ICONIC GAMESYEAR 4
TERM 3 · WEEK 4Case Files: Build Your Case

TERM 3 · WEEK 4

Case Files: Build Your Case

A focused team of Year 4 school detectives investigating the Case of the Missing Medal inside their evidence-filled detective headquarters.

Investigate the clues. Test the evidence. Build your case.

0 / 7 missions complete

ENGLISH

Link the Clues

01 · Evidence Desk

Let’s investigate the words for Case Files: Build Your Case. Look for what changes, then explain what you notice.

WHAT AM I LEARNING?

Learn investigation vocabulary from the recorded witness statement and notice how word forms change their job and meaning.

YOUR MISSION

Listen to the witness statement and work with observe/observation, certain/uncertain, careful/carefully, move/movement, recognise, compare, evidence and investigate/investigation. Use the exact words from the recording to match each word or word pair with its meaning.

Need help? See the steps
TEACH · LEARN THE IDEA

Evidence is a clue from the text, picture or data that supports your thinking. An inference is an idea you work out from clues.

  1. STEP 1Read or tap each word.
  2. STEP 2Look closely at the word part the mission is teaching.
  3. STEP 3Sort, build or compare the words.
  4. STEP 4Explain the pattern in your own words.
EVIDENCE DESK · WORD WORK

Witness Word Lab

CASE 04
WATCH + LISTEN

These two sources help you learn the investigation words in context. Watch what the camera actually shows, then listen carefully to the witness account.

CCTV FOOTAGEWatch the hallway camera

Watch for observable details. The footage can show where someone was, but it cannot automatically prove what they did.

WITNESS INTERVIEWListen to the security guard
A young investigator interviewing a school security guard while a recorder is running.
READ THE WITNESS STATEMENT

INVESTIGATOR (Katie): I’m going to ask you a few questions as part of our investigation. Can you tell me what you saw?

SECURITY GUARD: Yeah. I was doing my usual evening check when I noticed something unusual. Someone came out through the side doors at around eight o’clock.

INVESTIGATOR (Katie): What did they look like?

SECURITY GUARD: They were wearing a hoodie, blue jeans and dark shoes. I thought it might have been a man, but I’m uncertain because I couldn’t see their face clearly.

INVESTIGATOR (Katie): What did you observe after they left the building?

SECURITY GUARD: I watched their movement across the car park. They walked toward the gate and didn’t stop or speak to anyone.

INVESTIGATOR (Katie): Were they carrying anything?

SECURITY GUARD: Not that I could see. I was watching carefully, but they were only in view for a few seconds.

INVESTIGATOR (Katie): Did you recognise them?

SECURITY GUARD: No. I didn’t recognise them at all.

INVESTIGATOR (Katie): Okay. I’ll record your observation and compare it with the other evidence. Thanks for helping with the investigation.

WORD CLUEListen for how investigation words change form and meaning: observe → observation, certain → uncertain, careful → carefully and move → movement.
TEACH · WORDS FROM THE WITNESS STATEMENT

Listen to the recording, then notice how the speakers use these exact words. Some words change form when their job in the sentence changes.

observe → observationnotice/watch carefully → what was noticed
certain → uncertainsure → not sure
careful → carefullydescribes a person → describes how an action is done
move → movementan action → the act/pattern of moving
recogniseknow someone or something because you have seen it before
comparelook at two or more pieces of information to see how they match or differ
evidenceinformation that helps investigators work out what happened
investigate → investigationlook closely for answers → the process of doing that
WE DO ONE · HEAR THE WORD CHANGE

Katie asks what the guard observed. At the end she says she will record his observation. The verb tells us the action; the noun names what was noticed.

YOU TRY · Words you heard in the recording

Katie asks, “What did you observe?” and later says, “I’ll record your observation.” Which word pair shows an action changing into the thing that was noticed?

Use the witness statement to choose the meaning or word relationship that fits.

The guard says, “I’m uncertain because I couldn’t see their face clearly.” What does uncertain mean here?

Use the witness statement to choose the meaning or word relationship that fits.

The guard says, “I was watching carefully.” Which explanation is correct?

Use the witness statement to choose the meaning or word relationship that fits.

Katie asks what the guard observed, and he says, “I watched their movement across the car park.” Which pair belongs together?

Use the witness statement to choose the meaning or word relationship that fits.

The guard says, “I didn’t recognise them at all.” What does recognise mean?

Use the witness statement to choose the meaning or word relationship that fits.

Katie says she will “compare it with the other evidence.” What does compare mean?

Use the witness statement to choose the meaning or word relationship that fits.

Katie says she will compare the observation with the other evidence. What is evidence?

Use the witness statement to choose the meaning or word relationship that fits.

Katie says the questions are “part of our investigation.” Which explanation is correct?

Use the witness statement to choose the meaning or word relationship that fits.
Listen for the exact words, then use the witness statement to work out their meanings and word relationships.

ENGLISH

Open the Case File

02 · Case Archive

Read the Case Files: Build Your Case information first. Talk the idea through, then answer one small question at a time.

WHAT AM I LEARNING?

Identify claims, reasons and checkable evidence, then explain what the evidence supports and what it does not prove.

YOUR MISSION

Read Case File 04. Identify a claim that goes further than the evidence, choose a checkable clue, decide which conclusion is best supported, and explain what the hallway camera cannot prove.

Need help? See the steps
TEACH · LEARN THE IDEA

Evidence is a clue from the text, picture or data that supports your thinking. An inference is an idea you work out from clues.

  1. STEP 1Read once to understand what it is mostly about.
  2. STEP 2Read the question again and find the part that helps.
  3. STEP 3Say your answer aloud using because, then check it against the text.
  4. STEP 4Record a useful clue from the source.
  5. STEP 5Explain what that clue tells you.
CASE ARCHIVE · READ & TALK

Open the case file

EVIDENCE
TEACH · FOUR QUESTIONS GOOD INVESTIGATORS ASK

1. What is the claim? 2. What is the reason? 3. Which details are evidence? 4. What does the evidence not prove yet?

WE DO ONE

“A hooded figure was near the sports office” is evidence about where that person was. It is not evidence that they stole the medal, because the camera cannot see inside the display area or what they were carrying.

CASE EVIDENCETHE CASE OF THE MISSING MEDAL

Review the four exhibits, then use the timeline to decide what the evidence supports — and what it does not prove.

EXHIBIT 1Display-case investigationThe medal display is later found empty with no obvious damage to the case.
EXHIBIT 2Security witness interviewThe guard’s account is one piece of evidence to compare with the other clues.
EXHIBIT 3Timestamped selfieThe selfie shows the Sportsmanship Medal still inside the display case at 3:17 p.m.
EXHIBIT 4CCTV stillThe still places a hooded person near the Sports Office, but does not show inside the display area or prove they carried the medal.
PUT THE EVIDENCE IN ORDER
  1. 21 September · 3:17 p.m. · EXHIBIT 3Katie’s timestamped selfie shows the Sportsmanship Medal still inside the display case.
  2. Around 8:00 p.m. · EXHIBIT 2The security guard says they saw a hooded person leave through the side doors. This is a witness account, so it must be compared with the other evidence.
  3. 8:12 p.m. · EXHIBIT 4The CCTV still shows a hooded person near the Sports Office. It does not identify the person or show them carrying the medal.
  4. 22 September · 9:12 a.m. · EXHIBIT 1The detective crew confirms the medal display is empty and there is no obvious damage to the case.

Statement A: “The hooded figure must have stolen the medal because they were nearby.”

Statement B: “The evidence shows the medal was removed, but we need more information before we decide why or by whom.”

YOU TRY · Test each conclusion

Which statement is a claim that goes further than the evidence?

Use only what the case file actually tells you.

Which detail is checkable evidence from the case file?

Use only what the case file actually tells you.

Which conclusion is best supported right now?

Use only what the case file actually tells you.

What can the hallway camera NOT prove?

Use only what the case file actually tells you.
Evidence first. A good investigator does not turn a guess into a fact.

ENGLISH

Build Your Case

03 · Advocate Desk

YOUR WRITING JOB: Recommend which investigation step should happen first: check the sports-office access record, interview the sports coach, or review another camera angle. Write two short paragraphs. Include a clear position, two reasons, at least one exact clue from the case file, one if…then sentence and a careful conclusion. Do not accuse a person without evidence.

WHAT AM I LEARNING?

Write a two-paragraph persuasive recommendation using a clear position, two reasons, case evidence and careful conditional language.

YOUR MISSION

Recommend which investigation step should happen first: check the sports-office access record, interview the sports coach, or review another camera angle. Write two short paragraphs. Include a clear position, two reasons, at least one exact clue from the case file, one if…then sentence and a careful conclusion. Do not accuse a person without evidence.

Need help? See the steps
TEACH · LEARN THE IDEA

Evidence is a clue from the text, picture or data that supports your thinking. An inference is an idea you work out from clues. First get your ideas ready. Then build the writing one part at a time.

  1. STEP 1Introduce what you are writing about.
  2. STEP 2Give your first important idea.
  3. STEP 3Add another useful detail, reason or example.
  4. STEP 4Finish so the reader understands your message.
ADVOCATE DESK · MAKE & WRITE

Build your case

ARGUE
TEACH · TWO SHORT PARAGRAPHS

A persuasive case is easier to follow when each paragraph has a job. You are persuading the investigation team about the next step — you are not accusing anyone.

PARAGRAPH 1Claim → reason → evidence

Say which next step should come first, tell why, and use a detail from the case file.

PARAGRAPH 2Second reason → if/then → conclusion

Add another reason. Use an if…then sentence, then finish with a careful conclusion.

WE DO ONE

“Investigators should check the sports-office access record first because CCTV shows a hooded figure nearby at 8:12 p.m. If a staff visit is recorded, then investigators will know who to ask for more information.”

YOU TRY · Write your recommendation

Choose one next step: check the sports-office access record, interview the sports coach, or review another camera angle. Write two short paragraphs with two reasons, evidence from the case file, one if…then sentence and a careful conclusion.

✓ clear next step✓ two reasons✓ case evidence✓ if … then✓ two paragraphs
Use the case file, not a guess. Strong persuasion is built from evidence.

MATHS

Equation Court

04 · Equation Court

Work through one maths question at a time. Your answers will be checked before the next mission unlocks.

WHAT AM I LEARNING?

Determine whether equations are true and solve missing-number relationships by checking the mathematical evidence on both sides.

YOUR MISSION

1) 36+14=25+25 true/false 2) 8×6=50−2 true/false 3) □+37=92 4) 7×□=56

Need help? See the steps
TEACH · LEARN THE IDEA

Evidence is a clue from the text, picture or data that supports your thinking. An inference is an idea you work out from clues.

  1. STEP 1Read the question and decide what you need to find.
  2. STEP 2Notice the important numbers and units.
  3. STEP 3Choose a strategy and work it out.
  4. STEP 4Type the answer, then check that it makes sense.
EQUATION COURT · MATHS MISSION

Prove it with numbers

TRUE?
TEACH · BOTH SIDES NEED TO MATCH

An equals sign means the same value as. In Equation Court, calculate both sides before you decide whether a statement is true. For a missing number, use the opposite operation to uncover it.

WE DO ONE

12 + 8 = 4 × 5. Left side: 20. Right side: 20. Both sides match, so the equation is true. For □ + 9 = 15, do 15 − 9, so □ = 6.

EXHIBIT 1

36 + 14 = 25 + 25

Work out both sides before you decide.

Decision waiting.
EXHIBIT 2

8 × 6 = 50 − 2

Do both calculations. Are the totals equal?

Decision waiting.
EXHIBIT 3

□ + 37 = 92

Use the opposite operation: 92 − 37.

Decision waiting.
EXHIBIT 4

7 × □ = 56

Ask: 56 ÷ 7 = ?

Decision waiting.
Do the maths before you make the decision. Numbers are the evidence here.

MATHS

Evidence Hearing: Best Value

05 · Hearing Room

This is your real-world Case Files: Build Your Case challenge. Work out what the problem asks you to find or make.

WHAT AM I LEARNING?

Calculate cost per group and use the result as mathematical evidence for a fair recommendation.

YOUR MISSION

Option A costs $48 for 6 groups. Option B costs $54 for 9 groups. Find the cost per group for each. If cost per group is the only factor, choose the better-value option and use your calculations as evidence.

Need help? See the steps
TEACH · LEARN THE IDEA

Evidence is a clue from the text, picture or data that supports your thinking. An inference is an idea you work out from clues.

  1. STEP 1Read the whole challenge once.
  2. STEP 2Find the numbers, facts or rules you need.
  3. STEP 3Choose a useful strategy.
  4. STEP 4Show your solution clearly enough that someone else could follow it.
EVIDENCE HEARING · MINI MISSION

Which option is better value?

DECIDE
TEACH · MAKE THE COMPARISON FAIR

Two totals can be hard to compare when they cover different numbers of groups. Find the cost per group: total cost ÷ number of groups.

WE DO ONE

$24 for 4 groups → 24 ÷ 4 = $6 per group. Now every option can be compared using the same unit.

OPTION A

$48 for 6 groups

48 ÷ 6 = ?

OPTION B

$54 for 9 groups

54 ÷ 9 = ?

YOUR FINDING

If cost per group is the only factor, which option is better value?

Calculate both costs before you decide.
A recommendation is stronger when the number you use really supports it.

ENGLISH

Case Board: Who’s Left?

06 · Investigation Board
GAME BREAK

Use the three CCTV clues to rule out people who do not match. Identify the person in the footage, then decide what the evidence really proves. Finding a match is not the same as proving a theft.

FINAL INVESTIGATION · GAME BREAK

Case Board: Who’s Left?

SOLVE
YOUR MISSION

Use each clue to rule out people who do not match the CCTV evidence. Finding the person in the footage is not the same as proving a theft.

CLUE 1 OF 3

The person seen on CCTV is an adult.

Tap every child to rule them out.

0 of 8 people ruled out for this clue.
Start with Clue 1. Tap every child to rule them out.

How did Week 4 feel?

07 · Clubhouse

This part is about your own learning. There are no right or wrong feelings.

WHAT AM I LEARNING?

Reflect on independence, challenge level and one thing the learner understands better after the week.

YOUR MISSION

Choose: Mostly by myself / Some help / Another go. Optional prompt: 'One thing I understand better now is…'

Need help? See the steps
TEACH · LEARN THE IDEA

Choose what feels true for you, then write one thing you understand better now.

  1. STEP 1Choose how the week felt.
  2. STEP 2Write one thing you understand better now.

How did this week feel?

There are no right or wrong answers. Choose what feels true for you.

YEAR 4 HOMEWORK CLUB

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