Adventures in After School Learning Blog

-By Mike DeBritz on Monday, May 07, 2012

Here's a quick video on how to break the cookie jar for the classroom version of the "Cookie Jar Mystery."  

In module 1, "The Crime Scenario" you'll start off by mocking up the crime scene to recreate the heinous crime that happened in Mrs. Johnson's classroom!   

-By Mike DeBritz on Wednesday, March 07, 2012

Now the investigation turns to the most unique evidence on the case...DNA.

Mrs. Johnson was late to class; all of her science students were already seated at their desks as she dumped her books and took off her long raincoat.

           “Sorry, everyone,” she began. “Take out your notes and let’s get right back into our crime scene investigation!”

            For several days, Mrs. Johnson’s students had been conducting experiments trying to determine who had broken their teacher’s cookie jar. Papers were shuffled and chairs scraped noisily along the floor as the students readied themselves. Mrs. Johnson took a quick glance around the room as she opened her attendance book.

            “Hey, Mrs. Johnson. What happened to your arm?”

            Mrs. Johnson was touched, but she kindly brushed off Jack’s concern. “Oh this?” she began, indicating the bandage in the crook of her right arm. “I was late because I was giving blood down at the firehouse.”

            “Ooooh, does it hurt to give blood?” asked Ashley anxiously.

            “There’s a little pinch when they put the needle in your arm, but giving blood is very important. It doesn’t take long. My blood type is AB+, and it’s a relatively rare type, so I am happy to be a blood donor. When you kids get older, I hope you’ll consider being blood donors, too!”

            “You know, Mrs. J, one of our suspects was sort of a ‘blood donor’--he (or she) must have cut himself on the cookie jar when it was broken. We collected a blood sample at the crime scene.”

            “Very good, Jack. That’s right.”

            “Well, if we test the blood and can figure out the type, maybe we can match it to one of our suspects,” said George.

            “That’s true,” replied Mrs. Johnson. “Luckily, I DO know the blood type of each of our suspects. Today, we’re going to ‘type’ our crime scene blood sample.”

            Emily spoke up quickly. She couldn’t keep the puzzled look off her face. “But if our suspects have the same blood type, that won’t help us figure out who the criminal is.”

            “Well, let’s consider the blood typing as a good place to start,” said Mrs. Johnson. “If we aren’t able to match the type to just one suspect, we’ll have to go one step further.”

            “But what else could we do?” asked Emily with exasperation. “I’m not sure we’re ever going to solve this case!”

            Mrs. Johnson lifted an amused eyebrow and looked out at her students. She was proud of the work they had done so far, but she knew they were capable of even more. “Today, we’re going to push our limits as forensic scientists,” she announced. “Has anyone here ever heard of DNA?”

Continue to the conclusion of this mystery in Law and Order here!

-By Mike DeBritz on Wednesday, February 15, 2012

In the module two of this version of the "Cookie Jar Mystery" students will begin to examine the evidence discovered at the crime scene discovered in module one.  The focus of this activity is analyzing the note left behind which is really two clues in one: the handwriting and the ink used to write the note.  As in the first module, the students are introduced to the module through a story:

In Mrs. Johnson’s science classroom, an awful crime has taken place: someone has broken her cookie jar! In an effort to solve the mystery of “whodunit,” Mrs. Johnson has decided to involve her students.

            “We’re not detectives,” began Ashley, shaking her ponytail doubtfully. “How can we solve the mystery?”

            “Well, this IS a science class,” said Mrs. Johnson. “We know how to do experiments. Investigating a crime is usually done by a team of technicians who’ve been trained in forensic science. Forensic science uses scientific tools and skills and experiments to solve crime-related puzzles.”

            “You know, just like they do on TV,” interjected Jack. “It’s just like CSI!”

            “You’re right, Jack. Forensic science is very popular right now, in television, books, and in movies. But it’s not entirely new! Some people think forensic science is new, but scientists have been using special techniques to solve crimes for hundreds of years.”

            “In our last class we examined the scene of the crime and took some statements from some of our suspects, but we weren’t able to determine who broke the cookie jar,” said Mark to his classmates. “What else can we do?”

            “Well, there was a note!” exclaimed Ashley. “That must be a clue!”

            Mrs. Johnson motioned for her students to take their seats. She crossed her arms in front of her and thought for a moment. “Ashley suggested that the note might be a clue, a kind of evidence. But evidence of what?”

            George, a normally quiet boy, spoke up. “Well, the note is evidence if it helps us figure out the truth.”

            “What do you think the note can tell us, George?” asked Mrs. Johnson.

            “Yeah,” said Mark. “It’s not like the criminal signed it!”      

             “If the paper was a special paper, too, like a certain color paper or graph paper, we might be able to connect it to a particular person.”

            “But this paper’s not special,” offered Jack glumly. “The note’s just on regular school paper, the same kind we all use.”

            “Well, maybe there’s something in the handwriting,” said George. “We don’t all write alike, so maybe we can figure out who the author is.”

            “Good, good thinking,” nodded Mrs. Johnson. “You’re on the right track. I’ve got two experiments for us today. First—as George suggested--we’ll tackle handwriting analysis. Then, we’ll use a special process called ink chromatography to see if we can match the ink on the paper to a particular pen.”

            Jack rubbed his hands together. “We’re hot on the criminal’s trail, Mrs. J!”

            Ms. Johnson laughed. “Let’s get started.”

Continue the story in the next module, Without a Trace, here!

-By Mike DeBritz on Wednesday, December 21, 2011

We’ve been hard at work developing new versions of the “Cookie Jar Mystery” and the “Missing Money Mystery” targeted for in-school use.

With most of our customers utilizing our kits for out-of-school learning, we wanted to include classroom teachers in on the fun! 

The main difference is that both mysteries will be modular, so if class time isn’t available to complete the entire mystery, teachers can do any module as a standalone.  Each module is packed with fun, hands-on activities and delivers valuable lessons that individually reinforce science concepts taught in class. 

On the practical side, the kits will be more lightweight and easier to use.  

Another exciting feature of these version of the “Cookie Jar Mystery” and the “Missing Money Mystery” is the mock trial is built in! 

Student crime scene investigators take steps all along the way to prepare for an eventual trial.  This really drives the learning home and provides teachers with an abundance of cross-curricular learning opportunities!

Look for more details to come in February.

Enjoy your break!

-By Mike DeBritz on Wednesday, November 02, 2011

I talk to after school directors about our course topics all the time. Many agree that forensic science (for example) is interesting and would be something fun for their kids.

But even if a course is under consideration, the first question that usually comes up is, "Who can I get to teach this?"

The first thought, which makes perfect sense and is ideal, would be a science teacher.  But unfortunately in most schools that's a long shot. They're either too busy with their daily class schedule or not interested or coaching or any number of other reasons. 

But maybe it’s time to look for another kind of teacher…one who's curious and just as interested in learning something new as her students.  After all, diving into a problem and figuring it out is what we do most everyday in the real world. Talk about teaching life skills!

Over the years we've had a wide range of individuals, everyone from college kids to seasoned teachers, successfully teach forensics after school.   

I believe the main reasons are:

1. Forensics is High Interest:

   Both students and teachers are fascinated by this topic. This helps teachers reach outside of their comfort zone and take a shot at learning something new along side their students.  

2. Thematic Design:

   Teachers understand a mystery and can easily transfer that familiarity to their students, making the goal of the course extremely clear. We're here to solve a classroom caper utilizing forensic science.

3. Step-by-Step Lessons:

   Once a potential teacher understands that all the lessons and hands-on activities are planned out and ready to deliver, they know they won't be forced to wing it. We also provide training tips to help teachers get off to a good start. 

4. Materials are Included:

   Another challenge with getting busy people to do science experiments of any kind is acquiring and managing supplies. Our kits come with everything they need, from mini-microscopes to certificates of completion.

5. Hands-On Learning:

   This creates an active learning environment which is more fun to lead. Time flies by when kids are busy observing, experimenting, recording data and advancing their theory of the case.

So if you're in recruiting mode for a new teacher, keep in mind that perfect person may be closer than you think!

 

-By Mike DeBritz on Tuesday, October 18, 2011

If you need to fill gaps in your after school programming schedule or would like to spice it up with fun STEM activities, I've got a great package deal to tell you about. 

Right now you can get 20 weeks of programming, with the "Cookie Jar Mystery: A Study in Forensic Science" and "The Cookie Jar Case: A Role-Play Mock Trial" for a special package price!        

            

Both kits come with everything you need to run these fun hands-on classes for 20 students. If you have more kids, don't worry we can extend the kit with booster packs.   

You'll save by buying both kits together and, to make things even more interesting, we'll also include a FREE Flip Camera! This handy little camera is so easy to use and shoots in beautiful high definition video.   

These cameras are great for capturing kids engaged in your program or special events. The built-in USB connection makes it easy to upload to your website, blog or Facebook page.

And better yet, we'll get it customized with your program or school logo (like ours above)!    

Click here to get all the details and order information but act fast this package will expire soon. 

-By Mike DeBritz on Wednesday, June 01, 2011

Not many things are universal these days, with so many ways to express your individual tastes, opinions, likes and dislikes.  We have so many communities, friend groups, forums… it seems like there’s a niche for everyone.  

I thought until recently that the challenge for 21st Century Community Learning Centers (21stCCLC’s) programs to meet the parent involvement requirement was a universal difficulty.   

Parents Required

The original legislation, from the US Department of Education’s website, states:

“Each eligible entity that receives an award under this part may use the award funds to carry out a broad array of before and after school activities (including during summer recess periods) that advance student academic achievement, including — (Number 10) programs that promote parental involvement and family literacy.”

From my travels, I have heard that establishing a relationship with the parents is the huge challenge that 21st CCLC site leaders encounter after becoming operational (i.e. after getting funded, hiring staff and recruiting kids of course!) There simply aren’t as many built-in mechanisms available to a “voluntary” after school programs.    

Well we all have our assumptions and maybe my thinking parental involvement was a universal obstacle was just a neat way to look at the world.  

Forensics Showcase

Enter Kim Colman from Onalaska, Washington  who was returning my call regarding staff training for the “Cookie Jar Case.” Her kids had just completed the “Cookie Jar Mystery” and were gearing up for the trial next. I had casually asked “How’s it going?”  She remarked how much “We just love the Cookie Jar”’ and added that they just finished up a parent night, which was a huge success!

The kids were really excited to share their new knowledge about forensics, so Kim created a mini-science fair around the “Cookie Jar Mystery”, where students broke down various evidence types into stations like fingerprinting or blood typing.  At each station, students created displays from the crime scene evidence and set up demonstrations. Parents visited each station to hear about each clue and how it was analyzed so parents got the full picture of how this crime went down.

Kim also served a meal as they all discussed their findings and solved the case together.  She said it was a huge success and looks forward to doing something very similar with the “Cookie Jar Case” when they get through that.

Channel the Enthusiasm

So my assumption of the difficulty of the after school parent involvement was shattered; this doesn’t sound that challenging.  If you have a fun activity that gets your kids excited after school like the “Cookie Jar Mystery” you figure out a way to summarize the key points and let your kids’ enthusiasm carry the show!

Take Kim’s idea and apply it to something you’re doing today…then happily cross off one more requirements on your list as an after school leader.

-By Mike DeBritz on Wednesday, May 11, 2011

 

Welcome to your orientation for The Missing Money Mystery: An Introduction to Forensic Science, an interactive curriculum designed for students in Grades 3-5.

Using real laboratory techniques and materials, students create theories about the “crime,” of a classroom burglary, and much as real detectives (and real scientists!) use their powers of critical thinking to track down the thief.

Along the way your student will practice critical thinking, acquire new vocabulary, explore careers in forensics, and become acquainted with scientific procedures and processes they will encounter in their classrooms.

The entire mystery is revealed to your students through a series of letters our fictional teacher who writes to his friend (your teacher) because his specialty is more environmental science and he feels he’s a little too close to the case to be objective.

Students begin by being introduced to Mr. Pfister, a forth grade teacher at Oakwood Elementary School. He’s a fun teacher that has a passion for environmental science. One of his favorite things to do each year is to take his class on a field trip to the nearby recycling center. To fund the trip, his students collect cans and bottles and redeem them for 5¢ each. The trip costs $50 so that means collecting a lot of cans and bottles!

To keep the students’ spirits up, Mr. Pfister plans a pizza party for when they reach the halfway mark, which he just learned they passed when he dropped everything the day before so far at the redemption center. Unfortunately, upon arriving to his classroom the next day, Mr. Pfister could see something was wrong, a number of things disturbed and the field trip money gone! Who could have done this?

Mr. Pfister was very upset when he found the money missing, but being the curious and resourceful teacher that he is, he decided that with a little research, and his spectacular computer skills, he would begin an investigation himself!
He logged on to the classroom computer and searched for information on forensic science--forensic science includes different types of science that are all brought together to solve crimes.

Mr. Pfister discovered the website of the FBI, or Federal Bureau of Investigation, which listed the steps he should take to begin his investigation. And before the students arrived, he followed one of the first steps listed: he conducted a careful search to locate clues. As for the remaining steps, Mr. Pfister needs help!

Mr. Pfister has identified four suspects who had the opportunity to steal the money. He reads how important it is for forensic scientists to leave their emotions and feelings out of their criminal investigations. But all of the suspects he identified are former students of his who were attending after school club meetings on the Monday that the money went missing.

After introducing the students to the crime scenarios, your class will get started with Lesson 1, called "The Eyes Have It: Organization and Observation." In this lesson, students will be introduced to the process of criminal investigation. It will be crucial that students observe and record accurately the details of the evidence from the crime scene.

Students will have the opportunity to work in pairs and groups to practice their own observational skills using a variety of objects. Recording will be done in the form of lists and data tables. The properties of foreign coins—size, shape, color and texture—will be used to complete the tables.

In addition, measurement and the appropriate abbreviations for specific units will be addressed. An evaluation of these skills will take place as students attempt to identify specific objects based on their peers’ data.

As your class continues on to Lesson 2, “Missing Money Map-Making: Evidence at the Crime Scene,” they will take observe a crime scene set up by your teacher. Students learn the procedures and steps in a crime scene investigation like securing the scene which I have done, is to conduct a search for any evidence that might be damaged by weather or time, such as tracks or prints of some kind.

Students are introduced to the term “chain of custody” and the importance of handling and documenting every piece of evidence found at the crime scene. They will plot locations of evidence, and they will use triangulation to determine the distance of evidence from fixed points.

At the end of the lesson Students are asked which piece of evidence found at the crime scene was most important and what is there theory of what happened? They are directed to write down any supplications in the pages called “Detectives Notebooks”.

Let us know what you think of this orientation?

 

-By Mike DeBritz on Wednesday, April 20, 2011

These days, the big deal is to drive a car that can park itself. All that “hands free” convenience is great, but we miss something when we give up the relationship between our hands and our world.

Who doesn’t remember the challenge of parallel parking? The tight turn of the wheel, the twist of the neck, the furrowed brows of our driving instructors…?

“Hands-free” parking begs the question: Is “hands-on” learning going to be the next to go? Will everything we want our kids to learn eventually going to be a digital flicker on a touch screen?

At Community Learning, we don’t think so, and here’s why:

• “Hands on” means “minds on.”
• Kids groove on new tactile experiences.
• Figuring out puzzles is fun.
• Gaining control of your body means mastery and accomplishment.
• With freedom, kids’ imaginations find new homes.

What new kits might we build to keep kids engaged, learning, dreaming and delighted? That’s the question that keeps us up at night. So far, we’ve been able to get kids performing music, creating art, solving crimes, and making movies.

We’d love to hear your ideas!

Learn all about “hands-on learning” here.

 -Guest post by Shelly Rafferty Withers

-By Mike DeBritz on Wednesday, March 30, 2011

While forensics remains popular with students, teachers may experience their very own “CSI effect” when they see how many ways forensics can be incorporated into their curriculum.

The reference chart below was compiled by Patricia and Anthony "Bud" Bertino, from Bertino Forensics.  They've co-authored a high school text book on the subject and really enjoy talking to educators about this topic. Bud is also our lead developer on the "Cookie Jar Mystery."

Bud believes forensics provides teachers with an excellent  opportunity to create cross-curricular activities while building  an appreciation and interest in science education for every student.  

Take a look at the chart below they developed and grab the pieces that work for you!