Training Tips: Cookie Jar Mystery: A Study in Forensic Science

Preparing Staff to Teach "The Cookie Jar - Mystery"

Introduction

Welcome to the Staff - Training Notes for The Cookie Jar Mystery, a series of 15 - hands-on lessons in forensic science designed for 5th to 8th graders. - This program is ideal for after-school programs, summer and vacation - camps, scout troops and anywhere that young people gather.

Who can teach The Cookie Jar Mystery?

Any responsible, - enthusiastic and well-briefed group leader, teacher, volunteer, parent, - or other motivated adult can teach The Cookie Jar Mystery. The - text is easy to read and understand, the set-ups are detailed and - uncomplicated, and the processes and procedures are clearly explained in - the Lesson Plans.

What special skills does the instructor need to teach The - Cookie Jar Mystery?

No special technical or scientific (or - forensic!) skills are necessary to teach The Cookie Jar Mystery. - Instructors should be well organized, motivated and observant - individuals. Volunteers - such as other instructors or parents - can be - helpful in ensuring that all students are proceeding through their labs - and making progress in their understanding. The Cookie Jar Mystery is - fun, so enthusiastic and positive instructors are essential - "cheerleaders" in the learning process.

The Cookie - Jar Mystery seems to contain a lot of "labs" that require "special - handling" - do all of these experiments really work?

Absolutely! Each - activity in the course has been designed to teach an important lesson - in scientific reasoning and to conduct a scientific process.

How can instructors most effectively - deliver the lessons in The Cookie Jar Mystery?

Teaching any lesson in The Cookie Jar Mystery is easy if - the instructor is well-prepared. Follow these steps before every lesson:

• Read the entire lesson so - you know what sort of outcome you are trying to achieve.
• Familiarize yourself with the vocabulary and - background information.
• Identify - the corresponding pages (where appropriate) in the Student Activity Book - and review them so you know how to guide students to "fill in" their - part of the activity. This step is essential because much of what - students accomplish in their books will ultimately contribute to solving - the mystery and becoming part of their Crime Scene Envelope evidence.
• Open the CourseKit and locate all of the materials - you need for each lesson.
• Set up - your classroom so that it’s easy for students to work in groups of 2 or - 4.
• Set up - your demonstration area with all appropriate materials at hand.
• Review any safety precautions related to the - particular lesson you are going to teach, and make sure you know where - emergency help and supplies are located.
• Review the entire lesson with any volunteers who - will help you teach the lesson.

Once your lesson has started…..

Before you - begin each lesson, review "the case so far…" by reminding - students of the materials and processes they’ve explored in previous - lessons. Review some vocabulary. Ask students if they have developed any - theory of the crime. . . .

When you introduce new - material and procedures, take a moment to assess how much students - already know. For example, in a lesson on fingerprints, ask - students to look at their own fingertips and describe them. Ask them - where one can find fingerprints around the house and which rooms are - likely to yield the most fingerprints. Where else is it common to find - fingerprints?

Students will be stimulated when they get a chance - to "show off" a little of their crime-solving knowledge.

A note about safety

All of the materials and activities in The Cookie Jar - Mystery have been prepared with the greatest concern for student - and instructor safety. Please read safety precautions closely before - every lesson and make sure that when you are working you have provided - adequate light, space, and information to ensure that all participants - are afforded the highest standard of safety possible.

Tips to help teach - particular lessons

Lesson 1

If students work through the observation - activities more quickly than anticipated, have teams of four assemble - and try to put together a composite sketch of the visiting "criminal." - Have students focus on the criminal’s face - eye color, eyebrows, nose and - mouth. Hilarious results are guaranteed!

Lesson 2 - Handwriting analysis

Take the opportunity to talk to - students about other forms of "forgery" such as counterfeiting money, - altering the numbers on checks, driver’s license and passport copying, - and the use of copy machines to make other forms of forged documents.

Lesson 3 - Ink - Chromotography

See - the following ink chromatography photos to ensure that the ink - chromatography "cups and straws" activity is properly set up:

Lesson - 3 - Step 1

Lesson 3 - Step 2

Lesson 3 - Step 3

Lesson 3 - Step 4

Lesson 3 - Step 5

Lesson 4 - Locard’s Principle "Trace - evidence"

Before starting the - lab, ask students to examine their own clothing and shoes to see if - there’s any evidence of where they have been (or what they had for - breakfast!)

Lesson 5 - White - substances and toxicology

This - photo depicts the "station" that houses the master supply of the five - white substances.

Have students - practice using the tweezers and pocket microscopes before you begin the - activity.

Lesson 7 - Hair sample

This photo depicts - the appropriate way to secure a human hair sample.

Are any of - the participants in your class allergic to pollen? Make sure to ask - before you begin this activity. Any student who is allergic can assume - the role of "reader" for Notes for the Students.

Lesson - 9 - Bite marks

Lesson 9 -Step 1

Lesson - 9 - Step 2

Lesson 9 - Step 3

Lesson 9 - Step 4

Lesson 9 - Step 5

Lesson 9 - Step 6

Lesson 9 - Step 7

Lesson 10 - Shoeprint evidence

As students take - turns stepping on the ink pad and then the print paper, place a chair - nearby. Have two students "spot" each "stepper" and assist the student - to sit down to wipe off the bottom of his or her shoe.

Lesson 11 - Blood evidence

A - project in serology presents an excellent opportunity to discuss the - concept of blood donation. Contact your local chapter of the American - Red Cross to learn more.

Lesson 12 - Fingerprint - evidence

You - can expand this lesson by dividing your class into 4-person teams, with - one person from each team assigned as the "criminal." Have criminals - place an imprint of their finger on a nearby window, then have teams - exchange their personal "ten cards" to see if investigators can identify - the criminal.

Lesson 13 - DNA

Instructors are advised to - read and completely understand this lesson before teaching it. DNA is a - complex subject - but helping students understand it will go much more - easily if you understand DNA yourself!

Lesson 14 - Suspect statements

Students - can choose to re-enact the roles of the suspects. Choose another - student to act as the interrogating officer. Have him or her ask - questions such as "Where were you on the afternoon of…?"

Lesson 15 - Analyzing the evidence

Critical thinking gets a workout in - Lesson 15. As you work, remind students that what they are doing in - analysis is the same sort of thing they do in preparing an essay or - writing a report: they gather disparate pieces of information and try to - put it into a coherent whole. This meta-cognitive activity really tests - brainpower and creativity. When the course is completed and the crime - has been solved, don’t hesitate to issue a "Crime Investigator’s - License" to your students.

Instructors - particularly those with access to - computer labs - can extend their lessons by reading through many of the - activities described in the Other Directions, Discussions and - Destinations section at the end of each - lesson. Even if there’s no computer available in the classroom, many - activities can be adapted by an instructor who takes the time to visit - the recommended websites before delivering a lesson.

Consult your colleagues

Many lessons in The Cookie Jar Mystery - have cross-disciplinary applications. Talk with other teachers in your - school or program about the ways in which what they are teaching might - connect to your lesson. As you plan and prepare, ask your colleagues for - good "discussion starters". Show them the activity sheets and materials - you are using, and ask for their experience in teaching about science - processes. The Cookie Jar Mystery is a great jumping-off point for - lessons in character education, too!