Summer SAVY, Session 1 Day 1, Crime Lab Chemistry (3rd-4th)
Today, our team of young detectives stepped into the world of forensic science, ready to solve the mystery of “Who Borrowed Mr. Bear?” With magnifying glasses in hand and investigative minds at work, we carefully examined the crime scene, looking for clues that might lead us to the culprit. Footprints, fiber samples, a mysterious note, and fingerprints provided key evidence, but the challenge was determining which clues were relevant and which might mislead us. The suspects had their alibis, but could we trust them? The first day was all about gathering information and laying the foundation for the case. What was the most surprising discovery we made today? How did it change our thinking about the mystery?
Students also engaged in activities designed to deepen their understanding of Paul’s Reasoning Wheel through the lens of the generalization of exploration. As they sifted through evidence and refined their theories, they practiced making inferences, questioning assumptions, and analyzing perspectives—key reasoning skills that guided their investigative approach. By applying concepts like exploration, students recognized how asking insightful questions and seeking patterns could lead them toward solving the mystery more effectively.
As we sifted through the evidence, new questions arose. Who could the smudged fingerprints on the cup belong to? Did the handwriting samples match any of our suspects? Could the footprints reveal more about the suspect’s height and weight? We debated our early theories. Some detectives believed a suspect’s alibi was too perfect, while others focused on a piece of evidence that could be linked to the missing bear. The team worked together, sharing ideas and piecing together the puzzle, but the mystery remained unsolved. Were we thorough in our investigation, or did we overlook any clues? What might help us find the missing link in the case?
At the end of the day, we reflected on our discoveries. What did the evidence really tell us, and where should we focus our investigation tomorrow? Were our theories grounded in fact, or were we making assumptions? The crime scene still held secrets, and the answers were hidden in the details we had yet to uncover. With renewed determination, we set goals for the next stage—analyzing additional clues in the next experiments, questioning suspects further, and unraveling the truth behind Mr. Bear’s disappearance. How can we improve our teamwork and investigative techniques tomorrow? What strategies will help us uncover the truth?
Here are some discussion questions to guide tomorrow’s investigations and help students analyze their findings more deeply:
Suspect Analysis
- What do we know about each suspect so far?
- Who seems the most suspicious based on the evidence? Why?
- What additional information do we need to confirm or challenge our suspects’ stories?
Crime Scene & Clues
- Have we fully examined all the evidence? What might we have overlooked?
- If we had access to new forensic tests, what would we use to help solve the case?
Thinking Like Detectives
- What assumptions are we making? Are they supported by facts?
- How can we use deductive reasoning to narrow down the possibilities?
- What should be our top priority in the next stage of the investigation?
Encouraging students to think critically and reflect on their investigative process can deepen their understanding and keep them engaged in the mystery. Day 2 will bring new insights, and with each step, we move closer to solving the mystery!
Will we find out who borrowed Mr. Bear? Stay tuned for Day 2!