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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