Cookie Jar Mystery Instructor's Guide

Let’s Talk: Questioning the Suspects Lesson 11 of your team. In order to stay unbiased in the case, it change? Where is a suspect evasive or over- is important to give each investigative team a chance informative? to draw its own conclusions. Please do not discuss the case outside of your class! Activity 2: Organizing Information of Suspects’ Statements Vocabulary 20 minutes 1. Divide students into groups of two. Body Language: how a suspect holds herself during an interview 2. Have groups complete the table called Activity 2: Means: the resources to do something. Ex. A suspect Summary of Suspect Statements on Student Book has a boat, therefore he has the means to access the page 66. If students in a group disagree, encourage island where the crime occurred them to share supporting evidence of their ideas. Motive: the inner drive, or reason, that causes a suspect to commit a crime. Ex. A man who feels 3. Next, have students find the map in Activity 2: angry that his neighbor is always raking leaves on Floor Plan of School on Student Book page 67. to his property has a motive to cut down all his Ask the groups to locate and label each person’s neighbor’s trees in the middle of the night supposed location during the time the crime took place. Use the suspect’s number to mark his or her location. Interview: a question and answer session between 4. Lastly, considering the chart and the map, two people, used to obtain information challenge students to develop a theory of the crime. They should name a suspect that they Opportunity: a combination of circumstances think is responsible for the crime and identify that are favorable for a purpose. Ex. freshly baked his/her means, motive, and opportunity. They brownies were left on the counter when the boy should also develop a storyline about how they came home from school and there was no one crime unfolded. around to tell him not to eat them, so he did Wrap-up Statement: a record written by an individual that 10 minutes describes his whereabouts and actions during a 1. As a class, discuss the results of today’s lesson. specific period of time Allow groups that are interested to share their theory of the crime, including identifying the Activity 1: guilty suspect, and his/her means, motive, and Reading of the Suspects’ Statements opportunity. Students can also explain how they 40 minutes think the crime unfolded. 1. Read “Notes for the Students” section to class. 2. Does everyone have the same theory? Encourage 2. Select students to read aloud the statements students to defend their idea by pointing out made by the suspects. The rest of the students supporting evidence. should follow along on Student Book pages 62- 65. As they are listening, encourage students to 3. How are suspect statements helpful during an underline any part of the statement that sounds investigation? questionable. 4. If you were the investigator that conducted the 3. Give students time to share anything in the interviews based on each suspect’s statement, statement that they found questionable or a what areas would you focus on? What questions deviation from “the norm.” Where do pronouns might you ask? Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  87

Lesson 11 Let’s Talk: Questioning the Suspects 5. Based on the suspect statements, do you feel NOTES comfortable accusing someone of the crime? _______________________ 6. How do your results today line up with all of the _______________________ other evidence collected in this case? _______________________ Clean-up _______________________ 5 minutes _______________________ _______________________ • Return materials to the kit. _______________________ Other Directions, Discussions and _______________________ Destinations _______________________ _______________________ 1. Learn more about the techniques police use to _______________________ spot deception in an interview. Meet with a local _______________________ policeman. Ask him what it is like to conduct ______________________ a suspect interview. What techniques are most _______________________ helpful? _______________________ _______________________ 2. Test your statement analysis skills at http://www. _______________________ statementanalysis.com. _______________________ _______________________ 3. Have you ever wondered how a lie detector _______________________ works? Check it out at http://www. howstuffworks.com/lie-detector.htm. 4. There are other ways to tell if someone is being deceptive or hiding information by the way they behave. Learn all the signs at http://www.blifaloo. com/info/lies.php. You can find more resources and the most up- to-the-minute links by visiting our website at CommLearning.com and clicking on The Cookie Jar Mystery course kit. NOTES _______________________ _______________________ _______________________ _______________________ 88  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 11 Activity 1: Suspect Statements EXHIBIT K STONE RIDGE SCHOOL DISTRICT Voluntary Statement Date:________________________________________________________________ Student name(#1):__________________________________________________ Address:____________________________________________________________ Grade level:_________________________________________________________ On Thursday, I ate lunch with my friends in the cafeteria. I scarfed down my food ‘cuz I really wanted to go outside. I was leaving the cafeteria and ran into Coach Flynn. He wanted me to stay after school and practice my foul shots before the rest of the team came to practice. My last class of the day was Mrs. Randall’s. I came late because I had to stop at my locker and get my basketball stuff so I could go straight to the gym after class. Mrs. Randall said she baked cookies last night. She handed back our science test, and then she took out her keys and tried several before she found the right one. She unlocked her storage cabinet. It was hard for her to reach the top shelf, and she struggled to set her full cookie jar on the desk. Every student who got an “A” got a cookie from Mrs. Randall’s dole. That was NOT me. It totally stinks! She didn’t offer anyone else a Scookie. She put the cookie jar back in the cabinet. I left Mrs. Randall’s class and went to my gym locker. I couldn’t get it open ‘cuz it gets jammed a lot so I carry a mini-screwdriver with me. I changed, went to the gym, and started practicing my shots for awhile. Ahmad came and we were shooting hoops when we heard the sound of something breaking. Just then three other kids came, and I guess I got distracted. I feel bad that someone broke into the classroom. I have never eaten one of Mrs. Randall’s cookies and I guess I never will. Margaret Miller Devon Daniels statement transcribed by school secretary interviewed by school principal Student should sign on reverse once he/she has read and agreed to above contents. Copyright © Community Learning LLC. All rights reserved. Student Book Page 38 Instructor’s Guide  89

Lesson 11 Activity 1: Suspect Statements EXHIBIT L STONE RIDGE SCHOOL DISTRICT Voluntary Statement Date:________________________________________________________________ Student name(#2):__________________________________________________ Address:____________________________________________________________ Grade level:_________________________________________________________ I have Mrs. Randall’s class third period. I knew she must have baked cookies because we were getting back a test and the class smelled sooo good! Mrs. Randall keeps her cookies locked in her storage cabinet until after she gives out the tests. I always get an A, so I always get a cookie. Mrs. Randall asked me to lift the cookie jar from her shelf and put it on her desk. I like to help give out the cookies too. As long as I use a napkin, Mrs. Randall will let me. She even lets me put the cookie jar back in the cabinet and lock the lock. Next, I went to lunch hungry after handing out all those cookies. My mom packed Ssoup, and it wasn’t enough. After school, I was in the library reading. I had just started the new Lemony Snicket book, The Grim Grotto. I wanted to find out what happened to the Baudelaire orphans. I was really upset third period the next day when Mrs. Randall explained that the cookie jar was broken and only a note was left. I would always get an “A” because I wanted a cookie and I like to hand them out. I hope there will be more cookies. Margaret Miller Devon Daniels statement transcribed by school secretary interviewed by school principal Student should sign on reverse once he/she has read and agreed to above contents. 90  Instructor’s Guide Student Book Page 39 Copyright © Community Learning LLC. All rights reserved.

Lesson 11 Activity 1: Suspect Statements EXHIBIT M STONE RIDGE SCHOOL DISTRICT Voluntary Statement Date:________________________________________________________________ Student name(#3):__________________________________________________ Address:____________________________________________________________ Grade level:_________________________________________________________ My stupid alarm didn’t go off. I skipped breakfast and made it to school. I have Mrs. Randall’s class first thing and I might have been five minutes late or so. I smelled the cookies as soon as I got in the room. It reminded me we were getting the test back. I didn’t want my test back. No chance of cookies. Mrs. Randall already had the cookies on her desk. She asked everyone who got an A to take one. Then she locked them back in the cabinet. After school I can’t really remember what I did. Oh yeah, I went to the playground. I was looking for a stupid silver maple tree. I needed it for my plant project. I found Sthe tree but I couldn’t reach the branch. I climbed it but I still couldn’t reach. I remembered I had my dad’s keys so I could get in after school. He had a small Swiss army knife on his key chain. I took it off and climbed the tree again. Tried using it to cut the branch and nicked my finger but got the dumb leaf off anyway. I didn’t go back into school after that, why would I? Went home to get something to eat. That was about it. Margaret Miller Devon Daniels statement transcribed by school secretary interviewed by school principal Student should sign on reverse once he/she has read and agreed to above contents. Copyright © Community Learning LLC. All rights reserved. Student Book Page 40 Instructor’s Guide  91

Lesson 11 Activity 1: Suspect Statements EXHIBIT N STONE RIDGE SCHOOL DISTRICT Voluntary Statement Date:________________________________________________________________ Student name(#4):__________________________________________________ Address:____________________________________________________________ Grade level:_________________________________________________________ We were very rushed that morning. My mom gave us a ride to school because my sister didn’t set the alarm. I pretended I was in a limo and filed my nails. I like to sit in the back seat alone so I look like a famous movie star or something. I made my sister sit in the front seat. It was an ok day once I got to school. I don’t have Mrs. Randall for a teacher but I know about her cookies. I mean seriously, who doesn’t? After school I was waiting for my sister because she had the keys. (#3) must have been with friends, but just couldn’t find her. I was in the hall seeing if she was at her locker when I heard a crashing sound in Mrs. SRandall’s room. I peeked in the door and saw something smashed on the floor in front of the storage cabinet. I walked in the class and saw it was the famous cookie jar. I tried to pick up a piece but I cut my finger. I wished I could wave my magic wand and just whoosh up the glass. What was I going to do with all that glass and the cookies? I didn’t want the person who did this to get in trouble so I decided to leave a note. I admit, I tried a cookie. Afterwards I met up with (#3) and we walked home. I felt bad about Mrs. Randall’s cookie jar, even though she isn’t my teacher. At least we said we were sorry in the note. Margaret Miller Devon Daniels statement transcribed by school secretary interviewed by school principal Student should sign on reverse once he/she has read and agreed to above contents. 92  Instructor’s Guide Student Book Page 41 Copyright © Community Learning LLC. All rights reserved.

Lesson 11 Activity 2: Summary of Suspect Statements Read each suspect statement carefully. Mark anything that might be out of the norm such as a change in pronouns, defensive language, or evasive language. Use the table below to help organize the information in each suspect’s statement. Is there a reason Additional for possibly Anything out of information that Location after What was in taking the the norm in the we know from the school? backpack? cookies? statement? statement Suspect 1 Gym Screwdriver Yes Yes, ate lunch Cabinet left quickly unlocked, remorse Suspect 2 Library Spoon Yes Yes, not Obssessed enough lunch with cookies Suspect 3 No Yes, skipped Defensive, Playground Pocket knife Maybe breakfast evasive, omits pronoun “I” Suspect 4 Nail file Yes, no Pronoun Hall and breakfast changes, remorse, Classroom protects sister 1. Based on the suspects’ statements, is there anything that stands out to you? Explain. 2. If you could interview this suspect, what questions would you ask him/her? Copyright © Community Learning LLC. All rights reserved. Student Book Page 42 Instructor’s Guide  93

Lesson 11 Activity 2: Floor Plan of School EXHIBIT O Gym Staff Parking Playground Library Art Main Hall Cafeteria RaRMnodorasm.ll’s Main Office Computer Lab 1. Using each suspect’s number, mark their location at the time of the break in. 2. Which suspect had the easiest access to the cookie jar? Explain. 3. Using the suspect statements and the maps of the school and Mrs. Randall’s classroom (on the following page), formulate your own theory of the crime. Describe what you think happened. 94  Instructor’s Guide Student Book Page 43 Copyright © Community Learning LLC. All rights reserved.

Lesson 11 Activity 2: Floor Plan of Mrs. Randall’s Classroom EXHIBIT P Main Hall Cookie Jar Stored Here Location – Broken Cookie Jar Storage Cupboard Mrs. Randall’s Desk Work Counter Front Work Table Mrs. Randall’s Room Copyright © Community Learning LLC. All rights reserved. Student Book Page 44 Instructor’s Guide  95

Lesson 12 who dunnit? 96  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 12 Who Dunnit?: Piecing Together the Evidence Objectives • Check the location of all the suspects during the Students will: time the cookie jar was broken. Who had easy access to Mrs. Randall’s room? Did any suspects • Determine the value of each piece of evidence have a clear line of sight to the room? (Suspect collected during the case #4 was in a position to see who entered and left Mrs. Randall’s room. She would recognize her • Use the evidence to deduce who broke the sister, suspect #3, who had an easy, direct route cookie jar from the playground to Mrs. Randall’s room.) Materials • Look back on the suspects’ statements. Did Instructor: anyone’s statement seem like they were lying or hiding something? (Suspect #3 was defensive • Certificates of Completion (on Resource CD) and evasive in her statement, “I didn’t go back Students (per group of two): into school after that, why would I? Went home and got something to eat. That was about • 2 pencils it.” She also left out the pronoun “I”, verbally • Student Book pages (on Resource CD) separating herself from the crime. She had a Preparation means to commit the crime by sneaking in the 1. Print and fill in Certifications of Completion to playground door. Hunger was her motive. She had an opportunity because only her sister was be distributed at the end of this session. around – someone that she could trust not to tell on her.) Notes for the Instructor You have now arrived at the moment to assemble • How strong is the evidence for the remaining all of the evidence in The Cookie Jar Mystery in suspects? order to determine the guilty party. Who broke • Suspect #1 __________________is not a the cookie jar? We’ve amassed, over the course of very likely suspect. Although pollen evidence 11 lessons, an astonishing array of evidence. Not and fibers from his clothes were found, only are there fingerprints, hair samples, and blood they don’t indicate his presence during the types, there is pollen, DNA, ink pens, fibers, and breaking of the cookie jar. even handwriting! Rarely, of course, will so much • Suspect #2 ___________________admitted evidence be available at any single crime scene. that she often carried the cookie jar. Her But, is all evidence created equal? During this lesson fingerprints, and even hair and fibers from students will determine the value of each piece of her clothing, might be on the jar. This does evidence. They will realize that some evidence is not provide enough evidence to link her to purely circumstantial—it suggests only the presence the cookie jar at the time it was broken. of a suspect at the crime scene, not his or her • Suspect #4, __________________suspect inevitable guilt. They will also be asked to remember #3’s sister, admits writing the note, and so the distinction between class evidence - evidence that the chromatography test should be positive points to a group of people – and unique evidence - for her pen. She also admits trying a bite of evidence that points to one specific person. a cookie. It is possible that she knows who Here are some key points to guide students as they broke the cookie jar but will not tell. Notice weigh the evidence. Use these as discussion prompts the pronoun changed to “we” in the suspect if students get stalled: statement. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  97

Lesson 12 Who Dunnit?: Examining & Analyzing All the Evidence • Suspect #3, _________________on the other evidence do you have from the case? What pieces of hand, left her blood and DNA on the cookie unique evidence do you have? Which will be more jar. This happened when the jar was breaking. valuable today? These pieces of evidence are unique. The questions you have to ask yourself are, “What As your students begin to work through the crime, can this particular evidence tell us? How unique to a encourage them to talk it through with their partner. particular person is the evidence?” To solve the case, When two students disagree on a point, encourage you have to examine all of the evidence and deduce, them to find evidence that supports their claim. or figure out logically by weighing the evidence, who The activities in this lesson address Next Generation is involved. Science Standards practices of Planning and Carrying Out Investigations and Analyzing and You have collected information over the course of Interpreting Data. In addition, they address 11 days. Now you are ready to attempt to solve the Common Core Learning Standards. See the crime by creating the most plausible scenario of what appendix on page 105 for more details. happened to the cookie jar and who broke it. Good luck, team! Notes for the Students Vocabulary Hello investigators! Today you find yourselves at a very important moment. All of the evidence for Circumstantial: evidence that connects a person to the case of the broken cookie jar has been entered the crime scene, but does not necessarily point to his and analyzed. You know everything you can about direct involvement with the crime the crime scene. All that you have left to do is put all of the pieces of the puzzle together and solve the Deduce: to figure something out logically by mystery. Who ate Mrs. Randall’s cookies? weighing the facts involved When considering the evidence today, it is important for you to think about how valuable a piece of Activity 1: Final Forensic Summary information is. As you will soon realize, some 50 minutes evidence is circumstantial, meaning it connects 1. Read aloud the following: All forensic tests the person to the scene but not necessarily to the are now complete. It is time to summarize the crime. For example, finding someone’s fingerprints results and determine what evidence is the most on cookie jar means that they touched the cookie significant and what evidence is of less importance. jar. However, it does not necessarily mean that they Which suspect is our best choice for breaking the took the jar during the crime, broke it, and ate the cookie jar and why? cookies. Maybe they handled the jar on an earlier date. 2. Give the students the following instructions: Other evidence is easy to connect to the crime. For example, it is safe to assume the note and half-eaten • Using your worksheets and those of your cookie left on Mrs. Randall’s desk reveal information partners from previous lessons, summarize your about a person directly involved in the crime. results on Activity 1: Summary of the Evidence on Additionally, you must remember the difference Student Book page 72. Place an ‘X’ in the column between class evidence and unique evidence. While of the suspect identified for each lesson. After the former points to a group of people, the latter completing the chart, discuss with your partner points to a specific individual. What pieces of class which three tests provide the most important evidence. Circle the three most important pieces of evidence. • Determine who probably broke the cookie jar. 98  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Who Dunnit?: Examining & Analyzing All the Evidence Lesson 12 • Summarize your findings on the Conclusion Clean-up Paragraph sheet on page 73; work with your 5 minutes partner on a short presentation of your findings. • Place all materials back in the kit. Other Directions, Discussions and 3. Tally the findings of each group on a chalkboard Destinations or whiteboard; discuss results prior to revealing the most likely suspect. 1. Young detectives have always enjoyed the Encyclopedia Brown, Nancy Drew, and Hardy 4. Invite the students to take all the evidence Boys series of books, but there are many new provided and develop a possible series of events titles (and games and puzzles) to be found at that occurred. Perhaps there is time for each https://www.addictinggames.com/puzzle-games/ group to make a presentation. index.jsp. 5. Encourage the students to act professionally, 2. The Black Hole Gang helps kids explore more never discussing who they think committed the science concepts at http://www.blackholegang. crime outside of the “forensic laboratory,” the com/ classroom you now occupy. Police and attorneys could lose their positions over such infractions. 3. And you can watch a forensics video involving In reality, other students may want to take this kids at https://www.pbslearningmedia.org/ and course at a later date. Ask them not to spoil their search for “DragonflyTV Forensics”. fun. 6. Examine the students’ results. Help them to 4. Movies about detectives include: correct any errors they may have made and look again at the suspects. • Hound of the Baskervilles (1939) • The Maltese Falcon (1941) Wrap-up • The Big Sleep (1946) 10 minutes • Dial M for Murder (1954) 1. Congratulate the students on solving the • Kiss Me Deadly (1955) mystery! • In the Heat of the Night (1967) • Murder on the Orient Express (1974) 2. Discuss the case. • Young Sherlock Holmes (1985) • Ace Ventura: Pet Detective (1994) • How does it feel to have solved the case? • Harriet the Spy (1996) • What piece of evidence was the most interesting • A Series of Unfortunate Events (2004) • Hoodwinked (2005) to study? You can find more resources and the most up- • What piece of evidence was the most to-the-minute links by visiting our website at CommLearning.com and clicking on The Cookie Jar challenging? Mystery course kit. • How did your view of the case change with each new piece of evidence? Why is it important for investigators to collect as much evidence as possible at the scene? • What do you recommend the punishment be for the people involved in the case? 3. Distribute the Certificates of Completion to all of the Crime Scene Investigators. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  99

Lesson 12 Activity 1: Summary of the Evidence EXHIBIT Q Use the chart below to organize your findings from the case. Put an X in the space if the suspect was positively connected to the piece of evidence. Source of Evidence Unique Suspect 1 Suspect 2 Suspect 3 Suspect 4 Comments? Questions? Handwriting or Class Doubts? Evidence Ink Chromatography X admits to writing note Fiber Sample Unique Class X ink matched pen found in Class backpack X Hair Sample Class X Pollen Sample Class X Bite Marks Unique X took a bite of the cookie Blood Type Unique X cut finger when jar broke Fingerprint Unique X touched cookie jar often DNA Unique X Suspect Statements Unique X most “out of the norm” Means X X near Mrs. Randall’s room Motive X X X X all hungry Opportunity X X X X all in the school after school 1. C onsider each piece of evidence and its connection to the suspect and the crime. Circle the three pieces of evidence that you think are most important. Explain your reasoning. Students should make reference to the type of evidence being unique and the results of their experiments. 2. B ased on your findings, which suspect do you think stole Mrs. Randall’s cookies? #3 3. Write a paragraph on the next page explaining how you arrived at your conclusion. Student Book Page 46 100  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Glossary Agglutination: the clumping of blood cells due to Contact: the physical touching of two persons or the introduction of an anti-serum a person with an object. If contact is made, trace Arch pattern: the ridges of the fingerprint that enter evidence can be exchanged from one side, make a rise in the center and exit on Content: in handwriting, the spelling, phrasing, the opposite side of the print, having the appearance punctuation, and grammar of the written document of a capital letter “A” Cross-transfer: the shared exchange of something Arrangement: in handwriting, how the letters and (hair, fibers, blood, etc.) between two people or words are placed on the page, including spacing and objects that have come in contact with one another alignment Crystal: a natural formation of a chemical. This Blood: the liquid flowing through the circulatory could be a small cube like an individual piece of system, bringing oxygen to the body sugar or salt Blood type: the type of blood found in people Dactyloscopy: the study of using fingerprints to determined by the A-B-O system which looks at identify someone A, B and O proteins, as well as Rh proteins in blood Deduce: to figure something out logically by Body Language: how a suspect holds herself during weighing the facts involved an interview Dissolve: when two substances mix together to form Canines: the teeth located on either side of the one solution incisors; they look like “fangs” on both the top and DNA: material found in all living things that acts as bottom of your jaw a body’s biological instruction manual to develop, Chemical indicator: a chemical that changes color survive and reproduce showing the presence of some unknown material DNA testing: the process of using skin, hair, blood Chromatogram: the pattern of separated or other bodily fluids to identify patterns in a components of a chemical person’s genetic code and compare them to patterns Chromatography: the process of separating a found at a crime scene chemical into its components Document examiners: professionals who analyze Circumstantial: evidence that connects a person to notes or documents associated with a crime the crime scene, but does not necessarily point to his Enzymes: special proteins that can cut DNA into direct involvement with the crime sections at particular spots Class evidence: evidence that will not positively Fiber: a thread-like piece of material that is the convict a suspect but will provide additional smallest unit of a woven fabric information that might be presented at trial Fingerprint: the impressions of lines and patterns Comparison microscope: a microscope that allows made by a person’s fingertip side-by-side comparisons of two slides Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  101

Glossary The Cookie Jar Mystery Medium: in chromatography, the material through Forensic evidence: any physical thing that may be which the chemical and its solvent travel used in a criminal court to convict or clear a person Forensic odontology: the handling, examination Molars: teeth located behind the premolars. They are and evaluation of dental evidence wide and flat for grinding food and are located on Forensic palynology: the science of analyzing the top and bottom of your jaw pollen and spores to help solve criminal cases Motive: the inner drive, or reason, that causes a Forensic serologist: a scientist who studies bodily suspect to commit a crime. Ex. A man who feels fluids, including blood, found at crime scenes angry that his neighbor is always raking leaves on Form: in handwriting, the shape of letters and to his property has a motive to cut down all his their slant neighbor’s trees in the middle of the night Genetic code: the sequence of nucleotides in DNA Naked eye: looking at something without assistance Incisors: the front, flat-edged teeth on the top and of any device like a hand lens or microscope bottom of your jaw Natural fibers: fibers created from plant or animal products. Examples include cotton, linen, silk and wool Interview: a question and answer session between Non-request handwriting: an example of a person’s two people, used to obtain information handwriting that was written before the investigation Laboratory: a place where evidence can be sent for began analysis by crime scene investigators Nucleotide: a building block of DNA Line quality: in handwriting, the thickness of the Observation: information gathered about the line caused by the type of writing tool and the environment using one or more of the five senses pressure used while writing (sight, smell, taste, touch, hearing) Locard’s Exchange Principle: whenever two objects Opportunity: a combination of circumstances (or persons) come in contact, trace evidence will be that are favorable for a purpose. Ex. freshly baked exchanged between them brownies were left on the counter when the boy Loop pattern: ridges of the fingerprint that enter came home from school and there was no one from the left or the right, re-curve and pass out the around to tell him not to eat them, so he did same side they entered, appearing somewhat like a Pollen: the powdery material produced by a rounded knob seedbearing plant Man-made fibers: fibers made from materials Pollen print: a specific mix of microscopic pollen other than plant or animal products, such as a grains and spores from plants in a particular combination of chemicals. Examples include nylon, geographic region polyester and satin Poison: a substance that can injure or kill a Means: the resources to do something. Ex. A suspect living thing has a boat, therefore he has the means to access the Premolars: teeth located behind the canines. They island where the crime occurred are wide and flat for grinding food and are located on the top and bottom of your jaw 102  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

The Cookie Jar Mystery Glossary Primary transfer: the transfer of evidence directly from the source to another object Toxin: a poisonous substance that is a specific Questioned document: notes or written articles product of the metabolic activities of a living related to a crime scene where the author is organism unknown Trace evidence: any small amount of hair, skin, Request handwriting: an example of a person’s fabric or any other material that may link a suspect handwriting provided as part of an investigation to a crime scene with a witness present Unique evidence: information or clues at a crime Rh factor: a characteristic of human blood that scene that can be traced to a specific person considers whether or not the Rh protein is present Universal donor: a person having blood type AB in blood. People with the Rh protein are considered who can accept any type of blood Rh positive. People without the Rh protein are Universal recipient: a person having blood type O considered Rh negative who can give their blood to any other person Ridge pattern: the wavy pattern produced by the Whorl pattern: the ridges of the fingerprint that are cells growing on your fingertips; this ridge pattern circular and look like a bull’s-eye target causes fingerprints, which are unique to every person Saliva: the liquid secreted by glands in the mouth Secondary transfer: the transfer of evidence between objects where neither object was the original source Solvent: a liquid into which something will dissolve Statement: a record written by an individual that describes his whereabouts and actions during a specific period of time Suspect: one who authorities think may have committed a crime Ten Card: a form containing fingerprints of all five fingers from the left hand and the fingerprints of all five fingers from the right hand Toxicologist: a scientist that studies substances and their effect on living things Toxicology: the study of substances and their effects on living things Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  103

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

Appendix Standards Alignment The Cookie Jar Mystery, a 12-activity program that excites learners about the challenges and processes All of us have a stake, as individuals and as a society, in forensic science, is adaptable for after-school in scientific literacy. An understanding of science programs, for youth groups and summer camps, for makes it possible for everyone to share in the richness museum and intersession programming. and excitement of comprehending the natural world. The NSES encourage the development of activities Scientific literacy enables people to use scientific throughout our communities to support high principles and processes in making personal decisions achievement. Among the strong recommendations and to participate in discussions of scientific issues of the NSES are the following areas of emphasis: that affect society. A sound grounding in science strengthens many of the skills that people use every • Engaging in activities that investigate scientific day, like solving problems creatively, thinking critically, questions and extend over a period of time working cooperatively in teams, using technology effectively, and valuing life-long learning. And the • Using many skills: procedures, thinking skills, economic productivity of our society is tightly linked to managing data, using technology and lab tools the scientific and technological skills of our work force. • Gathering students in groups to engage in Many types of individuals will play a critical role problem solving and to use evidence to defend in improving science education: teachers; science their conclusions supervisors; curriculum developers; publishers; those who work in museums, zoos, and science centers; • Publicly sharing results with classmates and science educators; scientists and engineers across the teachers nation; school administrators; school board members; parents; members of business and industry; and In The Cookie Jar Mystery, students are exposed to all legislators and other public officials. of these new instructional emphases, and experience science learning in an atmosphere characterized by • Richard Klausner, Chairman high interest and developmentally appropriate ideas. National Committee on Science Education Standards Ideally suited for learners in grades 4-5, The Cookie and Assessment Jar Mystery activities meet many of the specific content standards described in the NSES. Below we • Bruce Alberts, President highlight just a few of the key standards that “get a National Academy of Sciences workout” when learners are engaged in The Cookie Jar Mystery’s forensic labs and investigations. The Cookie Jar Mystery helps learners meet the National Science Education Standards (NSES) as well National Science Education Standards as the Next Generation Science Standards (NGSS) and the Common Core Learning Standards (CCLS). CONTENT STANDARD A: As a result of activities, all students should develop: Preparing our schoolchildren for future scientific careers and research is at the heart of the effort to • Abilities necessary to do scientific inquiry promote a standardized way of evaluating science • Understanding about scientific inquiry learning, teaching and programs in the United States Help students achieve these standards through the today. To support that preparation, many schools following practices or procedures: are turning to activities outside of the traditional classroom. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  105

Appendix Standards Alignment • Scientific investigations involve asking and • Materials can exist in different states--solid, answering a question and comparing the answer liquid, and gas. Some common materials, such as with what scientists already know about the world. water, can be changed from one state to another by heating or cooling. • Scientists use different kinds of investigations depending on the questions they are trying to • The position of an object can be described answer. Types of investigations include: by locating it relative to another object or the describing objects, events, and organisms; background. classifying them; and doing a fair test (experimenting). • An object’s motion can be described by tracing and measuring its position over time. • Simple instruments, such as magnifiers, thermometers, and rulers, provide more CONTENT STANDARD E: information than scientists obtain using only As a result of activities, all students should develop: their senses. • Abilities of technological design. • Scientists develop explanations using • Understanding about science and technology. observations (evidence) and what they already • Abilities to distinguish between natural objects know about the world (scientific knowledge). Good explanations are based on evidence from and objects made by humans. investigations. IDENTIFY A SIMPLE PROBLEM. In problem identification, children should develop the ability to • Scientists make the results of their investigations explain a problem in their own words and identify a public; they describe the investigations in ways specific task and solution related to the problem. that enable others to repeat the investigations. PROPOSE A SOLUTION. Students should make proposals to build something or get something to CONTENT STANDARD B: work better; they should be able to describe and As a result of the activities, all students should communicate their ideas. Students should recognize develop an understanding of: that designing a solution might have constraints, such as cost, materials, time, space, or safety. • Properties of objects and materials. IMPLEMENT PROPOSED SOLUTIONS. Children • Position and motion of objects. should develop abilities to work individually and • Scientists review and ask questions about the collaboratively and to use suitable tools, techniques, and quantitative measurements when appropriate. results of other scientists’ work. Students should demonstrate the ability to balance • Objects have many observable properties, simple constraints in problem solving. EVALUATE A PRODUCT OR DESIGN. Students including size, weight, shape, color, temperature, should evaluate their own results or solutions to and the ability to react with other substances. problems, as well as those of other children, by Those properties can be measured using tools, considering how well a product or design met such as rulers, balances, and thermometers. the challenge to solve a problem. When possible, • Objects are made of one or more materials, such students should use measurements and include as paper, wood, and metal. Objects can be constraints and other criteria in their evaluations. described by the properties of the materials They should modify designs based on the results of from which they are made, and those properties evaluations. can be used to separate or sort a group of objects or materials. 106  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Standards Alignment Appendix COMMUNICATE A PROBLEM, DESIGN, AND You can learn more about the National Science SOLUTION. Student abilities should include oral, Education Standards. Please visit the NSES website at written, and pictorial communication of the design http://www.nap.edu/html/nses/. process and product. The communication might be show and tell, group discussions, short written Next Generation Science Standards reports, or pictures, depending on the students’ abilities and the design project. In addition, The Cookie Jar Mystery helps learners meet the practices, cross-cutting concepts, and SCIENCE AS INQUIRY STANDARDS: disciplinary core ideas that comprise the Next Science as inquiry is basic to science education and Generation Science Standards. The practices, a controlling principle in the ultimate organization concepts, and disciplinary ideas specifically covered and selection of students’ activities. The standards on in this unit include: inquiry highlight the ability to conduct inquiry and develop understanding about scientific inquiry. PRACTICES: Engaging students in inquiry helps students develop: Asking Questions and Defining Problems • Understanding of scientific concepts • Ask questions that can be investigated within the • An appreciation of “how we know” what we scope of the classroom, outdoor environment, and museums and other public facilities with know in science. available resources, and, when appropriate, frame • Understanding of the nature of science. a hypothesis based on observations and scientific • Skills necessary to become independent inquirers principles. about the natural world. Planning and Carrying Out Investigations • The dispositions to use the skills, abilities, and • Make observations and measurements to produce data to serve as the basis for evidence attitudes associated with science. for an explanation of a phenomenon. Students at all grade levels and in every domain of • Plan an investigation individually and science should have the opportunity to use scientific collaboratively, and in the design: identify inquiry and develop the ability to think and act independent and dependent variables and in ways associated with inquiry, including asking controls, what tools are needed to do the questions, planning and conducting investigations, gathering, how measurements will be recorded, using appropriate tools and techniques to gather and how many data are needed to support a data, thinking critically and logically about claim. relationships between evidence and explanations, • Conduct an investigation to produce data to constructing and analyzing alternative explanations, serve as the basis for evidence that can meet the and communicating scientific arguments. goals of the investigation. *Material in this section was quoted from National Science Education Standards, National Committee Analyzing and Interpreting Data on Science Education Standards and Assessment, • Analyze and interpret data to determine National Research Council. similarities and differences in findings. Our staff would be happy to help you make more connections with NSES. Please contact us for more Engaging in Argument from Evidence information. • Support an argument with evidence, data, or a model. Scientific Knowledge is Based on Empirical Evidence • Science knowledge is based upon logical and Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  107

Appendix Standards Alignment conceptual connections between evidence and CCSS.ELA-Literacy.CCRA.SL.2: explanations. Integrate and evaluate information presented in • Science disciplines share common rules of diverse media and formats, including visually, obtaining and evaluating empirical evidence. quantitatively, and orally. CCSS.ELA-Literacy.CCRA.SL.4: CROSS-CUTTING CONCEPTS: Present information, findings, and supporting Patterns evidence such that listeners can follow the line of reasoning and the organization, development, and • Patterns can be used to identify cause-and-effect style are appropriate to task, purpose, and audience. relationships. CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says • Graphs, charts, and images can be used to explicitly and to make logical inferences from it; cite identify patterns in data. specific textual evidence when writing or speaking to support conclusions drawn from the text. DISCIPLINARY CORE IDEAS: PS1.A: Structure and Properties of Matter • Measurements of a variety of properties can be used to identify materials. LS3.A: Inheritance of Traits • Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of Traits • In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. Common Core Learning Standards In addition to meeting the National Science Education Standards (NSES) and Next Generation Science Standards (NGSS), this unit meets Common Core Learning Standards (CCLS) in English Language Arts and Literacy. Specific CCLS addressed include: 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. 108  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Standards Alignment Appendix Standard Standards Matrix Lesson 1 2 3 4 5 6 7 8 9 10 11 12 National Science Education Standards •••••••••••• Content Standard A : Teachers of science plan an •••••••••••• inquiry-based science program for their students. Content Standard B: Teachers of science guide and •••••••••••• facilitate learning. •••••••••••• Content Standard E: Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. Science as Inquiry Next Generation Science Standard Practice: Asking Questions and Defining Problems •••••••••••• Practice: Planning and Carrying Out Investigations •••••••••• Practice: Analyzing and Interpreting Data •••••••••••• Practice: Engaging in Argument from Evidence •••••••••••• Practice: Scientific Knowledge is Based on Empirical •••••••••••• Evidence Cross-Cutting Concept: Patterns • • •• Disciplinary Core Idea: 3-LS3-1: Inheritance and Variation • •••• of Traits - Different organisms vary in how they look and function because they have different inherited information. Disciplinary Core Idea: 5-PS1-3: Matter and It’s Interactions ••••• • -Make observations and measurements to identify materials based on their properties Disciplinary Core Idea: 5-PS1-4: Matter and It’s Interactions - • • Conduct an investigation to determine whether the mixing of two or more substances results in new substances. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  109

Appendix Standards Alignment Standards Matrix Standard Lesson 1 2 3 4 5 6 7 8 9 10 11 12 Common Core Learning Standard CCSS.ELA-Literacy.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing • • • • • • • • • • • • their own clearly and persuasively. CCSS.ELA-Literacy.CCRA.SL.2: Integrate and evaluate •••••••••••• information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-Literacy.CCRA.SL.4:: Present information, ••••••••••• findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine ••••••••••• what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.3: Analyze how and why ••••••••••• individuals, events, or ideas develop and interact over the course of a text. CCSS.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.4.1: Refer to details and examples •••••••••••• in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of •• measurement units within one system of units CCSS.MATH.CONTENT.5.MD.A.1: Convert among • different-sized standard measurement units within a given measurement system 110  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.



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