Missing Money Mystery Preview

An Introduction to Forensic ScienceR’S GUIDE Missing money MYSTERYINSTRUCTO 3rGd–R5thADE

Table of ContentsPreface ........................................................................................................ iii ixIntroduction ....................................................................................................... 1Lesson 1: Figuring Out Forensics 9Lesson 2: Organization and Observation................................................... 17Lesson 3: 29Lesson 4: Securing the Scene 37Lesson 5: Collecting Evidence ..................................................................... 45Lesson 6: 53Lesson 7: Powder Power 63Lesson 8: Solutions or Suspensions............................................................. 73Lesson 9: 83Lesson 10: Natural or Not 91Lesson 11: Fiber Identi cation ...................................................................... 97Lesson 12: 103 Tracking the Tires 105 Tread Patterns............................................................................... Digging for Dirt Soil Samples .................................................................................. Cast a Clue Shoe Print Evidence ..................................................................... Crack the Code Cryptograms ................................................................................. Li ing Lips Lip Prints....................................................................................... Proof in Pro ling DNA Identi cation...................................................................... Suspicious Statements Means, Motive, Opportunity ...................................................... Case Closed Analyzing Evidence .....................................................................Glossary ........................................................................................................Appendix: Standards......................................................................................Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide i

PrefaceWelcome! ongoing, quality programs play, especially those with a focus on science, math, and reading—theMissing Money Mystery: An Introduction to Forensic same skills now tightly linked to the economicScience is a 12-lesson course for elementary productivity of our society.students. It is designed to ignite curiosity andstimulate authentic learning by creating real- Missing Money Mystery exposes students to thislife contexts ranging from lab analyses to print and more. e course sets up scenarios that invitemaking to criminal investigation. Missing Money students to work cooperatively in teams, solveMystery has been used enthusiastically in all 50 problems creatively, think critically, and usestates, stimulating young minds and engaging evidence, models, tools, and scienti c techniquesyoung hands for many years. In fact, thematic e ectively.integration—over an extended period of hands-onengagement—forms the driving concept behind all “The students were engaged and enjoyed theCommunity Learning’s courses. The lessons and experiments. The story keeps the activitiesactivities that comprise Missing Money Mystery are meaningful and provided an interested way toaligned to the practices, cross-cutting concepts, and connect standards. The teachers manual was easydisciplinary core ideas that are the foundation of to follow and materials in the kits made it verythe Next Generation Science Standards (NGSS). In convenient for set up. Overall, this is a great thingaddition, the activities included in this unit align to to do in afterschool and during the summer!\"the Common Core State Standards in Mathematicsand English Language Arts and Literacy. For t
Betty Clark, Program Coordinator, Genesismore information on the standards please see the Center, FlorisaStandards Matrix included in the appendix. Bringing the Mystery to LifeWho Can Teach Missing Money Mysteryand Where? Missing Money Mystery is based on the premise that a crime occurred in Mr. Mugg’s fourth gradeInstructors are supported by step-by-step plans classroom at Markwell Elementary. A canisterand easy-to-manage materials. No specialized holding the money for an upcoming geocachingknowledge is required to launch the course, making field trip disappeared sometime after dismissal on athis entertaining forensic science mystery ideal for Monday afternoon. Mr. Mugg makes this discoveryin-school programs, intersession programs, after- the following morning. He knows his students haveschool, summer camps, and clubs . . . anywhere been looking forward to this special trip which willyoung people are gathered. introduce them to the natural world through a real- life treasure hunt, and he decides to undertake theHands-on Enrichment in Science & Critical investigation himself—with the help of your (the inking course instructor’s) students. e call for hands-on activities that build critical To launch his investigation, Mr. Mugg uses thethinking skills, con dence, competence, and science classroom computer to learn about forensic scienceliteracy can be heard on the national, state, and local and the necessary activities, tools, and tests he needslevels. To be sure, educators and o cials in both the to solve the crime. He shares this information withpublic and private sectors point to the critical role your students through a series of email letters. He then locates and gathers the clues and packages and sends them in a box to your classroom. Inside thisCopyright © Community Learning LLC. All rights reserved. Instructor’s Guide iii

Preface Missing Money Mysterybox are all the materials needed by your students to Each lesson activity that the students accomplishconduct the investigation, including photographs, becomes part of their “Case Notes” and contributesscientific equipment and “evidence.” ultimately to solving the mystery. Because of this, instructors need to review the corresponding pagesEach lesson introduces new intriguing evidence, in the Student Book in order to guide students inforensic techniques, and insight toward solving completing their part of the activity.the Missing Money Mystery. To limit the suspectpossibilities, Mr. Mugg has narrowed the suspects Course Kit Componentsto four—all current students of his. Two are boysand two are identical twin girls. Together, your Each learning kit contains an Instructor Guide,students work toward the most plausible scenarios 20 Student Books, and all of the materials andand celebrate their findings in the concluding lesson tools necessary to teach the course to a class of 20with certificates honoring their work as forensic students.investigators. Course Kit Contents \"The Missing Money Mystery was very easy to follow. The children had such a great time at it, we Packed in easy-to-manage carryalls, every material even allowed our group to re-enact the entire crime. or tool needed to solve the mystery is organized in This mystery was fantastic!\" a way that makes the course easy to teach again and again. Among some of these materials are: t
Jacqueline Jones-Ford, Director/Detective, Hempstead NY P.A.L. t
pocket microscopes t
soil samplesMaking the Most of Each Lesson t
foreign coins t
dropper bottlesWith all the necessary materials provided in a t
printing powderconvenient, lightweight carryall, and the setups, t
bicycle tire samplesprocesses, and procedures explained in detail, t
powder samplesinstructors will find Missing Money Mystery easy t
ber samplesand fun to teach. Each lesson provides an activitythat teaches a new but related aspect of scientific Instructor’s Guidereasoning and a particular scientific process. Noneof the labs require special handling or complicated Every step is taken to provide an easy-to-followsetups. format and informative, fun-to-read instructions for each lesson. In addition to a brief listing ofAfter familiarizing themselves with the lesson, objectives, materials, and set-up procedures, usefulvocabulary, and intended outcome of the activity, icons point the instructor to a number of keyinstructors set up their classroom so that it is easy elements:for students to work in groups of two or four.Clear guidance is provided in each lesson on how Notes for the Instructorto organize the demonstration area with all the Brief instructor notes introduce the subject matterrelevant materials at hand. and challenges presented in the particular lesson. They often contain real-life, age-appropriateAny necessary safety precautions specific to examples from crime in history or popular culture.individual lessons are also provided. The instructorshould be sure to know where emergency help andsupplies are located.iv Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Missing Money Mystery Preface Notes for the Students Companion ResourcesThese notes “set the stage” for each lesson bypresenting brief material to read, listen to, and When you adopt Missing Money Mystery: andiscuss. Introduction to Forensic Science, your instructors will have access to a number of companion resources. A Vocabulary Teacher Resource CD o ers tips, lesson extensions,New and relevant terms are defined here. Note, and other great ideas for the classroom. Word searchtoo, the comprehensive “Glossary” at the end of the and crossword puzzles help reinforce newly learnedInstructor’s Guide and Student Books. and used vocabulary. Links to forensic videos and other multimedia resources provide authentic lesson Activity Description extensions. Immediate support, including resupplyHere, step-by-step procedures are provided for both materials and additional Student Books, is alwaysthe instructor’s demonstration and the students’ available from the experts at Community Learning.immersion in the activity. \"The Missing Money Mystery an excellent hands- Wrap-up on program for teaching science and technologyDiscussion-provoking questions and summary-type standards. We’ve used this program as partactivities are designed to revisit the day’s learning of our summer learning curriculum and as anand help students take their inquiry further. after-school STEM enrichment class. The lessons challenge students to use problem solving and Clean-up critical thinking skills and allows them to workClear instruction on preserving and storing cooperatively toward a common goal. Our studentsmaterials is provided to ensure kit longevity and cost really enjoy the hands-on lessons in forensic scienceeffectiveness. and our teachers love that the program comes with complete and detailed lesson plans. I love that Other Destinations EVERYTHING needed for each lesson is included,To extend lessons and deepen understanding across there is no last minute running to the store to pickdisciplinary and cultural divides, relevant links to up supplies! I have also been extremely pleasedmultimedia, web resources, and fun at-home or with the quality of products, speed in which I’veextension activities are provided here. received my orders, and with the customer service at Community Learning.\"Student Books t
Colleen Benson, 21st Century Program Director,Designed for students to record their discoveries Lincoln County Schools, Stanford, KYclass after class, the Student Books acquire anarrative quality that keeps the young “Forensic About Community LearningInvestigators” engaged in scientific investigationover time. The books serve as companions to the Our mission is to provide interactive course kitsInstructor’s Guide and contain reports, charts, created around high interest, thematic topics thatplaces to attach samples, and areas to record engage students in expanded learning throughobservations, as well as a full glossary of terms used hands-on activities and projects. Developed byin the course. subject experts with decades of teaching experience, our courses provide full support for administrators desiring an engaging, academically enriching program for their sta and students. Tell us about your teaching experience!Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide v

IntroductionInstructor’s note: To build intrigue and set the scene, read this introduction to students prior to beginning the rst lesson.Missing Money MysteryMr. Mugg is stumped. He is a fourth grade science walked carefully around the overturned chair to haveteacher at Markwell Elementary School and an old a peek out the window. Another surprise: the gardenfriend of mine. On Tuesday, he arrived early to his had been disturbed. At that point, my friend decided heclassroom as usual, but there was nothing usual about must act quickly but carefully.his day a er that. He found a chair overturned by the He was determined to solve this mystery of the missingwindow, white powder scattered across the classroom money, but he knew he had to overcome two things. First, he needed to inform himself about forensics— oor, and, strangest of all, the canister which always the science that focuses on solving crimes. Second,stood at the front edge of his desk was missing. e he needed to enlist helpers—others who live far awaycanister holding the money donated by the Markwell from the scene of the crime and don’t know any of thePTA (Parent Teachers Association) for an upcoming suspects. While Mr. Mugg doesn’t know a lot about forensics, he does know that the best people to solve eld trip had vanished! a crime are those who are removed both emotionallyPoor Mr. Mugg. He thought immediately of his and physically. Mr. Mugg is too close to his studentsstudents. ey had been looking forward to the special to be truly objective. is is why he asked me if mytrip they had been planning since the fall. Each year, class would be interested in conducting this forensicMr. Mugg takes his class on a real-world treasure hunt investigation for him. He assigned me to be his Crimecalled geocaching. Geocaching is an outdoor game that Scene Investigator and you, if you are willing to acceptuses a GPS device to pinpoint the location of anything the assignment, to be my forensic scientists!anywhere on the planet. Most “smart phones” have Today, I received a big box from Mr. Mugg in the mail.a GPS (Global Positioning System). On Mr. Mugg’s It contains photographs and drawings of the evidencegeocaching trips, students nd small boxes, just like he found, as well as all the supplies we need to makethe missing canister, hidden in unlikely places. In fact, careful observations and tests toward solving thehe had just been showing the canister to his class to crime. My friend Mr. Mugg has spent the last few daysexplain more about geocaching. Last year, his class learning about crime investigation from the best crimefound a geocaching box hidden behind a waterfall, investigators there are: the FBI. e Federal Bureau ofand another in a hole in a tree near a nest that had Investigation is the US agency charged with solving thethree tiny blue eggs it. A third box lay under a rock at toughest crimes in the country and around the world.the edge of a pond covered with lily pads the size of Mr. Mugg will share his new knowledge with us as wedinner plates. Each treasure box has trinkets inside it, work through identifying all the evidence we can.one for each student. Sometimes the trinket is a charm Are you ready to help solve this mystery? Mr. Mugg’sthat illustrates the natural wonder. Other times it’s a students have been so excited about the geocachingpostcard of a bird or another creature that lives nearby. trip. Let’s not disappoint them!My friend Mr. Mugg loves to teach his students aboutgeography and the natural world. In fact, he keepsa small garden just outside his classroom window.Yesterday morning, when he discovered the crime, heCopyright © Community Learning LLC. All rights reserved. Instructor’s Guide ix

Lesson 1x Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 1Figuring Out Forensics: Organization and Observation ObjECTIvEs objects. ey record their observations in the form Students will: of lists and data tables and refer to the properties of foreign coins—color, texture, shape, size, and t
Use senses to record written observations image—to complete the tables. In addition to the use t
Apply the properties of shape, texture, of their physical senses, the students measure using rulers and the appropriate abbreviations for speci c size, color, odor, and sound to record units. It is crucial that students observe and record observations the details of evidence accurately. ese skills are t
Use written information to identify objects evaluated over the course of the students’ work as t
Collect data through the use of measurement they attempt to identify speci c objects based on MaTErIaLs their peers’ data. Instructor: While “science” is de ned as the study of the natural t
black marker and physical worlds through observation and t
foreign coins experimentation, “forensic science” is science applied t
10 small plastic cups to evidence. is evidence and other information t
10 paper bags discovered through the activities of forensics can t
10 textured objects be used in court. In fact, “forensic” derives from Students (per pair): forensis, Latin for “forum,” meaning a public t
2 Student Books meeting place for discussion. In Ancient Rome, if t
2 pencils a citizen was accused of a criminal act, his or her t
1 ruler with inches and centimeters case had to be presented in public. Both the accused t
1 cup of foreign coins (5 in each) and the accuser were required to deliver speeches t
1 magni er presenting their sides of the story. e nal decision t
1 paper bag with 1 textured object inside in the case rested on the party who presented their t
1 black marker information most convincingly. PrEParaTION Di erent kinds of scientists can be part of forensic 1. Organize 10 bags of textured objects. study. Forensic anthropologists are responsible for the recovery and identi cation of skeletal Number the bags one through ten. remains. Conducting DNA testing of body uids Put 1 object into each of the bags. for the purpose of identifying an individual is Fold top over securely. one job of a forensic biologist. Soil, mineral, 2. Put 5 foreign coins into each of 10 cups. Try and petroleum evidence are handled by forensic to have 2 very similar coins in each cup. geologists. Forensic odontologists study teeth— 3. Assemble student materials. their development, structure, and diseases. Forensic 4. Group students in pairs matching younger pathologists, o en appearing on television shows, with older students. study diseases and changes in the body to determine the cause of death. Analyzing the e ects of drugs Notes for the Instructor and poisons on a body is the responsibility of forensic toxicologists.In these opening activities, students are One of the rst instances of using forensic science inintroduced to a crime that has taken place in Mr. a legal case took place in Harwick, England in 1016.Mugg’s classroom and to the process of criminalinvestigation. Students work in pairs and groupsto practice their observational skills on a variety ofCopyright © Community Learning LLC. All rights reserved. Instructor’s Guide 1

Lesson 1 Figuring Out Forensics: Organization and ObservationA maid had been assaulted and drowned. Footprints Dear Students,and an impression made by corduroy fabric werefound near the scene; the impression showed that a I want to begin by thanking you very much forpatch had been sewn on the fabric. Wheat particles your willingness to help me solve the mysterywere also found in the area. Based on the distinctive of the missing geocaching trip money. Not onlyshape of the patch revealed in the impression and are you great problem solvers and observers,the wheat particles, a man who worked in a localwheat eld was convicted of the crime. away from where the crime took place. ThisCrime scene investigators learn to make keen and makes you the perfect candidates to help getaccurate observations using all of their physical to the bottom of this crime. Inside this box Isenses as well as specialized tools and equipment. of evidence, photographs, supplies for forensic ey then tackle the process of recording the testing, and notes that contain both factualobservations accurately and completely. eserecords may take the form of notes or drawings, commentary on what I am learning about thesuch as a crime scene map. Qualitative information, crime that took place in my classroom at Markwellsuch as eye and hair color, is included. Information Elementary.related to numbers of any kind, such as the heightand weight of a suspect and the number of suspects share what I learned from the website of theinvolved, is referred to as quantitative data. Federal Bureau of Investigation, or the FBI, the government agency that helps protect our e crime scene investigator plays an important country against crime.role in the legal process and o en testi es duringtrials. If evidence or information is incomplete or First, I learned that forensic science is made upmishandled, the guilty person could be set free. of lots of different kinds of science. It draws on e more facts and details the investigator can forensic scientists—from those who specializesupply, the more likely the correct suspect will be in parts of the earth to those who specializeconvicted. In these opening activities, your budding in parts of the human body—help during ancrime scene analysts will have an opportunity to investigation. They work together as a team, andexercise the observations skills critical to a successful the information they present must be the resultinvestigation. of careful observations. Forensic scientists are e activities in this lesson address Next Generation senses to make these observations, which canScience Standards practices of Asking Questions and used in a court during a criminal trial.De ning Problems and Planning and Carrying OutInvestigations. In addition, they address Common Second, I learned that forensic scientists mustCore State Standards CCSS.ELA-Literacy. CCRA. make careful observations of the properties ofSL.1 and CCSS.Math.Content.3.MD.B.4. See the evidence. Properties might be size, color, shape,Standards Matrix included in the appendix for moredetailed information. of this information, or data, must be written down in some way. Charts, lists, drawings and graphs are some ways to record data. Eventually, this data could be presented in court, so it needs to be accurate and detailed. Notes for the students record your observations carefully, just as realRead to your students the following note from Mr. Mr. MuggMugg, found in the box of supplies he has sent.Students can follow along in their books.2 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Figuring Out Forensics: Organization and Observation Lesson 1 vocabulary Encourage them to take a guess at what the object might be!Data: information, o en in written form. “ e recorder” lists these observations in the chart provided in “Activity 1: What’s in theForensic scientist: any type of scientist who can Bag?”supply information that can be used in court or in a Have the observer remove the object from thelegal manner. For example, forensic anthropologists bag and continue making observations usingrecover and study skeletons so the skeletons can be sight, smell, and hearing properties. Invite theidenti ed. students to use magni ers and rulers from the supply area. Remind students that smellingObservation: to study something using your ve needs to be done carefully and gently—andsenses (sight, hearing, taste, touch and smell). no tasting! 5. Instruct student pairs to return the object toProperties: descriptive characteristics such as color, their bag and fold down the ap.texture, shape and size. 6. Have pairs switch paper bags and “observer”/ “recorder” roles, then follow the same process. activity 1: What’s in the bag? 7. Instruct students to return objects to paper bags. 15 minutes 8. Ask several students to share what they discovered.1. Ask students to write their names where indicated on their book covers. activity 2: Foreign Coins 15 minutes2. Read “Notes for the Students” aloud while students follow along in their books. 1. Read the following from Mr. Mugg while students follow along in their books:3. Review the properties listed on the chart in “Activity 1: What’s in the Bag?”in their books. I am sure that you are doing a fantastic job Ask students to name examples of descriptive learning about making observations and recording words that might appear under each property. data. The next activity involves foreign coins. For example, “smooth” or “rough” might appear It might not be as easy as the previous activity, under “Texture.” Discuss the importance of but now you will have a chance to put your safety when observing. Tasting and smelling observation and data skills to the test. Use the can be dangerous with unknown objects or tools you need, including your senses and drawing substances. While these objects pose no danger, skills, to help you with your observations. others could give o fumes that are poisonous. 2. Tell pairs they will use the chart in “Activity 2:4. Instruct each pair to take one paper bag from Foreign Coins!” and the supplies provided to where they are arranged or stored. ey are not make written observations of at least one coin. to open it! Have each pair pick one coin from their Pairs should spread out around the room, so cup and observe it carefully, using their they cannot be seen by any other pairs. magni ers and rulers. In each pair, one person is “the observer” and Both students should record the same the other is “the recorder.” e pair will then information in the chart in “Activity 2: switch jobs so that each student will have a Foreign Coins!” turn doing both. “ e observer” puts one hand in the bag, feels the object, and describes it to “the recorder,” naming shape and texture properties.Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 3

Lesson 1 Figuring Out Forensics: Organization and Observation Coins should be returned to the cup a er Clean-up information is recorded. 5 minutes Pairs may make observations of additional coins in the chart provided in their books 1. Have students return all materials. until other students are nished. 2. Check the oor for any stray books,3. Instruct each pair to exchange their books and materials or pencils. Return all materials to cups of coins with another pair. suitcase boxes. Using each others’ written data, students should try to identify the correct coin. Other Directions, Discussions Once pairs believe they have identi ed the and Destinations correct coin, they should check with the other pair. e following activities and websites will enrich this lesson about observation and the ve senses.4. Ask students to return each activity book to its owner. 1. Using only your memory, try drawing a map of your bedroom. Take it home and check your Wrap-up work. 5–10 minutes 2. Pair up with a friend and observe each other for1. Ask: What do we know about observations? 30 seconds. en go into separate rooms and list Responses will vary: observations about your partner. Meet again and use your senses check to see how accurate you each were. senses are: sight, hearing, smell, and touch observations can be recorded in a list or table 3. Check out e Kid’s Page created by the FBI at tasting may not be safe http://www. i.gov/ ikids.htm. is page has sometimes it is hard to identify something information on the history of the FBI, safety, just from written information and various breeds of “working dogs,” as well as some properties are: color, texture, size, shape games.Encourage students to add to what others have 4. Visit Questacon, Australia’s national science andsaid. For example, if someone says that the ve technology center and help the Tasmanian Devilsenses are used, then ask what the ve senses are. use his sense of smell to follow the trail of theHelp students share anything they learned today. wombat. At http://www.tryscience.org, click onEncourage them to look through their books to “ eld trips” and then “Sni a Snack!”refresh their memories. 5. TryScience is a partnership between IBM,2. Ask and answer any questions they may have. the New York Hall of Science (NYHOS), the3. Instruct students to record their observations, Association of Science-Technology Centers (ASTC), and science centers worldwide. ndings, or suspicions in the Case Notes section At http://www.tryscience.org, click on at the end of the Student Books. experiments. In the featured experiment, “Mysterious Melodies,” see if your brain is playing tricks on your hearing as you try to unscramble popular tunes.4 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 1 activity 1: What’s in the bag?Directions:1. In pairs, take a paper bag. Do not open it!2. Spread out around the room, so you cannot be seen by any other pairs.3. One person is the observer and the other is the recorder. Jobs will switch, so you will each have a turn doing both.4. Observer puts one hand in the bag, feels the object and describes it to the recorder (in a low voice) using properties such as shape and texture. Taking a guess here at what the object is might be fun!5. Recorder lists these observations below. Make sure to record the bag number!6. Observer removes the object from the bag and continues with observations using sight, smell and hearing: no tasting and be careful smelling. Magni ers and rulers are available for use.7. Return item to paper bag.8. Switch paper bags with another pair.9. Switch observer/recorder roles with each other.10. Repeat steps 4–7.Properties Bag # _______ Bag # ________ Bag # ________ShapeTextureSizeColorOdorSoundCopyright © Community Learning LLC. All rights reserved. Student Book Page 2 Instructor’s Guide 5

Lesson 1 activity 2: Foreign Coins!I am sure that you are doing a fantastic job learning about observations and recording data.The next activity has to do with foreign coins. It might not be as easy as the previousactivity, but now you will have a chance to put your observation and data skills to the test.Directions:1. Pick a coin from the cup and observe it carefully. Feel free to use the magni ers and rulers.2. Record your observations below. Make sure to return the coin when you are done. Coin #1 Coin #2 Coin #3 ColorIs it one color, many colors? Are the outer edges adi erent color than the top & bottom? Texture How does it feel? Smooth, bumpy? Do the outer edges feel di erent from the top & bottom? Shape Is it round?Does it have angles? Size Use the ruler! Image Use the magni er!Look at the edges, top and bottom.Make a drawing of the coin Student Book Page 3 Copyright © Community Learning LLC. All rights reserved.6 Instructor’s Guide

Lesson 316 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 3Powder Power : solutions or suspensionsObjECTIvEs PrEParaTIONStudents will: 1. Write “baking soda” on one sheet of light-t
Conduct a solubility test to determine if colored construction paper; write “plaster of Paris” on another, “powdered sugar” on powders create solutions or suspensions another, “salt” on another, and “evidence” ont
Test and record observations of various the last. powders and their reactions 2. Organize powders:t
Identify crime scene evidence based on Place 1 tablespoon of baking soda into 10 cups. recorded data Place 5 cups on paper labeled baking soda.MaTErIaLs Place 5 cups on paper labeled evidence.Instructor: Rinse and dry tablespoon!t
black marker Repeat for remaining 3 powders, but onlyt
masking tape make 5 cups each.t
26 plastic portion cups for lling Place 1 tablespoon of plaster of Paris int
wipes a cup for demonstration. (Never place int
beaker for water sink! Always throw in garbage.)t
vinegar 3. Organize dropper bottles:t
funnel Tear o 12 small pieces of masking tape.t
12 dropper bottles Write “V” on 6 pieces of tape.t
wooden splint Place on 6 dropper bottles.t
plastic cup Write “W” on 6 pieces of tape.t
1 sheet of dark construction paper Place on remaining 6 bottles.t
tablespoon Using the beaker, ll the 6 “W” bottlest
powders: baking soda, plaster of Paris, with water. (You’ll need to obtain your own water.) powdered sugar, salt Using the funnel, ll the 6 “V” bottles witht
5 sheets of light-colored construction paper vinegar.t
Student Books 4. Organize student supplies.Students (groups of four): 5. For demonstrating the rst set oft
4 pencils experiments, set aside: 1 cup of plaster oft
1 dropper bottle of vinegar Paris, 1 bottle each of water and vinegar,t
1 dropper bottle of water wooden splint, and 1 sheet of darkt
5 plastic portion cups construction paper.t
2 magni ers 6. Place trash can in a central location.t
1 sheet of dark construction papert
5 wooden splintst
wipest
1 foam platet
1 black markert
1 pair of scissorsCopyright © Community Learning LLC. All rights reserved. Instructor’s Guide 17

Lesson 3 Powder Power: Solutions or SuspensionsNotes for the Instructor Notes for the studentsIn this lesson, students play the role of toxicologists Dear Forensic Scientists,as they observe and conduct chemical tests on avariety of powders. e expertise of toxicologists Today I am seeking your help in analyzing theregarding chemicals and their reactions is necessary white powder that was scattered on a small areato perform the many tests conducted during aninvestigation. of evidence is called trace evidence becauseToxicologists perform tests on body uids andtissues, like organs, to determine if traces of drugs, it is such a small amount. From my sciencealcohol, or poisons are in the body. Even hair andnails can contain traces of drugs. Although police background, I knew that a would beo cers may conduct very simple tests when there isan arrest, o en the qualitative testing must happen needed to identify the substance.at a more sophisticated level. If the police testindicates there is a signi cant likelihood that illegal chemistdrugs are present, then a blood or urine sample must who specializes in testing substances that peoplebe taken for further study.Most of the testing that toxicologists conduct is as saliva, and organs from the body, such as lungs,related to driving-under-the-in uence arrests. for drugs, alcohol, or poison. These test resultsSpecial machines have been designed to conduct could lead to valuable information in a case.these tests. First, it must be determined that thesample does indeed contain drugs or alcohol. If work for the FBI. Like chemists, theydrugs or alcohol are found, the exact amount present sometimes make important criminal discoveries bymust be determined. e machines, similar to small mixing things together and studying the reaction,robots, are able to vacuum up the sample, prepare or change. Think of it like making lemonade withthem for testing, conduct the tests, and display theresults on a computer! solution, does it dissolveIn the following activities, students observe the completely and create a different liquid? Ofproperties of powders and crystals, record their course it does. You have just made lemonade.observations, and then use them to determine thesubstance found at the crime scene. On that Monday after school, I know that four of my students had club meetings. These students e activities in this lesson address Next GenerationScience Standards practices of Asking Questions Each of these students participated in aand De ning Problems, Planning and Carrying different club and had different activities thatOut Investigations, and Engaging in Argument exposed them to different substances as partfrom Evidence as well as disciplinary core ideaPS1.A. In addition, they address Common Core they came in contact with for you to test.State Standards CCSS.ELA-Literacy.CCRA.SL.1 andCCSS.ELA-Literacy.CCRA.SL.2. See the Standards toxicologists, and if any match the evidenceMatrix included in the appendix for more detailedinformation. Mr. Mugg18 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Powder Power: Solutions or Suspensions Lesson 3 vocabulary in the sink, wet or dry.Chemist: A person who examines what things are Review vocabulary for columns prior tomade of and how they change. conducting that speci c test.Crystal: A shape that is colorless and see-through. Record the data for plaster of Paris byMight appear to have edges and points. following the directions below:Opaque: Not allowing light to pass through. Directions:Reaction: A change. 1. One student per group should obtain aSolution: Made when a substance dissolves and the sample, beginning with plaster of Paris.reaction forms a liquid. 2. Row #1: SensesSuspension: Made when a substance does not t
Using a wooden splint, scoop out smalldissolve completely; liquid and powder remainseparate. Oil and water, for example, create a amount of powder and put on dark paper.suspension. t
What color is it? How does it feel? Gritty,Toxicologist: Person who tests body uids, such assaliva, or organs, such as lungs, for the presence of smooth, grainy?drugs, alcohol or poison. 3. Row #2: Magni erTrace evidence: Small amounts of evidence, suchas soil or glass, that could connect a suspect to the t
Record if translucent or opaque.crime. t
Record if crystal or powder.Translucent: Not completely clear, but clear enough 4. Row #3: Water Testto allow light to pass through. t
Using a wooden splint, transfer 1/2 of activity 1: Observing Properties powder to an empty cup. of Powders and Crystals 15 minutes t
Add water from dropper bottle and stir.1. Read “Notes for the Students” aloud while t
Continue to add water and stir until students follow along in their books.2. Have 1 person from each group cut the dark powder dissolves. Powder may or may not paper into 6 smaller pieces. (Fold, then cut in dissolve. half length-wise, then cut half sheets into thirds.) t
Record if solution or suspension.3. Have students turn to “Activity 1: Data Table.” 5. Row #4: Vinegar Test Review the headings for the columns and rows together. Don’t focus too much on t
Add vinegar from dropper bottle. vocabulary at this time. You will discuss it t
Record if reaction or no reaction. as you do the rst sample together, which is 6. Cleaning up plaster of Paris. Remind students never to put plaster of Paris t
Put 2 cups, wooden splint, and used wipes on foam plate and empty into trash. KeepCopyright © Community Learning LLC. All rights reserved. the plate. t
Return to work station. t
Wipe o foam plate! 7. Obtain next sample and repeat testing for 3 remaining powders. (Do not test powder labeled “evidence.”) t
Finish with cleaning up. Instructor’s Guide 19

Lesson 3 Powder Power: Solutions or Suspensions Emphasize cleaning workspace before activity 3: Get to Know the beginning to test a new powder. suspects Students can complete tests for samples, except 15 minutes for “evidence,” by following the directions. 1. Instruct students to open their books to “Activity Circulate to check progress and clean any 3: Letters from the Suspects.” spills. Take wipes with you. 2. Read aloud the following email from Mr. Mugg.4. Review the observations from the table. Dear Forensic Scientists, Discuss any di erences in results. Mixed results could be the result of contamination. my students to write a letter to me about Contamination occurs when some powders themselves—their interests, activities, hopes are accidentally mixed with others. ese about fourth grade, and dreams about the future. test results are not accurate. I keep these letters because they help me get to know my students better, and they come in handy activity 2: Identify the Powder when I plan lessons and activities. Enclosed are Evidence the letters written by the four suspects in this 10 minutes as important evidence, they shed light on whether1. Invite one person from each group to obtain any of these students may have been involved in the last sample: the “evidence” sample. ey should perform all the tests and record their students exposed to the powder substance you observations in the last column of the data table. Mr. Mugg2. Ask students if they can determine what P.S. Please keep your copy of these letters. They the evidence is. (Students should be able to contain a lot of information that is likely to prove determine this based on previous data and useful as we move forward in our investigation. current testing.) 3. Direct them to write in the name of the suspect3. Instruct student to complete the chart entitled at the top of his or her letter. “Evidence Summary: Powder Evidence” 4. In their pairs, students should take turns reading Write suspect names in the correct boxes. aloud the letter from each suspect. Place an X in the box for each suspect who matches the evidence. 5. Ask students:4. Ask: How can we use this information in our investigation? What is the evidence? baking soda Which information seems the most relevant How do you know this? results match to our activities today? How can we use this information in our Based on the information in these letters investigation? which students were most likely to come into contact with the evidence? Do these names match those you identi ed with an “X” on the chart “Evidence Summary:20 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Powder Power: Solutions or Suspensions Lesson 3 Powder Evidence”? 3. Check the oor for spills and clean. What other observations, ndings, or 4. Hands should be wiped. suspicions do you now have? 5. Return materials to the suitcase box.6. Instruct students to record their observations, ndings, or suspicions in the Case Notes section Other Directions, Discussions, of the Student Books. and Destinations e following activities and websites will enrich Wrap-Up what has been learned in this lesson about 10 minutes chemistry! 1. How does a chemical reaction happen?Encourage discussion about this lesson as a whole. Check out this free science site by a reputable organization to nd out: http://www.chem4kids.Ask: com/ les/react_intro.html 2. PBS Kids leverages the full spectrum of media How certain can you be that a student suspect and technology to bring the world of science to le the powder evidence at the crime scene? young imaginations. Try “Kitchen Chemistry” Not very and “Reality Kitchen” to get kids excited about Can you positively identify someone based on and involved in chemistry: http://www.pbskids. your ndings in today’s activities? No. Many org/zoom/games/kitchenchemistry/ people, teachers and students, come into contact with the powders investigated today. Such evidence is called “class evidence” because it cannot lead to a conviction of a crime, but it can provide additional information. (See Lesson 5 for more on “class evidence.”) What other interesting things did you learn from the student letters that might have a bearing on this case? Possible answers could be that letter writers mentioned wearing “black sweaters,” writing “coded messages,” curiosity about geocaching and the contents of the canister containing treasures. What can you tell about the personalities of the writers of these letters? What can a personality tell you about a person’s involvement in a crime? Clean-up 5 minutes1. Choose two people to circulate with garbage bags or cans to collect from each group.2. Wipe down work spaces.Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 21

Lesson 3 activity 1: Data Table Name: Suspect #1 Suspect #2 Suspects Suspects Evidence Plaster of Powdered #3 & #4 #3 & #4 Sample: Baking Soda Paris Sugar SaltSensescolortextureMagni ertranslucent: allows light throughopaque: can’t see light throughcrystal: colorless & see- throughpowderWater Testsolution: completely dissolves to form a liquidsuspension: does not completely dissolve; stays separatedVinegar Testreaction: change occursno reaction: nothing happensCircle the powder you believe matches the evidence:Plaster of Paris Powdered Sugar Baking Soda Salt Student Book Page 11 Copyright © Community Learning LLC. All rights reserved.22 Instructor’s Guide

Lesson 3activity 2: Evidence summary: Powder EvidenceDirections:1. Write suspect names in the correct boxes.2. Place an X in the box for each suspect who matches the evidence.Name: Suspect #1 Suspect #2 Suspect #3 Suspect #4Evidence XXMatchesCopyright © Community Learning LLC. All rights reserved. Student Book Page 12 Instructor’s Guide 23

Lesson 3 suspect #1Name: ________________________________________________________________Dear Mr. Mugg,I’m glad you want to learn more about me because I’msecond best friend is Tammy, my Golden Retriever. We do Student Book Page 14 Copyright © Community Learning LLC. All rights reserved.24 Instructor’s Guide

Lesson 3 suspect #2Name: ________________________________________________________________Dear Mr. Mugg,You will get to know me really quickly, so I don’tneed to write much about myself. My friends say Italk a lot. They still like me, though, because I comeup with the best ideas for things to do. We have asecret club and meet in a very cool treehouse. Noone knows where it is or what we do because wesend coded messages to each other. At school, I’m inthe cooking club. Today we are making chocolatecrackles with powdered sugar on top.I either ride my bike or walk to school every daywith my friends. Sometimes Alicia brings her puppy,Merry-go-Round, with us. (We call her “Mary” forshort.) On cold days, Mary wears a little blacksweater. She’s the cutest!My parents say I will be a lawyer or a CEO somedaybecause “I like to tell people what to do.” Especiallymy sister! That’s not always true, but a CEO is thepresident of a big company. I would like that.I can’t wait to go on the field trip and findtreasures. What kinds of treasures will we find, Mr.Mugg? Can you tell us?Copyright © Community Learning LLC. All rights reserved. Student Book Page 15 Instructor’s Guide 25

Lesson 3 suspect #3Name: ________________________________________________________________Dear Mr. Mugg,I really hope we have a good year because third grade wasnot so great for me.I did not do well in math, and my parents made me go totutoring. Actually, my parents make me do lots of things,like ride my bike to school, wear stupid black sweaters,and take cooking lessons. In fact, they made me join thecooking club at school. (It’s actually kind of fun, but pleasedon’t tell my parents this.)My favorite subject is recess (just kidding). I also like artand music, reading and doing crossword puzzles. Myparents don’t let me go many places, so I’m really lookinglast year talk about it all the time.I like to dream about the future a lot. I plan to live in abig city and have lots of friends and do lots of fun stuff—like traveling to new places. My parents probably won’t seeme much.My hopes for fourth grade are that I will not need a mathtutor and I will make more friends. Student Book Page 16 Copyright © Community Learning LLC. All rights reserved.26 Instructor’s Guide

Lesson 3 suspect #4Name: ________________________________________________________________Dear Mr. Mugg,I have one sister, two best friends, and one goldfish namedSammy. My sister is bossy, so I spend most of my time withAbigail and Maris. We like to look at fashion magazines anddesign new outfits for ourselves. I’m making a jacket in mysewing club from a photograph I found in a magazine! I’malso in the cooking club because my parents made me and mysister go. It’s O.K. I like to be busy.Abigail and Maris and I are already planning what we’ll wearon our class field trip. Do you think the weather will be warmor cold? I’m hoping we get to see the tiny blue eggs in the nestthat your students saw last year.My favorite subjects in school are math and art. I know thesedon’t go together, but it’s true that I feel at my best in both ofthese subjects.I have many dreams for the future. Maybe I will be a famousclothing designer with my own label someday. That would be adream come true!Copyright © Community Learning LLC. All rights reserved. Student Book Page 17 Instructor’s Guide 27

Lesson 5Tracking the Tires: Tread Patterns ObjECTIvEs evidence. ey analyze a print of the bicycle’s tread Students will: pattern from the crime scene and match it to the t
Observe, measure, and compare various tread patterns of bicycles belonging to the four suspects. characteristics of tread patterns Tracks refer to the path le on or in a surface by t
Record observations on a data sheet any travel method. Automobile tracks, for example, t
Identify the bicycle tire tread pattern le at can reveal the direction of travel as well as changes in direction. Car tracks reveal track width, which the scene of the crime is the distance between the two front and two MaTErIaLs rear tires. is width can be used to identify the Instructor: vehicle make, such as a Honda Civic. e tread t
wipes pattern, which is the pattern le by the tire, can t
masking tape determine which particular Honda Civic model! t
ruler With an automobile, the tread width is indicated t
10 re-sealable plastic bags by measuring the distance across the tread pattern. t
modeling clay Both front and back tread widths are measured, t
Student Books because manufacturers use di erent patterns on the Students (groups of four): front and the rear of the car. t
4 pencils At the crime scene, prints can appear two t
2 tires dimensional if made on a hard surface, or three t
2 magni ers dimensional if they were le in snow or mud. When t
2 rulers tire prints are evidence, a number of steps must be t
wipes followed to record them as evidence: t
2 bags modeling clay 1. e prints must be protected. e location of the t
2 foam plates t
photo of tread evidence tracks or prints may need to be covered or roped t
photo of cast of tread evidence o. PrEParaTION 2. Two types of photographs must be taken: a photo 1. Place one so ball-sized amount of modeling of the general area (which includes other objects and a ruler to help with scale) and a close up that clay into each of 10 re-sealable plastic bags. shows more details (the close up also contains a 2. Assemble student supplies. ruler). 3. e location of the track must be plotted on the Notes for the Instructor crime scene map.In this lesson, students learn that tracks and 4. Any debris within the print must be removedtread le at a crime scene can reveal signi cant carefully.information at an investigation. Even a partial 5. To keep a track from deteriorating on fragileimpression can provide information. In the rst surfaces, such as mud or snow, a special sprayactivity, students make their own tread impressions, is used to coat, seal, and protect the surface andrecord their observations in a data table, and keep it relatively rm.analyze their information to make comparisons.In the second activity, students see the crime scene Instructor’s Guide 37Copyright © Community Learning LLC. All rights reserved.

Lesson 5 Tracking the Tires: Tread Patterns6. A form or frame is placed around the area so information in court, but, on its own, class a cast can be created. e form must be high enough to allow the casting mixture to capture Type of De nition Examples the deepest part of the impression. EvidenceOnce a cast has been made, the cast is examined in a Physical t
evidence that is a carpet, clothing,lab for speci c cuts, markings, or lettering that help physical object or weapon, castsin comparing it to other prints, either visually or by part of a physical of footprintsusing a database. object or tire prints, handwritingTrack and tread patterns are both physical evidenceand class evidence. e table included in the note Class t
does not lead to shoe prints, bloodfrom Mr. Mugg o ers information about physical conviction on its type, clothing,and class evidence, as well as several examples. own personal belongings e activities in this lesson address Next Generation t
providesScience Standards practices of Asking Questions additionaland De ning Problems, Planning and Carrying Out information thatInvestigations, and Engaging in Argument from can go to trialEvidence. In addition, they address Common CoreState Standards CCSS.ELA-Literacy.CCRA.SL.1, Tread patterns must be protected by covering orCCSS.ELA-Literacy.CCRA.SL.2, and CCSS.Math. surrounding the area with crime scene tape. TheyContent.3.MD.B.4. See the Standard Matrix includedon page 111 for more detailed information. keep a camera in my classroom to take photos of class activities and of our geocaching adventures, Notes for the students: so I used it to take a picture of the evidence from above—an aerial view—from my classroom Dear Forensic Scientists, window. Just like a crime scene photographer, The piece of evidence I need you to investigate I put a ruler next to the tread, so you can tell today is the tread pattern near the garden how big the treat pattern really is. You should just outside the window. The tread looks very be able to see all of this in the evidence photo I sent you. Usually, scientists will make a print curiously, the garden looks even more disturbed and then a cast of the tread pattern. This cast lets you observe the tread in more detail and at a crime. I immediately did a web search for tread mix some plaster of Paris and make a cast of the patterns and reviewed several informative sites. tread to make it easier to see. The second photo I found out that a tread pattern is an example lets you see the results of this cast. of physical evidence or thing and suggests that a crime has been vocabulary committed. Other examples of physical evidence Aerial view: e view looking down on something are weapons, handwriting, and carpet. from above, as if from an airplane. Tread patterns are also class evidence. Tread Class evidence: Evidence that cannot positively patterns, shoe prints, and soil, which are all identify someone, such as shoe prints since many examples of class evidence, cannot positively people wear the same kind of shoes. Other examples: identify someone on their own. Too many other blood type, soil and glass. people have the same bicycle tires or the same sneakers. Class evidence provides additional38 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Tracking the Tires: Tread Patterns Lesson 5Physical evidence: Evidence that is part of an Review the column headings.object and shows that a crime has been committed. Point out that each tire is in a numbered bag.Examples: weapons, handwriting and carpet. Note that tread should be measured inTread: Raised design on the tire itself. centimeters. Remember to describe the texture. activity 1: Observing Tread 3. Explain how to make the impression. Each pair Patterns of students should: 15 minutes1. Read “Notes for the Students” aloud while Make 5 balls, the size of golf balls, from the students follow along in their books. modeling clay. Ask and answer any questions about physical Flatten like a pancake until 1/2 inch thick. and class evidence. Push the tire rmly down on the clay. Roll it2. Instruct students to turn to “Activity 1: Tread slightly forward once. Pattern Data Table.” Remove tire and record observations on the Read aloud the following additional data table: information from Mr. Mugg: t
Tread width in centimeters; t
Description, including texture; Usually, tread patterns are found at the scene t
Sketch of tread pattern. in the form of dirty tire tracks on the road or Place impression on the foam plate. Remove clay from tire, if necessary, and photographs, which I have done, and plotting the return tire to bag. tread mark on a crime scene map, which you have Trade numbered bags with another pair and done, a cast is made. First, an edge is built around repeat until all 5 impressions have been made. the print. Next, a liquid mixture is poured into 4. Have students make a ball of the remaining clay, the impression. Once the cast has been made and return it to the bag, and seal it. specialists can compare the cast of the tread to the crime. Sometimes more “copies” of the print are needed. Other people make a mold that is a form for making even more casts. The mold looks just like an impression. By this time, the real you everything you need to make impressions ofMr. MuggCopyright © Community Learning LLC. All rights reserved. Instructor’s Guide 39

Lesson 5 Tracking the Tires: Tread Patterns activity 2: suspects’ and Clean-up Evidence Tread Patterns 5 minutes 15 minutes 1. Instruct students to clean tire treads with wipes and return to their speci ed bags.1. Instruct the students to turn to “Activity 2: Photo 2. Make sure bags of clay are securely sealed. of Tread Evidence” and “Activity 2: Suspect 3. Ask students to return all supplies. Tread Patterns.” 4. Wipe surfaces if necessary. 5. Store all materials in suitcase box. Point out that the tread pattern from the scene of the crime is shown on page 28, and Other Directions, Discussions, the tread prints from the bicycles belonging and Destinations to each of the four suspects appear on the KidsHealth, from the Nemours Center for following page. Children's Health Media, is a trusted site Have students write in the names of each of for information about health, behavior, and the suspects. development from before birth through the teen Encourage students to note where patterns years. Learn all about bicycle safety at http://www. match up and where they di er. kidshealth.org/kid/watch/out/bike_safety.html. Remind them to check their measurements. Questions to ask are: t
How far apart are the marks? t
How do their shapes compare? t
Do similar shapes face the same direction? t
How do texture and shading compare? Which suspect’s bicycle tread do you think the evidence points to?2. Ask students to complete “Activity 2: Evidence Summary: Tread Patterns” Write suspect names in the correct boxes. Place an X in the box for each suspect who matches the evidence. Wrap-up 10 minutes1. Answer any questions the students may have.2. Instruct students to record their observations, ndings, or suspicions in the Case Notes section of the Student Books.40 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 5 activity 1: Tread Pattern Data TableDirections:1. Make 5 balls, the size of golf balls, from the modeling clay.2. Flatten like a pancake until 1/2 inch thick.3. Push the tire rmly down on the clay. Do not roll back and forth.4. Remove the tire and write observations in the table below.5. Place the clay impression on the foam plate.6. Remove any traces of clay from tire, and return tire to bag.7. Trade numbered bags with another pair, and repeat until impressions of all 5 di erent tires have been made. Tire 1 2 3 4 5Number Tread Width inCentimetersDescription include textureSketch of Tread PatternCopyright © Community Learning LLC. All rights reserved. Student Book Page 27 Instructor’s Guide 41

Lesson 5 activity 2: Photo of Tread Evidence activity 2: Evidence summary: Tread PatternsDirections:1. Write suspect names in the correct boxes.2. Place an X in the box for each suspect who matches the evidence.Name:Tire Number 1 2 3 4 Tread X XEvidenceMatches Student Book Page 28 Copyright © Community Learning LLC. All rights reserved.42 Instructor’s Guide

Lesson 5activity 2: suspect Tread Patterns Suspect #1_____________________________ Suspect #2 _____________________________Suspect #3 _____________________________Suspect #4 _____________________________Copyright © Community Learning LLC. All rights reserved. Student Book Page 29 Instructor’s Guide 43

GlossaryAerial view: e view looking down on something Encode: To change a message into code.from above, like from an airplane. Fiber: Long, skinny thread used to make fabric.Arti cial: Man-made; not natural. Fixed points: Locations in a room that are always inCheiloscopy: e study of lip prints. Cheilo is Greek the same place, like windows or corners. In a crimefor lip. scene sketch, these help when drawing to scale.Chemist: A person who examines what things are Forensic geologist: A scientist who examines soilmade of and how they change. samples in a criminal investigation and determinesClass evidence: Evidence that cannot positively their sources.identify someone, such as shoe prints, since lots Forensic scientist: Any type of scientist who canof people wear the same kind of shoes. Other supply information that can be used in court or in aexamples: blood type, soil and glass. legal manner. For example, forensic anthropologistsClay soil: Soil that is mostly clay, a little sand and recover and study skeletons so they can behumus. Not good for growing. identi ed.Cryptogram: A message written in code. Gel box: e equipment used to run theCrystal: A shape that is colorless and see-through. electrophoresis and get the DNA pro le.Might appear to have edges and points. Genetic: Whatever you might inherit from yourData: Information, o en in written form. parents.Decode: To translate a code into an understandable Humus: Dead plant or animal material that makesmessage. soil fertile.DNA: Deoxyribonucleic Acid. It determines who Interrogate: To rigorously question suspects thoughtyou are. to be guilty of a crime.DNA pro le: A technique used by forensic scientists Interview: To collect information from peopleto assist in the identi cation of individuals by the during a criminal investigation.unique arrangement of their DNA. Latent shoe print: A present but invisible, or nearlyElectrophoresis: e use of electricity to separate invisible, print.DNA into bands. Loam: Soil that contains the right amounts ofElectrostatic wand: A wand that carries a positive gravel, sand and clay. It also includes a great dealelectrostatic charge allowing it to “li ” dust from of humus, so it is good for growing. Usually darkpaper to provide a map of any indented impressions brown or black.in that paper.Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 103

Glossary Missing Money MysteryMagnetic powder: Fine powder used by crime scene Sandy soil: Soil that is mostly sand, a little clay andinvestigators in dusting for shoe prints and other no humus. Not good for growing.prints. Magnetic powder develops latent prints very Solution: Made when a substance dissolves and thewell. reaction forms a liquid.Means: A way or an ability to commit a crime or Suspect Statement: A written or recorded responseperform an action. Answers the question: how? For to questions from investigators by a suspect about aexample, a car was spray painted with gra ti, and a crime.can of the same paint was found on the suspect. Suspension: Made when a substance does notMock crime scene: A pretend crime scene that is completely dissolve; liquid and powder remaininvented for the sake of instruction or as a game. separate. Oil and water, for example, is a suspension.Motive: A reason to commit a crime or perform Synthetic: Made by humans; arti cial.another action. Answers the question: why? For Toxicologist: Person who tests body uids, suchexample, someone was starving so he or she stole as saliva, or organs, like lungs, for the presence offood. drugs, alcohol or poison.Natural: Not man-made. Derived from animals, Trace evidence: Small amounts of evidence, suchplants, or minerals. as soil or glass, that could connect a suspect to theObservation: To study something using your crime. Translucent: Not completely clear, but clear enough ve senses (seeing, hearing, tasting, touching and to allow light to pass through.smelling.) Tread: Raised design on the tire itself.Opaque: Not allowing light to pass through. Triangulation: Most accurate way of showing theOpportunity: e chance or ability to commit location of evidence at the crime scene. A triangle isa crime at a given place and time. Answers the created using the evidence and two xed points.questions: when and how? For example, a crime was Unique evidence: Evidence that tends to identifycommitted at 3 p.m. and Josie was walking her dog one particular person, such as ngerprints.at the location of the scene of the crime at 3 p.m. Vertical: Going up and down.Physical evidence: Evidence that is part of anobject or thing, and shows that a crime has beencommitted. Examples: weapons, handwriting andcarpet.Properties: Descriptive characteristics such ascolor, texture, shape and size.Pyrolysis: Heat test to help identify bers.Reaction: A change.104 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

appendixMissing Money Mystery Standards Matrix Support an argument with evidence, data, or a model.Missing Money Mystery is a 10-lesson program that t
Scienti c Knowledge is Based on Empiricalhelps learners meet the Next Generation Science EvidenceStandards and the Common Core State Standards(CCSS) Science knowledge is based upon logical andIdeally suited for learners in grades 3-5, Missing conceptual connections between evidence andMoney Mystery meets many of the practices, cross- explanations.cutting concepts, and disciplinary core ideas thatcomprise the Next Generation Science Standards. Science disciplines share common rules of obtaining and evaluating empirical evidence. e practices, concepts, and disciplinary ideasspeci cally covered in this unit include: CROSS CUTTING CONCEPTS: t
PatternsPRACTICES:t
Asking Questions and De ning Problems Patterns can be used to identify cause-and- e ect relationships. Ask questions that can be investigated within the scope of the classroom, outdoor Graphs, charts, and images can be used to environment, and museums and other public identify patterns in data. facilities with available resources and, when appropriate, frame a hypothesis based on DISCIPLINARY CORE IDEAS: observations and scienti c principles. t
PS1.A: Structure and Properties of Mattert
Planning and Carrying Out Investigations Measurements of a variety of properties can Make observations and measurements to be used to identify materials produce data to serve as the basis for evidence t
LS3.B: Variation of Traits for an explanation of a phenomenon. In sexually reproducing organisms, each Plan an investigation individually and parent contributes half of the genes acquired collaboratively, and in the design: identify (at random) by the o spring. Individuals have independent and dependent variables two of each chromosome and hence two alleles and controls, what tools are needed to do of each gene, one acquired from each parent. the gathering, how measurements will be recorded, and how many data are needed to ese versions may be identical or may di er support a claim. from each other. In addition to aligning to the underlying concepts Conduct an investigation to produce data to that comprise the Next Generation Science serve as the basis for evidence that can meet Standards (NGSS), this unit meets Common Core the goals of the investigation. Learning Standards (CCLS) in Mathematics andt
Analyzing and Interpreting Data English Language Arts and Literacy in grades 3-5. Speci c CCLS addressed include: Analyze and interpret data to determine t
CCSS.ELA-Literacy.CCRA.SL.1: Prepare for and similarities and di erences in ndings. participate e ectively in a range of conversationst
Engaging in Argument from Evidence and collaborations with diverse partners, building on others’ ideas and expressing theirCopyright © Community Learning LLC. All rights reserved. Instructor’s Guide 105

Appendix Missing Money Mystery own clearly and persuasively.t
CCSS.ELA-Literacy.CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.t
CCSS.ELA-Literacy.CCRA.SL.4: Present information, ndings, 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.t
CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite speci c textual evidence when writing or speaking to support conclusions drawn from the text.t
CCSS.Math.Content.3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.t
CCSS.Math.Content.3.MD.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked o in appropriate units— whole numbers, halves, or quarters.106 Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Missing Money Mystery Appendix Standard Lesson Next Generation Science Standards 1 2 3 4 5 6 7 8 9 10 11 12Practice: Asking Questions and De ning Problems ****** **Practice: Planning and Carrying Out Investigations ******* **Practice: Analyzing and Interpreting Data ** **Practice: Engaging in Argument from Evidence ****** ****Practice: Scienti c Knowledge is Based on Empirical ****** **EvidenceCross-Cutting Concept: Patterns **Disciplinary Core Idea: PS1.A: Structure and Properties **of MatterDisciplinary Core Idea: LS3.B: Variation of Traits *Common Core State StandardsCCSS.ELA-Literacy.CCRA.SL.1: Prepare for and ************participate e ectively in a range of conversations andcollaborations 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, * ** ndings, and supporting evidence such that listenerscan 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 inferencesfrom it; cite speci c textual evidence when writing orspeaking to support conclusions drawn from the text.CCSS.Math.Content.3.MD.B.3: Draw a scaled picture *graph and a scaled bar graph to represent a data set withseveral categories. Solve one- and two-step “how manymore” and “how many less” problems using informationpresented in scaled bar graphs.CCSS.Math.Content.3.MD.B.4: Generate measurement * * **data by measuring lengths using rulers marked with halvesand fourths of an inch. Show the data by making a line plot,where the horizontal scale is marked o in appropriateunits— whole numbers, halves, or quarters.Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide 107