UbD Lesson Planning Guide (PSI)
|Lesson Title/Focus |Crime Scene Footprints Lesson Plan |Date |Nov 25th 2014 |
|Subject/Grade Level |6 Science |Time Duration |1 hr |
|Unit |Evidence and Investigation |Teacher |Nicole Leggott |
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning |6–8 Apply observation and inference skills to recognize and interpret patterns and to distinguish a specific pattern from a group of |
|Outcomes: |similar patterns. |
| |6–8 Apply observation and inference skills to recognize and interpret patterns and to distinguish a specific pattern from a group of |
| |similar patterns. |
|Specific Learning |2. Observe a set of footprints, and infer the direction and speed of travel. |
|Outcomes: |3. Recognize that evidence found at the scene of an activity may have unique characteristics that allow an investigator to make |
| |inferences about the participants and the nature of the activity, and give examples of how specific evidence may be used. |
| |4. Investigate evidence and link it to a possible source; e.g., by: classifying footprints, tire prints and soil samples from a |
| |variety of locations |
|LEARNING OBJECTIVES |
|Students will: |
|Be able to determine specific tred on shoes by looking at patterns on the bottom of a shoe |
|Determine who the tred belongs to |
|Determine the speed of a suspect by using strategies taught in previous classes |
|Determine who came 1st, 2nd, and 3rd by looking at which shoe tred overlapping the other (pattern of the shoe tred against another) |
|Determine which suspects footprints were at the crime scene |
|Be able to make observations about the shoe tred and make an inference on who it belongs to |
|ASSESSMENTS |
|Observations: |Walk around to each table and get verbal confirmation on what strategies students are using to determine which |
| |footprints match which person |
| |Verbal confirmation on the types of patterns that the notice whether it be for speed, direction, or shoe tred |
|Key Questions: |The footprints left at the scene what does that mean? |
| |How would you determine whose footprints are the one the culprit? |
| |How do you determine speed and direction? |
| |What strategies would you use? |
|Products/Performances: |Complete the worksheet that was hnded out |
|LEARNING RESOURCES CONSULTED |MATERIALS AND EQUIPMENT |
| | |
|PROCEDURE |
|Prior to lesson | |
|Introduction |Time |
|Attention Grabber |There has been some new evidence that was found at the crime scene. The police chief wants you to |5 minutes |
| |determine whose footprints were left a the scene of the crime. | |
|Assessment of Prior Knowledge |How do you determine speed? (length of stride, distance from toe to heel, and depth of toe) | |
| |How do you determine direction? (the way that the toe is pointing, and looking at the whole | |
| |pathway) | |
| |How do you determine who came 1st, 2nd, or 3rd? (by over lapping of the shoe tred) | |
| |How is this evidence going to help you in your investigation? | |
| |How will you use this evidence along with the fingerprint evidence that you found yesterday? | |
|Expectations for Learning and |They will work quietly in groups to figure out whose footprints are whose | |
|Behaviour |They will examine patterns to determine whose tred is whose, speed, and direction | |
| |Students will eliminate suspects because their footprints were not at the crime scene | |
|Advance Organizer/Agenda |Crime (new evidence found) | |
| |Review speed and direction | |
| |Instruction | |
| |Activity | |
|Transition to Body |Now that we are re-freshed on footprints we can now examine the evidence | |
|Body |Time |
|Learning Activity #1 |Instruction |10 mins |
|Teacher Notes: Assessments/ |Tell the students that the photos of the footprints will be on google classroom. There is a | |
|Differentiation |folder for “suspect’s footprints” and then a folder with “Crime Scene Footprints” In the “Crime | |
| |Scene Footprints” folder there are photos labeled “who does this belong to” those are the images | |
| |that they are supposed to match to the photos in the “Suspect’s Footprints” folder. The other | |
| |photos in “Crime Scene Footprints” are supposed to aid the student in figuring out seped of | |
| |suspects, direction of suspects, who cam first second or third, who they can eliminate, and who | |
| |they think it is. | |
| |Get them to partner off in their tables and grab a laptop for every person. This way they can | |
| |compare the print to the suspects footprints | |
| |With about 10 minutes left in class get the students to share the information that they found with| |
| |the other people in their groups so they can add information that they may not already have | |
| |They will be asked to complete the worksheet that is provided to them by answering the questions | |
| |using the photos provided on google classroom. If not they will have to complete it during recess.| |
| |The worksheets should be organized into their groups (4 per table) and then just hand them out to | |
| |each table. If not just ask a number (1-4) to come up and grab the correct number of worksheets | |
| |for the students. Then they can get started on their worksheet | |
|Learning Activity #2 |Activity |40 mins |
|Teacher Notes: Assessments/ |Students will be working in their pairs to work on the worksheet | |
|Differentiation |With about 10 mins left in class they will go over what they had found with the other pair in the | |
| |group and they can work as group for any questions that they weren’t able to answer | |
| |With about 5 minutes left in class go over the worksheet with the class and see what they have | |
| |found (consolidation) | |
| |If they finish the footprint worksheet they can finish their fingerprint worksheet (why’s and | |
| |questions part) and if they have finished that then they can read a book | |
|Closure |Time |
|Consolidation of Learning: |Go over the worksheet by asking the students who they thought whose footprints were, Did they |5 mins |
| |notice any speed changes, who came first, or changes in direction | |
| |Ask the class who they think each footprint belongs to and why | |
| |Ask them if they could eliminate anyone from the suspect list | |
| |Ask them what they still wonder about in the investigation | |
| |Get them to out their worksheet in their science duotang | |
|Feedback From Students: | | |
|Feedback To Students | | |
|Transition To Next Lesson | | |
|Sponge Activity/Activities | |
|Reflections from the lesson |I feel like this was a really good lesson |
| |I had it time managed very well. Most people finished and if they didn’t it was only like a question or 2 that they |
| |didn’t answer so they were working hard all class and very engaged. |
| |There are still coming up with all these motives on why Sheree and I committed the crime |
| |Only 2 people think it is Mr.Nish so I think it will come as a shock to them that he did it |
| |I need to keep better watch o people because Mr.Sherwood had to get mad at some students for me. I just didn’t notice|
| |that they were fooling around so it was helpful for the classroom but I should notice those things |
| |Other groups were working hard and focused for the whole class |
| |They were them told to do their fingerprints and they were done those so they will have lots of evidence for them for|
| |the police report |
| |I had to explain the instructions a few time because they weren’t sure how to use the pictures. Once I explained one |
| |on one they got it. Some were still super confused but once I worked with them again they go it. |
| |They were giving me good answers on the why’s, which is good to see. They are thinking a bit more about how things go|
| |together |
| |I thought that this might be write hard but they were good and seemed to make good connections |
| |One of my favorite and best lessons to teach. The students were working hard and listened to my instruction and |
| |finished the worksheet |
| |I think I asked good intro and ending questions. I asked a lot why and how questions and started to make them think |
| |and make connections to between the fingerprint and footprints and see the bigger picture. |
| |Their ideas of who they thought it was changed again. A lot of students think that it is me and Sheree |
| |Walked around for my assessments and I found that this worked |
| |The use of technology was nice to get them to compare the prints on the computer |
| |I should have showed them on the smartboard what I wanted thme to do (how to get to google classroom and who I wanted|
| |to go where). I used by a show of hands and it looked about half of them were on one folder and the others were on |
| |the other folder and I thought that this was good. It was an alright way to see if the students were where I wanted |
| |them to be but showing them on the screen would have been better |
| |Give thm brain breaks if there going to be working the whole class ex) water breaks, switch activity, brain break |
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