An engaging program for kids ages 4-6 (Kinder through 1st grade), Critter Scene Investigations (CSIs) offer a 2-2.5 hour outdoor program where students visit 5-6 stations along a nature trail, collect clues, and learn about local wildlife to solve a wildlife mystery. Trained volunteers guide students using nature-based clues to help eliminate one suspect at each station. Students learn about various Colorado animals, their diets and feeding methods, and where each of the animals is found in our state.
To request a program, teachers should visit Offero. Click on the green "Request a Program" button on the home page to see the availability calendar and request field trip dates.
Questions? Email Michele Van Hare or call 970.962.2643.
CSI Programs for the 2026-27 school year will be The Case of the Flattened Frog. CSI topics rotate through different programs each school year, so students can solve different mysteries each year they attend.
In order to provide the best experience, larger classes over 24 students are divided into two groups on program day. One half starts the station rotation (details below) while the other group attends a Guided Nature Walk with a trained volunteer. The groups then trade activities. Students will experience some group puzzle-solving and playground time between activities. Children will spend about an hour experiencing the investigation program.
Program Description
Students will gain a better understanding of animal actions and knowledge of common Colorado wildlife during this field trip.
The mystery is laid out at the Introduction Table - the critter suspects are briefly introduced and students receive their record sheets and crayon to keep track of suspects as they are eliminated. Students then rotate through small group education stations, learning about each animal to help narrow down the possibilities.
At the 5-6 small group learning stations, students investigate each critter suspect and learn about the animal's habits, foods, habitats, and more. For the 2026-2027 school year program, station descriptions for the Case of the Flattened Frog include:
Suspect One: Bighorn Sheep – Which suspects live around Loveland, and which live in other nearby habitats? What habitats do we usually find frogs preferring? And which suspects eat other animals? What does a bighorn sheep eat? Students will match animal suspects to their habitats. Vocabulary: habitat, herbivore, carnivore.
Suspect Two: Kingfisher – Most of our suspects might eat wetland residents. But which would be able to handle prey this size? And was it a frog like the finder said? Or is it a toad? Students learn the difference between frogs and toads and try to carry a comparable weight.
Suspect Three: Great Blue Heron – Great blue herons are predatory birds – what does that mean? They eat amphibians along with many other invertebrates and even small mammals, but fish is their favorite. How do herons eat? Vocabulary: predator, amphibian, invertebrate.
Suspect Four: River Otter – River otters are predatory mammals who live along rivers like the Big Thompson. They would eat frogs and toads, but would they live in the lower foothills where this "flattened" frog was discovered? Review: habitat, predator, carnivore. Add Vocabulary: territory. Introduce: life zones.
Suspects Five and Six: Snapping Turtle and Domestic Dog – Both of these suspects would be present in the natural area where this case took place. Consider: where the frog was found, what the suspects eat, what remained of the frog. Let’s practice some critical detective thinking. What story is most likely? Who is our prime suspect?
Prior to the rotation through critter suspect stations, the Puzzle Table is a holding station so that students are ready to move to the Introduction Table when it is available. This allows some time for children to re-group after the playground and be more prepared to participate in the learning stations.
Once students have finished all the stations, they will turn in their record sheets, which will be gathered and given to the classroom teachers.
CSI programs are available to reserve for the morning or afternoon. Please include information about lunch or snack period requests when reserving your program, or specific arrival or departure times needed.
Preparing for your Critter Scene Investigation field trip
- Reserve transportation ASAP. Teachers are responsible for arranging bus transportation. We make every effort to run programs regardless of weather, so it's best to be prepared so everyone can enjoy the learning experience. Due to limited bus availability, it is difficult, if not impossible, to reschedule a field trip later in the season.
- Give extra directions to your bus driver. For this program, the bus will be parking near the picnic shelter at Namaqua Park (730 N County Road 19E, aka Namaqua Road). Students should take all of their belongings and meet the volunteers, who will show them where to gather with their chaperones.
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Recruit chaperones. All of our lessons are taught by trained volunteers. Chaperones are needed to take students to the restroom, maintain a learning environment, and assist students during learning activities.
- Send out permission slips and include the information about what to bring and wear: closed-toed shoes, long pants, extra layers for warmth, a filled water bottle, and a snack or sack lunch if you are eating lunch at Namaqua Park.
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Provide information to our coordinators: a phone number to call at 7AM in case of weather or other program-changing events, total number of students attending, and number of chaperones, plus list any special needs that staff and volunteers should be aware of.
Volunteer Training Video/Program Preview for Teachers
A training video may be available for a volunteer refresher of in-person training. Teachers may also preview the video before attending with their class. Include a request for this information with your program reservation.
CDE 2020 Science Standards
Science - Preschool, Standard 2 Life Science
1. Recognize that living things have unique characteristics and basic needs that can be observed and studied.
- Observe, describe and discuss living things.
- Observe similarities and differences in the needs of living things.
- Ask and pursue questions through simple investigations and observations of living things.
- Collect, describe, and record information about living things through discussion, drawings, graphs, technology and charts.
Supportive Teaching Practices/Adults May:
- Provide opportunities for children to engage with live animals and plants along with toy/stuffed animals and plans and photographs/pictures
2. Recognize that living things develop in predictable patterns.
- Identify the common needs such as food, air and water of familiar living things.
- Predict, explain and infer patterns based on observations and representations of living things, their needs and life cycles.
Supportive Teaching Practices/Adults May:
- Provide opportunities for observation and investigation of the characteristics of animals and plants over time.
- Take nature walks.
- Encourage children to identify similarities and differences between living things and document what each need to survive.
- Provide opportunities for children to explore available outdoor habitats.
Additional Preschool Standards Supported
Science - Standard 3. Earth and Space Science
2. The acquisition of concepts and facts related to the natural and physical world and the understanding of naturally occurring relationships.
Physical Education - Standard 3. Social Emotional Wellness
1. Demonstrate understanding of positive social interaction with teachers and peers.
Physical Education - Standard 4. Prevention and Risk Management
1. Understand basic safety rules and principles.
Reading, Writing and Communicating - Standard 4. Research Inquiry and Design
1. Begin research by asking a question to identify and define a problem and its possible solutions.
Additional Kindergarten Standards Supported
Science - Standard 2 - Life Science
1. To live and grow, animals obtain food they need from plants or other animals
Science - Standard 3 - Earth and Space Science
2. Plants and animals meet their needs in their habitats and impact one another
Physical Education - Standard 3. Social Emotional Wellness
1. Demonstrate respect for self, others and equipment.
2. Demonstrate the ability to follow directions.
Reading, Writing and Communicating - Standard 4. Research Inquiry and Design
1. Explore the purposes for research and inquiry by accessing resources in collaborative settings.
Additional First Grade Standards Supported
Science - Standard 2. Life Science
1. All organisms have external parts that they use to perform daily functions.
Physical Education - Standard 3. Social Emotional Wellness
1. Work independently and with others to complete work. Share limited resources in a way that allows everyone access.
Reading, Writing and Communicating - Standard 4. Research Inquiry and Design
1. Participate in shared research and inquiry projects, writing, recalling, or gathering information to answer questions.
