Article
Art by Bats Langley

Mystery at the Museum

Something strange is going on at the dinosaur museum. Can Ben and Ruby crack the case?

By Meg Richardson
From the March/April 2025 Issue

Learning Objective: Students will read a fictional story to identify the text evidence that helps reveal the answer to the mystery.

Lexiles: 500L-600L
Other Key Skills: character’s motivation, main idea and supporting details, text features, visual literacy, summarizing, plot, inference, how a character changes, problem and solution, cause and effect, text structure
Think and Read: Text Evidence

As you read, look for evidence (examples and details) that Ben uses to solve the mystery.

The big day is finally here! My class is going to the dinosaur museum. My backpack is overflowing with dinosaur books. When we walk in, a stegosaurus skeleton towers over us.

“Ben, look!” my friend Ruby says.

“Wow,” I reply, gazing up in wonder.

A man in a green suit is standing next to the stegosaurus. He’s eating a doughnut with rainbow sprinkles.

“I’m Professor Rex, dinosaur expert,” he says. He points to the skeleton. “Behold, a stegosaurus skeleton. Incredibly rare. Incredibly valuable!”

I flip to a page about the stegosaurus in my favorite dinosaur book. It says that they had three toes on their back feet and five toes on their front feet. I count the toes on the skeleton’s front feet. One, two . . . three. I raise my hand.

“Yes, you in the striped shirt?” asks Professor Rex.

“It’s Ben,” I smile. “Why are there only three toes on its front feet? Are some of the bones missing?”

“How preposterous!” Professor Rex yells. Doughnut sprinkles fly out of his mouth. “This is a complete skeleton.”

“But—” I begin.

“Let’s move on,” he says sharply.

I can’t shake the feeling though: Something is wrong with this skeleton.

Searching for Clues

“I’m telling you, some of the toes on that skeleton were missing,” I say to Ruby when we return to school.

“Why would Professor Rex say the skeleton was complete?” she wonders.

“Maybe the museum made a mistake,” I say.

Ruby nods. “Let’s go back after school and check it out.”

When we get there, we start by searching for anything strange or suspicious. Then Ruby stops short.

“Muddy footprints!” Ruby shouts. Sure enough, there is a trail of dog footprints leading away from the door.

“Maybe a dog got into the museum and took the bones!” I say excitedly. 

We follow the footprints to the museum’s security office. I peek inside and spy a woman in a security uniform eating a doughnut with sprinkles. A fluffy dog is sitting beside her. Its paws are covered in mud!

Mindy and Pickles

“Can I help you? I’m Mindy, the security guard. And this is Pickles,” the lady says, pointing at the dog. 

Just then, Pickles barks and runs out of the office.

“He must smell something,” Mindy says. “There have been a lot of crumbs around the museum lately. If there’s food on the floor, he’ll find it!”

Then she chases after Pickles.

“Ben, look!” Ruby says. She points to a crumpled piece of paper on the desk. It says “For Sale: Stegosaurus Skeleton.”

“This looks like an ad for the skeleton we saw this morning!” Ruby says. 

I gasp. “Maybe that’s why some of the toes are missing. Someone is starting to steal the dinosaur bones and plans to sell them. Could it be Mindy?”

“Maybe,” Ruby replies, thinking hard.

I look at the ad more closely.

“This ad is for a full skeleton,” I realize. “Wouldn’t everyone notice if an entire dinosaur skeleton went missing?” 

A Lot of Clay

Feeling stuck, we head to my mom’s art supply store to ask for help.

“Hi, kids!” my mom calls to us. “I just have to finish organizing some paint.” 

Suddenly, we see a familiar shade of green dart into the next aisle. It’s Professor Rex! He’s chomping on a doughnut with sprinkles and carrying a big bag of clay. My mom comes over as he walks up to the register.  

“Welcome back!” she says to him. Then she turns to us. “Since he moved here six months ago, Professor Rex has become one of my best customers.”

“Yes, uh . . . I love making clay pots,” he says, spraying sprinkles everywhere. He seems nervous. “I must go.”

Professor Rex pays for the clay and then scampers out of the store. My mom picks up the phone. “Time to put in Professor Rex’s next order of clay!”

Ruby and I decide to talk to my mom later. As we walk outside, Ruby throws out her arm. Taped to the store window is an ad for the stegosaurus skeleton! 

Pickles Starts Sniffing

Ruby and I head back to the museum’s dinosaur display. That’s when we see it . . . a trail of sprinkles! We follow the trail past the skeleton, down a hall, and then . . . it stops. I have an idea. 

“Pickles!” I say. “He can sniff out food anywhere.” 

We find Pickles snooping for food outside the cafeteria. Using treats, we lead him to the sprinkles trail. He starts sniffing, then breaks into a run. We dash after him. He leads us down a hidden hallway and into a dark room. It’s filled with bags of clay and a sheet covering something huge. I pull the sheet off to find . . . a stegosaurus skeleton!

The Real Skeleton

There are three toes on the back feet and five toes on the front feet, just like the book says.

“This is the real skeleton! The one upstairs must be fake!” I say. 

“Well done,” says a voice from the shadows. It’s Mindy, the security guard! Pickles barks happily and trots over. 

“Someone has been replacing the real bones with fake ones so they can sell the real skeleton,” she tells us.

“Yes, and that person is you! We saw the ad on your desk!” I say. 

“That’s not my ad!” Mindy says. “I saw it outside the museum. It’s my job to look into suspicious activity.” 

“But we also saw a doughnut on your desk,” Ruby adds. “And we followed a trail of sprinkles here.”

“Doughnuts are the cafeteria’s best dessert,” Mindy says. “And I do not leave crumbs around!”

I look at Pickles, who is still sniffing around. Suddenly, he knocks into a desk with a computer on it. The screen comes alive. The ad for the skeleton pops up! 

“I know who else loves sprinkled doughnuts,” I say. “And leaves crumbs.”

“And who has been buying supplies to make a fake skeleton,” Ruby adds.

Pickles barks at the desk. Then a head pokes out from under it. 

It’s Professor Rex!

“You pesky kids! If you hadn’t started snooping around, I would have been rich!” Professor Rex yells.

“Come with me, Professor Rex,” Mindy says. We walk to the museum director’s office and tell her everything.

“So you’re the culprit,” the museum director says. “You are fired!”  

“It was a perfect plan,” Professor Rex sighs sadly. 

“But you made a mistake when you made the fake bones,” I say. “You put the wrong number of toes on the front feet!”

“Who knew a couple of dino-loving kid detectives would catch me?” Professor Rex huffs.

“Don’t forget about their treat-loving assistant,” Mindy says with a smile.

Arf! Arf!” Pickles barks in agreement. 

THINK AND WRITE

Imagine you are writing an article for the school newspaper about the mystery at the museum. Explain what happened, using text evidence from the story.

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Can't Miss Teaching Extras

Ben and Ruby learned an important lesson about following your gut. Explore this theme more in “The Shortcut,” a Fiction story about a boy named Ricky who stands up to his friends to do what’s right.

Throughout the story, Ben and Ruby work together as a team to solve the mystery at the museum. Read the Fiction story “Jewel of the Sand Dragon” to meet another pair of friends who work together to solve a problem.

Continue exploring the theme of teamwork in “The Zebra and the Oxpecker,” a Fiction story about two unexpected partners who discover they are more alike than they thought.

Step-by-Step Lesson Plan

Table of Contents

1. Preparing to Read

Introduce the Text and Preview Text Features

  • Ask students to predict what this article will be about based on the illustration on page 10 and the headline and subhead on page 11. Review the predictions after reading.

Set a Purpose for Reading

  • Call on volunteers to read aloud the Think and Read box on page 11 and the Think and Write box on page 15. 

  • Remind students to keep these prompts in mind while reading the story.

Introduce the Featured Skill

  • Build on the Think and Read prompt by explaining this story’s featured skill: Text Evidence. Encourage students to think about any clues that help them figure out who is stealing dinosaur bones from the museum.

Introduce Vocabulary

  • Show or assign the Vocabulary Slideshow to preview challenging words. Then assign the Vocabulary Skill Builder before or after reading

2. Close Reading

Reading and Unpacking the Text

  • Read the story as a class or have students follow along as they listen to the Read-Aloud. 

  • Stop and use the Pause and Think questions at the end of each section for a comprehension check. Encourage students to go back to the text to support their answers. 

  • Project or assign the Close-Reading and Critical-Thinking Questions. (Alternatively, use all or part of the Learning Journey Slide Deck.)

Close-Reading Questions

  • Read the first section. Which detail from the section shows that Ben loves dinosaurs? The detail that shows Ben loves dinosaurs is his backpack. It’s overflowing with dinosaur books. (key detail)
  • Read “Searching for Clues.” What does Ben think when Ruby finds muddy footprints? Ben thinks the muddy footprints are from a dog that got into the museum. He thinks maybe the dog took the dinosaur bones. (problem and solution)
  • Read “Mindy and Pickles.” What do the kids find in Mindy’s office? What does it remind them of? Ben and Ruby find an ad for a stegosaurus dinosaur on her desk. The ad reminds them of the skeleton they saw at the museum that morning. (plot)
  • Read “A Lot of Clay.” Why is Professor Rex one of the best customers at the art supply store? Professor Rex has become one of the best customers at the art supply store because he’s been buying large bags of clay since he moved to their town six months ago. (cause and effect) 
  • Read “Pickles Starts Sniffing.” What important clue does Ben find in the dark room? Ben finds bags of clay and a sheet covering a huge object. When he pulls off the sheet, he finds a stegosaurus skeleton. (text evidence)
  • Read “The Real Skeleton.” How did Professor Rex plan to sell the museum’s valuable stegosaurus skeleton?  Professor Rex planned to sell the stegosaurus skeleton by replacing the real bones on the skeleton with fake ones he had made with clay. (main idea)
  • What is happening in the illustration on pages 14 and 15? In the illustration, Ben is holding the sheet he has just pulled off the real stegosaurus skeleton with five toes on its front foot. He points to Professor Rex, who is hiding under his desk and holding a sprinkle-covered doughnut. On his desk is a computer with an image of the stegosaurus skeleton ad on the screen. (text features)

Critical-Thinking Question

  • Do you think “Mystery at the Museum” is a good title for this story? Why or why not? Answers will vary. (text structure)
  • Ben is an expert on dinosaurs. What is something you are an expert on or would like to become an expert on? Answers will vary. (connecting to the text)

3. Class Discussion: Trusting Your Gut

At the beginning of the story, Ben notices something wrong with the stegosaurus skeleton. He knows something isn’t right and has a bad feeling about it. Instead of letting it go and believing Professor Rex, he decides to “trust his gut” and look for clues. He realizes his bad feelings about the skeleton were actually right, and there was something wrong with the skeleton after all! If it weren’t for Ben and Ruby, Professor Rex would have gotten away with selling the skeleton. Think about a time when you “trusted your gut.” What did you have a strong feeling about? How did you go about following your feelings? What ended up happening in the end? Explain to your class what it means to “trust your gut” and have a conversation about it. (connecting to the text, theme)

4. Skill Building and Writing

Featured Skill: Text Evidence

  • Distribute or digitally assign the Text Evidence Skill Builder. 
  • Ask students to write a response to the Think and Write prompt on page 15.

Differentiate and Customize
For Striving Readers

While reading the story, readers will need to make some inferences to figure out who stole the dinosaur bones. To help struggling readers, play the audio of the story as students follow along in their magazines. Pause at the end of each section to discuss what happened, and together write a one- or two-sentence summary. Ask students to make a guess about the culprit after each section.

For Multilingual Learners

The idea of missing bones on a stegosaurus skeleton may be confusing to your multilingual learners. Look up pictures of what a stegosaurus may have looked like while it was alive and pictures of a skeleton in a museum. Explain that each of the bones can be removed from a skeleton so that this plot point is clear.

For Advanced Readers

Ask students to write a journal entry from Professor Rex’s perspective. Encourage them to answer questions like: What is his plan with the dinosaur bones? What is causing him to act this way? What does he think and feel after Ben and Ruby discover he is the culprit?

Text-to-Speech