Investigative Science – Solving with Evidence | Science Museum of Minnesota

Investigative Science – Solving with Evidence

About this Experience

Investigative Science – Solving with Evidence

In this exciting new residency, students will work together to solve an engaging mystery about Buster, the school dog. Students will become forensic scientists, examining clues such as animal tracks, mysterious chemicals, fibers., scat and teeth marks left behind. Through hands-on engagement – gathering, testing, and examining evidence -  they will piece together the story and help solve the mystery of where Buster has been!


ASSEMBLY MAX: 250 students

CLASSROOM MAX: 30 students

DURATION: Opening Assembly - 50 minutes, Closing Assembly - 50 minutes, Residency Class - 50 minutes

 

RESIDENCY CLASS SESSIONS:

Each residency class will feature one or two of the students introduced in the opening story – Tou, Sam, Nawaal, Oliver, Maria.

  • UV/Blacklight (k-1)
    Tou is very observant, just like a scientist. Tou and his friends noticed 3 new clues in the school. The job of the students will be to test and gather these clues using Tou’s special UV flashlights.
  • Tracks (1-2)
    Sam practices being a good science observer on hikes in the woods with her family. Sam and her friends found several animal tracks outside the school in the mud and snow. Moving through five different stations, students study tracks and gather evidence about where Buster has been. 
  • Scat and Teeth (1-2)
    Sam and Tou work together using their great observational skills to discover more about Buster’s journey. Students work to solve the mystery of whether Buster or other animals have been near the trash can behind the school.  They will examine evidence in the form of scat, claw and teeth marks.
  • Fiber (3-4)
    Nawaal and Oliver discover 3 small pieces of red fabric around the school – does this evidence come from Buster’s jacket? Students use microscopes to examine the characteristics of real fiber samples to find out if any of the 3 pieces of evidence match Buster.
  • Chemical Analysis (4-5)
    Maria is trying to determine what the white powder was that Buster had on his paws when he returned to class and where it might have come from. Students perform chemical experiments and compare different powders to help solve the mystery.
  • Mapping (5-6)
    Tayvon is interested in computers and but also geography and maps. When the class decided they needed to find out where Buster had gone, Tayvon worked with the other students in the story to draw a map to scale. Students work in teams using tablets and an app tracking lights in the school to determine where Buster had traveled. 

Reservation Information

Specific Cost
Opening Assembly $275, Class Session $125
Reservation Required
Yes
Grade Level
K, 1, 2, 3, 4, 5
Academic Standard Strand
Number & Operation
Experience Type
In-School Residency
Availability
Tuesday, Wednesday, Thursday, Friday
At Your School