Crime+Scene+script

media type="custom" key="4738447"

My name is Detective Katelyn. Two weeks ago I was called to a crime scene it was 7:15 am in a seventh grade science class room, the door had been open, the aquarium was broken a piggy band was smashed, there was paint on the floor and barefoot foor prints in blue paint, and there were white flakes on the floor, there were also finger prints. The alleged victim was mrs. King, she is a seventh grade science teacher. The suspect guilty of committing this crime is Lou Lou i think she did it because she wanted to take the seramic pig from the class room (Whay did she want the pig? Did she collect them?). This suspect's guilt was confirmed through the testing and results of evidence collected at the crime scene.

The most incriminating piece of evidence was the footprints. The evidence was found on the floor heading to the open window. The results of the test were that it was her foot. This connects the suspect to the crime because she rarly wears shoes and is mostly barefoot and the footprint was barefoot.

The next piece of evidence collected was the fingerprint. It was found on the piggy bank and on the aquarium. The test performed was fingerprint. The results of the test was that it was hers. This connects the suspect to the crime because she had been interested in the piggy bank so it fits that the prints were on it.

Another piece of evidence collected was the teeth marks in the chocolate. It was found on the floor by the window. The results of the test were that it was of croced teeth. This connects the suspect to the crime because she enjoys chocolate so it is her teeth marks.

The last piece of evidence collected was the white flakes. It was found by the window close to the rest of the evedence. The test performed was lab work to find out what it was.. The results of the test were that it is sugar. This connects the suspect to the crime because Lou Lou always had sugar with her she loved it, she did not leave the house without it.

According to the evidence, the following is an account of the events believed to have gone down on that fateful day. first mrs. Kings went in to dicover her door was open, then we found the fingerprints on the broken items, next we looked at the footprints, then we sent the white flakes to the lab. (This was supposed to detail how Lou Lou committed the crime.)

Therefore, Lou Lou committed the crime of breaking into a class room and messing with the teachers belongings for a seramic pig bank.

**Rubric for Podcasts** introduction. Provides relevant information and establishes a clear purpose engaging the listener immediately. || **__ Describes the topic and engages the audience as the introduction proceeds. __** || Somewhat engaging (covers well-known topic), and provides a vague purpose. || Irrelevant or inappropriate topic that minimally engages listener. Does not include an introduction or the purpose is vague and unclear. ||^  ||
 * ** CATEGORY ** || ** Exemplary **  || ** Proficient **  || ** Partially Proficient **  || ** Incomplete **  || ** POINTS **  ||
 * ** Introduction ** || ** 3 points ** || ** 2 points ** || ** 1 points ** || ** 0 points ** || ||
 * ^  || Catchy and clever
 * ^  || **__Tells who is speaking, date the podcast was produced, and where the speaker is located.__**  || Tells most of the following: who is speaking, date of the podcast, and location of speaker.  || Alludes to who is speaking, date of the podcast, and location of speaker.  || Speaker is not identified. No production date or location of the speaker is provided.  ||^   ||
 * ** Content ** || ** 6 points ** || ** 4 points ** || ** 2 points ** || ** 0 points ** || ||
 * ^  || **__The motive was detailed and clearly based on information delivered throughout the investigation.__**  || The motive is detailed and based on partial information delivered throughout the investigation.  || The motive is not very detailed and is sprinkled with inaccurate information.  || The motive is missing, or unclear or all information is inaccurate.  ||^   ||
 * ^  || **__ Four pieces of strong evidence were presented and linked to the suspect in an organized, methodical manner.  __** || Three or four pieces of evidence were presented and/or linked to the suspect in a somewhat organized, thoughtful manner.  || Two pieces of shaky evidence were presented and/or loosely linked to the suspect. Lack of organization.  || One to no pieces of unimportant evidence were presented in an unorganized manner.  ||^   ||
 * ^  || The events in the scenario are detailed, extremely organized and strongly supported with evidence and facts related to the crime scene.  || The events in the scenario are well organized, somewhat detailed, and supported with evidence from the crime scene. || **__ The events in the crime scene lack organization, detail, and are weakly supported with evidence from the crime scene. __** || There was no clear direction and evidence was unimportant. ||^   ||
 * ^  || Conclusion clearly summarizes key information.  || Conclusion summarizes information.  || **__Conclusion vaguely summarizes key information__**  || No conclusion is provided.  ||^   ||
 * ** Delivery ** || ** 3 points ** || ** 2 points ** || ** 1 point ** || ** 0 points ** || ||
 * ^  || **__Well rehearsed, smooth delivery in a conversational style__**.  || Rehearsed, smooth delivery.  || Appears unrehearsed with uneven delivery.  || Delivery is hesitant, and choppy and sounds like the presenter is reading.  ||^   ||
 * ^  || **__Highly effective enunciation and presenter's speech is clear and intelligible, not distant and muddled. Expression, and rhythm keep the audience listening.__** || Enunciation, expression, pacing are effective throughout the podcast.  || Enunciation, expression, rhythm are sometimes distracting during the podcast.  || Enunciation of spoken word is distant and muddled and not clear. Expression and rhythm are distracting throughout the podcast.  ||^   ||
 * ^  || Correct grammar is used throughout the podcast.  || **__Correct grammar is used during most of the podcast.__**  || Occasionally incorrect grammar is used during the podcast.  || Poor grammar is used throughout the podcast.  ||^   ||
 * ** Graphic and Music Enhancements ** || ** 3 points ** || ** 2 points ** || ** 1 points ** || ** 0 points ** || ||
 * ^  || **__ Music enhances the mood, quality, and understanding of the presentation.  __** || Music provides supportive background to the podcast.  || Music provides somewhat distracting background to the podcast.  || Music is distracting to presentation.  ||^   ||
 * ^  || **__All music enhancements are owned by the creator of the podcast or copyright cleared with appropriate documentation.__**  || Music enhancements are owned by the creator of the podcast or copyright cleared.  || Use of copyrighted works is questionable.  || Copyright infringement is obvious.  ||^   ||
 * ** Technical Production ** || ** 3 points ** || ** 2 points ** || ** 1 points ** || ** 0 points ** || ||
 * ^  || **__Presentation is recorded in a quiet environment without background noise and distractions.__**  || Presentation is recorded in a quiet environment with minimal background noise and distractions.  || Presentation is recorded in a semi-quiet environment with some background noise and distractions.  || Presentation is recorded in a noisy environment with constant background noise and distractions.  ||^   ||
 * ^  || **__Transitions are smooth and spaced correctly without noisy, dead space.__**  || Transitions are smooth with a minimal amount of ambient noise.  || Transitions are uneven with inconsistent spacing; ambient noise is present.  || Transitions are abrupt and background noise needs to be filtered.  ||^   ||
 * ^  || **__Volume of voice, music, and effects enhance the presentation.__**  || Volume is acceptable.  || Volume is occasionally inconsistent.  || Volume changes are highly distracting.  ||^   ||
 * ^  || **__Podcast length keeps the audience interested and engaged.__**  || Podcast length keeps audience listening.  || Podcast length is somewhat long or somewhat short to keep audience engaged.  || Podcast is either too long or too short to keep the audience engaged.  ||^   ||
 * ** TOTAL POINTS ** || 47/57  ||