Rouge Rodent Mystery Instructor's Guide

Rogue Rodent GK -R1sAt DE A Crime Scene Investigation MYSTERY R’S GUIDE INSTRUCTO



Rogue Rodent Mystery A Crime Scene Investigation Copyright © Community Learning LLC. All rights reserved.

Copyright © Community Learning LLC. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical photocopying, recording, or otherwise without the prior written permission of the publisher. Content Developer: Leiana Hawkins Illustrations: Stacy R. DeBritz Graphics: KCO Graphics Please direct any comments regarding this publication to [email protected].

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

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

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

Preface Rogue Rodent Mystery Making the Most of Each Lesson Course Kit Contents With all the necessary materials provided in Packed in easy-to-manage carryalls, every material convenient, lightweight carryalls, and the setups, or tool needed to solve the mystery is organized in processes, and procedures explained in detail, a way that makes the course easy to teach again and instructors will find Rogue Rodent Mystery easy and again. Among some of these materials are: fun to teach. Each lesson provides an activity that teaches a new but related aspect of scientific reasoning • Rulers and a particular scientific process. None of the labs • Foam balls require special handling or complicated setups. • Miniature figurines After familiarizing themselves with the lesson, • Eye masks vocabulary, and intended outcome of the activity, • Beakers instructors set up their classroom so that it is easy • Tempera paint for students to work in groups. Clear guidance • Markers is provided in each lesson on how to set up the • Pan balances demonstration area with all the relevant materials • Centimeter Cubes at hand. Any necessary safety precautions specific to Instructor’s Guide individual lessons are also provided. The instructor should be sure to know where emergency help and Every step is taken to provide an easy-to-follow supplies are located. format and fun-to-read instructions for each lesson. Each lesson activity that the students accomplish In addition to a brief listing of objectives, materials, becomes part of their “crime scene portfolio” and and setup procedures, useful icons point the contributes, ultimately, to solving the mystery. instructor to a number of key elements: Because of this, instructors need to review the corresponding pages in the Student Activity Book in Notes for the Instructor order to guide students in completing their part of Brief instructor notes introduce the subject matter the activity. and challenges presented in the particular lesson. They often contain real-life, age-appropriate Course Kit Components examples from crime in history or popular culture. Each course kit contains an Instructor Guide, Notes for the Students Resource CD and all of the materials and tools These notes “set the stage” for each lesson by necessary to teach the course to a class of 30 presenting brief material to read, listen to, and students.   discuss. Vocabulary New and relevant terms are defined here. Note, too, the comprehensive “Glossary” at the rear of the Instructor’s Guide and Student Books. iv  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Rogue Rodent Mystery Preface Activity Description Companion Resources Here, step-by-step procedures are provided for both the instructor’s demonstration and the students’ When you adopt Rogue Rodent Mystery: A Crime immersion in the activity. Scene Investigation, your instructors will have access Wrap-up to a number of companion resources. A Resource Discussion-provoking questions are designed to CD offers tips, lesson extensions, and other great summarize learning and help students take their ideas for the classroom. Word search and crossword inquiry further. puzzles help reinforce newly learned and used Clean-up vocabulary. Links to forensic videos and other Clear instruction on preserving and storing multi-media resources provide authentic lesson materials is provided to ensure kit longevity and extensions. Immediate support is always available cost effectiveness. by phone, email, or webinar from the experts at Other Directions, Discussions Community Learning. and Destinations About Community Learning To extend lessons and deepen understanding across disciplinary and cultural divides, relevant links to Our mission is to provide interactive curriculum multimedia, web resources, and books are provided created around thematic topics that truly engage here. students through experiential learning projects. Developed by subject experts with decades of Student Books teaching experience, our courses provide full support for administrators desiring high-interest Designed for students to record their discoveries activities and projects that meet and exceed current class after class, the Student Books acquire a learning standards. narrative quality that keeps the young “Crime Scene Investigators” engaged in scientific investigation Instructors - We need your input! over time. The books serve as companions to the Instructor’s Guide and contain reports, charts, We consider you our treasured partners in making places to attach samples, and areas to record these classroom-tested activities even better. To this observations, as well as a full glossary of terms used end, we invite you to complete a short evaluation in the course. about your experiences with Rogue Rodent Mystery: The complete Rogue Rodent Mystery: A Crime A Crime Scene Investigation. Scene Investigation student book is provided in PDF Please go to http://www.commlearning.com/ on your resource CD, with an unlimited license for courseevaluation to fill out the course evaluation. reproduction for your school or organization’s use. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  v

Preface Rogue Rodent Mystery Preparation Overview Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Observing Recording Listening Analyzing Alibis: Applying the Clues: Your Findings: to a Witness: Monitoring Physics: Investigating with Studying Force and a Your Senses Sketching Creating a the Movement Falling Skeleton the Scene Composite Sketch of Suspects Print/Copy Student Book Student Book Student Book Student Book Student Book pages 1-8 pages 9-15 pages 16-22 pages 23-38 pages 39-51 • DVD of crime • Crime scene tape • E xamples of • Copy of suspect • C opy of Cavia • Flip chart composite photos Elementary scene • Scaled dog photos sketches School map • S caled doghouse • Manilla envelope • Air freshener • “ Artist” and • Copy of Mrs. • Sketch of Mrs. photos “sketch” stickers Hawkins’s crime • Senses cards • C rime scene Hawkins’s 2nd scene • Centimeter cubes letter • Person of interest sketch • Plastic cups • Flip chart • S et of directional • M rs. Hawkins’s • Pencils • Marker stickers script • Crayons • Copies of alibi 1st letter cards for each • Stress balls • Scissors • Scissors suspect • Model figurines • Manilla envelope • Scissors • Rulers • Blindfolds • Marker • Pencils • Crayons • Pencils Organize Kit • Earplugs Supplies • Small bandages • Plastic spoon • 250 mL beaker • Red tempera paint • Pencils • Set up DVD • Cut out the dogs • Count cubes into • Choose and label • D esignate large player and doghouses plastic cups the appropriate flat areas for suspects for your groups to work • Make red paint • A ddress the class • A rrange for an manila envelope to your school and • A rrange suspect adult (person of your class photos near flip interest) to come chart Prepare into your room at a designated time • P lace Mrs. • Cut out the re- Hawkins’s letter quired number of in the manila senses cards envelope • Water • C ell phone, digital camera, or note Acquire paper Additional Supplies • C lock with second hand vi  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Rogue Rodent Mystery Preface Preparation Overview Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Inspecting Researching Rodents: Following Weighing the Considering Pattern Evidence: Discovering a Guinea Colorful Clues: Evidence: the Confession: Pig’s Survival Needs Making Orange Paint Testing the Understanding Comparing Misunderstandings! Shoe Prints Scales of Justice Print/Copy Student Book Student Book Student Book Student Book Student Book pages 52-63 pages 64-74 pages 75-82 pages 83-88 pages 89-96 • Scissors • C opies of Alice’s • Red, blue, and yel- • DVD of the crime • Manilla envelope • Plastic cups photo • C opy of Mrs. • Card stock paper low temper paint scene • Spray bottles • C opy of Mrs. Hawkins’s final • Rulers Hawkins’s 3rd powders • C opy of suspect letter • Centimeter cubes letter • Guinea pig • Crayons • 1,000 mL beaker photos stickers • Pencils • Manilla envelope • P oster board • Markers • 250 mL beakers • C opies of Lady sheets Organize Kit • Crayons • Crayons Supplies • Poster board • Coffee scoop Justice • Markers • Pencils sheets • Mixing spoon • Plastic cups • Pencils • Flip Chart • Centimeter cubes • Marker • Pan balances • Copy of Mrs. • Index cards Hawkins’s 4th • Markers letter • Pencils • Manilla envelope • Foam plates • Suspect stickers • Wooden stir sticks • Pencils • Cut sheets of card • Gather print • Mix paints and • Count out centi- • P lace Mrs. stock in half resources about pour into beakers meter cubes into Hawkins’s letter guinea pigs from for each group cups in the manila • Count out centi- a local or school envelope meter cubes into library • A rrange beakers • Display suspect plastic cups of paint on foam photos • Optional: • O ptional: set up plates celebration Prepare • Fill spray bottles classroom for supplies with water online access to • P lace Mrs. Acquire resources about Hawkins’s letter Additional • Try the shoe print guinea pigs in the manila Supplies experiment to get envelope a good idea of • P lace Mrs. how it works best Hawkins’s letter • Paper towels • O ne monetary in the manila bill of any • Water envelope denomination • Paper towels • Books about guinea pigs • O ptional: computers with internet access Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  vii

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

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

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

Lesson 1 Observing the Clues: Investigation with Your Senses OBJECTIVES spoonfuls of red tempera paint powder with Students will: 1 Tbsp. of water. Stir until smooth. 4. Arrange for a non-class member, • Understand that senses allow our bodies to preferably an adult, to visit your class as take in information about the environment the person of interest (POI) at a designated time. Provide the POI with a loose script • Practice using their senses in a mystery- (see activity) and instructions. based setting 5. Prepare the Senses Cards deck by cutting out the cards. Use two no-eye cards, two no- • Record their information and use the nose cards, two no-ear cards and enough record to communicate their findings to full-face cards so that each person in the peers class may draw one card from the deck. • Organize and display data on a graph Notes for the Instructor This mystery is a project-based learning experience MATERIALS that asks your students to complete a series of Instructor: activities in order to bring home Alice, the missing guinea pig. The more realistic the mystery seems to • 1 DVD of the crime scene your students, the more engaged and invested they • 1 air freshener will be in learning the information and conducting • 1 set of Senses Cards the science experiments. As the instructor, your • 1 copy of person of interest (POI) script enthusiasm and investment is key! • 1 pair of scissors Throughout this mystery, students will use the • 2 blindfolds scientific method to solve problems. They will: • 2 sets of earplugs • 2 small ⅜” x 1 ½” bandages • Make observations about the world around • 1 plastic spoon them and use these observations to ask • 1 250 mL beaker questions. • Red tempera paint • Water • Form an idea, or hypothesis, about what they Students (per each): think happened. • Student book • Pencil • Conduct tests, or experiments, that help them answer their questions. PREPARATION 1. Have your students practice using their • Look at the results, or data, of their experiment and figure out what the data show. five senses before this activity. 2. Setup a DVD player in the classroom. • Make a conclusion, or answer their initial 3. Using the beaker and the plastic spoon, make question. a small amount of red paint: mix 2 heaping • Communicate their findings with others. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  1

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

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

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

Lesson 1 Looking at the Crime Scene What changed? Match the objects seen in Mrs. Hawkins’s classroom to before or after the crime. before crime after crime Copyright © Community Learning LLC. All rights reserved. Student Book Page  2 Instructor’s Guide  5

Lesson 1 Observing a Person of Interest Draw and label what you observed about the POI. Student Book Page  3 Copyright © Community Learning LLC. All rights reserved. 6  Instructor’s Guide

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

Actions of a Person of Interest Lesson 1 Observations of a Person of Interest Place an X in the box for the sense used to observe each action. Observations of a Person of Interest feet shuffling talking foot tapping waving hands hand washing hand shaking water spraying see hear smell feel taste Student Book Page  5 Senses Used 8  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 1 Revisiting the Video Place an X in the box for the senses used to observe each change. Observations from a Crime Scene open door Alice missing time 2:45 Classroom Changes skeleton down foot prints orange paint window open lemon smell see hear smell feel taste Senses Student Book Page  6 Instructor’s Guide  9 Copyright © Community Learning LLC. All rights reserved.

Lesson 2 Recording Your Findings: Sketching the Crime Scene 10  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 2 Recording Your Findings: Sketching the Scene OBJECTIVES Notes for the Instructor Forensic artists are people on an investigative Students will: team that create images, by hand or on a computer, • Observe changes that have occurred at a that help solve the crime. These images could be staged crime scene sketches of the crime scene, courtroom drawings or • Create sketches that represent physical composite sketches. relationships of objects in a crime scene A crime scene sketch shows the overall layout of the • Use descriptive words to illustrate objects scene. It includes the location and size of all of the • Use positional and comparative words to pieces of evidence found. communicate the relationship of objects to The initial crime scene sketch is often done by hand one another at the scene. It is made with a pencil. A forensic artist will take measurements of each object and MATERIALS distances at the crime scene. She will record this Instructor: information on her rough sketch, even though the sketch itself is not drawn to scale. • 1 roll of crime scene tape Investigators will go back later and use computer • 1 flip chart software to improve the rough sketch and create a • 1 copy of scaled dog photos final sketch. A final sketch will be made in ink so that • 1 copy of scaled doghouse photos it is not easily changed. It will be drawn using exact • 1 copy of crime scene sketch measurements of objects and the distances between • 1 copy of Mrs. Hawkins’s letter them. The sketch will be drawn-to-scale, meaning • 1 pair of scissors that all of the objects in the sketch are relatively sized • Cell phone, digital camera, or note paper and reduced or enlarged to the same degree. • 1 manila envelope The crime scene sketch is a very important part of • 1 marker the investigative process. It is used to help others • 1 clock with a second hand understand what the scene looked like. It can be Students (groups of four): used to communicate with other investigators while • Student Books questioning possible suspects, and when presenting • 4 pencils the case in court. This lesson will challenge your students to make a PREPARATION rough sketch of a pretend crime scene. The focus of Choose a corner or small section of the sketching at this stage (rough) should be the inclusion classroom for this observation activity. of all objects, the proper positional placement and The space should have enough items to relative size of objects in the scene. The focus of this manipulate so that the students need to think activity is not measuring or realistic duplication. about what items have changed. Mark off the space using the roll of crime scene tape. Instructor’s Guide  11 1. Cut out the three dogs and doghouses. 2. Address the manila envelope from Mrs. Hawkins to your school and class. Copyright © Community Learning LLC. All rights reserved.

Lesson 2 Recording Your Findings: Sketching the Scene Some examples of positional words that you may use Discussion Demonstration: during this activity include: above, below, beside, in front of, behind, next to, between, near, far. • Show students the mid-sized pictures of a dog Some examples of comparative words you may use and a doghouse. during this activity include: bigger than, smaller than, closer to, farther from, lower than, higher than. • Place the dog in the doghouse to show their relationship to one another. Notes for the Students • If we wanted to draw a bigger picture to scale, We have learned that forensic scientists have to pay we would have to make the dog and the house close attention to their senses at a crime scene. But bigger by the same amount. Show students the observing the clues isn’t enough! Forensic scientists largest pictures of the dog and house. must also record their findings. This record helps the scientist and her team to re-visit, or look back on, the • In these pictures, our dog and doghouse are two crime scene later in the investigation. times as big as the original. Put the dog in the You have already practiced recording your doghouse again to show the relationship of the observations on a graph using words and pictures. objects to one another. But in order to do our job and bring Alice home, we need to learn about another way that forensic • If we wanted to draw a smaller picture to scale, scientists record the crime scene: sketching. we would have to make the dog and doghouse A forensic artist is the person on the forensics team smaller by the same amount (show students the that creates pictures to help the investigation. The smallest pictures of the dog and house). In these pictures can be shown to everyone on the forensics pictures, our dog and doghouse are half as big as team during the investigation. the original. Put the dog in the doghouse again to show the relationships of the objects to one another. • Just for fun, put the largest dog in the smallest doghouse to show what happens if objects in drawings are not drawn to scale. An example of a picture a forensic artist might draw We cannot bring Alice home without learning the is a sketch, or a rough drawing of an object or area. skills of a forensic artist! A forensic scientist makes a sketch of the crime Vocabulary scene when it is first discovered. She will use paper Crime Scene Sketch: a rough drawing of the crime and pencil to draw. During this first sketch, called a scene that includes the location and size of each rough sketch, she is focused on recording all of the piece of evidence objects, showing where they are in the room, and Drawn-to-Scale: when all of the objects in a picture showing about how big they are in the space. are increased or decreased in size by the same Later, the forensic artist will use a computer to help amount make a final sketch. This sketch will be drawn in Forensic Artist: a person who draws pictures to permanent ink. It will include exact measurements help an investigation of an object’s size and distance from another object. It will be drawn to scale, or with the same amount of decreasing or increasing in size for each object. Sketch: a rough drawing of an object or area 12  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Recording Your Findings: Sketching the Scene Lesson 2 Activity 1: Spot the Differences 10. Point out that investigators visit hundreds of 20 minutes scenes over the course of their career. Ask, “What could we do to help us remember 1. Choose a corner or small section of your the scene even after we’ve left it?” Listen to classroom for this next activity. Mark off the student ideas, guiding them to the idea that space using the roll of crime scene tape. recordkeeping is essential in forensic science. 2. Create a pretend crime scene inside the tape. Put in 11. Refer to your written notes or before and a few memorable objects as well as many ordinary after pictures to check for accuracy of each classroom objects such as a desk and chair. Try to list of changes. Explain what you are doing put items on various levels — things on the floor, to the students to emphasis the point about on tabletops, suspended from the ceiling. recordkeeping. 3. Students will be seated outside the crime scene 12. Keep the scene in tact for the next activity. area, without crossing the tape. 4. Instruct students to spend 30 seconds observing Activity 2: the pretend crime scene. Then, have students Sketching a Crime Scene shut their eyes as the teacher (or another 20 minutes student) changes five things about the scene (turn or move an object, add something, or take 1. Read the Notes to the Student section to the something away). Record the changes by writing class and engage them in the discussion them down or taking before and after photos demonstration. with a cell phone or digital camera. 2. As a class, use flip chart to create a rough sketch 5. Next, have the class open their eyes and try to of the last pretend crime scene. At the same spot the five ways the pretend crime scene has time, have students draw a smaller sketch in changed. their Student Books. 6. Have students use descriptive and positional 3. Begin the sketch by drawing the general shape of words to describe any changes they notice. the pretend crime scene space. 7. Repeat the activity several times allowing 4. Ask students, “What fixed objects in the different students to verbally describe the scene could we add (walls, windows, doors or changes they observe. furniture)?” As students mention objects, help them assign positional words to each object (i.e. 8. After three or more rounds of the game, work the chair is between the table and the wall). together as a class to record the changes in each scene. Make a list numbered 1-5 on the board 5. Repeat step 4 adding moveable objects in the or flip chart. Say, “Okay — let’s think back to scene. Encourage students to use positional, the first pretend crime scene. What were the comparative and descriptive words to help place five changes that we found?” Repeat this for the the objects in the sketch. second and third scene. Students may notice that it is hard to remember all of the items and/or 6. Remind students that this is a rough sketch. If that they confuse the changes of each round. this were a real crime scene, the next step would be to make a final sketch, with all of the objects 9. Ask, “How did it feel to try to remember the and distances measured and drawn to scale. changes for each scene? Were we able to do it? How can we be sure we didn’t get something wrong or mix up the rounds?” Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  13

Lesson 2 Recording Your Findings: Sketching the Scene Activity 3: 4. Have students follow along on the sketch in their Studying Mrs. Hawkins’s Student Books. Find and number each piece of Classroom evidence: 15 minutes # 1 Open door # 2 Open window 1. Let the students know that you’ve received some # 3 Skeleton down mail from Mrs. Hawkins. Open the mail to reveal a letter and a crime scene sketch. 2. Students may follow along in their Student # 4 Shoe prints Books while you read the letter from Mrs. # 5 Orange paint Hawkins to the class: # 6 Open cage 5. Remind students that Mrs. Hawkins is sending Dear Students, evidence our way for testing and that it is important to know where each piece of evidence I’m so happy that you are on the case! I know was found in the scene. that with your help we will bring Alice home in no time. Wrap-up 10 minutes You are my team of investigators, and it’s very 1. Brainstorm a list of qualities of a good forensic important that you know exactly what the crime artist. How are forensic artists similar to artists scene looked like. Since you weren’t able to come in general? How are they different? and visit my classroom, I’ve sent over a sketch of 2. Think about the sketches that we worked on the crime scene. This sketch is drawn to scale. and looked at today. How are forensic sketches similar to other types of drawings? How are Please study it carefully! Go through and find forensic sketches different? the exact location of all of the evidence I’ve mentioned to you. Mark each piece of evidence in the sketch with a number to highlight its location. I will be sending over the pieces of evidence as soon as I can! Until then, please study this sketch. This is important! We are getting closer to finding Alice. Thank you! Mrs. Hawkins 3. Ask, “How is this crime scene sketch different Clean-up from our rough sketch?” Students should notice 5 minutes that this sketch is: 1. Remove the crime scene tape from the Completed in a way that cannot be changed (i.e. classroom. Roll for reuse. not done in pencil). 2. Return any items that were moved to set up the Objects and distances are exact measurements scene back to their original location. drawn to scale. Other Directions, Discussions and Destinations 1. Use flashlights and shadows to play with scale. Create a scene using interestingly shaped objects (model dinosaurs, block towers, cars and trucks, etc.). Give students time to experiment with the 14  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Recording Your Findings: Sketching the Scene Lesson 2 flashlight, figuring out how to make shadows of Notes their objects on the wall. Holding the flashlight parallel to the ground, have them move the flashlight closer to and farther from the objects. What happens? The shadow of each object will increase or decrease in size the same amount — or to scale. Take this investigation further by tracing the outline of the objects as they are increased in size. Cut the images out and make a giant play scene. Discuss approximately how many times bigger the play scene is than the original scene. 2. Make sketches of other areas around school such as the playground, library or front entrance. Have students share their sketches with one another. Encourage them to describe what objects are in the sketch, the size of the objects and the position of the objects. 3. Take your sketching to the next level! Give students access to rulers and graph paper. Students at this level can use one square on a piece of graph paper to represent one inch in real life. Have them measure the length and width of an object. Then sketch the object using a 1:1 scale on the graph paper. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  15

Lesson 2 Sketching a Crime Scene 1. Draw the outline shape of the crime scene. Fill up the whole box with your drawing. 2. Draw the fixed objects in the scene (walls, windows, doors). 3. Draw the rest of the objects. Try to draw the objects to scale. Student Book Page  11 Copyright © Community Learning LLC. All rights reserved. 16  Instructor’s Guide

Lesson 2 Studying Mrs. Hawkins’s Classroom F ind and number each piece of evidence in this drawn-to-scale crime scene sketch. Clock 24 Feet Window 2 TeacDheesrk Bookshelf Rug 6 Alice’s 5 Table 5 Desks 3 4 5 Science Table 25 Feet Closet Closet Closet 1 Door 1. open door 4. shoe prints 2. open window 5. orange paint 3. skeleton down 6. open cage Copyright © Community Learning LLC. All rights reserved. Student Book Page  13 Instructor’s Guide  17

Lesson 3 Listening to a Witness: Creating a Composite Sketch 18  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

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

Lesson 3 Listening to a Witness: Creating a Composite Sketch • Shape – round, square, oval, flat… Sketch’s left hand. Then ask the Sketch to raise • Texture – smooth, rough, bumpy, spiky… his left hand. What happened? These words will help you to “see” the object in your • Ask, “Why is the Sketch’s left hand on the mind. Artist’s right side?” Guide students to the idea of a mirror image. When two people face the The witness might also use words to describe the same way, their left and right side line up. position of a person of interest or what happened. However, when two people face one another, For example, he might say: their left and right side do not line up. They are a mirror image of one another. • She wore a hat on her head. • Explain that a forensic artist must remember • He came out from behind the counter. that the left side of a person in a sketch is drawn • They drove around the corner and out of sight. on the right side of the paper and vice versa. Other positional words might include near/far, beside, in front of, below and diagonal to. You have already practiced using your senses to gather information in front of you. Now you will practice Drawing a composite sketch from a description can sharing information about an object with a partner be tricky, especially if you are drawing a person or when only one of you is able to see it. Good forensic an animal, due to the concept of a mirror image. scientists are able to describe and listen to descriptions A mirror image is when something looks correct of objects. Both of these skills are important to this in appearance but is reversed, like your image in a case and will help us bring Alice home! mirror. Vocabulary Discussion Demonstration: Composite sketch: a drawing of a face used in forensic science to help identify a person of interest • Choose two students to help you with this Cube: a box-shaped object with six equal square sides demonstration. Give one student the role Mirror Image: an image of an object that is correct in of a forensic artist. The other student plays appearance but reversed the object of the artist’s sketch. Ask them to Square: a four-sided flat shape with straight sides of wear the appropriate sticker so it is visible to equal length classmates. Witness: a person who saw what happened • As a class, help the Artist and the Sketch Activity 1: Tell Me What You See to identify their left hand. Use a washable 25 minutes marker to write “L” on this hand. Repeat with 1. Divide the class into pairs. Have pairs sit back to the right hand. You can also show students back. that their left hand can make a letter “L” with 2. Give each pair a cup of four cubes. One person, the pointer finger and thumb. The right hand the builder, uses the four cubes to make a small makes a backwards “L.” structure. The building must use all of the cubes, and all the cubes must touch. • Have the Artist and the Sketch stand facing classmates. Ask the Artist to point to the Sketch’s left hand. Then ask the Sketch to raise his left hand. Do they agree? • Next have the Artist and Sketch stand facing one another. Ask the Artist to point to the 20  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Listening to a Witness: Creating a Composite Sketch Lesson 3 3. The forensic artist’s job is to draw the building • Both sides of Alice’s face are mixed brown and that the builder will describe to him. Students orange. may use a two dimensional square to represent the cube for this activity. • Alice has a wide orange ring around her neck. • The middle of Alice’s body is the same mix of 4. The builder uses positional and descriptive words to explain the building to his partner. The orange and brown as her face. partner listens to the description and attempts to • Alice has a wide orange ring around her body draw what the building looks like. near her hips. 5. Switch roles and repeat the activity. • The back of Alice’s body is the same color as 6. If time allows, review the definition of a square her face and middle body. and a cube. Talk students through the steps to 3. Next give students access to crayons. This time, draw a cube in their student books. Perfection is not to be stressed, just the basic concept. as you read the description, students should try to create a composite sketch of Alice in their 1. Draw a square. books. Remind them that because Alice’s hair is 2. Draw an overlapping square. crazy and has a mix of colors that a mistake can 3. Connect the squares at their right angels easily be covered. 4. Read through the description as many times as using four dotted, diagonal lines. students would like. Allow them to ask questions about the description. Encourage them to 7. Collect cubes and cups. Be sure to keep cups as change their drawing as necessary. they will be needed for future lessons. 5. Afterwards, have students compare their sketches. What do you notice? Activity 2: Drawing Alice 6. Reveal the pictures of Alice. Have students share 30 minutes their reactions. 1. Have students find the blank guinea pig template Wrap-up in their Student Books. Point out the words 10 minutes “Alice’s left side” and “Alice’s right side” on the sketch. Remind them that when two people are 1. Encourage discussion about the lesson. Ask: facing one another their left and right side do • What was it like to describe your building to not line up. your partner? • How is drawing what you are told different 2. Explain that you will read a description of Alice from drawing something that you can see for to them several times. As you read, encourage yourself ? them to imagine what Alice looks like on their • How similar were the drawings and the actual sketch. One could describe Alice as striped and buildings? Why do you think that is? she has crazy hair that goes every which way! • Which role did you prefer — the describer or the listener? Why? • Alice has black eyes. • What was it like to draw Alice from a • She has a black nose. description? • Alice has a furry black patch between her eyes. • She has bushy orange eyebrows. How similar was your drawing to your friends’ • Alice’s right ear is white. drawings? To the actual picture of Alice? • Alice’s left ear is brown. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  21

Lesson 3 Listening to a Witness: Creating a Composite Sketch Clean-up Notes 5 minutes Put away photos, cubes, cups and crayons. Other Directions, Discussions and Destinations 1. Have students use their drawings of Alice to make “MISSING” posters. Encourage them to use descriptive words and art to help others identify Alice. 2. Play your own version of Guess Who? in the classroom. Have everyone stand up. The teacher will choose one student to be “the suspect.” Do not reveal who the suspect is. Have students ask yes or no questions about the suspect (ex. Does this person have on glasses? Is this person wearing pink?). As questions are answered, students who do not match the given description should sit down until “the suspect” is the only one standing. Keep track of how many questions it takes to find the suspect. Challenge students to try to get this number as low as possible. 3. Have students spend time drawing self portraits using mirrors. Encourage them to use descriptive words about themselves. 22  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 3 Drawing a Cube Use the space below to practice drawing a cube. 1. Draw a square. 2. Draw an overlapping square. 3. Connect the squares using four dotted, diagonal lines. Copyright © Community Learning LLC. All rights reserved. Student Book Page  18 Instructor’s Guide  23

Lesson 3 Drawing Alice Make a colorful composite sketch of Alice the guinea pig from the description below. Check off each number as you finish it. 1. black nose and eyes 2. furry black patch between eyes 3. bushy orange eyebrows 4. white right ear 5. black left ear 6. both sides of face: mixed brown and orange 7. wide orange ring around neck 8. middle of body: orange and brown like her face 9. wide orange ring around her body near her hips 10. back end same color as her face and middle body Student Book Page  19 Copyright © Community Learning LLC. All rights reserved. 24  Instructor’s Guide

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

Lesson 4 Analyzing Alibis: Monitoring the Movement of Suspects 26  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 4 Analyzing Alibis: Monitoring the Movement of Suspects OBJECTIVES Notes for the Instructor Students will: In the event of a crime, investigators will spend time interviewing people to figure out who was • Retell the events of a story in sequential order involved. One important thing to uncover is where • Match illustrations with specific parts of a people were when the crime was committed, or their alibi. Some people will easily be able to prove story their alibi with another person as a witness, time- • Explore means, motive and opportunity in stamped images from a camera, or other concrete proof such as a ticket stub or receipt. Other alibis crime are harder to prove. For example, if someone claims to have been home alone all night without MATERIALS seeing anyone else. Instructor: Sometimes a suspect will give a false alibi, or lie about where she was at the time the crime took • Copy of suspects’ photos place. Investigators must use keen listening skills • Manila envelope addressed to the school and take detailed notes while listening to suspects’ • Copy of Mrs. Hawkins’s second letter alibis. Often the interviews are taped and later • Flip chart transcribed. This is because coming up with and • Marker remembering all of the details of a false alibi is Students (groups of four): very tricky to do. Very often a person who is not • Copy of alibi cards for each suspect telling the truth will contradict his own story. The • 2 pairs of scissors more talking the investigators can get the suspect • Student Books to do, the more likely they are to break a false alibi. • 4 pencils Keep in mind that giving a false alibi will increase suspicion for the suspect, but it does not prove that PREPARATION she was involved with the crime. A suspect may 1. This kit was designed to allow you to vary give a contradictory alibi if she is lying to protect someone else, ashamed or embarrassed to give the image and names of suspects each time her true alibi, or has an impaired memory of her you teach the course. Before this lesson, true alibi. The suspect may also give a false alibi you will need to choose four pictures from because she is guilty! An alibi alone cannot lead to the kit to use: two boys and two girls. Pick a conviction. It is up to the forensics team to use the suspect names that reflect your student body. rest of the evidence from the scene to solve the case. Suspects 1 and 3 are female, suspects 2 and 4 In this activity, students will hear the alibis of four are male. On the back of the pictures, write in suspects. They will practice the skills of a forensic the chosen name, suspect number and today’s scientist by listening carefully to each story. Then, date. This will help you to keep information using matching picture cards, students will retell the straight as you move through the proceeding details of each suspect’s story in sequential order. lessons and to vary the suspects the next time the class is taught. 2. Arrange the suspect photos near the flip chart so that students can easily visualize each suspect as he or she is discussed. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  27

Lesson 4 Analyzing Alibis: Monitoring the Movement of Suspects Notes for the Students Before we can prove any of the suspects guilty of the crime we have to look at each suspect’s “Dear Students, means (the ability to commit the crime), motive (a reason to commit the crime) and opportunity On the day Alice went missing, I wrapped up my (whether the suspect had a chance to commit the last science class at 2:15 pm. Then I walked to crime). These are the three parts of a crime that the cafeteria to get a snack. When I came back must be considered. to the room at 2:35pm Alice was gone! That Thank you, forensics team! We’re moving closer means in the short time after school got out to our Alice. someone took our guinea pig. Mrs. Hawkins I’ve been doing some reading, and I know that the Vocabulary first step is to figure out if someone took Alice, and if so who. I’ve narrowed it down to a few Alibi: a claim or evidence that a person was suspects, or people I think may be guilty. somewhere else when an event took place At first thought, it seemed that anyone in the Analyze: to study something closely in order to have school could have taken Alice! Everyone was out a deeper understanding of class and moving around as students made their way to buses, carpool lines and after school Means: the ability to commit a crime activities. It felt impossible to narrow down the search to a few suspects. Motive: a reason for committing a crime However, when I started listening closely to what Opportunity: the chance to commit a crime the students were saying, I realized that four students were not where they were supposed to Sequence: a specific order in which related things be at the time Alice was taken. In fact, all four follow one another of these students were completely alone for about 20 minutes after school. In other words, Suspect: a person that may be guilty of the crime they have no way to prove that their claim of being somewhere else, or their alibi, is true! Sure, they all say that they were somewhere else — but without any proof, how can we be sure?” Demonstration Discussion: Activity 1: Analyzing Alibis Pause from reading the letter to look at a student in 30 minutes the class. Ask, “And you! Where were you yesterday 1. Have students work in groups of four for this after school?” Listen to the student’s alibi. Repeat activity. with another student to make your point. 2. Have students take turns cutting out the alibi sequencing cards for each suspect. Organize the “I’ve gathered all of the information I could six cards that match each suspect into the same about the four students without proven alibis. pile. Set these aside for now. Right now they are my main suspects. 3. Read the information sheet about Suspect #1 to the class. Have students follow along in their Student Here is where I need your help! Could you analyze Books. Encourage them to underline important or study the information and alibi of each details in the story and fill in the suspect’s name. student? We need to know where everyone was 4. After reading the information sheet, have before, during and after the crime. We also need students find the pile of sequencing cards for to know the order, or sequence, of all of their Suspect #1. movements. It’s very important that we consider how each person may have taken Alice and why. 28  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Analyzing Alibis: Monitoring the Movement of Suspects Lesson 4 5. In their groups, give students time to discuss the her room while her mom worked in the laundry cards. What does each picture show? How does room. each picture relate to a part of Suspect #1’s alibi? At 4 o’clock [Suspect #1 Name] went outside to meet with her friends. 6. Challenge each group to put the picture cards in sequential order based on the alibi of Suspect Suspect #2 – Male #1. Ask, “Where did Suspect #1 go first? Second? Third? Last?” 7. Ask them to number each picture in sequential [Suspect #2 Name] Each day his grandpa picks order for Suspect #1 in their Student Books. him up after school in the carpool line. He is very interested in caring for animals. In fact, 8. Choose one group to share their picture card [Suspect #2 Name]’s older sister has a pet snake order. Does the rest of the class agree? Allow at home. [Suspect #2 Name] has mentioned that students to discuss discrepancies as necessary. she doesn’t let him help very much. His sister says that [Suspect #2 Name] is “too young”, even 9. Repeat steps 2-7 with Suspect #2, #3 and #4. though [Suspect #2 Name] has helped care for Suspect #1 – Female Alice all year long in science class. On the day that Alice went missing, [Suspect [Suspect #1 Name] takes the bus home after #2 Name]’s last class of the day was gym. That school. She loves animals! Recently she asked day the kindergarteners were playing soccer out her parents for a dog, but they told her that in the school field, right next to window of the she couldn’t have one because her brother was science classroom. allergic to pet hair. Usually [Suspect #2 Name] walks right from On the day Alice went missing, [Suspect #1 gym class to his grandpa’s car. But that day he Name]’s last class of the day was music. The was late. His grandpa didn’t see him until nearly music room is on the opposite end of the school 2:30pm! [Suspect #2 Name] said that he forgot from the science room. The fastest way from the his lunch box in his classroom and had to walk music room to the science room is through the back to get it, but no one saw him do this. soccer field, into the science room window. [Suspect #2 Name] and his grandpa went After class let out, [Suspect #1 Name] was to [Suspect #2 Name]’s house after school. supposed to head straight for the bus home. [Suspect #2 Name] went to his room to do his However, that day [Suspect #1 Name]’s was the reading alone while grandpa was in the kitchen last student to get to the bus. In fact, she almost preparing a snack. missed it! What took her so long to leave school At 4 o’clock [Suspect #2 Name] came out of his that day? [Suspect #1 Name] claims that she had room. He and his grandpa got back in the car so to go to the bathroom. [Suspect #2 Name] could go to piano lessons. The bus dropped [Suspect #1 Name] off at her apartment building at 3 o’clock that afternoon. Her mom was at home to meet her. [Suspect #1 Name]’s mom says that [Suspect #1 Name] had a quick snack and then went right up to her room to do homework. [Suspect #1 Name] was alone in Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  29

Lesson 4 Analyzing Alibis: Monitoring the Movement of Suspects Suspect #3 – Female [Suspect #4 Name] was in art class at the end of [Suspect #3 Name] is a second grader at Cavia the day on the day Alice disappeared. The art Elementary School. As the oldest suspect, room is down the hall from the science room. [Suspect #3 Name] is the most familiar with Every afternoon [Suspect #4 Name] meets his the layout of the school and with Alice. While fifth grade brother at the front of the school caring for Alice at school, classmates have often so that they can bike home together. That day overheard her say, “Alice, I just love you so much. [Suspect #4 Name] didn’t come out to the bike I wish you were my guinea pig so that I could see rack until 2:30pm. His brother almost biked you every day.” home without him. [Suspect #4 Name] said that Her last class of the day on the day Alice he was so busy working on his painting that he disappeared was math. The math room is across lost track of time. the hall from the science room. When the two brothers got home, [Suspect #4 After class [Suspect #3 Name] walks home from Name] went upstairs to work on his homework. school by herself. She checks in with her older His brother and dad went outside to rake leaves. brother when she gets to the house. That day Around 4pm [Suspect #4 Name] joined them [Suspect #3 Name]’s walk home took a little outside to help finish the raking. longer than usual. Her brother was worried. [Suspect #3 Name] said that she played on the Activity 2: playground a little bit before heading home. No Means, Motive and Opportunity one saw her. 15 minutes When she got home, [Suspect #3 Name] went Give students time in their groups to discuss upstairs to work on her science project. Her older which suspect they think is responsible for brother was in his room with the door closed Alice’s disappearance. Encourage discussion and playing loud music. He didn’t come out or with questions like: see [Suspect #3 Name] until they started making • Why would the suspect take Alice? dinner together around 4:30pm. A little bit after • How would the suspect get into the science that [Suspect #3 Name]’s parents arrived home. room? • Where do you think the suspect would keep Suspect #4 – Male Alice? [Suspect #4 Name] is a second grader. He is very • Why don’t you think the other suspects took familiar with guinea pigs because he has his own Alice? at home as a pet! Recently [Suspect #4 Name] 1. Use the flip chart to create a Means, Motive and learned that guinea pigs are social animals, Opportunity chart. meaning they like to be around one another. • Discuss “means” by determining where each Since then [Suspect #4 Name] has been begging suspect was and how each suspect could have his mom and dad for a second guinea pig. They entered Mrs. Hawkins’s room. told [Suspect #4 Name] that they “would think • Discuss “motive” by asking why each suspect about it,” which usually means no. may have committed the crime. 30  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Analyzing Alibis: Monitoring the Movement of Suspects Lesson 4 • Discuss “opportunity” by talking about time. • Can you think of other information that When could the suspect have committed the might help you make a better decision? crime? (Note that each suspect was “late” to his or her usual after-school routine.) • After discussing all the alibis and possible means, motives and opportunities, are there any 2. Choose one person in the class to make an reasons why a suspect may not have taken Alice? argument for why each suspect is guilty of taking Alice. 3. Remind students to record these thoughts in the My Observations section of their Student Books. 3. Review the populated Means, Motive and As evidence pours in, students will fill in the Opportunity chart in the Student Book. Did Who Dunnit? chart at the end of each lesson. students think of everything on the flip chart? These charts will be referred back to when it’s time to conclude the answer to the big question: 4. Explain that each person will get to vote for the “Who took Alice?” suspect they think is guilty of taking Alice. Clean-up 5. Use a new sheet in the flip chart and make a 5 minutes list of the suspects’ names and numbers. With a 1. Clean up paper scraps, scissors, marker and show of hands, ask students to vote for the one pencils. suspect they think is guilty. After each suspect is 2. Return Mrs. Hawkins’s letter and the suspect announced, ask one student to count the votes photos kit. and place the correct number of tally marks by 3. Store flip chart. the suspect’s name. 6. Ask students to record the number of votes in the “guilty votes” column for each suspect. Wrap-up Other Directions, Discussions 10 minutes and Destinations 1. Ask students to review the Means, Motive, and Hone your skills of deduction and reading body Opportunity Chart, in the Student Books. Did language by playing Two Truths and a Lie. To play the the class miss anything on the flip chart? game each person thinks of three statements about themselves (ex. I was born in May. I have a pet dog. I 2. Discuss the activity by asking: eat pizza every night for dinner). Two of these three statements should be true. One statement should be a • Which suspect did the most students in our lie. Have students take turns sharing their statements. class think took Alice? Which suspect did the The class should try to guess which statement is the lie. fewest students in our class think took Alice? If someone guesses the lie correctly, have them share what tipped them off. Did they already know some • Are you in the majority — did you vote like background on the student? Did the student change most of the class? How does this make you his behavior during the lie? Was it just a wild guess? feel? • If you were in the minority — meaning you didn’t vote like most of the class, how did it make you feel? • How certain are you that the suspect you voted for took Alice? Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  31

Lesson 4 Analyzing Alibis 1. Fill in each suspect’s name. 2. Which picture happened first? Put a 1 on the line below the correct picture. 3. Which picture happened next? Put a 2 on the line below the correct picture. 4. Find and label pictures 4 and 5. Suspect #1 Name:_____________________________________________________________________ 412 5 36 Student Book Page  31 Copyright © Community Learning LLC. All rights reserved. 32  Instructor’s Guide

Lesson 4 Analyzing Alibis Suspect #2 Name:_____________________________________________________________________ 1 64 2 53 Copyright © Community Learning LLC. All rights reserved. Student Book Page  32 Instructor’s Guide  33

Lesson 4 Analyzing Alibis Suspect #3 Name:_____________________________________________________________________ 62 5 4 31 Student Book Page  33 Copyright © Community Learning LLC. All rights reserved. 34  Instructor’s Guide

Lesson 4 Analyzing Alibis Suspect #4 Name:_____________________________________________________________________ 41 5 32 6 Copyright © Community Learning LLC. All rights reserved. Student Book Page  34 Instructor’s Guide  35

Lesson 4 Means, Motive and Opportunity Chart R eview chart and fill in the number of classroom “guilty” votes for each suspect. Suspect # Means Motive Opportunity Guilty Votes in the music room—enter 1 through loves animals late for bus window 2 on the soccer interested late to meet field—enter in caring for grandpa through animals window 3 in the math wants to own late getting room—enter Alice home through door 4 in the art wants another late to meet room—enter guinea pig brother through door Student Book Page  35 Copyright © Community Learning LLC. All rights reserved. 36  Instructor’s Guide