Alyssa Carmona

Investigation: Crime Lab

Grade Level: 4
Science and Language Arts

I. Learning outcomes
Students will participate in a science inquiry within the frame of a crime scene.
Students will work cooperatively and respectfully with one another throughout the
inquiry investigation process.
Students file a Crime Scene Investigation Report upon completing the inquiry
investigation process.

II. Standards
3.2.4.A Inquiry and Design: Provide clear explanations that account for observations and
results.
3.2.4.C Inquiry and Design: Recognize and use the elements of scientific inquiry to solve
problems.
3.1.4.E Unifying Themes: Describe the change to objects.
CC.1.4.4.A Informative/Explanatory: Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
CC.1.5.4.A Comprehension and Collaboration - Collaborative Discussion: Engage
effectively in a range of collaborative discussions on grade-level topics and texts,
building on others ideas and expressing their own clearly.

III. Anticipatory Set

1. Animal sounds that reflect the pets of the students in the class (i.e. dogs, cats, horses,
lizards, Guinea pigs, frogs, etc.) will be playing in the background as students enter the
classroom. The sound of police sirens will also be playing. Together, these noises will
work to engage the students and heighten their senses to the crime they are about to be
investigating.
2. Once the background noise comes to an end and the students settle down, the teacher will
begin informing them of the situation: Boys and girls, thank goodness you've come back
from lunch! A crime has been committed at Happy Days Elementary School, and the
principal, Mrs. Sharon, needs our help to solve it! (The teacher will relay this
information with a tone of both despair and relief).
3. Every year, Happy Days Elementary holds a picnic for the whole school, outside of the
cafeteria on the large grassy area by the playground. This picnic is for everyone - the
teachers; the students; their families...even their pets! In fact, one of the main events at
this annual picnic is the pet parade! (The teacher will relay this information with a tone
of excitement).
 4. Everyone lines up on the edge of the field as they wait and cheer for the pets as they
parade by in teams of four. Each team circles the field, ending up just outside the
cafeteria, where they are allowed to enter to receive a special treat for all of their hard
work. The cafeteria outside doors are left open during the event, as parents must scurry
back and forth with baked goods that are on sale, the proceeds from which will be
donated to the local animal shelter. (The teacher will relay this information with a
matter-of-fact tone, but should not lose sight of the overall suspense of the situation).
5. There were just four teams collecting their treats inside the cafeteria when a cry for help
rang out! Somehow, in all of the excitement, one of the teams crossed over into the roped
off area and helped themselves to the muffins that were supposed to be used for
tomorrow's breakfast. Evidence was all over the floor (The teacher will relay this
information with a tone of great suspense, by speaking very slowly and using lots of
pauses).3
6. As the teacher tells the students that evidence was all over the floor, he/she will show
them a diagram of the cafeteria with evidence and the crime scene via a PowerPoint slide.
There will be four areas labeled on the diagram: A, B, C, and D. Areas A, B, and C
should represent the areas where the pets were allowed to enter in order to receive their
treats, while the area marked D will represent the off-limits muffin area that is now a
crime scene. The diagram should also show four piles of white powder one pile near
each of the four areas labeled A, B, C, and D.

IV. Procedures
1. Upon showing students the diagram of the cafeteria, the teacher will continue: Your job
today is going to be working with your partner to fulfill your duties as a crime scientist.
Together, you will investigate the available evidence in order to answer the essential
question: Which team of pets is responsible for crossing into the off-limits area and
snacking on the muffins? (Teacher will display the essential question via a PowerPoint
slide). The first step is meeting our suspectsso lets take a look at them!
a) Teacher will introduce students to the four teams of pets via a PowerPoint
slideshow.
2. Teacher will then again pull up the diagram of the cafeteria for students to view, as
he/she explains: White powder was all over the floor near the raw materials used for the
muffins, and it was clear that the rogue team walked through this powder. (Teacher will
point to the pile of white powder by Area D). But...white powder -- from the baked goods
parents had been making to sell -- was also on the floor in the special area all of the dogs
had been walking on when they came in to receive their treats! (Teacher will point to the
piles of white powder by Areas A, B, and C). Because of this, each team of pets was
covered in white powderbut only one team was covered in the white powder from the
muffins in Area D. So, as crime scientist, you need to investigate the evidence to figure
out which team was at each area. Once you figure this out, you will be able to solve the
essential question: Which team of pets is responsible for crossing into the off-limits area
 and snacking on the muffins? (Teacher will again display the essential question via a
PowerPoint slide).
3. In order to solve the essential question, your work will come in two stages: First, you will
need to evaluate the evidence (white powder) from the cafeteria floor. Then, you will
need to evaluate the evidence (white powder) collected from the pets. After evaluating
both sets of evidence (white powder), you will match up your data (by comparing and
contrasting your results) in order to figure out which team of pets was at each area, and
this will tell you which team was covered in the powder from Area D. (Important to note
here is the fact that all of the materials needed by students during stage one of the
investigation will already by laid out at their tables. Refer to the materials section of the
lesson plan to see when/how everything comes into play).
4. To start, place your data sheet with A, B, C, and D listed under the plastic wrap. You
and your partner should each keep a separate copy so that you can record your
observations. (Before students come in, enough ABCD data sheets will be placed at each
location one per student for recording observations, and one per pair to be placed under
plastic wrap). Powder from the floor was carefully collected from the locations marked A,
B, C, and D, and placed in sterile cups for you to examine in great detail. (Before
students come in, evidence cups labeled A, B, C, and D will be placed at each table). So,
lets go over how exactly you will conduct your investigation.
5. Teacher will then switch from the slide containing the diagram of the cafeteria to a slide
containing the image of the crime scene analysis worksheet. He/she will then continue to
explain the evaluation/investigation process. Referencing the slide(s), the teacher will
explain to the students how the evidence will be placed, mixed, and examined. At this
point in time, the teacher will also explain to the students the type of evidence they will
be recording on their own separate data sheets. Below is the information the teacher will
be sharing with the students, but as he/she offers explanations, the PowerPoint will be
referred to in order to aid students understanding and comprehension (i.e. the teacher
will be able to point as the explanations are offered the verbal explanations will not
stand alone).
a) Starting with evidence A, you will take a of a spoonful of the white powder
and place it in small piles across the sheet under the plastic wrap (in the first
row).
b) You will then do the same thing with evidence B, C, and D in their labeled
rows (rows two, three, and four).
c) Next, you will place a drop of water, vinegar, or iodine near, but not on, the
appropriate evidence pile. Just as the rows were labeled (with A, B, C, and
D), each column is labeled with what should be placed there (water, vinegar,
and iodine).
 d) You will then use toothpicks to mix the two items in each box together, and
you will record your observations on your own separate data sheet. For each
one, you will record:
i. Detailed observations of the color (C) that results
ii. Whether or not effervescence (E) is present (fizz or bubbles)
iii. And any other (O) observations you think are worth noting
e) For the last column, labeled Physical Structure, you will not be mixing
anything. You will just be using a hand lens to examine the evidence (white
powder) by itself, and you will describe what you see. You will also record
this on your individual data sheets.
6. After examining the powder from the cafeteria floor and recording your observations,
you will be ready to move on to step two of the investigation process: evaluating the
powders found on the four teams of pets. You will get your second evidence sheet from
me once you have completed the first step of the investigation process. You will need to
remove your plastic wrap and tested powder from the cafeteria floor. You will then place
new plastic wrap over your new evidence sheet (listed with the teams names) on your
work area.
a) When students are ready to move on to this portion of the inquiry process, the
teacher will give three new data sheets to each pair of crime scientists one to
go under the plastic wrap, and one each for them to record their observations.
In addition, the first evidence cups (labeled A, B, C, and D) will be collected,
and the second set (labeled with the teams names) will be distributed.
7. You will then investigate the powder found on the paws of all four teams. The collected
evidence has been placed in sterile cups labeled with the teams names. You will follow
the same process as before, and record as many details you discover as possible (Teacher
will again reference a PowerPoint slide, this time with the second data sheet displayed, in
order to ensure that all students are aware of the process that is to be followed. The
teacher will also be checking in with students as they are engaged in the science inquiry
process, so this will be a good time for him/her to clear up any confusions about the steps
to be followed as well.).
8. Once you investigate both sets of powder (the powder collected from the cafeteria floor
and the powder collected from the pets), you will be able to use your analysis and
evaluation skills to identify and reveal where each team visited in the cafeteria and
picked up powder. You will compare and contrast your observations from each of your
data sheets in order to match up your results. This will tell you which area each team was
at, and you will then discover which team entered Area D where the muffins were being
prepared. And remember -- as a crime scientist -- you must not talk to the public, but
report to me to share your findings.
 9. After completing your investigation and discussing your results, each of you will fill out a
Crime Scene Investigation Report that will go on file at Happy Days Elementary. After
all, no crime can be investigated without proper documentation!
10. At this point in time, the teacher will allow the students to begin, and he/she will make
his/her way around the classroom, constantly moving from one pair of students to the
next. Once the teacher has checked in with each pair of students, he/she will begin the
circulation process again.
a) Role of the teacher during the inquiry investigation: As students are
engaged in the inquiry investigation process, the teacher will circulate around
the room to each of the different pairs of students. In doing so, he/she will be
checking in with the students in order to ensure that they are not having any
difficulties. If/when any difficulties do arise, the teacher will work with the
students in order to solve the issue at hand. In addition to this, the teacher will
also be asking a variety of questions in order to assess student understanding,
and facilitate and promote additional thinking. Following are some sample
questions:
i. How is your investigation going?
ii. What has been most difficult for you so far? Why?
iii. What has been your biggest problem/challenge so far? How did
you/how do you plan to solve it?
iv. Which evidence have you tested so far?
v. What observations have you been making?
vi. Have you noticed any patterns?
vii. What similarities can you find in your observations?
viii. What differences can you find in your observations?
ix. Do you think you're getting closer to figuring out which team was in
Area D? What is your next step going to be?
11. In addition to checking in with students and promoting critical thinking, the teacher will
also need to remain aware of his/her duties that correspond to keeping students on track
within the overall inquiry process. For instance, when pairs are ready to transition from
stage one of the process to stage two, the teacher will need to collect certain materials,
and hand certain materials out (refer to explanation within above procedures, or refer to
materials section below). Additionally, the teacher will need to conference with students
as they discover the answer to the essential question, and are ready to move on to the
ELA component of the days lesson (filing a Crime Scene Investigation Report).
12. As individual student pairs complete the inquiry process and believe that they have
solved the essential question, the teacher will conference with them. In doing so, the
teacher will ask questions such as:
a) Which team of pets is responsible for crossing into the off-limits area and
snacking on the muffins?
 b) What led you to this conclusion?
c) Which team was at areaA? B? C? (Each of these would be asked as a separate
question).
d) What led you to this conclusion?
13. Once all students have wrapped-up with their inquiry investigation, the teacher will move
on to the next portion of the lesson in order to provide closure, and introduce the ELA
component of the Crime Lab.

V. Differentiation
Students with exceptional ELA strengths: These students will be given the opportunity
to write a Public Service Announcement, which they will then receive the opportunity to
share over the intercom with the rest of the school (during the morning announcements).
As part of this differentiated assignments requirements, students will need to extend an
invitation for the members of the school community to stop by and take a look at the
fourth grade hallway (where students completed Crime Scene Investigation Reports will
be displayed) if they think they would like to learn more. Students presented with this
option will not only still be faced with the tasks of planning and writing, but will also get
to engage/practice their skills having to do with delivery, expression, and advertising.
Students with significant ELA deficits: These students will be given the opportunity to
do an oral retelling of the crime scene to the teacher, and the teacher will type these
responses word for word. As part of this differentiated assignments requirements,
students will still be required to address the same components that students writing their
own Crime Scene Investigation Reports are required to address. In addition, although
these students will be filing an oral report, the teacher will have them read back their
responses (once typed) aloud. Students presented with this option although not required
to physically write will not only still be required to address the same components as the
other students, but will also get to engage in the process of reading.

VI. Closure
1. First, the teacher will work to wrap-up the inquiry process by facilitating an open
discussion. During this time, he/she would use the following questions/prompts as a
guideline:
a) Which team of pets is responsible for crossing into the off-limits area and
snacking on the muffins? (Reveal Teacher will allow students to respond all students
should come up with the correct answer, being that the teacher would have already
conferenced with each pair of crime scientists).
b) Turn and talk with the people at your table about how you were able to figure this out.
(Teacher will allow the students to turn and talk with the people at their table. Each table will
consist of 2-3 pairs of crime scientists [4-6 students in all]).
 c) Would any tables like to share what they talked about? (The teacher will allow for
tables to share what they talked about. If time permits, he/she will have each table share
something).
d) Turn and talk with the people at your table about what you were able to learn from
your experience working as crime scientists today. (Teacher will again allow the students to
turn and talk with the people at their table. Each table will consist of 2-3 pairs of crime
scientists [4-6 students in all]).
e) Would any tables like to share what they talked about? (The teacher will allow for
tables to share what they talked about. If time permits, he/she will have each table share
something).
2. Following this wrap-up discussion for the days inquiry investigation, the teacher will
introduce the ELA component of the lesson: Okay, boys and girls As I told you earlier,
no crime can be investigated without proper documentation! So, as part of our work as
crime scientists today, we are going to have to file a Crime Scene Investigation Report
that will go on file at Happy Days Elementary. Although we investigated the crime
working in teams, we are going to be filing individual Crime Scene Investigation Reports.
You will write the report in paragraph format, and you must be sure to address each of
these components (Teacher will switch to and review a PowerPoint slide containing the
components that students are to address via their report see below.). Once you have
completed your report, be sure to sign and date it so that it can be officially filed. All of
our reports will be displayed out in our section of the hallway, for everyone to see just
how serious we were about solving and investigating this crime in our work as crime
scientists! Our Crime Scene Investigation Reports will then be taken down and shipped
over to Happy Days Elementary. But, in the meantime, I will be informing Mrs. Sharon of
our findings so that no time is wasted!
3. Following is the list of components that students will be required to address via their
Crime Scene Investigation Report:
a) Brief description of the crime that was committed and investigated
b) Description of the steps taken to solve the crime
c) Team of pets found to be responsible for crossing into the off-limits area and snacking
on the muffins
d) Description of the evidence that led you to this conclusion (How you know the team
found to be responsible for the crime is, in fact, responsible for the crime)
4. The teacher will have students begin working on their Crime Scene Investigation
Reports. She will then individually meet with students who have exceptional ELA
strengths and significant ELA deficits, in order to inform them of their differentiated
ELA assignments. (Refer to the differentiation portion of this lesson plan for a
description of what these assignments will entail).

VII. Assessment of Student Performance

 Once students have completed the inquiry investigation process and have filed their
corresponding Crime Scene Investigation Report, all materials will be collected and
assessed by the teacher. Using the following rubric, the teacher will assess students
collected data sheets, as well as their Crime Scene Investigation Reports. For the Group
Interpersonal Skills component of the rubric, being that there is no physical product, the
teacher will rely on his/her observations and anecdotal records. The teacher may also
supplement the information available for assessment via students physical data sheets
and reports with his/her observations and anecdotal records (i.e. from students responses
to teacher- or peer-generated questions. Regarding the ELA component for which the
assignment has been differentiated, the teacher will also need to differentiate his/her
assessment by altering the components that will be assessed (i.e. by incorporating an
invitation/advertisement/delivery/expression component for students with exceptional
ELA strengths; by omitting the written component and incorporating an oral and/or
reading component for students with significant ELA deficits).

1 2 3
Student Does Not Student Meets Student Exceeds
Meet Expectations Expectations Expectations
Science Inquiry Observations offer Student conveys new Student demonstrates
Experience little insight, details knowledge built exceptional focus on
are missing from data through investigation. the science inquiry
sheets. The student Observations are processes.
does engage effective accurate with Observations reveal
science process skills. important details connections the
conveyed through student makes to
notes, drawings, and prior investigations.
conversations. Observations in the
Student is able to form of
demonstrate critical notes/drawings are
thinking and highly detailed. The
reflection skills. student is able to
share insightful
conversation about
the investigation.
Group Student is frequently Student participates Student exhibits
Interpersonal Skills off-task, may be fully in the group exceptional
argumentative with tasks. The student interpersonal skills
team members. demonstrates and is skillful in
Listening, problem appropriate elevating the
solving, verbal and interaction through performance of other
non-verbal skills do successful listening, group members.
not match expected problem solving and Leadership skills
outcomes needed to use of negotiating. convey respect for
be a successful group The student supports others while keeping
 member. the groups direction the group well
and focus. focused on the
essential task.
ELA Component Students does not file Students files a Students files a
a Crime Scene Crime Scene Crime Scene
Investigation Report Investigation Report Investigation Report
upon completing the upon completing the upon completing the
inquiry investigation inquiry investigation inquiry investigation
process that addresses process that addresses process that addresses
all of the required all of the required all of the required
components. The components. The components, in
components are not components are addition to
addressed via a addressed via a components that were
product that has been product that has been not explicitly
written in paragraph written in paragraph required to be
format, and the report format, and the report addressed. All of the
has not been signed has been signed and components (both
and/or dated. dated. explicitly required
and not) are
addressed via a
product that has been
written in paragraph
format, and the report
has been signed and
dated.

VIII. Materials
Data sheet ABCD one per student AND one per crime scientist pair; already set out
before lesson begins
Data sheet Teams one per student AND one per crime scientist pair; given out once
students complete stage one of the investigation and are ready to begin stage two
Cups (two labeled sets)
o Set labeled A, B, C, D: One set per table (students will be sharing); these should
already be set out before the lesson begins; they will be collected once students
complete stage one of the investigation and are ready to begin stage two
Cup Contents:
A: Baking Soda
B: Corn Starch
C: Sugar
D: Baking Powder
o Set labeled with Team Names: One set per table (students will be sharing); these will
be given out once students complete stage one of the investigation and are ready to
begin stage two
 Cup Contents:
Team One: Corn Starch (this team should be matched with Area B)
Team Two: Baking Powder (this team should be matched with Area D)
Team Three: Baking Soda (this team should be matched with Area A)
Team Four: Sugar (this team should be matched with Area C)
White Powders (Cup Contents)
o Baking soda (placed in cups labeled with A and Team Three)
o Corn starch (placed in cups labeled with B and Team One)
o Sugar (placed in cups labeled with C and Team Four)
o Baking powder (placed in cups labeled with D and Team Two)
Labels for each set of cups
o Labels marked A, B, C, and D
o Labels marked with Teams Names (referred to above as One, Two, Three, and Four,
but these can be changed in order to reflect something of more interest to the students
participating in the lesson)
Spoons one per cup of white powder; already placed in the cups
Toothpicks one box per table; already set out before lesson begins
Napkins two or three per group; already set out before lesson begins
Magnifying glasses one per student; already set out before lesson begins
Plastic wrap one roll per table; already set out when lesson begins
Water one cup with mini baster per table; already set out when the lesson begins
Vinegar one cup with mini baster per table; already set out when the lesson begins
Iodine one small container OR one small cup with mini baster per table

IX. Technology
SMART Board/Projector to display PowerPoint
Video for sound/Audio File of animal noises that reflect the pets of the students in the
class (i.e. dogs, cats, horses, lizards, Guinea pigs, frogs, etc.)
Video for sound/Audio File of police sirens

X. Reflection on Planning
Your sense of how this learning experience came together and how it might impact
learners offering reflection on strengths and areas to continue to improve