior Yes. Did you know guinea pigs are very social? Alice in the right column. Try to check the guinea pigs can hang out with me and my guinea pig. We will all at the same time each day. Do you notice any keep each other company. behavioral patterns? When do they eat? When do they sleep? http://original.livestream.com/ Are there any other animals or pets living in your gpigs home? Yes, my own pet guinea pig who is very friendly... 3. Learn more about how guinea pigs maybe just a little lonely. We’d love another guinea communicate. This website provides video pig to play with. clips of different guinea pig sounds and an explanation for what each sound means. Wrap-up https://guineapigsaustralia.com.au/sounds. 10 minutes htm 1. Discuss the activity, allowing students to share Notes their perspectives with the class. _______________________ • “Are all of the suspect’s homes suitable for a _______________________ guinea pig? Why or why not?” _______________________ • “Does having a check in all of the boxes mean that the suspect took Alice? Does missing a check in one of the boxes mean that the suspect 68  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 7 SR euaitdabelaechHoAsmusepSeCchute’isctkqaluisebtsltfeioornnHeaaicorhemsaunesdpuefsceot’srthheoAminlefi.ocrema?tion to complete the SUSPECT #1 Is anyone in your family allergic to pet hair? I’m not sure. My mom and dad said that I couldn’t get a dog because my little brother is allergic to mammals. I know a dog is a mammal. Is a guinea pig? They seem so different. Are you able to provide Alice with fresh water? Yes Do you have space in your refrigerator to store Alice’s fruits and vegetables? Yes, our refrigerator is very big. Also, I don’t like vegetables, so I’m happy to give Alice all of the ones off of my own plate. Hopefully she likes broccoli a lot! Are you willing to play with Alice twice a day over the weekend? YES! I know from Mrs. Hawkin’s class that guinea pigs are very social animals. I’m excited to spend some time with Alice if she can come home with me. Are there any other animals or pets living in your home? No, this is why I really, really, really want Alice to be able to come over to visit my house on the weekend. I’d really love a dog, like I said, but my mom still says no. Suspect # 1: Suitable Home Checklist X No family members allergic to pet hair X Fresh water X Able to store fresh fruits and vegetables No potential guinea pig predators Copyright © Community Learning LLC. All rights reserved. Student Book Page  46 Instructor’s Guide  69

Lesson 7 SUSPECT #2 Is anyone in your family allergic to pet hair? No. My Grandpa says he doesn’t like little animals, but I don’t think that is the same thing as being allergic to them. Are you able to provide Alice with fresh water? Yes Do you have space in your refrigerator to store Alice’s fruits and vegetables? Yes! I love apples and green peas. We have lots of them at my house. I can’t wait to see if Alice loves them too. Are you willing to play with Alice twice a day over the weekend? I’ll be really good about playing with Alice. Especially if it’ll show my big sister that I’m good at taking care of pets. She doesn’t think that I am old enough to do a good job. Are there any other animals or pets living in your home? My sister has a pet snake, but she won’t let me ever help out with it. It’s not fair! I’d like Alice to be my pet over the weekend. Suspect # 2: Suitable Home Checklist X No family members allergic to pet hair X Fresh water X Able to store fresh fruits and vegetables No potential guinea pig predators Student Book Page  47 Copyright © Community Learning LLC. All rights reserved. 70  Instructor’s Guide

Lesson 7 SUSPECT #3 Is anyone in your family allergic to pet hair? No one. Are you able to provide Alice with fresh water? Yes! I will take the best care of Alice ever. I love her so much. I’ll run and get water for her every hour, if I need to. Do you have space in your refrigerator to store Alice’s fruits and vegetables? I can clear off a whole shelf in my refrigerator for Alice. She can share my salad and cucumbers. Are you willing to play with Alice twice a day over the weekend? Yes, yes, yes! I want to play with Alice all the time. In fact, I wish she were mine so that I could always play with her. Are there any other animals or pets living in your home? No, but my neighbor has a pet guinea pig of her own. We could have guinea pig play dates! Suspect # 3 : Suitable Home Checklist X No family members allergic to pet hair X Fresh water X Able to store fresh fruits and vegetables X No potential guinea pig predators Copyright © Community Learning LLC. All rights reserved. Student Book Page  48 Instructor’s Guide  71

Lesson 7 SUSPECT #4 Is anyone in your family allergic to pet hair? No, we are really lucky! I already have a guinea pig at home and it doesn’t bother anyone. Are you able to provide Alice with fresh water? Yes, that will be easy. My house is already set up with an enclosure for my guinea pig. Alice can just share with him. Do you have space in your refrigerator to store Alice’s fruits and vegetables? Since I already have my own guinea pig in my room, I keep a small refrigerator in there. The only thing in that refrigerator is fruits and veggies for my pet. Alice will have lots to eat! Are you willing to play with Alice twice a day over the weekend? Yes. Did you know guinea pigs are very social? Alice can hang out with me and my guinea pig. We will all keep each other company. Are there any other animals or pets living in your home? Yes, my own pet guinea pig who is very friendly…maybe just a little lonely. We’d love another guinea pig to play with. Suspect # 4 : Suitable Home Checklist No family members allergic to pet hair X Fresh water X Able to store fresh fruits and vegetables X No potential guinea pig predators X Student Book Page  49 Copyright © Community Learning LLC. All rights reserved. 72  Instructor’s Guide

Lesson 7 Who Dunnit? Phloamcee an X in the Suitable Home for Alice column if you feel the suspect’s is a perfect place for Alice to visit. Leave the column blank if the suspect’s home is not good for Alice. Suspect Suitable Home 1 for Alice 2 3X 4X Copyright © Community Learning LLC. All rights reserved. Student Book Page  51 Instructor’s Guide  73

Lesson 8 Following Colorful Clues: Making Orange Paint 74  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 8 Following Colorful Clues: Making Orange Paint OBJECTIVES • 1 beaker each of red, yellow, and blue Students will: paint on a foam plate • Recognize that the properties of objects • 4 empty small beakers, 2 per foam plate can change, including color • 8 wooden stir sticks • 4 paper towels • Combine primary colors to create 5. Put Mrs. Hawkins’s letter in the Evidence secondary colors Envelope. 6. Divide students into groups of four. • Measure the volume of a liquid using appropriate tools Notes for the Instructor Color is a wonderful and enriching part of our world! MATERIALS Just open a box of crayons, admire a stained glass Instructor: window, look through a kaleidoscope or at a field of wildflowers. Colors are plentiful! It is thought that the • Red, blue, yellow tempera paint powder human eye can distinguish millions of different colors. • 1 beaker with handle (1,000 mL) One of the most fascinating things about colors is • 24 beakers (250 mL) how they mix together. In fact, all colors originate • 1 coffee scoop (2 Tbsp. measure) from three primary colors. The primary colors in • 1 large mixing spoon additive mixing of pigments are red, yellow and blue. • Flip chart Two primary colors mixed together create secondary • Marker colors: purple, green, and orange. Adding a tint • Copy of letter from Mrs. Hawkins (white) or a shade (black) can make more variations • Evidence Envelope addressed to school of each color. Students (groups of four): In this activity, students will figure out which • 4 beakers (250 ml) suspect was most likely to have left behind • 3 foam plates orange paint smudges by mixing together • 1 set of suspect stickers different primary colors of paint. Students will be • 8 wooden stir sticks challenged to follow a procedure in the correct • 4 paper towels (not supplied) order. They will need to measure volume accurately • Student Books using the standard unit of milliliters. They will • 4 pencils record their process and findings by dabbing each PREPARATION color of paint onto color mixing equations in their 1. Pour 1,000 ml of water into the large beaker student books. Students will discover that: and add 6 tablespoons of red tempera paint • red + blue = purple powder. Mix well until powder is dissolved. • yellow + blue = green Note that powder clumps easily at the • red + yellow = orange bottom of beaker. Paint will be opaque, but • red + yellow + blue = brown (maybe) still have a watery consistency. 2. Pour 200 ml of red paint into each of eight Instructor’s Guide  75 250 mL beakers. Set aside. 3. Rinse out large beaker and repeat steps 1 and 2 with yellow paint and then blue paint. 4. Set up materials for each group: Copyright © Community Learning LLC. All rights reserved.

Lesson 8 Following Colorful Clues: Making Orange Paint This activity is a lot of fun for students as they mix Milliliter (mL): a standard unit of measurement for two or three colors to make a completely new color. volume; 1/1000th of a liter It also demonstrates how properties of an object, in Primary Colors: colors that can be mixed to make this case color, can change. all other colors (red, yellow, blue) Notes for the Students Secondary Color: a color that results from mixing two primary colors (orange, purple, green) Dear Students, Volume: the amount of space that a liquid takes up when in a container Do you remember seeing the orange paint smudges I found in my classroom the day Alice Activity 1: Mixing Paint Colors was taken? I did some investigating and found out 30 minutes that all four of our suspects were near or working 1. Divide students into groups of four. Read the with paint that fateful afternoon! Unfortunately, Notes to the Students section to the class. Have none of them were working with orange paint. students follow along in their Student Books. As Still, I feel that the paint could help us figure out you read the letter from Mrs. Hawkins, ask them where Alice is…so we need to study it further. to underline the colors that each suspect had Here is what I know: access to. 2. In the Mixing Paint Colors section of their Suspect #1’s class had been working on posters Student Books, ask each student to begin the for the school’s food drive. That very morning color equation for each suspect by recording the Suspect #1 finished a beautiful poster using red colors underlined in Mrs. Hawkins’s letter. For and blue paint. example, red plus blue for suspect # 1. 3. Leave each Student Book open and accessible at Suspect #2’s gym class was playing on the soccer one end of the work area, away from the paint. field the day Alice was taken. The school rock 4. Next have each group use stickers to label four is right next to the soccer field. The rock was empty 250 mL beakers with a suspect sticker. Be freshly painted that afternoon with the school sure to place the stickers in an area where there colors — red, blue and yellow are no measurement marks. Place Suspect # 1 and # 4 beakers on one plate and Suspect # 2 and Suspect #3 has been working on a model of the # 3 beakers on the second plate. solar system for her science project. In her desk 5. Volume is the amount of space that a liquid, at school, we found yellow and red poster paint. She in this case paint, takes up when it is in a used the paint to decorate her model of Jupiter. container. As a class, look at the measurements on the side of the beakers. A milliliter is one Suspect #4 was in art class right before Alice way to measure volume. It is standardized; disappeared! The painting he claimed to be meaning that one milliliter always equals the working on that afternoon is of a field of yellow same amount. This allows scientists to share wildflowers in a blue vase. information with one another and mean the same thing. Point out the 50, 100, and 200 ml None of these paint colors points to our suspects. marks on the beaker. But perhaps we could test the paint colors together? I leave it to you, my forensics team! However, please remember that it is important to follow an exact procedure and record your results. That is the only way that others will be able to recreate your experiment later to verify the results! Mrs. Hawkins Vocabulary: Equation: a mathematical sentence that uses an = sign to show that both sides of the problem are equal 76  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Following Colorful Clues: Making Orange Paint Lesson 8 6. Have each group: 8. Next students should complete this process for Suspect # 3 using yellow and adding red. • Pour 50 mL of red paint into the beaker Remind students to make a color dab for labeled Suspect # 1. Demonstrate pouring: each yellow and red and then the resulting hold the beaker with your non-dominate combination. Be sure to label the new color in hand and mark the 50 mL line with your the equation. fingertip. Pour with your dominate hand. 9. Lastly, ask students to follow the process for • Ask a student to stir the paint well and then Suspect # 2 using three colors. Repeat all of use the wooden stir stick to place a SMALL the steps in number six (mixing blue and red drop of paint on the end of each student’s paint) then add an additional 50 mL of yellow index finger on his or her non-dominate hand. paint. Have students dab and label their color discoveries. Ideally, the three primary colors • Return the red wooden stick to the foam mixed together create brown. The quality and plate. quantity of pigment alters this result. Discuss the results of each group and label the color with • Each student should dab red paint into Suspect the most accurate description (i.e. blue green, if # 1’s color equation box labeled red. Smear the that’s what they get). paint gently within the box so that it can easily dry. Wipe fingers with paper towel. Color Mixing Overview red, yellow, blue = primary colors • Ask another student in each group to stir the purple, orange, green = secondary colors blue paint and then give each student a dab mix two primaries colors and get a secondary color of blue paint on their middle finger. Use the foam plate to set down used stir sticks. Foam Suspect Color 1 Color 2 Color 3 Mix Plates Order yellow Results • Students should dab the blue paint into 1 1 red blue purple Suspect # 1’s color equation and then dry 2 yellow blue green their fingers. 2 3 yellow red orange 4 red blue brown? • Discuss what mark a student should pour to if 50 ml of blue paint were added to the beaker Activity 2: Who Dunnit? with the red paint (100 mL). 15 minutes 1. Give students time to record any additional • Pour 50 mL of blue paint into the red paint. thoughts on the blank My Observations page. • Observe the color change and then mix the 2. Ask students to complete the Who Dunnit? chart. 3. Let students discuss which suspect they think is new color well with the wooden stir stick. responsible for Alice’s disappearance. Encourage • Allow students to share their reactions about discussion with questions like: • What does the paint evidence from the the change in color. classroom tell us? Which suspect’s color • Each student should complete the color combination made orange? Did any other suspect have the ability to make orange - equation for Suspect # 1 by placing a purple dab after the equal sign. • Dry off fingers and record “purple” under the purple box. 7. Students should complete this process for Suspect # 4 using yellow and adding blue (see overview). Remind students to make a color dab for each yellow and blue and then the resulting combination. Be sure to label the new color in the equation. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  77

Lesson 8 Following Colorful Clues: Making Orange Paint in other words, did anyone else have access to 3. Can you think of other information that might yellow and red paint? help you make a better decision? • How does the paint evidence fit in with the other evidence from the case? (Students may Clean-up look back at previous Who Dunnit? charts.) 5 minutes • Do you think the paint evidence is more, less 1. Save tempera paint colors if you would like to or equally important to the other evidence? use them for the Other Directions, Discussions Share your reasoning. and Destinations portion of the activity. 4. Choose a person in the class to make an argument Otherwise, pour paints down the sink. Rinse for why one of the suspects is guilty of taking with water. Alice. Allow a second, third and fourth student to 2. Rinse and dry beakers. Return them to kit. do the same for each of the other suspects. 5. Make a Who Dunnit? grid on the flip chart. 3. Throw away wooden stir sticks and used paper Explain that each person will get to vote for towels. one suspect they think is guilty of taking Alice. Demonstrate counting with tally marks. Record 4. Wipe down any paint from work surfaces. the guilty votes in tally marks per suspect. 5. Ensure that Student Book pages are dry before Who Took Alice? closing them. Suspect # Student Votes 6. Collect pencils. 1 I 2 III Other Directions, Discussions 3 III and Destinations 4 IIII 1. Use the different colors created during the activity to paint a picture. While you are Wrap-up painting ask students to recall what the three 10 minutes original colors of paint were. How many colors do we have now? How many new colors show up 1. Hang the Who Dunnit? voting chart up in the as the paints mix in your art? classroom. 2. Make rainbow fruit smoothies! Choose two different colored fruit or vegetable ingredients 2. Discuss the activity by asking: (red=strawberries, spinach/kale=green, blueberries=blue, etc.). Add these to a blender with • Which suspect did the most students in our a little bit of plain yogurt and ice. Before blending, class think took Alice? Which suspect did the have students guess what color the smoothie will fewest students in our class think took Alice? be. Blend, notice the new color, and enjoy! 3. Make or buy play dough in red, yellow and • Are you in the majority — did you vote like blue. Have students mix together small bits at a most of the class? How does this make you feel? time. How many colors of play dough can you create? Build something beautiful with your new • If you were in the minority — meaning you rainbow of dough! didn’t vote like most of the class, how did this make you feel? • How certain are you that the suspect you voted for took Alice? Did the class discussion influence your vote? If so, how? 78  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 8 Mixing Paint Colors Suspect Color Equations 1. Read Mrs. Hawkins’s letter and underline the colors that each suspect may have used. 2. R ecord these colors on the lines below each rectangle for all suspects. 3. D ab a small amount of each color being mixed into the equation boxes. 4. Dab a small amount of the new color into the box after the = sign. Suspect # 1: += Suspect # 2: + = Copyright © Community Learning LLC. All rights reserved. Student Book Page  53 Instructor’s Guide  79

Suspect # 3: Lesson 8 Mixing Paint Colors Suspect Color Equations += Suspect # 4: + = Student Book Page  54 Copyright © Community Learning LLC. All rights reserved. 80  Instructor’s Guide

Lesson 8 Who Dunnit? hPlaadceacacneXssintothcoeloArbslethtaotMcoaukledOmraaknegeorPaanignet.cLoeluamven if you feel the suspect the column blank if the suspect did not have access to these colors. Suspect Able to Make 1 Orange Paint 2 3X 4 Copyright © Community Learning LLC. All rights reserved. Student Book Page  56 Instructor’s Guide  81

Lesson 9 Weighing the Evidence: Testing the Scales of Justice 82  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 9 Weighing the Evidence: Testing the Scales of Justice OBJECTIVES blindfold represents the objectivity, or unbiasedness, Students will: of the court system. The scale represents the • Identify whether or not the number in a weighing of evidence in each case. The sword group is greater than, equal to, or less than represents punishment. Often the sword is pointing the number in another group down, symbolizing that punishment always comes • Use a balance to compare two different after the trial, never before. weights Students will use balances to literally weigh the • Describe measurable properties of an evidence of each suspect against one another. Not object, including weight only will this give your students a chance to use a common measurement tool in science, it will MATERIALS provide a visual to help them formulate their own Instructor: conclusions. This activity is a great one to begin discussing the • crime scene video importance of objectivity, or an unbiased nature, in • Copy of suspect photos science. As people, scientists may have a hypothesis • 3 copies of Lady Justice that they hope to prove. They may even want the • 2 plastic cups data to show a particular outcome. However, a good • 1 set of cubes in assorted colors conclusion is not based on the desires of the scientist. • 1 monetary bill, in any denomination or a Instead it is based purely on what the data shows. Similarly, your students may have a certain suspect business card that they feel is guilty. It may feel like “winning” Students (groups of fifteen): if they have the right suspect in mind. However, • 1 pan balance when it is time to weigh the evidence, these opinions • 4 index cards don’t count. Students will only add a weight to • Marker the pan if the evidence links the suspect to Alice’s • 15 pencils disappearance. • Student Books PREPARATION Notes for the Students 1. Pass out a photo of Lady Justice to each (Refer to the image of Lady Justice) group. Have you ever seen a statue or picture like the photo 2. Display the suspect photos in the classroom. in front of your group? Her name is Lady Justice. 3. Place six centimeter cubes in each of the She is often placed around court buildings, where people go to have a fair trial when they are charged plastic cups. with doing something wrong. A fair trial is one that uses the best possible methods to make sure Notes for the Instructor that innocence (having done nothing wrong) and guilt (having committed a crime) are determined Lady Justice is a common symbol for the judicial correctly. system in the United States today. She is depicted as a statue outside of many court buildings. Her origins Instructor’s Guide  83 date back to mythological Greek and Roman times. Lady Justice is often blindfolded while holding a scale in one hand and a sword in the other. The Copyright © Community Learning LLC. All rights reserved.

Lesson 9 Weighing the Evidence: Testing the Scales of Justice Lady Justice is a symbol, or an object that stands Gram: a standard unit of measurement for weight = for something else. Other symbols that might be to 1/1,000 of a kilogram. A small paper clip weighs familiar to you are a heart, a peace sign, or the about one gram. recycling symbol. Discussion Questions: Guilt: having committed a crime “Why is Lady Justice blindfolded?” Guilty: responsible for a wrongdoing • The blindfold that Lady Justice wears is a Innocence: having done nothing wrong symbol of treating everyone fairly, no matter what they look like, how old they are, if they Innocent: not being guilty of a crime are rich or poor, or where they come from. She does not see these things, only the facts Symbol: an object that stands for something else of the case. Trial: a formal examination of evidence before “What is she holding and why?” a judge, and usually a jury, to decide guilt in a • The scale is a symbol of weighing the evidence criminal case in a trial. Activity 1: • Her sword is a symbol of punishment. It is Analyzing the Evidence 15 minutes pointed down because no one should be punished before given a fair trial. 1. Read the Notes to the Students section to the class. Mrs. Hawkins has sent us all of the information and evidence she has from the day Alice disappeared. 2. Say, “Before we begin to weigh the evidence, let’s You have worked hard to analyze all of it and figure go back and watch the video sent in from Mrs. out what really happened that day. Each of you has Hawkins the day Alice was taken. It will help us really grown in your skill as a forensic scientist. make sure that we have explored all of the Now is the most important part of all—putting it evidence.” Watch the crime scene video. all together. Alone, the pieces of evidence lead us in different directions. But what about when we see all 3. Turn to Analyzing the Evidence and study the the pieces of evidence together as one big picture? evidence chart. Explain that each row belongs to What does it say? To find out, you will need to weigh a suspect in the case. Each column belongs to the evidence against each suspect. one of the pieces of evidence the group has Let’s get to work, forensics team! studied so far: Vocabulary • alibi • figurine direction Balance Scale: a tool used for weighing with a beam • shoe print that holds two pans; one for standard weights, the • suitable home for Alice other for the object being weighed • orange paint smudges Fair Trial: a trial that uses the best possible 4. Ask: “Is there anything we didn’t look at?” methods to make sure that innocence and guilt are Students should notice that the lemon smell was determined correctly not explored. Ask students to theorize why they have not been able to examine a smell? 84  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Weighing the Evidence: Testing the Scales of Justice Lesson 9 5. As a class, go through and fill in the Evidence 5. Demonstrate how to level the balance. At this Chart beginning with evidence from Lesson stage both pans should be empty and even with #4. Note that upon reading the students’ one another. alibis, all suspects had the means, motive, and opportunity to commit the crime. Have students 6. Hold up one centimeter cube and tell students flip back in their Student Books to the tables that it is also a gram weight. Explain that a at the end of each lesson. Place a check mark gram is a standard unit for measuring weight. on the Evidence Chart in the space for each Standard means that one gram will always equal suspect if the evidence linked the suspect to one gram. Place a bill (any denomination) or a Alice’s disappearance. Leave the space blank if business card on one side of the scale and the the evidence did not link the suspect to Alice’s gram weight on the other. They should weigh disappearance. If information is unknown or approximately the same. missing, put a question mark in the space. The completed chart should look like this: 7. Working as a group, students will take turns weighing the evidence against the first two Alibi Figurine Shoe Print Suitable Able to Make Lemon Smell suspects. They will accomplish this by adding Direction Home Orange Paint a gram weight to the pan for every “X” a ? suspect has (reading across the chart). If the Suspect #1 X evidence does not link the suspect to Alice’s Suspect #2 X ? disappearance (no “X”), do not add anything Suspect #3 X to the pan. Do this for all of the evidence per Suspect #4 X XX X? suspect (alibi, figurine direction, shoe print, XX suitable home for Alice, and orange paint ? smudges). For example, each suspect will receive one gram for their alibi since they all have an Activity 2: “X” in that column. Question marks (“?s”) will Weighing the Evidence not be weighed as evidence. 20 minutes 8. After weighing all of the evidence of the first 1. Divide students into two groups. Give each two suspects, determine who is more likely to be group a balance and a cup of centimeter cubes. involved with Alice’s disappearance. This suspect will be the one with more weights in the pan. 2. Have each group fold four index cards in half Reserve this suspect’s index card for the final lengthwise to create a small table tent. Use a round. marker to label each card with Suspect #1-4. 9. Empty the pans on the balance and re-level the 3. Begin by choosing which two suspects will be balance to zero. weighed against one another first. Note that regardless of the order, the end result should be the 10. Next compare the remaining two suspects (those same. It is up to the instructor whether to have the not used in the first round) to one another using whole class proceed in the same order, or to vary the same procedure in step 7. the order by group and then compare the results. 11. For the final round, the groups will be 4. Place the index card on the table in front of comparing the two suspects who had the most the balance pan representing each of the first weight, or evidence, pointing against them in two suspects. Make sure the card is not on or Round 1 and Round 2. Repeat the procedure in touching the balance itself, as this will skew the step 7 to determine which suspect is the most results. Explain that the evidence against the first likely to be involved in Alice’s disappearance. suspect will be added to the first side and the evidence against the second suspect chosen will be added to the other side. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  85

Lesson 9 Weighing the Evidence: Testing the Scales of Justice 12. Ask each group to discuss the results. Allow Notes groups to share who they believe is involved in Alice’s disappearance. Collect the gram weights. _______________________ _______________________ 13. Once the class has reached a consensus, let _______________________ them know that you will call Mrs. Hawkins immediately after school to let her know what the class has determined. Wrap-up _______________________ 10 minutes _______________________ _______________________ Ask, “How do you feel about the result today? How _______________________ does it feel to accuse someone of doing something _______________________ wrong?” Allow students to share their reactions to _______________________ narrowing the suspects down. Some students may dislike “getting someone in trouble” or pointing the finger at someone. Others may feel excited to have “uncovered” the truth. Discuss the role for each of these emotions in the justice system. Clean-up _______________________ 5 minutes _______________________ 1. Return all other materials to the kit. _______________________ _______________________ Other Directions, Discussions and Destinations 1. Choose an assortment of objects from around _______________________ the classroom. Challenge groups to put the _______________________ objects in order from lightest to heaviest just _______________________ based on their sense of touch. Then, use the _______________________ balance and gram weights to determine how _______________________ many grams each object weighs. Put the objects _______________________ in the correct order from lightest to heaviest. _______________________ How well did students order the items using _______________________ their sense of touch? 2. Challenge students to build the strongest bridge they can out of newspaper and masking tape. Encourage them to try folding, draping, rolling and stacking the paper as they build. See how many gram weights each bridge can hold. Challenge students to re-work their bridge to hold more gram weights. 86  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.