Intelligences: Kinesthetic, Visual, Interpersonal, Logical and Linguistic.

Age Group: Teens, Adults

English Level: High Intermediate to Advanced.

Students are learning how to make speculations about the past.

Before the activity: Class discusses multiple intelligences and each student is
asked to reflect on how they better acquire and retain information and which
intelligences they use.

Then they are told that they will participate in a Crime Scene Investigation, and
may use their multiple intelligences to gather information about the crime.

 Class is divided into small groups in separate stations around the classroom
and given papers containing short crime mystery.

 Teacher gives the student a list of suspects and their alibi

 Afterwards students are led to another room where they will find a “Crime
scene” and multiple clues (which could be notes, pictures, objects, footprints
and some witnesses) around the room.

 Students are shown each piece of evidence and told that not all of them are
related to the crime and that they must decide which pieces of
evidence/testimonies are truly relevant to the investigation.

 Then the teacher asks students to move around the room examining the
evidence and interviewing each witness/suspect and to record their findings in
a journal. This can be a note/sketch pad or an audio recorder.

 Students may return to their station at any point and discuss how the clues and
the witness testimony could be related and to contrast each testimony with
each other to find contradictory statements.

 Once the groups have enough information in their journals, they are asked to
theorize how the clues fit together and to write down sentences speculating
about how the crime was committed and decide which suspect committed the
crime.

 Later, each group presents their findings and their theory they created from the
evidence to the class. This may be done through drawings, pictures, stories or
reports.
 Finally, the class reflects on how each group reached their conclusions and
what pieces of evidence they considered for their theory and why. Students will
then fill a short checklist on which intelligences they used in the process of
gathering information and if they achieved the lesson’s goal.