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CSI Enrichment Unit
Grades 3-6
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CSI –Gumshoes Detective School
Intro:
Cops and robbers? Old hat. Nowadays, crime-fighting kids would rather look for fingerprints and
DNA samples than chase bad guys with guns. The hit CBS TV drama CSI: Crime Scene
Investigation has spawned a whole generation of kids who want to try forensic techniques to
figure out who dunnit. Forensic science is the study of objects that relate to a crime. The objects
are evidence and analyzing the evidence is what forensic scientists do. They observe, classify,
compare, use numbers, measure, predict, interpret data, and draw inferences. Scientists they are
and crimes they solve. Combine forensics with an exploration of the mystery genre and, even if
you don’t have a crime lab in your school, you and your students can investigate cutting-edge
police techniques – and learn a little science, math and language arts – with this enrichment unit.
Students work to “solve crimes” by taking part in forensic activities and solve mysteries by
gathering and analyzing evidence, examining suspects and other witnesses while reading
mystery novels and short stories within the classroom setting. Mysteries have the ability to get
reluctant readers and writers enthusiastic about reading, thinking, and writing.
Description:
This unit combines good science investigation with the excitement of a mystery. Mysteries are a
wonderful vehicle for teaching critical thinking and deductive reasoning skills in an exciting and
enjoyable way. This unit is a study of the mystery genre in which students will act as detectives,
using forensic techniques to better understand the elements of mystery, including the typical
characters, the common plot structure, and the vocabulary that they will likely encounter in crime
scene investigation and mystery writing. They will work as detectives to solve cases and will even
write their own mysteries.
The goals of this practice are to;
 Ask questions about objects and events,
 Plan and conduct simple descriptive investigations,
 Gather information using simple equipment and tools to extend the senses,
 Construct reasonable explanations and draw conclusions using information and prior
knowledge, and
 Identify the main "ingredients" in a typical mystery, including common characters and plot
structure ( mysteries contain a crime, problem, or puzzling situation. Mystery stories have
clues, a suspect, a victim, a witness, and an investigator who solves the crime.)
 Read and respond to chapter book mysteries
 Organize facts and analyze characters and events to formulate a possible solution to a
mystery
The student knows that information and critical thinking are used in making decisions. The
student is expected to:
 Make decisions using information,
 Discuss and justify the merits of decisions, and
 Explain a problem in his or her own words and identify a task and solution related to the
problem.
 Become effective problem solvers by selecting appropriate methods, employing a variety
of strategies, and exploring alternative approaches to solve problems.
 Reason logically, using inductive and deductive strategies and justify conclusions .
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Standard/ALC Focus Benchmarks supported:
ELA Focus Benchmarks
 The student will use a variety of strategies to expand reading, listening and
speaking vocabularies.
 Students will generate and answer literal, inferential, interpretive and evaluative
questions to demonstrate understanding about what is read.
 The student will understand the meaning of texts using a variety of comprehension
strategies and will demonstrate literal, interpretive and evaluative comprehension.
 The student will actively engage in the reading process and read, understand,
respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction,
poetry and nonfiction texts.
 Students will identify, respond to, and compare and contrast the literary elements
of characterization, plot, setting, theme and tone.
Math Focus Benchmarks
 Compute fluently and make reasonable estimates with whole numbers in real-world and
mathematical problems. Understand the meanings of arithmetic operations and how they
relate to one another.
 Represent and interpret data in real-world and mathematical problems.
 Represent data and use various measures associated with data to draw conclusions and
identify trends.
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Resources:
CyberBee has been providing rich Internet
resources, lessons and projects to
educators for over 14 years. Lessons are
created around national standards and
tested by teachers. All content is free with
proper attribution.Lessons can be found
under Curriculum Ideas. Learn how to be a
crime solver by exploring the world of the
forensics:
http://www.cyberbee.com/whodunnit/crime.h
tml
Dragonfly
http://pbskids.org/dragonflytv/show/forensics
.html
FBI Kids page is designed for children and
their adults to learn more about the FBI
through age appropriate fames, tips,
andinteractive stories. It also introduces you
to our working dogs and shows how FBI
special agents and analysts investigate
cases.
http://www.fbi.gov/fun-games/kids/kids
Fans of the CSI franchise can find several
sites directly related to the show. The CSI
Handbook on the show’s official website is a
clickable illustrated glossary of terms used
by Crime Scene Investigators to describe
evidence, tools and procedures. And the
Boston Museum of Science’s recent exhibit,
CSI: The Experience, has a website with a
printable Family Guide containing at-home
activities like analyzing blood spatter (using
the fake blood recipe provided) and
extracting DNA from fruit. There’s also a CSI
Web Adventure from Rice University that
takes you through the steps of analyzing
crime scene evidence in a police lab. You
can find a page of related links too.
Other interactive websites for kids include
Anatomy of a Murder from the Montreal
Science Center, where you help forensic
experts in an animated crime scene. (Scroll
down to “Interactive File On Criminalistics.”)
Then there’s the Virtual Museum of
Canada’s Interactive Investigator, which lets
you explore a cartoon crime scene, collect
clues and send them to the lab to be
analyzed. (Both websites are also available
in French.) At the PBS NOVA website, you
can click-and-drag objects create a DNA
“fingerprint” in a non-gory cartoon lab to
solve the mystery of who stole a lollipop,
and read about the new 3-D mug shots.
(The rest of the website related to the
program "The Killer's Trail," about the reopening of the 1954 murder that inspired
“The Fugitive,” however, is not as kidfriendly.)Science Gumshoes: Children's
Science through Detective Stories
http://www.sciencegumshoes.com/
Who Did It? is a multi-part science unit for
middle or high school students that uses
"crime" analysis and forensics to teach and
reinforce basic laboratory skills. Each lesson
includes a laboratory and procedure
component, along with handouts and study
questions. Extensive printable PDF files
make this unit especially easy to implement
in the classroom.
http://www.teachersfirst.com/getsource.cfm?
id=4199
Virtual Exhibit on Forensic Science
http://www.virtualmuseum.ca/Exhibitions/My
st/en/index.html
It is a Mystery - Lesson Planning
http://www.educationworld.com/a_lesson/lesson299.shtml
Education World provides five lessons to set
you on your way to a mysterious learning
adventure! Included: Five mysterious
lessons that focus on language arts, history,
and forensic science! Also ... Mystery
Lessons Students assume the identity of
private investigators as they read, solve, and
write mysteries in this winning lesson plan
The Art of Crime Detection - Teacher's
Guide
http://www.sanfordartedventures.com/play/crimedetection/teac
her.html
"The Art of Crime Detection" is an interactive
Web activity consisting of an introductory
animation, two crime-solving scenarios, and
a open-ended drawing tool. The player helps
to solve annoying but rather innocuous
crimes (e.g., toilet-papering a tree) by using
both the left and right brain to draw
composite sketches of a perpetrator. While
they play, players will readily experience the
artistic effects and consequences of relying
solely on the right or left brains. They will
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develop an understanding of what parts of
the brain are appropriate to use for artistic
expression. There are two scenarios: The
Toilet Paper Caper and Pushing Other
People's Buttons. The player uses the
PDArist, a PDA-type device that guides
them through the process of using either
side of the brain, or both sides
simultaneously. Players can also use the
PDArtist alone, as a creative tool for their
own scenarios. This is not really using
science ... but why should they have all the
fun?
CSI (TV Show) - Factual Inaccuracies
http://www.angelfire.com/jazz/jboze3131/csif
acts.htm
Below is a list of factual "inaccuracies"
people have sent in, and a few that I noticed
myself in the first season. Many of these
have changed, and are, indeed
accurate...being confirmed by professionals
in the field. Some of them have yet to be
refuted, so they might be inaccuracies, or
they might not.
The Mystery Spot
http://www.accessexcellence.org/AE/mspot/
The Mystery Spot .... plus other mystery
links.
Forensic Science Links on DMOZ Open
Directory Project
http://dmoz.org/Science/Science_in_Society/
Forensic_Science/
Court TV - Forensics in the Classroom
http://www.courttv.com/forensics_curriculum
/
Welcome to Court TV's Forensics in the
Classroom (FIC) Program
As part of its ongoing commitment to
education, Court TV is pleased to bring
forensics to high school science classrooms
nationwide. This FREE, exciting new
program conforms to nationally recognized
standards and was developed as part of a
continuing educational partnership with the
American Academy of Forensic Sciences.
The units serve as bridges between
chemistry and real-life applications related to
forensic investigations. As a result, the
materials engage students by showing them
how the structure of atoms, interactions of
energy and matter, and chemical reactions
all help to solve crimes.
Old time Detective Radio shows
Free Podcasts
http://itunes.apple.com/us/podcast/old-timeradio-detectives/id177622678
Free ProScope HR Activities
http://www.vernier.com/labequipment/prosco
pe.html
24 free downloadable activities for your
ProScope HR! The experiments are readyto-use or adapt them to your own
curriculum. There are 14 activities over 5
subject areas available, as well as the
Science C.S.I. experiments developed by
Apple.
Books to Support a Mystery Genre Study
Picture Book Mysteries
Because they are short and sweet, these books can be
used to demonstrate for students the basic elements of
a mystery..
The Case of the Missing Monkey by Cynthia Rylant
Ace detectives and very best friends Bunny Brown and
Jack Jones work together to solve a case involving a
monkey that is missing.
Detective LaRue by Mark Teague The Hibbins's cats
are missing and Ike is taking the blame. Readers can
follow Ike's pawprints into the dark alleyways of Snort
City as this doggie detective tries to solve the crime and
clear his reputation. This story is the sequel to Dear
Mrs. Larue: Letters from Obedience School.
The Missing Mitten Mystery by Steven Kellogg Little
Annie and her dog, Oscar, spend a snowy day
searching for her lost red mitten. They retrace their
steps, looking for the mitten where they sledded and
where they built snow castles. Annie dreams of some
places where her mitten could be, but when she does
finally find it, it is a delightful surprise.
Nate the Great by Marjorie Weinman Sharmat and
Mitchell Sharmat Nate the Great is the first book in a
wonderful series that introduces young readers to the
world of mysteries.
The Web Files by Margie Palatini This silly story
follows two "ducktectives" who attempt to "quack the
case" of several robberies on a farm.
Young Cam Jansen by David A. Adler This is a
collection of the first four books in this series. In each
book of the series, a young Cam Jansen tries to solve
everyday mysteries that happen in her town.
Great Mystery Series for Grades 3–5
A to Z Mysteries by Ron Roy This is a collection of the
first four books in this series. In each book of the series,
four young characters end up helping solve interesting
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mysteries in their town.
The Boxcar Children by Gertrude Ann Warner This
series is one that has been around for many years and
is still enjoyed by students in grades 3-5. Four orphans
find creative ways to stick together through all kinds of
exciting mysteries and adventures. In the first book,
they turn an abandoned boxcar into their home.
Calendar Club Mysteries by Nancy Star This is a new
series of mysteries in which readers will enjoy figuring
things out from January to December with the Calendar
Club kids.
Cam Jansen by David A. Adler This is a collection of
four books from this beginning chapter book series.
Cam Jansen is the young detective, a young girl with a
photographic memory. She uses her amazing memory
and the help of her friends to solve everyday mysteries
in her town.
Encyclopedia Brown by Donald J. Sobol This is
another longtime favorite series of middle grade
readers. Encyclopedia Brown Takes the Cake, a
collection of 13 short mysteries all involving food.
Jigsaw Jones by James Preller This is a collection of
six books from this chapter book series. With his topsecret detective journal, eye for detail, and ace partner,
Mila, Jigsaw is always ready to take on a new case.
Mystic Lighthouse Mysteries by Laura E. Williams
Reminiscent of the classic Hardy Boys whodunits, this
is a series set in an old, mysterious lighthouse on the
coast on Mystic, Maine, where twins Jen and Zeke work
to solve the mysteries around them.
Other possibilities:
Podcasts of old radio detective shows
http://www.freeotrshows.com
http://www.otrcat.com/detective-c-107.html
Visitors: police detective, forensics specialists, crime lab technician
Supporting Material:
Other supporting material for this unit are available on the ALC Wiki site:
http://alcelemfm.spps.org/groups/wikibloggroup/
Books Teacher needs:
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Detective Science by Jim Wiese (ISBN 978-0-471-11980-7)
CSI Expert by Karen Schultz (ISBN-13 978-1-59363-312-7)
Crime and Puzzlement by Lawrence Treat (ISBN 0-87923-405-9)
(CAUTION: Teacher use only: use this book selectively, screen for content - violence, murder,
PG-13 sexual content in some of the puzzles.)
One-Hour Mysteries by Mary Ann Car (ISBN-13: 978-1593631147)
Jonah Bixby, Kid Detective by Hy Conrad (ISBN-13: 978-1-4027-3966-8)
Student Materials needed:
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Class set of: Encyclopedia Brown* (10 copies for paired reading)
Class set of: One-Hour Mysteries (student will NOT write in this book, but use the detective
notebook for notes) (10 copies for paired reading)
Detective Notebooks (small spirals or other) for students (1 each)
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Other materials: (see daily plan for lab materials)
Magnifying Glasses
*Consider adjusting the novel used to support the reading aspects of this unit from Encyclopedia
Brown to another age appropriate mystery novel, as appropriate to the age group and reading
levels of students.
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Vocabulary for Unit:
Encyclopedia Brown Vocabulary:
Natty (snazzy, spiffy)
Encyclopedia
Mastermind
Dingy
Average (usual, common)
Sabotage
Alibi
Motive
Handbills
Blackmail
Trapeze
Inheritance
Concluded
Riddle
Partners
Backfired
Distinguishing features
Resisting
Mystery/CSI Vocabulary:
Character – Suspects, detective, witness
Plot
Setting
Clues
Deduction
Suspects
Detective
Witness
Inquisitive
Mascot
Process of elimination
Evidence
“whodunit”
Supporting Material:
Other supporting material for this unit are available on the ALC Wiki site:
http://alcelemfm.spps.org/groups/wikibloggroup/
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Reading & Solving Mysteries - Week 1-6
Objectives for
Mystery Genre
Week 1-6
In these lessons, students will be introduced to the mystery genre and will explore the
vocabulary, characters, and plot structure they are likely to encounter when reading a
mystery:
The learner will:
Students will:
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Objectives for
CSI/ Forensic
Activities
Week 1-6
access students prior knowledge of mysteries.
discuss elements of a mystery and create an informal definition of the content
and form of mysteries that make them different from other narrative forms of
fiction.
be actively involved in reading mysteries.
learn appropriate oral reading strategies
be introduced to the use of the internet as a tool for accessing information.
be introduced to the importance of evaluating information sources and formats.
keep detective notebook to keep track of ideas, clues, etc.
learn appropriate note-taking strategies for recording information presented in
mysteries
This unit combines good science investigation with the excitement of a mystery to
practice critical thinking and deductive reasoning skills in an exciting and enjoyable
way. This unit is a study of the mystery genre in which students will use forensic
techniques to better understand the elements of mystery, including the typical
characters, the common plot structure, and the vocabulary that they will likely
encounter in crime scene investigation and mystery writing. They will:
The learner will:
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Ask questions about objects and events,
Plan and conduct simple descriptive investigations,
Compare results of investigations with what students and scientists know about
the world,
Gather information using simple equipment and tools to extend the senses,
Construct reasonable explanations and draw conclusions using information and
prior knowledge, and
Communicate explanations about investigations
Use detective thinking skills-draw conclusions, make and test inferences,
hypotheses, and conjectures; conduct comparisons using specific criteria;
analyze the demands of a variety of higher-order thinking questions-and apply to
test prep
NOTE: It is advised that the answer pages (for the mysteries) in the student copies of
Encyclopedia Brown and One-Hour Mysteries be taped or stapled shut, to prevent students from
looking ahead for the answers. If students peek ahead to find answers, it will reduce the
effectiveness of the daily plans.
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Week 1
Prior
Knowledge:
Explain: In this enrichment project we are going to study the way to become a good
detective and learn about the CSI methods that crime scene detectives use. We will also
read mysteries and learn how to become good investigators by using our brains and
conducting classroom investigations and solving the mystery stories.
Ask: What is a detective story? What is a detective? (Special police officers What
qualities does a good detective need to have? Would you enjoy being a detective? Why
or why not?
Ask: What mystery stories have you read or seen on TV or he movies? What do
mysteries have in common? Why do you think people enjoy mysteries? Do you?
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Reading and
Writing:
Teacher
Activities:
To access the students prior knowledge, place them in small groups and ask
them to list words or ideas associated with mysteries.
After about 5 minutes, ask groups to share their ideas and create a list for the
entire class. Star items that are mentioned by more than one group.
Ask students to keep this list in mind while they listen to the first mystery in
Encyclopedia Brown, Boy Detective (Suggestion: Paper clip the pages in the
book that give the solutions.)
Ingredients for a Mystery handout
Encyclopedia Brown, Ch. 1-3
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Read aloud the first chapter of Encyclopedia Brown, Boy Detective “The Case
of Natty Nat” to the class modeling appropriate voice inflection while reading.
(Stop just before Leroy solves the mystery.)
Ask students to work with their group and see if they can figure out the ending.
Write your ideas in your detective notebook. Share ideas and thinking behind it.
(Mystery Visitor enters the room-see below)
Either do Mystery Visitor activity here, or finish the story and do it at the end.
After reading the chapter, return to the list created by the class.
Review items listed and determine if each item is present in the mystery just
read aloud. Pay particular attention to the items that were mentioned by more
than one group. Then ask the class if there are any other things that should be
added to the list.
Talk with students about the characteristics usually present in mystery stories
concerning the content and the story structure.
Handout Ingredients for a Mystery, compare to the class list. Keep this list
posted in the classroom. After reading any other mystery, allow students to
review items on the list and see.
Then, students read silently Ch. 2 “The Case of the Scattered Cards”
Mystery Visitor: Here is a way to explore your students' eyewitness memory. Plan to
have someone (a teacher or a student from a different class) come into your classroom
while students are working quietly on the above task at their desks. Plan with the
mystery visitor ahead of time to make sure he or she does several things in your class
during his or her brief visit such as:
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Borrow something like a book, a craft supply, money, etc.
Talk to a student in the class
Give a note to the teacher
Ask a question
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Set something down on a table
When the mystery visitor comes into your room, most of the students will probably be
curious about what he or she is doing and will look up from their work.
After the visitor leaves the room, have the students write down all the things that
happened. (You can do this immediately after the visitor leaves or sometime later in the
afternoon).
If students need ideas about what to remember, write the following questions on the
board: What details do they recall: What was the visitor wearing wear? How long was
the visitor in the room? What did the visitor borrow while in the room? Who did he or
she talk to? What did he or she say? You may even ask some leading questions to
influence memory. Once everyone has finished writing, find out what everyone
remembers and what they did not. Compare how everyone's memory was the same
and different. CSI detectives must learn to be sharp observers of events, and notice a
lot of details around them to find clues to solve crimes. This is not so different than what
good students need to do, pay attention, listen for information and use the information to
solve problems in learning.
Day 2
Prior
Knowledge:
Think Like a Detective!
Do the following activities to help students understand how detectives must always pay
close attention to detail when trying to solve a case.
End of a Villain, pg. 6-7 in Crime and Puzzlement. (Overhead of picture-or handouts)
Do this piece as a group and examine the thinking of each step. Ask, why do you think
that? What clues do you see? What else do you notice? If-then questions, etc) The
objective at this point is to model careful and deductive thinking to solve the problem.
Review: setting and clues.
Say: As part of this project, we have to learn to think like a detective and use deduction.
Has anyone ever watched a Sherlock Holmes movie or even heard of Sherlock Holmes?
His mystery stories are known for using deduction. Can anyone tell me what they know
about deduction (the process of drawing a conclusion from available information,
applying the rules of logic to figure out a problem (or mystery)? You might compare to
math, what does deduction mean—to take away. In mysteries, we want to take away, or
get rid of the wrong, misleading information to solve a crime. Let’s see how we can do
with this crime scene. (Review “How to Solve Puzzles, pg 1):
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Reading and
Writing:
Teacher
Read the narrative (it supplies you with vital clues)
Read the questions through without trying to answer them, to give you and idea
of what to look for in the picture.
Grab your pencil and examine the picture.
Start answering the questions in order-start to sharpen your detective skills!
One - Hour Mysteries, The Coaster Caper
Ingredients for a Mystery
Detective Notebook
Say: Now we are going to have a chance to solve a mystery together as a class. Let’s
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Activities:
review our Ingredients for a Mystery and find out which elements we will be working
with today.
Read The Coaster Caper together: (Pg 20) and review the suspect list together (pg. 21).
Ask students to use their detective notebooks to fill in the important information as the
facts are discovered. What do we know from the description? What crime committed?
When and where it was committed?
SUSPECTS: Now we have to determine who has the strongest motive to commit the
crime. What do I mean by motive (reason or incentive to do something) ? Ask small
groups to work together to review the Suspect List and figure out who can be eliminated
because they don’t have a motive? Share answers, questioning students on their
reasoning and proof (to promote critical thinking-What makes you say that? Where does
it support that thought?). (see teacher guide pg. 19 for the answers)
SUSPECTS ALIBIS: We’ve decided on our suspects. Let’s now figure out if we can
make some deductions to figure out who is the most likely? And who we can eliminate
form suspicion. We need to find out more about each person. What sorts of questions
would a detective ask to find out if there were other ways to eliminate suspects? (We
need to find out if they have an alibi). Ask: Who knows what “alibi” means? (being
somewhere else at the time of the crime). Small groups read over the Alibis and the
Notes to Substantiate and decide who can be eliminated by their alibi? Share answers,
questioning students on their reasoning and proof of thinking.
Closure: Today, we’ve started to build our detective skills by reading about suspects and
figuring out alibis. In our next meeting we will look at evidence and do some forensic
investigation.
Note to teacher: Read the next lesson plan now, in order to allow time to prepare the lab
experiment.
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QuickTime™ and a
decompressor
are needed to see this picture.
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Week 2
Prior
Knowledge:
Discuss: What are the characteristics of a good detective? Do you think kids can make
good detectives? Why? We read a little from Encyclopedia Brown last time. What were
the characteristics that made him a good detective?
Today I am going to read to you about another fictional kid detective. I want you to listen
for what characteristics he has that make him a good detective.
Read: Introduction to Jonah Bixby: Kid Detective.
What are the characteristics that made him a good detective?
Reading and
Writing:
Teacher
Activities:
Ingredients for a Mystery handout
Jonah Bixby: Kid Detective
EBrownReading Guide & Questions1-2
Detective Notebook
Review Chapter2:
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“Nobody dropped in. Only the rain” What is funny about this statement? (It is a
play on words. Dropping in on someone means what? It is an idiom meaning
stopping in to visit.) How could the author have given us the information in a more
serious way?
What is Clarence’s problem? (He claims that the tigers stole his tent.)
How does Encyclopedia know that Clarence did not steal the tent? (The ground
inside the tent is dry.)
How does Bugs Meany’s name suit him? (He’s a bully.) (The author uses more
play on words during the story, keep an eye out for them.)
Encyclopedia wants to be a detective when he grows up. But then decides to
start now. In the story it says that he got out his printing press? What does this
mean? This story was written in the years before computers, now how might a kid
do the same thing nowadays?
Using detective strategies to figure out answers.
Say: In the stories we’ve seen two kids becoming detectives and using their skills to solve
problems. We use detective skills in everyday life, even in school. Let’s see how we can
apply these skills to school work.
Pass out copies the multiple choice questions for chapters 1-2; EBrownReading
Guide&Questions1-2. Read each question to the class. Model thinking strategies and
the process of elimination to demonstrate how the students should reach the correct
answer. Also make sure and have the students look up sections of the book when it
would help to make sure of answers. Mark down page numbers and paragraphs to
support answers eliminated and/or answers selected. Use detective notebook for notes.
Then students read chapter 3 silently.
Supplement: Design your own sign and handbill for Gumshoe Detective Agency with you
as the detective. (See: History of the term Gumshoe Gumshoe Detective Agency)
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Week 2 Day 2
Prior
Knowledge:
Crime lab—hair and fiber analysis/shoe print—do rubbings of shoe bottoms
One - Hour Mysteries, The Coaster Caper, part 2
Review suspects from last week; discuss and review process of elimination used (alibis)
for coming up with suspects.
Reading and
Writing:
One - Hour Mysteries, The Coaster Caper
Detective Notebook
Detective Science., Hair Specimen Pg 38-39
Teacher
Activities:
Material needed: strands of hair from several people or animals, transparent tape,
sheets of white paper, pens, magnifying glass, notebook
Tell students we will continue to use the process of elimination in order to finish solving
this crime. Repeat process of elimination with “More Evidence” pg. 24.Have the small
groups read, discuss and decide who can be eliminated because the clothes won’t fit?
Share answers, questioning students on their reasoning and proof of thinking.
Repeat for “Even More Evidence”, and have teams determine who is the culprit, based on
their evidence.,
More fun stuff to do extensions:
1) Shoe Rubbings: Compare shoe soles. Have the students make a
rubbing of the sole of one of their shoes. Tennis shoes make terrific
subjects. Have them find out how many soles are in the same classroom.
Hard soled shoes can have distinctive characteristics as well, scuffed or
worn in certain ways. Ask students to compare their rubbings and make
notes in the their notebook about their findings. Save their rubbings in
notebook for next time.
Quick Time™ and a
decompressor
are needed to s ee this pic ture.
2) Detective Science., Hair Specimen Pg 38-39: Prior to class, collect a sample of one or
two students hairs (choose two different types or colors) in addition to other samples.
Students examine sample hair collection to notice differences between samples and note
characteristics in notebook. Then ask the two students to stand up, do a play acting
scenario and describe each one as a suspect in a crime, ask class to review their notes
and determine which of the sample hair specimens belongs to each of your student
“suspects”.
Note to teacher: Read the next lesson plan now, in order to allow time to prepare the lab
experiment.
16
Encyclopedia Brown, Reading Guide and Questions
by Donald Sobol Chapters 1-2 )
Choose the best answer for each of the following questions.
1.
What is the purpose of paragraphs 3 and 4 on page the first page of the story?
A
B
C
D
2.
All of the following statements describe the setting of the story except which one?
A
B
C
D
3.
B
C
D
Idaville, however, only looked like the usual American town. It
was really most unusual. (page _)
“I was alone in the store. I did not know anyone had
come in. Suddenly a man’s voice told me to raise my hands.” (page _)
“That could be true,” Chief Brown said. “That couldn’t be true,” Encyclopedia said.
(page _)
“Perhaps you will be a detective when you grow up.” (page _)
What is the author’s purpose for printing all of the paragraph Mr. Brown reads about the hold up
(pg. _) in italics?
A
B
C
D
5.
The town had four banks, three movie theaters, and a Little
League.
He wanted to be helpful. But was afraid that people might not
like him if he answered their questions too quickly and sounded too smart.
For nearly a whole year no criminal had escaped arrest and
no boy or girl had got away with breaking a single law in Idaville.
It had the average number of crimes for a community if its size.
All of the following passages contain examples of italicized words used to encourage the reader
to stress a word of words in order to emphasize a point except which one?
A
4.
to describe the function of an encyclopedia
to capture the readers interest in the story
to convince the reader that Idaville is a great place to live
to explain why Leroy Brown is nicknamed Encyclopedia
It is new information
It is an important warning.
It is an opinion, not a fact.
It is a direct quotation.
All of the following pieces of information offer clues that help Encyclopedia solve the Case of
Natty Nat except which one?
A
B
C
D
what had appeared in the newspaper regarding Natty Nat’s
appearance
Mr. Dillard’s activities prior to the burglary
Mr. Dillon’s description of the events of the crime
who owned the men’s shop in Idaville
17
6.
Which of the following correctly lists the events that led to the opening of the Brown Detective
Agency?
A
B
C
D
7.
Mrs. Brown commenting on Encyclopedia’s detective skills,
printing hand bills, posting a sign on the garage door, accepting the
Case of the Scattered Cards
printing hand bills, posting a sign on the garage door, accepting the
Case of the Scattered Cards, Mrs. Brown commenting on
Encyclopedia’s detective skills
Mrs. Brown commenting on Encyclopedia’s detective skills,
posting a sign on the garage door, printing hand bills, accepting the
Case of the Scattered Cards
Mrs. Brown commenting on Encyclopedia’s detective skills,
accepting the Case of the Scattered Cards, printing hand
bills, posting a sign on the garage door
The following passage, taken from the beginning of chapter 2, contains an example of italicized
words used to show which of the following?
Encyclopedia did not lift his eyes from his book, How to Build a Nuclear Reactor.
A
B
C
D
D
8.
to show what was written on the
sword
to show that it is a title
because it is a direct quotation
because it is an important fact
Peter Clinton
All of the following information offers clues that help Encyclopedia solve the
Case of the Scattered Cards except which one?
A
B
the weather conditions that week
Bugs Meany’s claim that
Clarence had stolen the tent that
morning
C
the cards scattered on the tent
floor
D
Clarence’s claim that he mended the holes in the tent
Teacher Guide:
Chapters 1-3
1.
D
2.
B
3.
B
4.
D
5.
B
6.
A
7.
B
8.
D
18
Week 3
Prior
Knowledge:
Crime & Puzzlement: Boy Scout
Let’s look at this crime scene and see if we can solve it. It is almost like a riddle. We will
look at one thing at a time.
Put the picture on overhead, then go through questions with students. Ask students to
pair up, or get into small groups to discuss the questions and take notes, then call for
answers. Insist on critical thinking when questioning how students arrived at their
answer. Remember:


Read the narrative (it supplies you with vital clues)
Read the questions through without trying to answer them, to give you and idea
of what to look for in the picture.
Grab your pencil and examine the picture.Start answering the questions in order-start to
sharpen your detective skills!
Say: Now, let’s try detective skills on MCA style tests:
Reading and
Writing:
Teacher
Activities:
Next: Test Prep-Use grade level appropriate MCA reading sampler, copy handouts, one
sample reading for students to read to themselves. On an overhead, put up a copy of
the test questions and use “detective strategies” to answer the questions.
The Case of Merko’s Grandson
Crime and Puzzlement, Boy Scout
Detective Notebook
Riddle Sampler
MCA Reading Samplers available in ALC Wiki or: (http://education.state.mn.us
– under Accountability Programs: Assessment and Testing: Assessment)
Review: The Case of the Civil War Sword by asking students to use their notebooks to
write a brief description of the story, include the plot and setting, and a list of the clues.
Then ask: How did Encyclopedia know that the sword was fake? Solicit responses and
ask for critical thinking and reasoning in explanation. (Does anyone else think that
same? Why or why not? Can anyone add to that explanation?, etc. )
Read together: The Case of Merko’s Grandson (chapter 4) Prior to reading: Tell
students that this chapter’s story will be a different sort of a challenge for Encyclopedia.
This time there is not a case to solve, but he is challenged in a different way. Ask if they
can tell how this chapter is different than the others. Stop at the end of the chapter,
before reading the solution.
Riddles
Then, ask: How is the challenge of this chapter different than the others? What is his
problem in this chapter? (Encyclopedia is not solving a case, he is solving a riddle.)
What is a riddle? (a puzzle in the form of a question or rhyme that contains clues to its
answer; something that is difficult to understand or presents a problem that needs to be
solved) Does this mystery remind you of any other riddles you have heard?
Then: have students discuss the riddle from the story in small group, ask the small
groups to discuss the clues and try to come up with possible solutions. Write their
19
thinking in their Detective Notebook:


What are the clues?
Can we make predictions based on the clues?
Share these solutions with the class and compare the answer in the book.
Next: Let’s take a closer look at riddles. They are like a mini-mystery. What are the ways
we are learning to solve mysteries? (Effective problem solvers select appropriate
methods, employing a variety of strategies, and exploring alternative approaches to
solve problems; reason logically, using inductive and deductive strategies and justify
conclusions). These are the same strategies That are required for solving a riddle. Let’s
try it:
Read: Fishing from Riddle Sampler to students and challenge them to come up with
an answer. Work in small groups for a few minutes, to think about the problem and
come up with an answer. Regroup and discuss, asking students to describe their
reasoning.
Then: Give two or three of the simple riddles to the class to solve out loud. Point out to
students that a riddle uses language in a way that makes common things seem
unfamiliar - like a mystery that you have to solve, with the riddle giving you the clues. It
is a question or event of puzzling nature that requires you to think of an answer.
Some riddles are a type of joke, like these; and other riddles are really challenging and
more like a word problem. Next week, we will look closer at word problems as riddles.
But for now let’s see if we can make up some riddles of our own.
Students work alone or in a group to write and share riddles. Use Detective Notebook.
Week 3 Day 2
Prior
Knowledge:
Crime and Puzzlement, Footsteps in the Dark
Last week, we looked at footprints and how they can be used to solve crime. Let’s look
at this crime scene and see if we can solve it.
Put the picture on overhead, then go through questions with students. Ask students to
pair up, or get into small groups to discuss the questions and take notes, then call for
answers. Insist on critical thinking when questioning how students arrived at their
answer. Remember:

Read the narrative (it supplies you with vital clues)
Read the questions through without trying to answer them, to give you and idea of what
to look for in the picture. Grab your pencil and examine the picture.
Reading and
Writing:
Crime & Puzzlement: Footsteps in the Dark
Detective Science pg. 22, Lip Prints; pg. 72 Teeth Impressions
Teacher
Activities:
Materials: pen, lip stick or chap stick, marking Styrofoam plate, cut up
Stage a scenario to solve a school crime: (prior to class time) A half-eaten candy bar
20
with a bite mark clearly left in the remaining half. A glass of pop or juice half-drunk (with
lip print clearly left on the glass). The perpetrator of this “crime” could be you—and
leave your own lip and teeth impressions, or you may arrange to have a student leave
his/her impressions to discover later.
To begin: Tell class you have a problem you need their help with to figure out
“whodunit”. Continue the story by telling students that you had this small snack on your
desk for after work-a candy bar and a can of pop. You were really looking forward to it,
because you’ve been dieting and you want to celebrate (or some such story—could
model healthy eating and have cheese and juice), but when you came into the room,
after bus duty, you found this half eaten pop and candy. You are so disappointed and
you can’t believe it is one of the students, but it has to be an after-school student,
because the other kids went home on the bus.
Share the evidence with students and ask how they think they might be able to figure
out whodunit? Ask leading questions to help student notice the evidence of lip marks
and teeth marks, Ask, do you think these are unique to the individual? Well, let’s find
out.
Have students participate in Detective Science pg. 22, Lip Prints; pg. 72 Teeth
Impressions activities and examine their own imprints being sure to take notes in the
Detective Notebook. Then ask students to take a closer look at the evidence and decide
if the culprit is anyone in the class. When the culprit is discovered or announced, and if
you have involved a student to be the “perp”, be sure make sure the class knows that
this was a made-up story, and thank the student for his/her help in front of the class.
21
Riddle Sampler
Fishing
One fine summer day two father and two sons went fishing at their favorite lake. They fished and talked
all morning long and by noon everyone had caught one fish. As the tow father and two sons walked back
home, everyone was happy because each had a fish. When they got back home, they cooked up the
three fish for lunch.
Two father and two sons. Only three fish and no fish were lost. How can this be?
Answer: Three generations. Grandpa, Daddy, Son. One of the dads was a grampa as well.
He was the dad of the dad.
Simple Riddles for kids
and wears a cap?- A Bottle. - A Table. - Because then it would be a foot. - Trouble. - A Telephone. -
Dividing the Horses
There once lived a farmer, his wife and their three sons. a stable of seventeen horses.
When he died he bequeathed the horses to his three sons. The will stated that eldest son was to be given
one half of the horses, the middle son was to be given one third of the horses, and the youngest son was
to be given one ninth of the horses. The sons were distraught. Try as they might, the sons could not
figure out how to divide the horses according to their father’s wishes.
“Don’t worry”, said their mother. “We can solve this with a little help.”
She went to the neighboring farm to borrow a horse. Then with a total of eighteen horses, she gave the
sons the number of horses according to her husband’s wishes. How many did each son get?
By making a new sum of eighteen horses, the mother used the common denominator of ½, 1/3 and 1/9.
In accordance with the husband’s will, she then gave the eldest son half of them (9 horses), the middle
son a third (6 horses) and the youngest son one ninth (2 horses). This made a sum total of seventeen
horses, which meant that one horse was left over for the wise man to take back home.
She changed the fractions to 9/19 + 6/18+2/18 which equaled 17/18. She then gave the 18 back to the
neighbor.
22
Week 4
Prior
Knowledge:
Reading and
Writing:
Teacher
Activities:
Jonah Bixby: Kid Detective. Read-Aloud pg. 5-7, After-School Homicide
Detective Notebook
Riddle Problems, Riddle Time
Grade level appropriate MCA Reading Sampler (choose one example)
Crime and Puzzlement,
Word Problems as Riddles
Read Dividing Horses from Riddle Sampler to students and challenge them to come up
with an answer. Say: This is like a story problem in math, isn’t it? First, you must
understand what the problem is asking. Second, you must locate all the facts within the
word problem. As you look for the facts you need to pay particular attention to the
vocabulary that is being used, and look for clues. Finally, you must decide upon a plan
of attack, figure out a strategy-take notes or write it out.
Students need to have a basic understanding of addition, subtraction, and multiplication
operations. They must be aware of the math vocabulary that relates to each of these
operations. Students should to be familiar with the story problem process. First, they
must understand what the problem is asking. Second, they must locate all the facts
within the word problem. As students look for the facts they need to pay particular
attention to the vocabulary that is being used. Finally, students must decide upon a plan
of attack. This is the time when a student chooses what facts are vital, what operation is
needed, and if their solution makes sense.
Say: Now, let’s try detective skills on MCA style tests:
Next: Test Prep-Use grade level appropriate MCA reading sampler, copy handouts, one
sample reading for students to read to themselves. On an overhead, put up a copy of
the test questions and use “detective strategies” to answer the questions.
Wk 4-6 Day 2 activities
Prior
Jonah Bixby-The Secret Letters Read outloud and have students guess at how he
Knowledge:
knows the letters are forgeries. Afterward, tell students we will be looking at another
mystery that has to do with letters, and how detectives use clues from paper to solve
crime.
Reading and
Writing:
Teacher
Activities:
Jonah Bixby-The Secret Letters
Detective Science pg.25-35, Finger printing, pg. 66 Ink Identification (or see
chromotography lesson) and pg 104-108 Handwriting analysis.
One-hour Mysteries, The Case of Santa’s Blackmail
Using One-hour Mysteries, The Case of Santa’s Blackmail teacher’s guide on pg. 26,
lead the students through this mystery. Work in small group to review the suspects,
evidence, clues and substantiating the statements. Use the Detective Science “labs” to
demonstrate CSI techniques during the course of the mystery.
23
Riddle Problems
A grocery store has a sale on
There are 24 people in a room. 11
oranges. If you buy five oranges you
people are wearing socks, seven
get the sale price. If the grocer has
people are wearing shoes, and four
169 oranges, how many bunches of people are wearing both. How many
five can he sell at his sale price?
people are in bare feet?
How many will be left to be sold at
the regular price?
The Riddler has left clues for
Batman. These are the clues: 1)
There is a I in the thousands place.
2) The digit in the tens place is 8
times the digit in the thousand
place. 3) The digit in the ones place
is a hand without a pinkie. 4) The
digit in the hundreds is 4 less than
the number in the tens. Solve the
riddle to help Batman stop the
Riddler.
• Heather -Do Dishes • Shane Make Beds • Josie - Vacuum Floor •
Jed -Empty Garbage These are the
chores that Heather, Shane, and
Josie have to do on Monday. Each
does a different chore every day.
Tuesday Heather will empty the
garbage and Jed will vacuum. What
job will each child have to do this
Sunday?
I have 12 stamps. The stamps are
either 3-cent or 5-cent stamps. All
together the stamps equal 40 cents.
How many 3-cent stamps and how
many 5-cent stamps do I have?
Susan, Kristine, Kathryn, Erin, and
JoDee had five dozen stickers. •
Each person had at least 6 stickers.
• Kathryn had 6 more stickers than
Kristine. • Erin had twice as many
stickers as Susan. • JoDee had 6
fewer stickers than Erin. How many
stickers did each person have?
24
Riddle Time
Place Riddle Here
Explain to me what they are
asking.
What are the facts? Are there any
important words?
What is your plan? Show me.
Why do you feel your solution is
correct?
25
Week 5
Prior
Knowledge:
Reading and
Writing:
Teacher
Activities:
Read: Jonah Bixby, Disabled Lookout Discuss Jonah’s using clues, inference or
deduction, to figure out the suspect. Apply to problem solving needed for test questions
that are word problems, and give students another sample test prep question to work
out as a group.
Next: To encourage analysis of the content of a mystery, discuss the Ingredients for a
Mystery Worksheet by talking about each of the terms listed and asking the students to
listen for information in the next chapter we are reading of Encyclopedia Brown.
Jonah Bixby, Disabled Lookout
Riddle Problems, Riddle Time
Case of the Bank Robber (chapter 5)
Detective Notebook
Read together: Case of the Bank Robber (chapter 5) Have the students take turns
reading aloud from chapter.
During the story: Use an overhead transparency of the Ingredients for a Mystery to list
items from the story, begin listing ideas or words from the story in each of the
categories. Encourage the students to help respond to each category.
Stop at the end of the chapter, (before reading the solution); ask the following and have
students respond in their Detective Notebook:



What are the clues?
In what order did the clues appear?
Can we make predictions based on the clues?
After some time of writing, as a class ask the small groups to discuss the clues and try
to come up with possible solutions. Share these solutions with the class. Place the
overhead transparency of the answer page and share the solution with the class.
26
Weeks 6-10 Writing a Mystery
Other supporting material for this unit are available on the ALC Wiki site:
http://alcelemfm.spps.org/groups/wikibloggroup/
Objectives for
Mystery Genre
Week 6-10

Identify the main "ingredients" in a typical mystery, including common
characters and plot structure

Apply the information and terminology they have learned about mysteries using
a graphic organizer to create their own mystery story outline

Use a mystery story map to organize the elements of a mystery

Synthesize their knowledge about mystery stories by using the graphic
organizers to write a mystery story that incorporates the key characteristics they
have discussed as a class

Practice working collaboratively and using their analytic skills by editing each
other's work

Practice revising their own writing using peer feedback
The learner will:
Description of
Acvtivity:
Teacher
Activities:
By this time students have been exposed to and read several mysteries, so they should
be familiar with the common story elements that appear in the majority of stories that
can be categorized as a mystery. Over the next few weeks, you will be taking students
through each step of a mystery planning sheet so that students can map-out their own
mystery one step at a time. This project can be done individually-each child writing their
own mystery, in pairs or small groups-children collaborating to come up with a great
story, or as a large group project-by having kids brainstorm and plan ideas in a small
group, then coming together and deciding (voting, drawing ideas from a hat, etc) on the
pieces of the story. If you are planning some culminating activity, such as sponsoring a
mystery event, or performing a skit, the group story could be used for the skit.
Directions
Part 1: The Planning Mystery Sheet
Step 1: Choose a Setting
a. Read aloud the description of a setting on the Planning a Mystery
Worksheet.
b. Make a list of settings from mysteries that students have read during
this mystery unit or prior to the mystery genre study in class.
(Encourage students to think about popular mystery series including
Encyclopedia Brown, A-Z Mysteries, Boxcar Children, Cam
Jansen, etc.)
c. Have students choose a setting from the list or one that they have
come up with on their own. (Encourage students to personalize their
setting by giving it a name if it is a school a town, a store, etc.)
d. Have students record their setting on their Planning a Mystery
27
Worksheet (PDF) and describe the setting in detail.
e. Ask for volunteers to share their setting with the class. (It is often
helpful for students who are having hard time coming up with a setting
on their own to hear ideas from their peers.)
Step 2: Determine the Problem in the Mystery
a. Read aloud the section of the Planning a Mystery Worksheet (PDF)
that describes the problem component of a mystery.
b. Make a list of problems students have come across in mysteries they
have read in class or independently. (Again, encourage students to
think about popular mystery series including Encyclopedia Brown, A-Z
Mysteries, Boxcar Children, Cam Jansen, etc.)
c. Have students choose a category for the type of problem they will be
including in their own story. Categories include:
o
o
o
o
An event that cannot be explained
A secret
Something that is lost or missing
A crime or prank that has been committed
d. Ask students to describe their problem in detail on their Planning a
Mystery Worksheet.
e. Allow volunteers to share their problem with the class. This often
sparks ideas for students who are struggling to determine a problem on
their own.
Step 3: Create Your Suspects
a. Read aloud the section of the Planning a Mystery Worksheet that
explains the rules for creating suspects.
b. Refer back to a short mystery you read aloud in class during lesson
one to remind students how authors include multiple suspicious
characters in a mystery so that the mystery is not easily solved.
c. Have students revisit the problem they will be developing in their
story and think about what type of characters could be created that
would have something to do with the problem. (For instance, if a
student author decides to write a story about stolen money at a school
fair, suspects might include the president of the student council who
helped plan the fair, the janitor who locked up the money after the fair
was over, or the student who kept talking about how he didn't have
enough money to buy a present for his teacher for Christmas.
d. Divide students into groups of three or four. Have each student
share the problem they plan to include in their story with the member so
their group. Ask group members help each other brainstorm possible
suspects for each student's' problem. (Be very careful when creating
28
these groups. Make sure that students who you think might struggle to
come up with ideas are grouped with students who are able to think
more deeply about a story and give helpful advice to the struggling
writers.)
e. After students have meet with other students in the class, have them
complete the "Who are Your Suspects" section of the Planning a
Mystery Workheet. Remind students that they must include both the
name of the suspect and why he or she is suspicious. (What would be
his or her motive for committing the crime?)
Step 4: Decide Who will be the Detective
a. Read aloud the section of the Planning a Mystery Worksheet that
explains the rules for creating a detective for the mystery.
b. Make a list of detectives from mysteries that students have read
during this mystery unit or prior to the mystery genre study in class.
(Encourage students to think about popular mystery series including
Encyclopedia Brown, A-Z Mysteries, Boxcar Children, Cam
Jansen, A-Z Mysteries, Jigsaw Jones, etc.)
c. Have students decide the following things:
o
o
o
o
o
o
o
Will my detective be an adult or a kid? How old is my detective?
Will my detective be a boy or a girl?
Will me detective have a sidekick or a group of friends who help solve
the case?
What name will I give my detective?
What will my detective look like?
What type of personality will my detective have?
Where will my detective live?
d. Once students think about the information listed above, have them fill
out the "Who is Your Detective" section of the Planning a Mystery
Worksheet.
e. Ask for volunteers to share their descriptions of the detective/s they
plan to create in their story.
f. After students have meet with other students in the class, have them
complete the "What are the Clues in Your Story" section of the Planning
a Mystery Worksheet. Remind students some of the clues can lead the
reader off track (red herrings), but the author must provide some clues
that do help the reader actually solve the crime.
Step 5: Plan a Sequence of Events
a. Using a short mystery that you read aloud to the class in Lesson 1 of
this unit, work as a class to put the main events in the order they
occurred in the story in the "Sequence of Events" section of a blank
copy of the Planning a Mystery Worksheet.
29
b. Now ask students to brainstorm the main events that will happen in
their own mystery by completing the "Sequence of Events" section on
their own Planning a Mystery Worksheet. (Remind them that they are
not writing the entire story on the planning sheet, they are just giving a
brief overview of the main events.)
Part 2: Drafting the Mystery
Once students have completed the plan for their mystery, they will begin writing it in the
form of a story. In lesson 1, students learned about the "Recipe for a Mystery" includes
a clear beginning middle, and end. Take students through the following steps to turn
their plan into a complete story.
Step 1: The Beginning: In this section, the characters are introduced, and the reader
learns the mystery. Encourage students to be very descriptive when describing the main
characters. (A lesson about describing a character's appearance can be a separate
mini-lesson.)
Step 2: The Middle: In this section, Detectives work to solve the mystery by interviewing
suspects and gathering clues. Have students refer back to their planning sheets to
review the sequence of events, the main suspects, and the clues they decided to
include in their story.
Step 3: The End: In this section, the mystery is solved. Remind students that they
should include some evidence in this section to prove who committed the crime.
Part 3: Writing Teams
Step 1: Assign students a writing team with whom they will share their story and from
whom they will receive feedback. Remind students that being part of a team means that
you support your teammates and provide them with help when necessary.
Step 2: When in writing teams, each author should get a chance to read aloud his or
her story while the others listen.
Step 3: After the story is read, the team should use the Ingredients of a Mystery
Checklist that was introduced in Lesson 1 to make sure the author included all
necessary story elements in his or her mystery.
Step 4: I also ask members of the team to give one compliment and one suggestion for
the author after they finish the checklist.
Step 5: After all authors have shared their mysteries, they will make any corrections and
improvements to their story that they feel are necessary based on the meeting with their
writing team.
Step 6: Students should also edit the story for spelling, grammar, and punctuation with
the help of the teacher, parent editors, or peer editors.
30
Week 11-12: Publishing the Mysteries
Once students have written their final draft of their story, decide how it will be published. Choose from the
publishing options below or use one of your own.
Order blank hard cover books from http://www.barebooks.com/9. Have students paste their typed story on
the pages inside or write their story by hand on the pages. Encourage students to illustrate the cover and
the pages.



Use old newspapers to cover the front and back covers of a thin notebook. Have students paste
their typed story on the pages inside or write their story by hand on the pages. Encourage
students to illustrate the pages.
Purchase thematic stationary from an office supply store or scrapbook store and print blank lines
on the paper. Students can add the story to a writing portfolio or display the stories on a bulletin
board for others to read.
Combine all of the stories into a class book. Send the book home with a different student each
night so that parents can read all of the mysteries written by the students in your class. When the
book has been sent home with all students, put it in your class library to be enjoyed by all
students this year and in years to come.
** However you plan to publish your story, consider adding an "About the Author" section to the published
story where you include a picture of the author dressed as a detective with a magnifying glass and/or
other detective props.
CULMINATING ACTIVITY IDEA
To conclude the mystery unit, invite school community or parents to come to school for a special “Solve
the Mystery” event. As a class, before parents arrive, write a mystery that takes place in the school. Put
parents in groups with a copy of the mystery in an envelope. The mystery should give parents clues that
require them to find envelopes containing additional clues that have been planted around the building.
You may want to alter the location of the clues for each parent group so that the traveling groups are
spread out. Place the student detectives around the school in the places the parents are expected to find
the clues so that the students can hand the envelopes to the parents.
Make the final clue one that helps parents solve the mystery and sends them back to your classroom (or
all-purpose meeting area) so that all parents end up in the same place.
31
QuickTime™ and a
decompressor
are needed to see this picture.
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QuickTime™ and a
decompressor
are needed to see this picture.
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