# CSI: Standards

## Idaho Common Core State Standards

Here are correlations to the National Common Core Language and Math standards and to the Idaho State Science Standards. If you'd like, you may go directly to the Idaho science standards for this topic. For more information about the overall standards, see the complete Idaho Content Standards for Science, the Next Generation Science Standards, the Common Core Language standards, or the Common Core Math standards.

## Language

## Kindergarten

#### CCSS.ELA-Literacy.W.K.2 [CCSS page]

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

### Suggested Lesson

Show students a picture regarding witness information (as described on Science Trek's CSI Facts page) and have them write about what they saw in the picture. Have them describe details about the scene. When they have finished writing, reexamine the picture and talk about how accurate their descriptions were.

## First Grade

#### CCSS.ELA-Literacy.W.1.3 [CCSS page]

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

### Suggested Lesson

Have a teacher or other staff member interrupt the classroom with some type of confusion. Include something that is sure to get many students' attention, such as yelling or a whistle being blown. Then the intruding teacher should leave the room. Following this event, have students act as witnesses to the event and write about it. When students have completed their writing, repeat the interruption exactly, and compare what they wrote to the event that took place. Discuss the experience of being a witness and why some information gets missed.

## Third Grade

#### CCSS.ELA-Literacy.W.3.3 [CCSS page]

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

### Suggested Lesson

Stage a fake crime in your classroom, lunchroom, gym or other place that can be witnessed by your class. Following this event, have students write about what they witnessed. When students have completed their writing, compare what they wrote to the event that took place. Discuss the experience of being a witness and why some information gets missed.

## Math

## Second Grade

#### CCSS.Math.Content.2.G.A.1 [CCSS page]

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

### Suggested Lesson

Recognizing that shadows cast by a criminal or by a piece of evidence can help to identify its shape, play with the shadows of various 3D shapes to see if any of them produce the same shadow, even when they are not the same shape.

## Third Grade

#### CCSS.Math.Content.3.MD.A.1 [CCSS page]

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

### Suggested Lesson

In order to weed out fact from fiction, investigators often have to use logic to reconstruct the events as described by witnesses and suspects. Use your skills in telling time to find out who was really where in this puzzle (PDF).

## Fifth Grade

#### CCSS.Math.Content.5.NF.B.3 [CCSS page]

Interpret a fraction as division of the numerator by the denominator (a/b = a Ã· b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

### Suggested Lesson

The length of a person's foot can identify their height. Try this measurement activity to solve which footprints belong to whom. Head over to Kids Ahead for instructions and resources.