rogue rodent mystery preview

7/26/2019 Rogue Rodent Mystery Preview

http://slidepdf.com/reader/full/rogue-rodent-mystery-preview 1/42



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

!"#$% !"'%() *+,)%-+Preface

Making the Most of Each Lesson

With all the necessary materials provided in aconvenient, lightweight carryall, and the setups,processes, and procedures explained in detail,instructors will find Rogue Rodent Mystery easy

and fun to teach. Each lesson provides an activitythat teaches a new but related aspect of scientificreasoning and a particular scientific process. Noneof the labs require special handling or complicatedsetups.

After familiarizing themselves with the lesson, vocabulary, and intended outcome of the activity,instructors set up their classroom so that it is easyfor students to work in groups of two or four.Clear guidance is provided in each lesson on how

to organize the demonstration area with all therelevant materials at hand.

Any necessary safety precautions specific toindividual lessons are also provided. The instructorshould be sure to know where emergency help andsupplies are located.

Each lesson activity that the students accomplishbecomes part of their “crime scene portfolio” andcontributes ultimately to solving the mystery.

Because of this, instructors need to review thecorresponding pages in the Student Activity Book inorder to guide students in completing their part ofthe activity.

Course Kit Components

Each learning kit contains an Instructor's Guide, 20Student Activity Books, and all of the materials andtools necessary to teach the course to a class of 20students.

Course Kit Contents

Packed in easy-to-manage carryalls, every materialor tool needed to solve the mystery is organized ina way that makes the course easy to teach again andagain. Among some of these materials are:

Hand magnifying lenses

Foam balls

Miniature skeletons

Eye masks

Beakers

Magic Paper

Markers

Pan balances

Centimeter Cubes

Instructor’s Guide

Every step is taken to provide an easy-to-followformat and informative, fun-to-read instructionsfor each lesson. In addition to a brief listing ofobjectives, materials, and set-up procedures, usefulicons point the instructor to a number of key

elements:

Notes for the Instructor

Brief instructor notes introduce the subject matterand challenges presented in the particular lesson.They often contain real-life, age-appropriateexamples from crime in history or popular culture.

Notes for the Students

These notes “set the stage” for each lesson by

presenting brief material to read, listen to, anddiscuss.

Vocabulary

New and relevant terms are defined here. Note, too,the comprehensive “Glossary” at the rear of theInstructor’s Guide and Student Activity Books.

Activity Description

Here, step-by-step procedures are provided for both

the instructor’s demonstration and the students’immersion in the activity.

Wrap-up

Discussion-provoking questions and summary-typeactivities are designed to revisit the day’s learningand help students take their inquiry further.



Copyright © Community Learning LLC. All rights reserved.

Instructor’s Guide v

!"#$% !"'%() *+,)%-+ Preface

Clean-up

Clear instruction on preserving and storingmaterials is provided to ensure kit longevity andcost effectiveness.

Other Destinations

To extend lessons and deepen understanding acrossdisciplinary and cultural divides, relevant links tomultimedia, web resources, and fun at-home orextension activities are provided here.

Student Books

Designed for students to record their discoveriesclass after class, the Student Activity Books acquirea narrative quality that keeps the young “ForensicInvestigators” engaged in scientific investigationover time. The books serve as companions to theInstructor’s Guide and contain reports, charts,places to attach samples, and areas to recordobservations, as well as a full glossary of terms usedin the course.

Companion Resources

When you adopt Rogue Rodent Mystery: A CrimeScene Investigation, your instructors will have access

to a number of companion resources. A TeacherResource CD offers tips, lesson tutorials, and othergreat ideas for the classroom. Word search andcrossword puzzles help reinforce newly learnedand used vocabulary. Links to forensic videos andother multimedia resources provide authentic lessonextensions. Immediate support, including resupplymaterials and additional Student Activity Books,is always available from the experts at CommunityLearning.

About Community Learning

Our mission is to support teachers by providingthought-provoking, hands-on, academicallyenriching learning experiences for elementary andmiddle school students in after-school, vacation,and supplemental in-school programs. Developed

by subject experts with decades of teachingexperience, our courses provide full support foradministrators desiring engaging, cross-disciplinarylearning experiences that meet, and exceed, currentcurriculum standards.

Instructors: We need your input!We look forward to working with you and yourcolleagues to create a memorable program for younglearners. We consider you our treasured partnersin making these classroom-tested activities evenbetter. To this end, we invite you to complete ashort evaluation about your experiences with Rogue

Rodent Mystery .

Go to http://www.commlearning.com/course-

evaluation/

As a thank you, we will send you a coupon goodfor one(1) Rogue Rodent Mystery Resupply Kit, valued at over $100 and valid for one year.



Copyright © Community Learning LLC. All rights reserved.2 Instructor’s Guide

!"#$%&'() +,$ -./$#0 1(&$#+')2+'3( 4'+, 53/% 6$(#$#Lesson 1

is initial activity introduces your students to themystery of the missing guinea pig through a videotaken immediately aer realizing that Alice wasmissing. Students will also be introduced to the jobof a forensic scientist and prepare to take on the roleby practicing their skill of observation.

Observation, the process of using your senses togather information, is one of the most essential skills inscience. Scientists are constantly taking in informationthrough their senses of sight, sound, smell, taste andtouch.ese observations oen lead to questions thatare then answered through experimentation.

In particular, forensic scientists must be very intune to their senses as they investigate crime scenes.Everything that they see, hear, smell and feel can

help them to solve the mystery. Conversely, if theforensic scientists miss something important, themystery may go unsolved.

Data collection and record keeping is also extremelyimportant in forensic science. Investigators takedetailed photographs, create sketches, make notesand label physical evidence. Recording allowsscientists to revisit the scene throughout theinvestigation.

Aer watching the video, your students willpractice making observations and recording thosefindings about a person of interest that will visit theclassroom. With these skills in place, they will bewell on their way to bringing Alice home!

A")%, 2"- )<% @)$'%(),

Our bodies are constantly taking in informationabout the world around us. Our eyes help us see;our ears help us hear; our nose helps us smell; ourskin and hands help us feel; and our mouths help ustaste. Using all of our senses to gather information iscalled observation.

Forensic scientists rely heavily on their senses

(except for their sense of taste) when looking at acrime scene and talking with persons of interest.Forensic scientists never know what might be animportant piece of information to solve the mystery,

so they try to take in as much information aspossible using each sense.

You’ll oen see a good forensic scientist takingnotes. e notes help them to remember all of theinformation they gather.

In order to bring Alice home safely, we need to begood forensic scientists. Today you will sharpenyour senses by helping me learn more about aperson of interest (POI). You may take notes in yourstudent books — write things down or draw pictures— to help you remember.en we will share andrecord our observations as a class. ese skills willcome in handy later!

Our POI will be a visitor to the classroom. He hasn’tdone anything wrong, but I want to learn more abouthim…just in case. You can help me by using yoursenses of sight, sound, smell and touch (not taste) towrite down as much as you can about the POI.

ere is one catch. During the visit, some of you willhave one of your senses taken away. Two of you willbe wearing blindfolds, removing your sense of sight.Another two of you will use earplugs, removingyour sense of hearing. Another two of you will usesmall bandages to block your sense of smell. oseof you with these impairments will have to workhard to collect information using your remainingsenses. Aer our visitor leaves, we will record theinformation that we gathered on a graph.

E"5/0$1/-+

Forensic scientist: a person who uses science tosolve a mystery or crime

Graph: an illustration that records data

Observation: the process of using your senses togather information

Person of interest (POI): a person who may beinvolved in a crime

Sense: a way that your body takes in informationabout the world around you, including sight,hearing, smell, taste and touch




Instructor’s Guide 3

Lesson 1!"#$%&'() +,$ -./$#0 1(&$#+')2+'3( 4'+, 53/% 6$(#$#

F5)7;7)+ 9=8""G7(# /) )<% 3-7H% @5%(%15 minutes

1. Read the Introduction out loud to the class, ifyou have not already done so.

2. Tell the students that as soon as Mrs. Hawkinsrealized that something was wrong in her room,she used her cell phone to make a video ofthe scene. She made sure to film and mentioneverything that she thought we might need toknow about to help find Alice.

3. Watch the video sent in from Mrs. Hawkins’s class.

4. Give students time to share their reactions andexcitement about Alice’s disappearance.

5. Ask students to complete Looking at the CrimeScene in their Student Books.

6. Discuss what diff erences the students found inthe classroom aer the crime.

F5)7;7)+ I=

:0,%-;7(# / 4%-,"( "2 6()%-%,)30 minutes

1. Before class, ask another adult to come into yourclassroom at a designated time. Before enteringhe should open the air freshener, smear red painton his palms, and then hold the air freshener inhis hand. Provide this person with a loose script:

“Hello guys! I’m Mr. Percellus.” (May change nameaccordingly.) Scuffle your feet as if wiping themon a doormat and wave your hands around a bit.

Next, discuss the weather with the teacher, tappingyour foot and waving your hands while talking.Finally, proclaim, “My hands are filthy!” Hold themup to reveal red paint before noisily washing in theclassroom sink. Instead of drying your hands, shakethem dry, spraying as many students as possible inthe process. Say, “Goodbye everyone!” and then leave

noisily.

2. Explain that before moving forward with thecase you think we might need to sharpen ourskills of observation and collecting data. ReadNotes for the Students section to the class.

3. Show students the four types of cards in the

Senses Cards deck. Explain that students witha full-face card will observe the POI with all oftheir senses. Students who draw a card with asense crossed out will observe the POI withoutthat sense.

4. Shuffle the deck. Give each student a card fromthe Senses Cards deck to determine whichstudents will wear blindfolds, earplugs or abandage covering their nostrils. Help students toput on sense blocking materials before the POI

arrives.

5. Introduce the POI to the class. Remind studentsto record any observations in Observing a Personof Interest (POI) in their Student Books.etwo students who are blindfolded will have toremember their observations and record themaer the blindfolds have been removed.

6. Aer the encounter, students will consider theobservations they made using each sense. e

data will be recorded on a graph. Review Parts ofa Graph in the Student Books. Talk about how torecord information on a graph.

Title a graph to describe what you aregraphing: “Observations of a Person ofInterest.”

Y-axis or vertical (up and down) lists theactions of the POI.

X-axis or horizontal (side to side) lists thesense(s) that may used to observe an action.

7. Discuss what actions the students observed thePOI doing.

8. Turn to the populated graph Observations froma Person of Interest in the Student Books.

9. Read the list of things observed to the studentsand add anything additional.




!"#$%&'() +,$ -./$#0 1(&$#+')2+'3( 4'+, 53/% 6$(#$#Lesson 1

10. Ask the students to complete the graph byplacing an “X” in the sense(s) used to observeeach change.

F5)7;7)+ J= !%;7,7)7(# )<% E7'%"

15 minutes

1. Congratulate students on sharpening theirsenses. Remind them that forensic scientistsmust always have their eyes, ears, noses, andhands on high alert during a case so that theydon’t miss any important clues.

2. Re-watch the video, this time focusing on whateach sense is taking in from the crime scene.

3. Turn to Revisiting the Video in the Student Book

and read the list of “classroom changes” to thestudents from the “Observations from the CrimeScene” graph. Ask students to add any additionalchanges they noted.

4. Have students complete the graph by placingan “X” in the sense(s) used to observe theclassroom changes that occurred aer the crimewas committed.

5. e video can be watched again at any point

during this mystery. Use it as a reference for thecrime scene or to reinvigorate the investigation.

K-/LM$L10 minutes

1. Discuss what happened.

Count the observations for each sense onthe “Observations from a Person of Interest”graph. Which sense(s) did we use the most?

Why do you think that is? Why did some people have diff erent answers

than others? What does this tell us about howpeople take in information? How is this gamelike being a witness in a crime?

2. Have the students wearing blindfolds or earplugscompare their observations to the others. What

do you notice? What are some situations where aperson’s senses might be impaired? Do you thinkthis person would still be a good witness?

3. If possible, have the POI revisit the classroomas a regular person. Reiterate the idea that this

person did not do anything wrong; we weresimply observing him to practice our skills.

4. Give students time to record any additionalthoughts on the blank My Observations page.

31%/(M$L5 minutes

1. Clean and dry beaker.

2. Collect Student Books.3. Return DVD and all remaining supplies to the

kit.

:)<%- N7-%5)7"(,O N7,5$,,7"(,/(' N%,)7(/)7"(,

e following activities and websites enrich what hasbeen learned in this lesson about observation andsenses.

1. Brainstorm a list of detective/spy tools. Whatsense does each tool heighten? Challengestudents to invent their own detective/spy tool.Students should come up with a name for thetool, describe what it does and draw a picture ofthe tool.

2. Spend time looking at diff erent objects using thenaked eye, a magnifying glass and a microscope.Draw images to record what you see. How does

each tool change the appearance of the object?ink of a time when each level of sight wouldbe most useful.

3. Test how well you distinguish colors using thisonline test. http://www.xrite.com/online-color-test-challenge




!"#$%&"&' $) * +"$&%##, -.%*$"&' * -)/0)#"$% 12%$34Lesson 3

Sketch’s le hand.en ask the Sketch to raisehis le hand. What happened?

Ask, “Why is the Sketch’s le hand on theArtist’s right side?” Guide students to the ideaof a mirror image. When two people face the

same way, their le and right side line up.However, when two people face one another,their le and right side do not line up. eyare a mirror image of one another.

Explain that a forensic artist must rememberthat the le side of a person in a sketch is drawnon the right side of the paper and vice versa.

You have already practiced using your senses to gatherinformation in front of you. Now you will practice

sharing information about an object with a partnerwhen only one of you is able to see it. Good forensicscientists are able to describe and listen to descriptionsof objects. Both of these skills are important to thiscase and will help us bring Alice home!

E"5/0$1/-+

Composite sketch: a drawing of a face used inforensic science to help identify a person of interest

Cube: a box-shaped object with six equal square sides

Mirror Image: an image of an object that is correct inappearance but reversed

Square: a four-sided flat shape with straight sides ofequal length

Witness: a person who saw what happened

F5)7;7)+ 9= .%11 *% K</) ?"$ @%%

25 minutes

1. Divide the class into pairs. Have pairs sit back toback.

2. Give each pair a cup of four cubes. One person,the builder, uses the four cubes to make a smallstructure.e building must use all of the cubes,and all the cubes must touch.

Shape – round, square, oval, flat…

Texture – smooth, rough, bumpy, spiky…

ese words will help you to “see” the object in yourmind.

e witness might also use words to describe theposition of a person of interest or what happened.

For example, he might say:

She wore a hat on her head.

He came out from behind the counter.

ey drove around the corner and out of sight.

Other positional words might include near/far,beside, in front of, below and diagonal to.

Drawing a composite sketch from a description can

be tricky, especially if you are drawing a person oran animal, due to the concept of a mirror image.A mirror image is when something looks correctin appearance but is reversed, like your image in amirror.

Discussion Demonstration:

Choose two students to help you with thisdemonstration. Give one student the role

of a forensic artist.

e other student playsthe object of the artist’s sketch. Ask them towear the appropriate sticker so it is visible toclassmates.

As a class, help the Artist and the Sketchto identify their le hand. Use a washablemarker to write “L” on this hand. Repeat withthe right hand. You can also show studentsthat their le hand can make a letter “L” withthe pointer finger and thumb. e right handmakes a backwards “L.”

Have the Artist and the Sketch stand facingclassmates. Ask the Artist to point to theSketch’s le hand.en ask the Sketch to raisehis le hand. Do they agree?

Next have the Artist and Sketch stand facingone another. Ask the Artist to point to the





Lesson 3!"#$%&"&' $) * +"$&%##, -.%*$"&' * -)/0)#"$% 12%$34

3. e forensic artist’s job is to draw the buildingthat the builder will describe to him. Studentsmay use a two dimensional square to representthe cube for this activity.

4. e builder uses positional and descriptive

words to explain the building to his partner. epartner listens to the description and attempts todraw what the building looks like.

5. Switch roles and repeat the activity.

6. If time allows, review the definition of a squareand a cube. Talk students through the steps todraw a cube in their student books. Perfection isnot to be stressed, just the basic concept.

1. Draw a square.

2. Draw an overlapping square.

3. Connect the squares at their right angelsusing four dotted, diagonal lines.

7. Collect cube cups.

F5)7;7)+ I= N-/>7(# F175%30 minutes

1. Have students find the blank guinea pig template

in their Student Books. Point out the words“Alice’s le side” and “Alice’s right side” on thesketch. Remind them that when two people arefacing one another their le and right side donot line up.

2. Explain that you will read a description of Aliceto them several times. As you read, encouragethem to imagine what Alice looks like on theirsketch. One could describe Alice as striped andshe has crazy hair that goes every which way!

Alice has black eyes.

She has a black nose.

Alice has a furry black patch between her eyes.

She has bushy orange eyebrows.

Alice’s right ear is white.

Alice’s le ear is brown.

Both sides of Alice’s face are mixed brown andorange.

Alice has a wide orange ring around her neck.

e middle of Alice’s body is the same mix oforange and brown as her face.

Alice has a wide orange ring around her bodynear her hips.

e back of Alice’s body is the same color asher face and middle body.

3. Next give students access to crayons. is time,as you read the description, students should tryto create a composite sketch of Alice in theirbooks. Remind them that because Alice’s hair iscrazy and has a mix of colors that a mistake caneasily be covered.

4. Read through the description as many times asstudents would like. Allow them to ask questionsabout the description. Encourage them tochange their drawing as necessary.

5. Aerwards, have students compare theirsketches. What do you notice?

6. Reveal the pictures of Alice. Have students sharetheir reactions.

K-/LM$L10 minutes

1. Encourage discussion about the lesson. Ask:

What was it like to describe your building toyour partner?

How is drawing what you are told diff erentfrom drawing something that you can see foryourself?

How similar were the drawings and the actualbuildings? Why do you think that is?

Which role did you prefer — the describer orthe listener? Why?

What was it like to draw Alice from adescription?

How similar was your drawing to your friends’drawings? To the actual picture of Alice?




!"#$%&"&' $) * +"$&%##, -.%*$"&' * -)/0)#"$% 12%$34Lesson 3

31%/(M$L5 minutes

Put away photos, cubes and crayons.

:)<%- N7-%5)7"(,O N7,5$,,7"(,/(' N%,)7(/)7"(,

1. Have students use their drawings of Alice tomake “MISSING” posters. Encourage them touse descriptive words and art to help othersidentify Alice.

2. Play your own version of Guess Who? in theclassroom. Have everyone stand up.e teacherwill choose one student to be “the suspect.” Donot reveal who the suspect is. Have students

ask yes or no questions about the suspect (ex.Does this person have on glasses? Is this personwearing pink?). As questions are answered,students who do not match the given descriptionshould sit down until “the suspect” is the onlyone standing. Keep track of how many questionsit takes to find the suspect. Challenge students totry to get this number as low as possible.

3. Have students spend time drawing selfportraits using mirrors. Encourage them to use

descriptive words about themselves.

!"#$%




!""#$%&' )*$+%,+- ./01$%&' 234,5 6&1 6 26##%&' .75#5/3&Lesson 5

Forces can have diff erent strengths.ink aboutplaying basketball. You will have to throw the ball very hard to make a shot from the far end of the gym.On the other hand, you will need a lot less force tothrow the ball if you are right in front of the net.

Demonstration Discussion:

Choose a student in the class who is good atcatching. Have the class watch as you throw theball gently to the student. en have the classwatch as you throw the ball more forcefully tothe student. Ask the class, “Which throw hadmore force to it? How could you tell?” Ask thestudent who caught the two diff erent throws toreveal which throw was the more forceful.

Forces can also act in diff erent directions,

or paths of movement. ink about playingbasketball again. You can change whichteammate you are passing to by pushing the ballin diff erent directions. All-star basketball playershave figured out the exact amount of force andthe exact direction to apply it to make a perfectpass or shots from around the court!

When a force acts on something, it can causethat thing to move faster (speed up), move slower(slow down) or move in a diff erent direction.

Forensic scientists use their understanding offorce and motion when studying a crime scene.How fast was a car moving? Which direction didthe criminal run? How tall was she?

We can use our understanding of force andmotion to learn more about Mrs. Hawkins’sclassroom. When Alice was taken, the modelskeleton in the middle of Mrs. Hawkins’s classwas knocked to the ground. We will be makingsome predictions or guesses about our thief aswe think about force. Studying the direction theskeleton fell can show us which way the thief wasmoving!

E"5/0$1/-+

Direction: the path along which something orsomeone moves

Force: a push or a pull that acts on something

Key: the part of a chart that explains what symbolsand colors on the chart mean

Prediction: a guess about what will happen

F5)7;7)+ 9= P/117(# @G%1%)"(,45 minutes

1. Give students a few minutes to play with theskeleton. Encourage them to bend it, pose it,stand it up, etc. See how it moves, balances,

stands and falls.

2. Ask groups to stand up the skeleton in themiddle of their work area. Say, “When Mrs.Hawkins returned to her classroom, her modelskeleton was knocked down. How did thishappen? As forensic scientists we need to ruleout all of the possibilities. Our first job is tofigure out if the skeleton could have fallen downby itself.”

3. Have students sit and observe the skeletonwithout touching or acting on it. Allow a minuteto pass as students watch the skeleton. Try tobuild excitement and interest by saying thingslike, “Keep watching…watch closely…it mightfall any second now….”

4. Ask students, “Did the skeleton fall? Why not?”Allow students to use their own words to expressthat there was no force acting on the skeleton tocause it to move.

5. Say, “Okay. So we’ve discovered that if le alonethe skeleton would have stayed upright. Whatwould cause it to move?” Listen to student ideas,leading them to the idea of a push or a pull onthe skeleton, i.e. a force acting on the skeleton.

6. Say, “To move, the skeleton needed to experiencea force, or a push or a pull. What forces may





Lesson 5 !""#$%&' )*$+%,+- ./01$%&' 234,5 6&1 6 26##%&' .75#5/3&

Roll the ball slowly/quickly

Roll the ball from farther back/closer

15. Aerward, collect skeletons and balls thenregroup to discuss the results. Give students timeto share any other discoveries they made with

the ball and skeleton. How does speeding up the ball aff ect the

motion of the skeleton? Slowing it down?

Starting the ball closer to the skeleton?Farther away?

What happens to the ball in each scenario?

F5)7;7)+ I=P"-5%, /) )<% 3-7H% @5%(%

10 minutes

1. As a class, look at the sketch of the crime scene.Point out the position of the fallen modelskeleton. Ask, “Based on what you’ve seen today,which direction do you think the person whotook Alice was moving when they bumped intothe skeleton?”

2. Ask students to use a crayon to draw anarrow on the crime scene sketch to record themovement of the force that knocked the skeletonover.

3. Say, “I notice two ways to get into Mrs. Hawkins’sclassroom - the door and the open window. Howdo you think the person who may have takenAlice came into the classroom?” Have studentsexplain their reasoning.

4. Ask students to look at the school map. Pointout where the science classroom, math room, artroom and music room are located. Ask, “Which

suspects were most likely to enter through thefront door that aernoon? Which suspects weremost likely to enter through the window thataernoon?”ey can turn back to their Means, Motive and Opportunity Chart in the last lessonto help answer these questions.

have been in the room when Alice was taken?”Guide students to the idea that the person whotook Alice may have bumped into the skeleton.

7. Say, “Excellent! If we can study how the skeletonfell, we may be able to learn more about what

happened the day Alice went missing. Do youthink that we can tell the direction of movementof the person by studying the direction that theskeleton fell down?”

8. Have students set up an experiment in which theskeleton is in the center of the work area. Affixstickers to index cards; use ruler to place indexcards in four spots 12” away from the skeleton,one in each direction (right, le, forward,behind).

9. Have each student complete the key in his orher Student Book. Choose two diff erent coloredcrayons. Use one color to fill in the square nextto the words “My Prediction.” Use another colornext to the words, “What Really Happened.”

10. Start with the ball resting on the sticker #1. Ask,“If the ball rolls toward the skeleton from theright, which way do you think the skeleton willfall?” Have each student in the group make aprediction. Record predictions by drawing anarrow with the color crayon that matches “MyPrediction” in their key.

11. Roll the ball and notice what happens to theskeleton. Record what happened by drawing anarrow with the color crayon that matches “WhatReally Happened” in their key.

12. Ask, “Did anything happen to the ball?” Allowstudents to share their answers. If no one noticedanything, encourage them to pay closer attention

to any changes in motion for the ball on the nextround.

13. Repeat steps 10-12 with each of the other threedirections.

14. Encourage students to spend time exploring howthe speed of the ball aff ects the motion of theskeleton, and vice versa. Some ideas to try are:




!""#$%&' )*$+%,+- ./01$%&' 234,5 6&1 6 26##%&' .75#5/3&Lesson 5

K-/LM$L5 minutes

1. Remind students to record their thoughts in the My Observations section of their Student Books.

2. Fill in the Who Dunnit? chart at the end of thelesson. Did the direction the skeleton fell makeany of the suspects look guilty? ese charts willbe referred back to when it’s time to concludethe answer to the big question: “Who tookAlice?”

31%/(M$L5 minutes

1. Peel up stickers from the workspace and discard

them.

2. Return crayons, balls and skeletons to the kit.

:)<%- N7-%5)7"(,O N7,5$,,7"(,O/(' N%,)7(/)7"(,

1. Spend time outside with a few soccer balls. Havethe ball start in a stopped position betweentwo students. Have them pass the ball back andforth to one another. As they do this, talk aboutthe pushes acting on the ball. ey should beable to identify one each time the ball changesdirection, comes to a stop, or starts moving.

2. Go outside on a windy day with streamersand bubbles. Which way do the streamers andbubbles move in the air? What does this tell usabout the direction of the wind? Spend timewatching the movement of other things outside— leaves, grass, etc. Can you tell from whichdirection the wind is coming?

3. Use 10 empty 1-liter plastic bottles and aplayground ball to set up a bowling alley. Whydon’t all the pins fall down each time? Whathappens if you roll the ball to the right side ofthe pins? To the le side of the pins? Straightdown the middle? What happens if you roll theball slowly? Quickly?

!"#$%





Appendix

In addition to aligning to the underlying conceptsthat comprise the Next Generation ScienceStandards (NGSS), this unit meets Common CoreLearning Standards (CCLS) in Mathematics and

English Language Arts and Literacy in grades K-2.

Specific CCLS addressed include:

CCSS.ELA-LITERACY.SL.K.5

Add drawings or other visual displays todescriptions as desired to provide additionaldetail.

CCSS.ELA-Literacy.CCRA.SL.1:

Prepare for and participate eff ectively in a

range of conversations and collaborations withdiverse partners, building on others’ ideas andexpressing their own clearly and persuasively.

CCSS.ELA-Literacy.CCRA.SL.2:

Integrate and evaluate information presented indiverse media and formats, including visually,quantitatively, and orally.

CCSS.ELA-Literacy.CCRA.R.1:

Read closely to determine what the text says

explicitly and to make logical inferences fromit; cite specific textual evidence when writing orspeaking to support conclusions drawn from thetext.

CCSS.ELA-LITERACY.CCRA.R.3

Analyze how and why individuals, events, orideas develop and interact over the course of atext.

CCSS.ELA-LITERACY.W.K.3

Use a combination of drawing, dictating, andwriting to narrate a single event or severalloosely linked events, tell about the events inthe order in which they occurred, and provide areaction to what happened.

!"#$% !"'%() *+,)%-+

CCSS.ELA-LITERACY.CCRA.W.1

Write arguments to support claims in ananalysis of substantive topics or texts using validreasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.RI.K.7

With prompting and support, describe therelationship between illustrations and the textin which they appear (e.g., what person, place,thing, or idea in the text an illustration depicts).

CCSS.ELA-LITERACY.RI.2.1

Ask and answer such questions as who, what,where, when, why, and how to demonstrate

understanding of key details in a text.CCSS.MATH.CONTENT.K.MD.A.2

Directly compare two objects with a measurableattribute in common, to see which object has“more of”/”less of” the attribute, and describethe diff erence.

CCSS.MATH.CONTENT.1.MD.A.2

Express the length of an object as a wholenumber of length units, by laying multiple

copies of a shorter object (the length unit) end toend; understand that the length measurement ofan object is the number of same-size length unitthat span it with no gaps or overlaps.




StandardLesson

1 2 3 4 5 6 7 8 9 10

Next Generation Science Standards

Practice: Asking Questions and Defining Problems * * * * * * * * * *

Practice: Planning and Carrying Out Investigations * * * * *

Practice: Analyzing and Interpreting Data * * * * * * * * * *

Practice: Engaging in Argument from Evidence * * * * * * *

Practice: Scientific Knowledge is Based on Empirical Evidence * * * * * * * * * *

Cross-Cutting Concept: Patterns * * * * *Cross-Cutting Concept: Cause and Eff ect * *

Disciplinary Core Idea PS2.A: Forces and Motion *

Disciplinary Core Idea PS2.B: Types of Interactions *

Disciplinary Core Idea PS3.C: Relationship Between Energy andForces *

Disciplinary Core Idea LS1.A: Structure and Function *

Appendix !"#$% !"'%() *+,)%-+





StandardLesson

1 2 3 4 5 6 7 8 9 10

Common Core State Standards

CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visualdisplays to descriptions as desired to provide additional detail. * * * * *CCSS.ELA-Literacy.CCRA.SL.1: Prepare for and participateeff ectively in a range of conversations and collaborations withdiverse partners, building on others’ ideas and expressing their ownclearly and persuasively.

* * * * * * * * * *

CCSS.ELA-Literacy.CCRA.SL.2: Integrate and evaluate informationpresented in diverse media and formats, including visually,quantitatively, and orally.

* * * * * * * * * *

CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine whatthe text says explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to supportconclusions drawn from the text. * * * * *CCSS.ELA-LITERACY.CCRA.R.3: Analyze how and whyindividuals, events, or ideas develop and interact over the course ofa text.

* * * *

CCSS.ELA-LITERACY.W.K.3: Use a combination of drawing,dictating, and writing to narrate a single event or several looselylinked events, tell about the events in the order in which theyoccurred, and provide a reaction to what happened.

* * * * *

CCSS.ELA-LITERACY.CCRA.W.1: Write arguments to supportclaims in an analysis of substantive topics or texts using valid

reasoning and relevant and sufficient evidence.

* * *

CCSS.ELA-LITERACY.RI.K.7: With prompting and support,describe the relationship between illustrations and the text in whichthey appear (e.g., what person, place, thing, or idea in the text anillustration depicts).

* * * *

CCSS.ELA-LITERACY.RI.2.1: Ask and answer such questionsas who, what, where, when, why, and how to demonstrateunderstanding of key details in a text.

* * * *

CCSS.MATH.CONTENT.K.MD.A.2: Directly compare two objectswith a measurable attribute in common, to see which object has“more of”/”less of” the attribute, and describe the diff erence.

* *

CCSS.MATH.CONTENT.1.MD.A.2: Express the length of anobject as a whole number of length units, by laying multiple copiesof a shorter object (the length unit) end to end; understand that thelength measurement of an object is the number of same-size lengthunits that span it with no gaps or overlaps.

*

Appendix!"#$% !"'%() *+,)%-+



>>> 3"HH8%/-(7(# 5"H

rogue rodent mystery preview

Documents