Weebly



Catching The PerpetratorCI 4490Angela IsaacsBrooke SwangerJustin BiggsKendra PowersTeam ResponsibilitiesKendra Powers:?Language Arts Lesson Planning?Unit Calendar?Unit Essential Questions?Launch and Culminating ActivityAngela Isaacs:?Math Lesson Planning?Bibliography/Group Resources?Interdisciplinary Explanation?Title Page?Culminating ActivityBrooke Swanger:?Social Studies Lesson Planning?Launch Activity?Theme Approach and Reasoning?Culminating ActivityJustin Biggs:?Science Lesson Planning?Group Responsibilities?Culminating Activity?Launch ActivityTheme/Concept:“Catching the Perpetrator!”Our group decided to do this theme because we wanted to do something that was not only interesting, but essential to life. Life itself is a mystery and young adolescent students solve numerous problems in their lives on a daily basis. They are constantly making decisions that are simple and complex, and our theme allows them to gain critical decision-making skills while also teaching them about mystery and crime. This theme will intrigue students while also providing them with realistic and relevant information. Mystery and crime affect young adolescents every day, and it is important that they are able to make predictions, inferences, and conclusions about the world around them. Young adolescents watch televisions shows, read comic books, play video games, and live in communities where mystery and crime are an essential issue or theme. Mysteries and crime are part of life whether we like it or not, and it is important for educators to help students develop critical thinking skills so that they can be successful individuals in a society that is constantly being forced to “catch the perpetrator.” It is important that students understand how they can contribute to society, and how their decisions, opinions, and thoughts count whether it be in small or large issues. We thought that this subject would not only be engaging, relevant, challenging, and exploratory, but would also provide a plethora of content dealing with English Language Aarts, Social Studies, Math, and Science.Essential Questions:How are mysteries solved?Why is it important to solve mysteries?Nature of Curriculum:Interdisciplinary We chose to use the interdisciplinary model for this unit because we felt that it was important to address the same theme amongst all content areas. In each of our four content areas, we were able to cover a variety of areas and topics that fell under the massive umbrella of our theme. In each subject, activities, assignments, and projects are made with students’ needs and interests in mind. Our group wanted to provide numerous opportunities for students to understand, interpret, analyze, and critique information and material both individually and in groups. By using this theme, we were able to provide activities and lessons that are integrative, challenging, exploratory, and relevant to the individual needs and interests of our students. It was important to us as future educators that we were able to plan activities that took students out of the mindset of being in a classroom, and into the realm of “catching the perpetrator.” Students in today’s classrooms want instruction and curriculum that is designed to meet their educational needs, while also addressing issues that are relevant to their lives. By choosing an interdisciplinary model of curriculum, we were able to design curriculum and instruction that incorporated important facts and material with experiences, interests, and issues of our young students. Adolescent Issues:Our theme of “catching the perpetrator” is one that provides young adolescent students with curriculum, instruction, and activities that are instructional, educational, and entertaining. In today’s society, adolescent students are faced with a number of developmental issues. As educators, it is crucial that we gauge our students’ experiences, prior knowledge, and issues so that we can provide a classroom environment that not only teaches them educational information, but information that can be used outside of the classroom walls. Young people are forced to deal with mystery and crime in their everyday lives. Sometimes, mystery and crime can be something as small as getting lunch money stolen. However, it is important that educators also remember that students face bigger issues as well. Today’s society is plagued with death, murder, and crime no matter where students live. Young adolescents must be taught how to make reasonable and logical decisions, and they must be taught ways in which they can think for themselves. Our theme provides students with the necessary tools to be successful in a society that is surrounded by mystery and crime. “Catching the perpetrator” is a very popular theme in today’s video games, television shows, and movies even though most of the time, those sources of media are biased and misrepresent the world, people, and society. Young adolescents do not always have the ability to analyze and critique the temptations and sources of media that surround their daily lives, and it is the responsibility of today’s educators to help students gain the ability to become educated and happy citizens. Our theme of “catching the perpetrator” does all of these things while also providing information that students can use in future endeavors. Standards in English Language Arts, Mathematics, Science, and Social StudiesELA StandardsRL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text RL.7.3 Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plotRL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone RL.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others RL.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text W.7.1d Establish and maintain a formal style W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content W.7.2a Introduce a topic clearly, previewing what is to follow, organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics, (e.g. charts, tables), and multimedia when useful to aid comprehensionW.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.7.6 Use technology, including the Internet to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigationsW.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation Mathematics Standards7.EE.4 Use variables to represent qualities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities 7.SP.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 7.RP.3: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commission, fees, percent increase and decrease, percent error.7.SP.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and mon Core Mathematical Practices1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools.7. Look for and make use of structure.Science Standards7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance, and external factors to potential variation among offspring 7.P.1 Understand motion, the effects of forces on motion and the graphical representations of motion. 7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity, and magnets) 7.P.2 Understand forms of energy, energy transfer and transformation and conservation in mechanical systems. 7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans.Social Studies Standards7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialismC&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-governmental groups and religious, political factions).7.C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism).7.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies).CalendarDateTeacher/TopicIn ClassHomeworkMonday(Introduction)Angela: IntroductionBrooke: IntroductionJustin: IntroductionKendra: IntroductionAll classrooms will be participating in the introductory activity.Students will not be assigned homework.Tuesday(Day #1) Angela: “Mathematics & Forensic” Brooke: “JFK”Justin: “Crime in Scientific Way”Kendra: “Exploration of Genre” Angela: Class Discussion, Video, KWLBrooke: Quick Write, DiscussionJustin: Scientific Method Kendra: Mystery Packet, Video, QuestionsAngela: NoneBrooke: NoneJustin: Method List Kendra: Photograph and Video Clip Mystery Story Wednesday(Day #2) Angela: “Statistical Forensic Research”Brooke: “Pre-Teach Vocabulary”Justin: “Energy”Kendra: “Introduction to Sherlock Holmes” Angela: Research, Quantitative/Qualitative Brooke: Graphic OrganizerJustin: Class DiscussionKendra: Feedback Note Cards, Start “Speckled Band,” ReflectionsAngela: NoneBrooke: Finish Index Cards Justin: None Kendra: Reading Guide, Vocabulary, Math Sheet, Journal EntryThursday (Day #3) Angela: “Statistical Forensic Research”Brooke: “President is Shot”Justin: “Energy”Kendra: “Sherlock Holmes (cont.)”Angela: Research, Scatter Plots Brooke: Video, Partner Work, KWL Justin: Class Discussion Kendra: Read “Speckled Band,” Journal Entries, Video ClipAngela: NoneBrooke: NoneJustin: NoneKendra: Further Research (optional), Reading Guide, Vocabulary Friday (Day #4)Angela: “Statistical Forensic Research”Brooke: “Lee Harvey Oswald”Justin: “Forces in Motion”Kendra: “Sequence of Events”Angela: Research, Review of Increase/DecreaseBrooke: Quick Write, DiscussionJustin: Charts, Class DiscussionKendra: Sequence Activity, Class Discussion, Read “Speckled Band”Angela: None Brooke: Research Jack Ruby Justin: None Kendra: Math Sheet, Vocabulary, Reading Guide Monday(Day #5)Angela: “Statistical Forensic Research”Brooke: “Nation’s Response”Justin: “Genetics”Kendra: “Predictions”Angela: Glogster Brooke: Video, Group WorkJustin: Class DiscussionKendra: Video, Journal Entries, Read “Speckled Band,” Skit Angela: Complete PresentationBrooke: Finish SpeechesJustin: None Kendra: Read “Speckled Band,” Complete WorksheetsTuesday(Day #6)Angela: “Statistical Forensic Presentation”Brooke: “Lyndon Johnson”Justin: “Genetics”Kendra: “Closure/Theme/Characterization” Angela: Class PresentationBrooke: Presentations, VideoJustin: Class DiscussionKendra: Create Theme, Summarize, Sticky Note Activity, Character Sketch/Compare and ContrastAngela: NoneBrooke: Brief Notes Justin: Punnett SquaresKendra: Writing Activity Wednesday(Day #7)Angela: “Forensic Prediction”Brooke: “Warren Report”Justin: “Weather”Kendra: “Mystery and Crime in Today’s Society”Angela: Pre-assessment, Collect Height/Shoe SizeBrooke: Discussion, Group Work, Homework ReviewJustin: Water Cycle Kendra: Reflections, Video, Narrative, Research Angela: NoneBrooke: None Justin: NoneKendra: Research Thursday(Day #8)Angela: “Forensic Prediction”Brooke: “Conspiracies”Justin: “Weather Events”Kendra: “Local Mystery and Crime” Angela: Histogram, Mini-lessonBrooke: Computer LabJustin: Weather, PredictionsKendra: Video, Journal Writing, Class Discussion, Brochure, Concluding Paragraph Angela: None Brooke: Finish Website Justin: None Kendra: Letter Friday(Day #9)Angela: “Forensic Prediction”Brooke: “You Decide…”Justin: “Solving Crimes with Weather”Kendra: “Planning for the Future”Angela: Mini-lesson, Partner Work Brooke: Presentations Justin: Final ActivityKendra: Writing Activity, Poster, Sharing Angela: None Brooke: NoneJustin: None Kendra: None Monday(Day #10-Final Day)Angela: Final ProjectBrooke: Final ProjectJustin: Final Project Kendra: Final Project All classrooms will be participating in the final project.Students will not be assigned homework.-476250-447675Launching Activity “Catching the Perpetrator!”5162550-455295In order to fully engage and interest our students, we would first begin with a launching activity. To begin this activity, we would gauge students’ knowledge and ask them the following questions within our individual classrooms:What do you think police officers and detectives do for a living?Do you think it would be difficult to work as police officer or detective? Why or why not?How many crimes and/or mysteries do you think police officers and detectives deal with on a daily basis?What are things that you would look for if you were investigating a crime scene? What steps do you take if you need to report a missing person?After discussing answers with our students, we would then have the entire 7th-grade combine into the school auditorium for a presentation. Before this presentation, we would spend time helping students come up with creative, relevant, and meaningful questions to ask local police officers and/or detectives. Students would be told that they will have time to ask their questions during the actual presentation. During this presentation, local police officers and detectives would discuss the following: Crime Scenes/Investigations of CrimesSteps of a Crime Scene InvestigationHistory of CrimeMissing People/ChildrenLocal Crimes/Mysteries Local Organizations/Agencies After the presentation, students would then return to their classrooms and write letters to the police officer(s) and/or detective(s) that visited and presented to the entire 7th-grade. As a whole, the students will work to create one giant card to send to the entire police station that thanks them for doing their jobs. Students will be given opportunities to share personal experiences, thoughts, or opinions after the presentation. Class discussions will be encouraged before starting the actual “Catching the Perpetrator!” unit begins. Students will also be given opportunities to share their letters with their classes.*Note: A newsletter will be sent home to parents describing our new unit before the presentation is given to studentsLanguage Arts: “Catching the Perpetrator!” Kendra Powers powerskl@appstate.edu Unit Essential Questions: How are mysteries solved? Why is it important to solve mysteries?Day One: Exploration of the Mystery Genre Unit Essential Questions: How are mysteries solved? Why is it important to solve mysteries?Lesson Essential Question: What is a mystery?Topical Questions: What elements are present in a mystery story?Theme: “Catching the Perpetrator!” Topic: Exploration of the Mystery Genre Identifying Elements of the Mystery Genre 21st-Century Skills: Critical thinking and Creativity ELA/Writing Common Core Standards: RL.7.3. Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot) W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceW.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources Student Learning Goals:Determine and explore elements of literature in the mystery genreIdentify elements of mystery in a video clip Reflect on personal experiences with books, movies, games, comics, or television shows of the mystery genre Using a photograph as a starting point, write own short mystery story Materials: ReadWriteThink “Mystery Elements” Worksheet ReadWriteThink “Mystery Elements Writing Guide” Worksheet ReadWriteThink “Mystery Graphic Organizer” Worksheet ReadWriteThink “Mystery Words” Worksheet Glogster PresentationYouTube Video: “Hawaii Five-O”Crime Scene Photograph Crime Scene Video Clip Journals and Writing UtensilsSticky Notes Resources: “Mystery Elements” “Mystery Elements Writing Guide” “Mystery Graphic Organizer” Worksheet “Mystery Words” “Mystery Genre Information” Website []Crime Scene Photograph []Crime Scene Video Clip []Procedure:For this assignment, students will be introduced to the mystery genre. Before beginning the lesson plan, students will first complete a writing activity that will require them to write in their journals about what they think the word “mystery” means. Students will be given approximately five minutes to write in their journals, and then students will each be given a sticky note. On the sticky notes, students will write three words that summarize the definition of what they think “mystery” means. After each student has had approximately five minutes to complete the sticky note activity, they will then place their sticky note onto a large poster board located at the front of the classroom. There will then be a short class discussion where students will be given the opportunity to share their three words with the rest of the class, and explain why they chose their three words. Students will then be given the “Mystery Packet” which contains four worksheets from ReadWriteThink. If time allows, students will be given a laptop to explore the “Mystery Genre” Website. If time is short, the educator will show the students the website, and help them comprehend and understand the important concepts and elements. After students have explored the “Mystery Packet” and the informational website, they will be shown the following video clip from the television show “Hawaii Five-O.” Before beginning the video, the teacher will write the below questions on the whiteboard for students to see. Students will be reminded that this writing activity will be part of their exit slip for the day. at least four mystery elements that you found in the video clip.What steps did the detectives take to investigate the mystery/crime scene?How does setting, sequence of events, and plot affect this mystery? Cite specific examples from the video clip.Do you believe that the detectives took the correct steps to solving the mystery? Why or why not?What would you have done differently if you were the investigator of this crime scene?To end the class session, students will then reflect in their journals on their own personal experiences with the mystery genre. Students can discuss experiences with things such as television shows, movies, comic books, or video games. Students will be given approximately ten to fifteen minutes to reflect in their journals, and the journal entries for the day, along with the “Hawaii Five-O” questions, will be collected for exit slips. Before the class is released, students will be given the following assignment for homework. They will watch the video clip before leaving the classroom: Take a look at the below photograph and video clip. Using the resources in the “Mystery Packet,” write your own mystery story based off of the photograph and video clip! You can write in the form of a narrative, comic book strip, short story, song, or poem. Be sure to use the graphic organizers provided to you in the “Mystery Packet.” Be prepared to share your mystery story within small groups at the beginning of class tomorrow! Feel free to include appropriate illustrations within your mystery story.3258185107315Video Clip: Clip:*Note: The writing prompt, photograph, and video clip link will be posted on the classroom Wiki for students to access outside of class if needed.Assessment: Students will turn in exit slips for the day in the form of journal writings and reflection. Students’ participation in the opening sticky note activity.For the journal writing- if students answered the questions appropriately and all relevant information and/or examples were present. For the reflection- if students provided an in-depth investigation of their personal experiences with the mystery genre. For the assigned homework- if students completed the graphic organizers in either paragraph, list, or bulleted format and if students’ stories make connections between the mystery elements discussed in class; stories must revolve around the photographStudents will share their mystery story in small groups of three or four. If time allows, students will be given the opportunity to share with the entire class. Teaching Strategies:While students are writing in their journals, the educator will walk around the classroom to ensure that students are on task. During class discussion, the educator will facilitate instruction and make sure that students stay on topic and engaged in conversation. During discussions and journal writings, the educator will remain active and engaged in the classroom, helping students with questions or concerns. The educator will participate in the sticky note activity, sharing his/her response with the students. While students are posting their sticky notes, the educator will ensure that students are taking the activity seriously. The educator will also be available for students if there are problems, questions, or concerns throughout the day.The educator will prepare a mystery story to share with students so as to motivate and encourage them to share their work with others. Day Two: Introduction to Sherlock Holmes Unit Essential Questions: How are mysteries solved? Why is it important to solve mysteries?Lesson Essential Question: What are the steps to solving a mystery?Topical Questions: How does Sherlock Holmes begin to solve a mystery?Theme: “Catching the Perpetrator!” Topic: Introduction to Sherlock Holmes 21st-Century Skills: Critical Thinking, Creativity and Problem Solving ELA/Speaking and Listening Common Core Standards: SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussionRL.7.3. Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot)Mathematics Common Core Standards: 7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantitiesStudent Learning Goals:Confidently and successfully share written mystery story with peersProvide positive feedback to other peers while sharing mystery stories Identify instances within “The Adventures of the Speckled Band” where mathematical equations can be created Successfully create mathematical equations where appropriate Fill out “The Adventures of the Speckled Band” Reading Guide as the story is read Fill out “The Adventures of the Speckled Band” Vocabulary Worksheet Materials: Each student will need his/her copy of their written mystery story “Positive Feedback” Note Cards PDF Written Version of “The Adventures of the Speckled Band” Audio Version of “The Adventures of the Speckled Band” Mathematical Equations Worksheet “The Adventures of the Speckled Band” Reading Guide “The Adventures of the Speckled Band” Vocabulary Worksheet Dictionaries Writing utensils Necessary paper and/or journal paper for writingResources:PDF Written Version of “The Adventures of the Speckled Band” [Attached to end of Unit from fcit.usf.edu]Audio Version of “The Adventures of the Speckled Band” []Procedure:Students will be given approximately twelve minutes for the sharing of mystery stories in small groups of three. During this activity, each student must share his/her story with peers. Each group member will be given “Positive Feedback” note cards; there will be enough note cards for each student to record a note card for each of their peers in the group. After each group member reads his/her mystery story, the other students in the group must record at least three positive things that they liked about the story. By the end of the activity, each student will have a note card from each member of their group. The note cards, along with the mystery story, will be used as exit slips for the day.To begin the lesson, students will be given their own copy of “The Adventures of the Speckled Band” from the Sherlock Holmes collection. During this day’s lesson, students will only read to page #4 of the story. To supplement the story, the audio version of the story will be used during this lesson, and should be stopped at 12:47. This reading should take approximately fifteen minutes. After the reading has been completed, students will be given “The Adventures of the Speckled Band” Vocabulary Worksheet along with the “Mathematical Equations Sheet.” Students will be given approximately fifteen minutes to work in pairs on both of these worksheets, and they are only expected to complete Part One of the worksheets. In order to complete the vocabulary sheet, students can use the dictionary. Students can also highlight or underline on their copy of the story to assist them in completing these worksheets.To conclude the class, students will be given “The Adventures of the Speckled Band” Reading Guide. This worksheet will require students to fill out the information that they found during the reading. For homework, the students will be responsible for completing as much as the sheet as possible under the “Part One” heading. Students will also be required to complete the following activity for homework. Students will be reminded that this writing activity will be collected as an entrance slip during the next class period.In your journal, think about the reading that was completed in today’s class session. What do you think happened to Miss Stoner’s sister? Why do you think this? Do you think that Sherlock Holmes will be able to solve the mystery? Why or why not?Students will be responsible for collecting their worksheets until the end of the unit.Assessment:Students’ participation in reading mystery stories with their small groups Students’ participation in the “Positive Feedback” note cards activityStudents’ attentiveness during the reading of “The Adventures of the Speckled Band”Students will turn in their mystery stories along with the “Positive Feedback” note cards that they received during the group discussion portion of the class. As the students work in pairs, the teacher will walk around the classroom to ensure that students are on task. Students will be responsible for completing Part One of “The Adventures of the Speckled Band” Reading Guide, Mathematical Equation Worksheet, and the Vocabulary Worksheet.Teaching Strategies:During the “Positive Feedback” note card activity, the educator will rotate from group to group to ensure that students are on task, and that they are providing meaningful, positive feedback to peers. While reading “The Adventures of the Speckled Band,” the educator will walk around the room to ensure that students are paying attention to the task at hand. The educator will have his/her own copy of the story, and he/she will follow the reading with the students. As students work on the worksheets, the educator will be available for questions or concerns from students.Before allowing students to leave the classroom, the educator will make sure that students understand the worksheets, and the writing prompt that is due the next class period. Day Three: Continuation of Sherlock HolmesUnit Essential Questions: How are mysteries solved? Why is it important to solve mysteries?Lesson Essential Question: What are the steps to solving a mystery?Topical Questions: How does Sherlock Holmes begin to solve a mystery? How does Miss Stoner’s relationship with her sister impact the mystery?Theme: “Catching the Perpetrator!” Topic: Continuation of Sherlock Holmes 21st-Century Skills: Critical Thinking and Problem Solving ELA/Writing Common Core Standards: W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.Science Essential Standards: 7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance, and external factors to potential variation among offspring Student Learning Goals:Use knowledge of cellular reproduction to determine if it was really possible for Miss Stoner and her sister’s souls to be connected because they were twins. Successfully draw on prior knowledge and ability to predict in order to answer journal entry questions.Materials:PDF Written Version of “The Adventures of the Speckled Band”National Geographic Video Clip on Twins“The Adventures of the Speckled Band” Vocabulary Worksheet“The Adventures of the Speckled Band” Reading Guide Journal and writing utensils Resources:PDF Written Version of “The Adventures of the Speckled Band” [Attached to end of Unit from fcit.usf.edu]]National Geographic Video Clip on Twins []Procedure:Students’ journal writing homework from the previous class period will be collected as an entrance slip. To begin the lesson, there will be a quick five minute class discussion where students recap what they read the previous class period. During this discussion, students will be able to share any questions or concerns that they have. Students can also ask questions pertaining to the worksheets that they are completing as they read the story. Picking up on page #5, students will take turns volunteering to read “The Adventures of the Speckled Band.” If students do not want to read, the teacher will read. This reading should take approximately twenty to twenty five minutes, stopping on page #8. In a journal entry, students will be asked to answer the following questions. They will be given approximately ten minutes to answer the questions. Students’ answers will be collected as an exit slip.Has your prediction of what happened to Miss Stoner changed? If so, how? What do you think the mysterious whistling sound is?Based on what you know of Dr. Roylott, what kind of man do you think he is? Use specific details to support your answer.Why do you think Dr. Roylott has animals on his plantation? Do you think gypsies are responsible for the mystery? Why or why not?Students will then be shown the following video clip from National Geographic. Before viewing the film, the students will be asked the following question. Students will be told that this journal writing activity will be collected the following class period as an entrance slip.On page #4, Miss Stoner makes the claim that her and her sister’s souls were connected before her sister died. Based on your prior knowledge and experiences, and on the National Geographic video, do you think this is a true statement? Why or why not? will be given the option of researching further outside of class. If students do complete further research, they will be given an exemption from the next class period’s exit slip. For homework, the students must complete the Part Two section of “The Adventures of the Speckled Band” Vocabulary Sheet for this reading. Students must also work on Part Two the “The Adventures of the Speckled Band” Reading Guide.*Note: The National Geographic video clip and the writing prompt will be posted on the classroom Wiki for students to access outside of class if needed.Assessment:Students’ journal entries from the previous class period will be collected as an entrance slip. Students’ participation in beginning class discussion. Students’ participation in reading “The Adventures of the Speckled Band” during the class period. Students’ reading response writing activity for the day will be collected as an exit slip. Students’ participation in watching the National Geographic video clip.Students’ further research of the National Geographic video clip. [If applicable] Students’ journal entries will be collected the next class period as an entrance slip. Students’ completion of Part Two of the Vocabulary Sheet and Reading Guide.Teaching Strategies:During the beginning classroom discussion, the educator will be actively involved with the discussion. The educator will facilitate the discussion, and make sure that students are on task and discussing relevant questions, concerns, or information from the reading and/or activities. The educator will read “The Adventures of the Speckled Band” to the students with enthusiasm. The educator will encourage and motivate students to read as the lesson plan progresses.While students are writing, the educator will walk around the room to ensure that students are on task and that they are writing on the questions given. During the video clip, the educator will stand in a central location in the classroom to ensure students’ participation and focus on the video clip. In order to help students outside of class, the educator will post needed links and/or information on the classroom Wiki page. Day Four: Continuation of Sherlock Holmes (Sequence of Events)Unit Essential Questions: How are mysteries solved? Why is it important to solve mysteries?Lesson Essential Question: What are the steps to solving a mystery?Topical Questions: What steps has Sherlock Holmes taken to solve the mystery?Theme: “Catching the Perpetrator!” Topic: Continuation of Sherlock Holmes (Sequence of Events)21st-Century Skills: Critical Thinking, Collaboration, and Problem Solving ELA Common Core Standards:RL.7.3 Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot) RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Mathematics Common Core Standards:7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantitiesStudent Learning Goals:Successfully determine how sequence of events contributes to a mysterySuccessfully identify the important of sequence of events Materials:PDF Written Version of “The Adventures of the Speckled Band”Audio Version of “The Adventures of the Speckled Band” “Sequence of Events” Worksheet Resources:PDF Written Version of “The Adventures of the Speckled Band” [Attached to end of Unit from fcit.usf.edu]Audio Version of “The Adventures of the Speckled Band” []“Sequence of Events” Worksheet []Procedure: Students will turn in their journal writing/short research project journal entries from the previous class period as an entrance slip. Students will then draw slips of paper out of a hat with one of the following activities listed. Some students may receive the same slip of paper. It is the students’ responsibility to discover if they have a partner. On the board, the teacher will write “My Morning Routine!”*Note: This activity is intended for 20 students. If there are more or less students in a classroom, the activity can be modified.Wake up in the morning Turn alarm clock off Shuffle out of bed Walk to the kitchen Find a cereal bowl in the cabinet Choose cereal to eat Find a spoon in the drawer Pour cereal in the bowl Open refrigerator to grab the milkPour milk in the cereal bowl Place milk back in the refrigerator Sit at table Eat cereal while watching cartoons Place cereal bowl in kitchen sinkWalk to the restroomBrush hair Find toothbrush and toothpaste Brush teeth Walk to bedroom Find outfit for the dayAfter receiving their piece of paper, students must talk amongst themselves and figure out the sequence of events. Students will form a line that represents the sequence of events and/or timeline of events. In order to ensure accuracy, each student will read their piece of paper out loud, beginning with the first student, to make sure their sequencing is correct. If the sequencing is incorrect, students must work together to find a new sequence. This activity should take approximately ten to fifteen minutes.When students have completed the activity, there will then be a short class discussion on the importance of sequence of events. After a brief recap of what was read the previous class periods, students will then begin reading “The Adventures of the Speckled Band” starting on page #9. In order to supplement reading, the audio version of the story will be used, and should be stopped at 37:38. Students will stop reading at the end of page #13. The reading for this lesson should take approximately twenty to twenty-five minutes. After reading, students will be separated into small groups to complete the “Sequence of Events” worksheet. Students will be given until the end of class to complete the worksheet. If students did not receive an exemption from the exit pass in the last class period, they must turn their completed worksheet in for an exit slip. If students did not complete the worksheet, time will be allotted for completion during the next class period. Students who are exempt from the exit pass may still turn in their worksheet if they would like.During the small group work, students will also be responsible for completing the problem(s) on the “Mathematical Equations” worksheet that apply to the day’s reading.Students will be reminded of the fact that they are responsible for completing Part Three of the “The Adventures of the Speckled Band” Vocabulary Worksheet and “The Adventures of the Speckled Band” Reading Guide.Assessment:Students’ participation in the sequencing of events activity Students’ participation during class discussion/recap activity Students’ attentiveness while reading and listening to “The Adventures of the Speckled Band”Students’ contributions during small group work Students’ completion of “Sequence of Events” worksheet [If applicable]Students’ completion of Part Three of “The Adventures of the Speckled Band” Vocabulary Worksheet and “The Adventures of the Speckled Band” Reading guide Teaching Strategies:While students are participating in the “Sequence of Events” activity, the educator will provide scaffolding and answer questions as needed. The educator will actively participate and contribute to classroom discussion. While students are reading “The Adventures of the Speckled Band,” the educator will circle the room to ensure that students are on task. During this time, the educator will also assess if students are benefiting from the audio version of the text. During group work, the educator will rotate from group to group to answer questions and to ensure that students are participating and contributing to the task at hand.Day Five: Continuation of Sherlock Holmes (Predictions)Unit Essential Questions: How are mysteries solved? Why is it important to solve mysteries?Lesson Essential Question: How can predictions change how we view a mystery?Topical Questions: What predictions can be made about how the mystery ends? What predictions do Sherlock Holmes and Watson have concerning the mystery?Theme: “Catching the Perpetrator!” Topic: Continuation of Sherlock Holmes (Sequence of Events)21st-Century Skills: Critical Thinking, Collaboration, and CommunicationELA Common Core Standards:RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.Science Essential Standards:7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity, and magnets) Student Learning Goals:Make inferences and predictions based on the text Make inferences and predictions based on the video clipUnderstand the connection between predictions and outcomesWork within a small group to create and present a short skit based off of group predictions.Materials: PDF Written Version of “The Adventures of the Speckled Band”Journal and Writing Utensils “Best Idea Ever” YouTube Video Clip Resources:PDF Written Version of “The Adventures of the Speckled Band” [Attached to end of Unit from fcit.usf.edu]]“Best Idea Ever” YouTube Video Clip []Procedure:To begin instruction, students will watch the following YouTube video clip. The video clip must be stopped at 1:46/2:04. After viewing the short clip, students will respond to the following question in their journals. Allow approximately five minutes for journal writing.Make a prediction on what you think happened to the man in the video when he tried to fly. Why do you think the apples fell from the free? Why do you think the pie fell off the table? What forces contributed to the pie falling?After a brief survey and discussion of answers, continue playing the last few seconds of the video clip. After viewing the clip, have students respond to the following question in their journals. Allow approximately five minutes for journal writing.How was your prediction similar to or different than what really happened in the video clip? Why could the man not fly like the bird?Students will be reminded that their journal entries for the day will serve as an exit slip for the day’s class period.Before resuming “The Adventures of the Speckled Band,” students will write in their journals their predictions as to what happened to Miss Stoner’s sister based on the text. Students must cite specific examples from the text to support their answer. Students will be given five minutes for journal writing. Students will resume reading “The Adventures of the Speckled Band,” starting on page #13. Students and the teacher will take turns reading the text, stopping at page #16. Students will be advised to not continue reading.In groups of three or four, students will compose a skit based off of what they think Watson and Sherlock Holmes see in the bedroom at the end of page #16. Students will be given approximately ten minutes to compose their skit, and then they must share with the class. For homework, students will read the remainder, pages #14-#18, of “The Adventures of the Speckled Band.” Students will be required to complete Part Four of the Vocabulary Worksheet, and “The Adventures of the Speckled Band” Reading Guide. All of the worksheets will be collected the next class period by the educator. Assessment:Students will complete a variety of journal entries on topics presented by the educator. These journal entries will be used as exit slips for the class period. Students’ participation during reading “The Adventures of the Speckled Band.”Students’ participation in class discussion. Students’ active participation in the creation and execution of a skit.Students’ completion of “The Adventures of the Speckled Band” Vocabulary Worksheet, “Mathematics Equation” Worksheet, and “The Adventures of the Speckled Band” Reading Guide. Teaching Strategies:The educator will make sure that the beginning video clip is started and stopped at the appropriate time. While students are watching the video clip, the educator will stand in a central part of the classroom to ensure that students are focused on the clip. While students are reflecting in their journals, the educator will circle the room to ensure that students understand the activity at hand. While reading “The Adventures of the Speckled Band,” the educator will serve as a reader and/or source of motivation for students. The educator will encourage students to read during the reading portion of the class period. As students work to plan and execute their skits, the educator will be available to answer questions, and to provide needed materials. While students are performing their skits, the educator will encourage an environment of comfort and security by being actively involved in the planning and executing processes. The educator will provide assistance to students as they work to complete their worksheets and activities. Day Six: Completion of Sherlock Holmes (Closure/Theme/Characterization)Unit Essential Questions: How are mysteries solved? Why is it important to solve mysteries?Lesson Essential Question: Does solving a mystery and/or crime provide closure to those involved? What is a theme?Topical Questions: Did Miss Stoner receive the information she needed to move on with her life? What is the theme of “The Adventures of the Speckled Band? Theme: “Catching the Perpetrator!” Topic: Completion of Sherlock Holmes (Closure/Theme/Characterization)21st-Century Skills: Critical Thinking and Creativity ELA Common Core Standards: RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text RL.7.3 Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot)Student Learning Goals:Create a personalized theme for “The Adventures of the Speckled Band”Provide a detailed summary of “The Adventures of the Speckled Band” Compare and contrast two characters from the textProvide a detailed picture of two characters from the text Successfully identify how the two characters contributed to the mystery of the text.Successfully identify and analyze how the mystery genre was portrayed in “The Adventures of the Speckled Band” using prior knowledge, reading materials, and worksheets Materials:Sticky notes of various colors Markers, crayons, and/or pencils of various colors Journal and writing Utensils “Compare and Contrast” Worksheet “The Adventures of the Speckled Band” Mystery Ingredients Checklist Individual whiteboards for each studentResources:“Compare and Contrast” Worksheet []“The Adventures of the Speckled Band” Mystery Ingredients Checklist []Procedure:As students arrive, they will be handed a sticky note. Students will be told to place their sticky note on their desks until further instruction. After every student has arrived and is settled, students will then be asked to brainstorm about what they think “theme” means. After allowing five minutes, students will then be instructed to write their thoughts, opinions, and ideas concerning theme on individual whiteboards that will be handed out by the educator. After allowing five to ten minutes for this activity, the educator will then ask each student to share what he/she wrote on their whiteboard. . Students will use their sticky notes to write down what they think the theme of “The Adventures of the Speckled Band” would be. Each student will post his/her sticky note on a large poster board in front of the classroom that is labeled “theme.” Students will be given another sticky note in which they summarize the story of “The Adventures of the Speckled Band.” Students will post the summary sticky note on a large poster board titled “summary.” This writing activity should take no longer than approximately ten minutes. To conclude the students’ work on “The Adventures of the Speckled Band,” students will complete a “Compare and Contrast” worksheet where they compare and contrast two different characters from the text. On the back of the worksheet, students must then draw what they think both characters would look like. Students must also write one paragraph that describes how the characters contributed to the mystery of the story. After allowing fifteen minutes for students to begin this exercise, advise students that this assignment will be completed for homework. To conclude the class, students will be given the following writing prompt that will be taken up as an exit slip. Sherlock Holmes is a famous detective; “The Adventures of the Speckled Band” is an excellent example of how he works to solve crimes and mysteries. Pretend that you are Sherlock Holmes’ partner. What do you think he should have done differently in this story? What would you have done to solve the mystery for Miss Stoner? Assessment:Students’ participation in class discussion and in the whiteboard activityStudents’ participation in the sticky note activity Students’ attentiveness during the Prezi presentation Students’ completion of the “Compare and Contrast” worksheetStudents’ completion of the writing prompt which will function as an exit slip for the class period Teaching Strategies:The educator will provide students with the needed materials for the day’s lesson plan activities and procedures. The educator will help to scaffold students’ comprehension and learning of complex concepts, ideas, and terms. While students are working individually, the educator will be available to answer questions. As the students work to complete worksheets and assignments, the educator will be available to provide assistance as needed. Before students leave the classroom, the educator will make sure that all students understand what they are learning. Day Seven: Mystery and Crime in Today’s Society (Missing Children)Unit Essential Questions: How are mysteries solved? Why is it important to solve mysteries?Lesson Essential Question: How does mystery and crime affect a neighborhood?Topical Questions: What do you do if someone goes missing? How many American children went missing in 2012? 2011? 2010? Theme: “Catching the Perpetrator!” Topic: Mystery and Crime in Today’s Society (Missing Children) 21st-Century Skills: Critical Thinking, Problem Solving, and Creativity ELA/Writing Common Core Standards: RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of othersRI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequencesW.7.4 Produce a clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigationW.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and researchSocial Studies Essential Standards:7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time Student Learning Goals:Successfully complete a narrative written from the perspective of a missing child Engage in meaningful and relevant research on a chosen missing child Use research to create a diary entry, song, poem, or blog entry from the perspective of a chosen missing child Engage in meaningful and relevant research on local missing children agencies and organizations Materials:Laptop, iPad, or other means of accessing the Internet Missing Children Website (Discovery ID) Various online research sites for missing children information Writing Paper and UtensilsMediums for writing (Paper, computer) Picture of lost child YouTube video clip of busy city soundsResources:Missing Children Website []Various online research sites for missing children information Picture of lost child []YouTube video clip of busy city sounds []Procedure: To begin this lesson plan, students will reflect on how the mystery of “The Adventures of the Speckled Band” can relate to mystery and/or crime in today’s society. Students will be given approximately five minutes to brainstorm, and then a brief class discussion will occur where students can share their ideas, thoughts, and opinions with the class. The educator will play the YouTube video clip of busy city sounds, and then ask the students to close their eyes and listen to the sounds that are being played throughout the classroom. Students will be asked to do the following: Close your eyes and listen to the sounds being played throughout the classroom. What do you hear? What do you smell? What do you see? What do you feel? Where are you?After allowing three minutes for students to imagine, they will be asked to open their eyes and look at the below picture. Students will then be asked to write a quick narrative based on the picture. Students can choose any perspective that they want; that of the child, the sidewalk, or that of a passerby. Students must answer the questions that they were originally asked to think about while listening to the city sounds. If it is helpful to the students, the educator can continue to play the sound clip while students are writing. Students should be given approximately fifteen minutes to write their narrative. When fifteen minutes have passed, students will then be given the opportunity to share their narratives with the class. After allowing up to ten minutes of sharing time, students will then be given the following assignment to begin:Select and research a missing child on the Discovery ID website []Research the background information on your chosen missing child Research, examine, and provide examples of newspaper or magazine articles that were written to discuss the missing child Analyze word choice and point of view in the newspaper or magazine articles Research, examine, analyze, and provide examples of news broadcastings that discuss the child’s disappearance After you have completed all of your research, write a diary entry, song, poem, or blog entry from your chosen child’s point of view. In your writing, you must include the following information:Basic Information (Age, date of birth, physical characteristics, hometown, brothers/sisters, parents, etc) Story of child’s disappearance Efforts that were made/are being made to find the missing child Possible theories and/or ideas as to what happened to the missing child Students will be given the option of turning the writing assignment in as an exit slip. If students prefer to keep their writing to themselves, they must at least show the teacher that they completed the assignment. Students will be given class time to complete this assignment. If they cannot complete the assignment in class, they can take the assignment home for homework. If students need extra assistance and/or time, they will be given extra time the proceeding class period.For homework, students can research online, in newspapers, phonebooks, and/or magazines for local missing children programs and agencies. Students must record the information that is found and bring it to the next class period. This writing assignment will count as an entrance slip. Assessment:Students will be formatively assessed on the following:-Participation in brainstorming activity -Participation in class discussion-Quick narrative activity -Sharing of the quick narrative activity -Research conducted about local missing children programs and agencies Students will be formatively assessed on the following: -The depth of research conducted on the missing child -The sincere attempt to complete a diary entry, song, poem, or blog entry from the perspective of the missing child-The inclusion of researched information into the diary entry, song, poem, or blog entry Teaching Strategies:As the students research missing children, the educator will be available to provide instructional and emotional support for the students. The educator will provide students with the necessary photographs and video clips to supplement instruction and comprehension. While students work on their research on computers or iPads, the educator will monitor students’ activities and make sure that relevant research is being conducted by all students. The educator will circle the room to monitor students’ comprehension and progress. Occasionally, the educator will ask students if they have any concerns or questions about the assignment. Day Eight: Local Mystery and Crime (Missing Children)Unit Essential Questions: How are mysteries solved? Why is it important to solve mysteries?Lesson Essential Question: Is it possible to always solve a mystery or crime?Topical Questions: How many children have gone missing in your town? Theme: “Catching the Perpetrator!” Topic: Local Mystery and Crime (Missing Children)21st-Century Skills: Critical Thinking, Problem Solving, and Creativity ELA Common Core Standards: W.7.1d Establish and maintain a formal style W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aid comprehension W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented Social Studies Essential Standards:7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time Student Learning Goals:Build off of previous knowledge and experiences of local missing children organizations and agencies Create a brochure to raise awareness of missing children in local area or communityWrite a letter to a missing children organization and/or agency in your local community/area voicing your opinion on their organization Create a chart or graph that shows the number of missing children over the past ten years in particular communities, counties, or neighborhoods Materials:Laptop, iPad, or other means of accessing the Internet Paper or computer program for creating a brochure Letter writing template Various research websites for informationBrochure rubric Letter rubric Resources:Letter writing template []Various research websites for information Website on local missing children []Brochure rubric [Texas Education Agency]Letter rubric [Rubistar]Procedure: As students come to the classroom, they will hand in their research on local missing children organizations and agencies as an entrance slip. Once students are settled, they will then be shown the following YouTube video: students have watched the video, they will reflect on the following prompt in their journals. Students will be given approximately eight minutes for journal writing.Do you think that there are any missing children in your local community and/or neighborhood? Do you know of any missing children? How would you want to help find missing children? What steps would you take? After students have written in their journals, there will be a brief class discussion on the students’ answers to the journal prompt. After discussion, students will be given the following assignment:You have discovered that there has been a recent increase in the missing children population in your local town, neighborhood, or community. In an attempt to raise awareness for these missing children, you have decided to create a brochure to hand out at your school’s football game at the end of the week. It is up to you what you include in your brochure, but be sure that you include statistics, facts, examples of missing children, possible solutions, and a help list for parents who have a missing child. You must also include hotlines, websites, and additional resources to help locate or deal with missing children. Within your brochure, you must include a graph that reflects the missing children population in your local town, neighborhood, or community. You cannot copy and paste a graph or chart from an online source. You are required to use your previous knowledge and research to create this graph or chart. Feel free to include appropriate graphics in your brochure. In addition, students will be given this assignment to accompany the brochure:Congratulations! Your brochure has been chosen by the community to be featured on the local news! In order to appear on the news, you must prepare a concluding statement that summarizes your research findings, and your thoughts, feelings, or experiences while preparing your brochure. In your concluding statement, you must also include your ideas for “catching perpetrators.” You must describe your ideas on how to prevent the population of missing children from increasing again.For homework, you must write a letter to a local missing children organization or agency, asking them to hand out your brochure at their business site. A letter template has been provided for you to use to complete this letter. Be sure to use correct format, punctuation, spelling, and grammar!Students will be assessed on their brochure and letter by using the rubrics that are attached to this unit. Rubrics will be provided to students before beginning the lesson plan activities. Assessment:Students will be formatively assessed on the following:-Journal writing activity-Participation in classroom discussion Students will be summatively assessed on the following:-Genuine participation in research-Creation of brochure with relevant and accurate research and required information (rubric)-Creation of a concluding statement that summarizes research findings -Creation of a concluding statement that summarizes students’ thoughts, feelings, and/or experiences while preparing the brochure -Creation of a letter with correct format, punctuation, spelling, and grammar Teaching Strategies:During the class discussion, the educator will be an active participant in the discussion. The educator will facilitate the discussion and ensure that students are on topic. The educator will provide the necessary materials for students as they work on activities and writing prompts. The educator will consistently walk around the classroom to ensure that students are participating in the research and task at hand. While students are working on their projects, the educator will check on students’ progress, and make sure that all questions are answered. The educator will be an active learner in the classroom, and will work to complete his/her own brochure to share with the students. The educator will write a sample letter and share it with students so as to provide a model for the writing style. Day Nine: Planning for the Future (Catching the Perpetrator!)Unit Essential Questions: How are mysteries solved? Why is it important to solve mysteries?Lesson Essential Question: Will there ever be a society without mystery or crime?Topical Questions: What are your solutions for catching the perpetrator?Theme: “Catching the Perpetrator!” Topic: Planning for the Future (Catching the Perpetrator!)21st-Century Skills: Critical Thinking, Problem Solving, and Creativity ELA Common Core Standards: W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience Student Learning Goals:Reflect on the information that has been learned throughout this unit Create a piece of writing that portrays feelings, thoughts, and opinions towards mystery/crime Provide a poster for a fundraiser to help assist local missing children organizations and/or agencies raise money for future searches and expenses Materials:Poster paper/Construction paper Various colors of pens, markers, crayons, and/or pencils Journal and writing utensils Sample fundraising poster Resources:Sample fundraising poster []Procedure:Students will be given the following writing prompt. Students will be given approximately fifteen minutes to write in their journals. Students will be reminded that this writing activity will be taken up as an exit slip. Think back to all of the new information that you have learned on mystery and crime. We first studied Sherlock Holmes, and then we moved to missing children mysteries on both a country and local level. How are Sherlock Holmes and the missing children mysteries similar? Overall, what have you learned during this “Catching the Perpetrator” unit plan? What activities did you particularly enjoy? Were they things that you did not enjoy? If so, explain. Do you feel as though you understand the mystery genre? If not, what questions do you still have?After allowing time for the students to write, they will then be given the following assignment. You have been given the responsibility by your community to create, organize, and execute a fundraiser for your local missing children organization/agency. In order for the organization/agency to continue searching for children, they need your help! Using the example below as a guide, create a poster for a fundraiser that you would do to help your local organization/agency. Be prepared to share your work with the class! Students will be given twenty minutes to complete their posters. After everyone has finished their work, everyone, including the educator, will share his/her posters with the class. Before leaving, students will turn in their journal writing to count as an exit slip. Assessment:Students will be formatively assessed on the following:-Participation in journal writing activity -Students’ participation in sharing poster with entire class Students will be summatively assessed on the following:-Students’ creation of a fundraising poster -Students’ depth of understanding and knowledge of the mystery/crime genre and unit theme -Students’ comprehension of unit activities -Students’ comprehension of major themes, elements, and ideas pertaining to the mystery genre/unit theme Teaching Strategies:While students are responding to writing prompts, the educator will walk around the room to ensure that students are on task. The educator will show the given example of a fundraising poster, as well as a personally created example, so as to provide a model for the students. While students are working individually on posters, the educator will ensure that students have the needed materials. The educator will allow students to talk with a partner, but the educator must make sure that the noise level remains at a decent level. The educator will monitor students’ progress, and ensure that students’ questions are answered. The educator will motivate and encourage students to share their work by sharing his/her own fundraising poster with students. Day Ten: Final Activity!Student Learning Goals:Successfully connect all material and information learned throughout the unitActively engage in the final learning activityShare ideas, opinions, and thoughts with a partner Successfully complete the sticky note activity with meaningful, thoughtful answersThe next class period, after the final activity, the students will be asked to engage in the following activity:Think back to the introductory and final activity of this unit. In a 2-3 page reflection, answer the following questions:Overall, what have you learned during this unit?How does mystery/crime change or impact writing?How does mystery/crime affect individuals or communities?Based on the knowledge that you have gained, do you view the jobs of law enforcement officers any differently? Why or why not?Do you feel comfortable writing your own mystery/crime story? Why or why not?How does mystery/crime affect you in your everyday life? Does mystery/crime affect your local community? If so, in what ways? What ways would you work to prevent the mystery/crime? Do you think mystery/crime can ever be genuinely prevented? Why or why not?After students have been given thirty to thirty-five minutes for reflection, the students will then pair up with a partner. Students will use this time to share ideas, opinions, and thoughts with their partner. Before the end of class, students will be given a sticky note that will function as an exit slip. On the sticky note, students must write at least one positive thing that they learned during this unit. All of the sticky notes will be posted on a bulletin board in the classroom. Assessment:Students’ completion of the writing prompt with thoughtful, relevant, and meaningful answers Students’ participation in sharing thoughts, ideas, and opinions with a partner Students’ participation in the sticky note activity with thoughtful, relevant answers Teaching Strategies:During the final activity, the educator will be actively involved with the students. While writing, the educator will be available for questions or concerns. During partner sharing time, the educator will travel from group to group to gauge students’ comprehension and knowledge. The educator will also use this time to ensure that students are on task. Name __________Date ___________Mathematical Equation Sheet During your reading of “The Adventures of the Speckled Band,” you should find several instances where inequalities can be used to represent information. In the following exercises, the mathematical problems are divided into separate parts. As you read the story, complete the problems under each part. Be sure to define a variable and illustrate the inequality accordingly. Part One:1. On page #2: “The left arm of your jacket is spattered with mud in no less than seven places.” 876300280035002. On page #2: “I started from home before six, reached Leatherhead at twenty past, and came in by the first rain to Waterloo.” Represent the times. 87630028257500876300615950003. On page #3: “She had a considerable sum of money- not less than 1,000 pounds a year…” 87630033274000Part Three:4. On page #9: “The total income, which at the time of the wife’s death was little short of 1100 pounds, is now not more than 750 pounds.” 8763005905500Name: ________Date: _________“The Adventures of the Speckled Band” Reading Guide Part One:1. Who is Mrs. Hudson? What is her function within the story?2. Describe the physical appearance of Miss Stoner. 3. Describe the lifestyle of Dr. Roylott. How does this lifestyle foreshadow future events?4. Why did Miss Stoner come to see Sherlock Holmes?Part Two: 5. What happened to Miss Stoner’s sister?6. Why do you think the doctor kept a cheetah and baboon as pets?7. Describe the physical appearance of Dr. Roylott. 8. Describe the process that Sherlock Holmes has taken thus far to solving the mystery of Miss Stoner’s sister’s death. Part Three: 9. How does Dr. Roylott describe Sherlock Holmes? Is this an accurate description? Why or why not?10. What does Sherlock Holmes do before visiting Dr. Roylott’s house? Why is this important to the investigation?11. How is Dr. Roylott’s house described? What does Sherlock Holmes do while visiting the house? Do you think he has solved the mystery?12. What do you think the bell-rope and ventilators serve in solving the mystery?Part Four:13. What directions are given to Miss Stoner? Why is it important that she follow the directions?14. Describe Watson and Sherlock Holmes’ experience in Dr. Roylott’s house. How did they work to solve the mystery?15. What was the “speckled band?” Why is it given such a unique name?16. How did the “speckled band” contribute to the mystery?17. What was Sherlock Holmes’ conclusion about the mystery? 18. Do you think Sherlock Holmes should feel responsible for Dr. Roylott’s death? Why or why not? Name: ___________Date: ____________“The Adventures of the Speckled Band” Vocabulary For the following vocabulary words, provide the definition. As you read, you can choose from the following activities. However, you must complete the definition and one activity for each word!-Drawing of the vocabulary word-Sentence using the vocabulary word-Sentence explaining the significance of the word to the story-Sentence explaining how the word connects to mystery and/or crime Part One:1. Investigation2. Agitation3. Suspicion4. Ferocious 5. Gypsy Part Two:6. Misfortune7. Convulsed8. Speckled9. Sinister10. Amiable11. MotivePart Three:12. Acquaintance13. Examination14. VentilatorPart Four:15. Tangible16. Criminal17. Somber18. Distorted19. Vigil20. Narrative21. Conclusion22. Proof Character Comparison Graphic OrganizerWorksheet This worksheet is in the form of a PDF file that cannot be copy/pasted. The link to this worksheet is below. For my English Language Arts assignment, I only used the Venn Diagram and the Checklist pages. of Events Graphic Organizer Worksheet This worksheet is in the form of a PDF file that cannot be copy/pasted. The link to this worksheet is below. “Mystery Packet”Worksheets These worksheets are in the form of a PDF file that cannot be copy/pasted. The links to the worksheets are below. “Mystery Elements Writing Guide” Worksheet: “Mystery Graphic Organizer” Worksheet: “Mystery Words” Worksheet: “Mystery Words” Worksheet: “Mystery Genre Information” Worksheet:“Mystery Ingredients Checklist” Worksheet:“The Adventures of the Speckled Band” Story Due to the large size of this story, and to the fact that I use the PDF version and the audio version of the story, I have provided the link below:“Letter Writing Template” Worksheet This worksheet is in the form of a PDF file that cannot be copy/pasted. The link to this worksheet is below. Texas Education Rubric: Brochure Project Rubric: Letter Rubric StudiesTo Catch a Perpetrator…Lesson plans on the J.F.K. Assassination7th grade, Social StudiesUnit essential Questions: How are mysteries solved? Why is it important to solve mysteries? (used throughout the lessons)Miss Brooke SwangerDAY ONE: John Fitzgerald KennedyGoals/Objectives:Students will understand who John F. Kennedy was.Students will learn more about J.F.K, as a President.Students will understand what J.F.K’s programs were as President.21st Century Skills: Communication skillsEssential Standards:7.E.1.3Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies).7.C&G.1.1Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism).Topical Questions: When was J.F.K president?What programs did J.F.K establish as President?What have you heard about J.F.K?Materials:ComputerPowerPoint (Slides 1-3)ProjectorHistory journalsProcedures:-Romance: Start off the class with an open discussion. What do the students already know about John F. Kennedy? Have the students make a KWL chart on their own paper. Tell students to fill it out about J.F.K. Give students about four-five minutes to do this. After this come together and have some students share what they put for each category. Ask students: What do you all know about J.F.K? What do you want to know about J.F.K? Take up the sheets and keep them until the next class. You will pass it out again and students will fill out what they learn and turn it in later. -Precision: John F. Kennedy beat Richard M. Nixon in the election of 1960 for President. The cold war is happening while Kennedy is elected and programs are established immediately. Kennedy established a “flexible response” defense policy, the Peace Corps, and the alliance for progress. Meanwhile the Cuban missile crisis and the Berlin crisis are concurrently happening. Kennedy also started his “New Frontier.” This term described Kennedy’s proposals to improve the economy, education, healthcare, and civil rights. He wanted to start the space program. Kennedy was very passive about civil rights, he knew he had barely won the election and didn’t want to make any white southern conservatives. Because of this, he was very passive when it came to the topic. -Generalization: Armed with the information they just learned, have students complete a Quick Write. Students will defend or argue how Kennedy approached Civil Rights. Students should write an argumentative paper where they side with how he handled it, or argue that he should have done something differently. Give students 15 minutes. Have students turn in as an exit slip.Teaching Strategies: Romance, Precision, GeneralizationOpen class discussionKWL sheetQuick Write-JournalingAssessment: Formative: Students will be assessed as the teacher walks around and checks in with them as they work on activities. Summative: Students will turn in their quick write to the teacher at the end of class to be looked at for completion. DAY TWO: Background info and vocabularyGoal Objectives:Students will learn key vocabulary valuable to the unit.21st Century Skills: Communication skillsEssential Standards:7.H.1.1Construct charts, graphs, and historical narratives to explain particular events or issues over ical Questions:Why are these vocabulary words important to this topic?In your opinion, what is the difference between a suspect and a perpetrator?How do illustrations help us remember words?Materials:Computer (Slides 4-5)PowerPointProjector 7 large index cards per studentMarkers, colored pencilsHandout of vocabulary words to give to studentsProcedures: Precision:Vocabulary words:Assassination: to kill suddenly or secretively, especially a politically prominent person; murder premeditatedly and treacherously.Assassin: a murderer, especially one who kills a politically prominent person for fanatical or monetary reasons.Suspect: a person who is suspected, especially one suspected of a crime, offense, or the like.Conspiracy: an evil, unlawful, treacherous, or surreptitious plan formulated in secret by two or more persons; plot.Patsy: A person easily taken advantage of, cheated, blamed, or ridiculedWarren Report: government’s much disputed conclusion that President Kennedy’s assassin acted alone.Perpetrator: To be responsible for; commit: perpetrate a crime; perpetrate a practical joke.Teach the students the vocabulary words by simply introducing the words and then asking if anyone knows what they mean, one at a time. If students have heard them, ask where they heard them or saw them. Have them share with the class. Then give students a typed out list of the words and the definition as a personal resource. -Generalization: In order to remember AND understand the words, students will make About the Word charts. For each word students will fill in the definition, synonyms of the word, examples utilizing the word, and what the word looks like to you visually. Students will put each chart on an index card and will personalize each chart with different colors and more.Example: AssassinationDefinition:Synonyms:to kill suddenly or secretively, especially a politically prominent person; murder premeditatedly and treacherously.A killing, a murder, an intentional deathExamples:Looks like:The Assassination of John F. Kennedy was never unanimously solved.Abraham Lincoln was assassinated while he was President in 1865.Students should do the example with the teacher after learning the words. Then give them 10-15 minutes (the remainder of class) to work on their own. Homework: students must complete the remainder of cards and bring them to class the next day to turn in.Teaching Strategies: Romance, Precision, GeneralizationPre-teach vocabulary buildingGraphic organizerAssessment: Formative: Students will be assessed when they provide feedback on the vocabulary they are familiar with. Teacher will also walk around, comment, and make suggestions for student’s cards. They should check in with what students are writing.Summative: Students will be turning in their cards (to be checked for completion and relevance) and then given back ASAP so they can keep them as a reference.DAY THREE: The President is shot!Goal Objectives:Students will be able to make inferences and predictions.Students can see how media portrays news.21st Century Skills: Information Media LiteracyTechnological LiteracyEssential Standards:7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.7.H.1.3 Use primary and secondary sources to interpret various historical ical Questions:Why do you initially think J.F.K. was shot?What is something new that you learned from this lesson about J.F.K?Describe the scene you picture right after J.F.K. was shot. Give details about why you picture certain things.Materials:Computer (Slide 6)PowerPointProjectorKWL charts from yesterdayProcedures:-Romance: Show this video clip as a “hook” to start class. Students to take brief notes while they watch it. How does it make them feel? Are they surprised? What have they learned? After the video clip, have the students share what they picked up on the video. Tell them we are going to go into more detail about what we know happened.-Precision: On November 22nd, 1963 J.F.K. was shot and killed while riding in an open car in Dallas, Texas. He was riding in a motorcade through Dealey Plaza in the downtown area. Along with the President, Texas governor John Connally was also hurt. Kennedy’s wife, Jacqueline sat no more than feet away from him when it happened. Shots were fired around 12:30 p.m. The limousine headed for Parkland Hospital, but Kennedy was pronounced dead around 30 minutes later. Kennedy was only 46 at the time, the youngest president to be elected, and the youngest to die. Thousands watched as the shots took place and all watched in horror. This was the first Presidential assassination since the early 1900’s when William McKinley was shot in N.Y. It was also the first death of a president in office since Franklin D. Roosevelt who died from a cerebral hemorrhage in April 1945. Complete chaos broke out and the streets were filled with dread after news of his death spread. Not to mention that both of Kennedy’s children had birthdays the following week. -Generalization: Students will now make inferences about what they think happened. We haven’t gone into detail about suspects or anything yet. This will allow them to make predictions and attempt to guess what happened. After about 5 minutes of individual brainstorming, Students will share with a partner their ideas. Some can share with the class if they like. As an exit pass, students will be given back their KWL charts from earlier and will start to fill in the “What I learned” column. Students will hand those back before they leave.Teaching Strategies: Romance, Precision, GeneralizationThink Aloud PredictionsThink-Pair-ShareKWL SheetsAssessment: Formative: Students will share thoughts and opinions in discussion.Summative: Students will turn in their KWL sheets as an exit slip (completion and relevance grade) from the class. They will also turn in notes taken from video.DAY FOUR: Lee Harvey OswaldGoal Objectives:Students will know who Lee Harvey Oswald is.Students will conduct quick writes to explain this event and their opinion on it.21st Century Skills: Collaboration SkillsCritical ThinkingCommunication SkillsEssential Standards:7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.7.H.1.3 Use primary and secondary sources to interpret various historical ical Questions: Does Lee Harvey Oswald seem like a normal person? Why did Oswald become the prime suspect? What is the evidence that links Oswald to JFK’s assassination?Materials:ComputerPowerPoint (Slide 7)ProjectorHistory journalsProcedures:-Precision: Lee Harvey Oswald was born and raised in New Orleans, Louisiana. He worked at the Texas school book depository and he had been there at the time of the shooting. This is where he allegedly shot out the window. When Kennedy died, Oswald had been renting a room in Dallas, while his wife was in Fort Worth, Texas. Oswald was spotted allegedly pulling in his weapon back into the window by one witness. Apparently he walked home, and when he was stopped by a police officer, Oswald shot and killed him. Oswald was later on found and arrested in a local movie theater alone. On November 24th, 1963, only two days after Kennedy’s death, Oswald was shot in the Dallas Police Department. with tons of reports around. The gunman was Jack Ruby, a local nightclub owner. Just like that Oswald was dead and so was the true story he took with him… -Generalization: Have students conduct a Quick Write based off the following questions: What do you think would have happened if Oswald hadn’t been killed before intense questioning? Based SOLELY off this information do you think Oswald killed the President? Why or why not? Who do you think Jack Ruby was? Why do you think he killed Oswald?After completion, have students share their thoughts with a neighboring student. They can compare and contrast what they each said. After that, open up the floor for anyone to share their responses. Finally, have students turn in their Quick Writes as an exit slip. Homework: Do some research on Jack Ruby: Who is he? Why is he involved in this story? Bring some notes on him the next day. Teaching Strategies:Romance, Precision, Generalization theoryQuick Write-response journalsThink-Pair-ShareHomeworkAssessment:Formative: Students will be assessed during large discussion and during partner work.Summative: Students will turn in their Quick writes (in their journals) to the teacher. Students will turn in notes on Jack Ruby the following day (5). DAY FIVE: The Nation’s responseGoal Objectives:Students will understand the effect that J.F.K.’s assassination had on America.Students will be able to construct a speech.21st Century Skills: Collaborative skillsEssential Standards:7.C.1.1Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism).Topical Question:Why do you think this tragic event united Americans together?Materials:Computer PowerPoint (Slide 8)ProjectorProcedures:-Romance: Show students this clip of common people showing their emotions when President Kennedy died. : Americans were stunned and shocked by the death of Kennedy. Kennedy’s young and charismatic personality was considered all-American. This tragic event somehow united America in similar thought. People around the world loved him. Latin Americans and African Americans especially did because he had promised to treat them as equals. Western Europeans liked him because he opposed communism in the Soviet Union and promised he would stop it. He also opposed Communism spreading in China so most Asians thought similarly. The economy had finally begun to be stable with Kennedy as president. His unexpected death jolted many people out of their sense of well-being. The New York Stock Exchange closed immediately after the news, which hadn’t happened before. Also during these times, the Cold war was happening, and the Civil Rights movement was in motion. Because of all the violence, most Americans felt responsible for Kennedy’s death. People still mourned even after a year. On the one year anniversary of his death, more than one-third of All Americans said they felt worse, not better, while another one-third said they felt no better. -Generalization: Have students get into groups of three or four. Students will be working together to give a memorial speech about John. F. Kennedy and the assassination to the public. Each group member should talk and together the speech should be cohesive, heartfelt, and accurate. This speech would be used to honor Kennedy while explaining the events of what have happened, keeping the public satisfied. Ask students to utilize at least 4 of the vocabulary words they learned from the first day. Students will be given the rest of class to work with their groups and develop their scripted speech. Homework: Finish up any final touches on speeches. Teaching Strategies:Collaborative LearningSocial SkillsSelf-Monitoring skills Assessment:Formative: Students will be assessed formatively while they work on their speeches in their groups. The teacher will walk around and answer any questions or concerns students have.DAY SIX & DAY SEVEN: Lyndon B. Johnson and the Warren ReportGoal Objectives:Students will learn what the Warren report was and why it was issued.Students will understand the passage of power between J.F.K. and Lyndon B. Johnson (L.B.J).Students will use their own perspective to decide what they would do if they were Johnson.Students will understand the power that a President has.21st Century Skills: Critical thinkingCreative thinkingCollaboration skillsEssential Standards:7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-governmental groups and religious, political factions).Topical Questions: Do you think Johnson was ready for Presidency?Why did Johnson have to be sworn in right away?Do you think the Warren report solved the mystery? Why or Why not?Being President is rewarding and dangerous. Is it worth it to be president to you? Why or why not?Materials:PowerPoint (Slides 9-10)Computer ProjectorProcedures:(DAY SIX)-Presentations: Allow students to present their speeches to the class as they would if it were real. After each group, students should share what they liked about each presentation.-Precision: As Kennedy was pronounced dead that afternoon of November 22nd, his vice president, Lyndon B. Johnson remained in the Parkland hospital with everyone. Johnson was sworn in as President very soon after. It obviously had to be quick because the United States was without a president and no one knew if there was a reason for Johnson to be in danger. Johnson took his oath aboard the plane, Air Force one with numerous people by his side. He was sworn in by Judge Sarah Hughes and Jacqueline Kennedy stood close by. The plane was not airborne at the time of the Oath. Johnson then flew to Washington, D.C. -Romance: Show the clip of Johnson taking the oath aboard Air Force One. 0:16-0:52 secondsHomework: End class by asking students to think about how Johnson’s life changed immediately. Tell students to take brief notes with at least 5 bullet points on what you would do first if you were Johnson.(DAY SEVEN)Precision: On Friday, November 29th, Johnson created by Executive Order, a “Special President’s commission on the assassination of President John F. Kennedy. This report was supposed to report the findings and conclusions dealing with the murder. The commission was supposed to reassure the country that Lee Harvey Oswald had acted alone. The commission was headed by Chief Justice Earl Warren. (Hence how it got its name). In September of that year, or less than 10 months after Kennedy was assassinated, the final report came back and concluded that Oswald acted alone in shooting the president, and Jack Ruby had been alone while shooting Oswald. Many great historians and legal experts agreed with the report, but some didn’t…-Generalization: Have students get in groups of about five. They should then share their findings in their homework last night. They will compare and contrast to see if anyone had similar thoughts. After group discussion, move into class discussion where a few students who volunteer can share some of their ideas. End class by talking about how a President’s job is rewarding and yet dangerous…Ask students if they think it is worth it? Teaching Strategies:Classroom discussionCollaborative learningWriting assignmentsChunking and Questioning aloud Assessment:Formative: Students will be sharing thoughts during class discussion and group discussion. Teacher should walk around during the group discussion and monitor what students are doing.Summative: Students will be doing presentation speeches from day six. See Rubric below:CATEGORY3210Group WorkAll members of the group participated equally in the speech.Only a couple of the group members participated in the speech.Only one person participated in the speech.IncompleteVocabularyStudents utilize all four/seven vocabulary words in their speech.Students utilize three/seven vocabulary words in their speech.Students utilize two or fewer/seven vocabulary words in their speech.IncompletePresentation ComprehensionSpeech is clear and easy to understand. Audience can relate the speech to the topic.Speech is somewhat clear and easy to understand. Audience can somewhat relate the speech to the topic.Speech isn’t clear and is hard to understand.Audience can’t understand how the speech relates to the topic.Incomplete.Total Possible Points: 9(This is group rubric, but teacher should take note of what individuals did for an individual grade as well)DAY EIGHT: Conspiracy theories ariseGoal Objectives:Students will learn about the conspiracy theories in the J.F.K. assassinationStudents will develop their thoughts on if they believe in a theory or not.Students will learn how to make a website homepage. Students will conduct further research.21st Century Skills: Technological literacyInformation media LiteracyCreative thinking skillsProject management skillsEssential Standards:7.H.1.1Construct charts, graphs, and historical narratives to explain particular events or issues over time.7.H.1.3 Use primary and secondary sources to interpret various historical ical Questions:Why did conspiracy theories arise in the first place?How do you think AARB affected the public and the investigation?Materials:ComputerPowerPoint (Slide 11)ProjectorReservation for the Computer LabProcedures:-Precision: Many people believed that Kennedy’s assassination was in fact a conspiracy. They pointed to a ton of coincidences and things that seemed to be hard to believe. Plus, the Warren commission only used the FBI and CIA documents and information. They didn’t have investigators to track down leads. A lot of people believed that in fact, the FBI and CIA were involved. Along with these agencies, many other names were brought to attention as potential suspects. This includes Fidel Castro- the leader of Cuba whom America had a problem with. In 1976, the U.s House of Representatives created a select committee on Assassinations (HSCA) to investigate not only JFK, but Robert Kennedy, and Martin Luther King, Jr. The committee apparently got a hold of evidence that suggested there was a fourth shot fired from somewhere else. Along with investigating witnesses, the committee concluded that according to the witnesses and the science they had discovered, there was a high probability that a shot was fired from a differing location then where Oswald was (a grassy knoll). In 1992, Congress established the Assassination Records Review Board (ARRB) as a way to release the public governmental recording dealing with the assassination. While making this group, they discovered that Kennedy’s autopsy had a ton of irregularities. This added more suspension that the federal government was involved in hiding critical facts about the assassination. -Generalization: Students will be in the computer lab all of class. After discussing the conspiracy theory, students will be in the computer lab the whole rest of class working on their website homepage. Students will be making a website utilizing pictures, facts, resources, and more. Students will base their website off of what they think happened to J.F.K. They might think that Lee Harvey Oswald simply did it, or that it was a giant government conspiracy. Before they leave class, have students turn in a small paragraph of what they believe, and what ideas they have for their presentation. Homework: Finish up website and prepare for presentations tomorrow. Students will have about ten minutes to explain what they believe and then why they made their homepage like they did and the challenges they faced.Teaching Strategies:Lecture learningWriting assignmentsExperimental learningAssessment:Formative: Teacher will be assessing by walking around while the students work on their homepage. Teachers will check in with students and answer any questions.Summative: Students must turn in their paragraphs to the teacher before they leave; giving the teacher an idea of what their homepage should look like. (Completion and relevance grade)DAY TEN: You decide what happened…Goal Objectives:Students will present their opinions on what happened with J.F.K’s assassination? Students will be able to provide feedback to peers and understand the value in that.21st Century Skills: Leadership skillsProject management skillsAccountabilityCommunication skillsEssential Standards:7.H.1.1Construct charts, graphs, and historical narratives to explain particular events or issues over time.7.H.1.3 Use primary and secondary sources to interpret various historical ical Questions:What are some challenges you faced while making this homepage?Why do you believe in what you believe about the assassination? Materials:Computer PowerPoint (Slide 12-13)ProjectorRubricProcedures:-Students will be giving presentations for the class period today. Each student will have roughly ten minutes to explain what they believe happened to J.F.K., why they designed their homepage the way they did, and what challenges they faced while completing it. After each student presents, other students can share something they liked about the website or presentation, and also further suggestions if they have any. Teaching Strategies:PresentationsPeer Feedback aloud Assessment:Formative: Students will be formatively assessed while watching and listening for feedback.Summative: Students will be assessed based upon the Rubric below:CATEGORY3210Grammar & CitingThere are no spelling or punctuation errors on the homepageCreator has cited all sources.There is1-3 spelling or punctuation errors on the homepage.Creator has cited most sources.There are 4+ spelling and punctuation errors on the homepage.Creator hasn’t cited sources.IncompleteCreativity & Reader EnjoymentThe homepage contains a creative design that contributes to the reader's enjoyment.The homepage contains a few creative aspects or designs that contribute to the reader's enjoyment. The homepage contains little creative design. The creator has tried to use his/her imagination.IncompleteRelevance & OpinionThe homepage is related to the assigned topic and allows the reader to understand much of the creator’s opinion.Most of the homepage is related to the assigned topic. The reader can still learn something about the creator’s opinion.Some of the homepage is related to the assigned topic, but the reader does not learn much about the reader’s opinion.IncompletePresentationPresentation is clear and easy to understand. Student tells about how they did the homepage and what challenges they faced.Presentation is somewhat clear and easy to understand. Student leaves out 1 aspect of the presentation.Presentation isn’t clear and it’s hard to understand. Student leaves out 2+ aspects of the presentation.Incomplete.Total Possible Points= 12Handout for Lesson TwoNAME:__________________________ UNIT_________________________My Social Studies Vocabulary words for this unit:Assassination: to kill suddenly or secretively, especially a politically prominent person; murder premeditatedly and treacherously.Assassin: a murderer, especially one who kills a politically prominent person for fanatical or monetary reasons.Suspect: a person who is suspected, especially one suspected of a crime, offense, or the like.Conspiracy: an evil, unlawful, treacherous, or surreptitious plan formulated in secret by two or more persons; plot.Patsy: A person easily taken advantage of, cheated, blamed, or ridiculedWarren Report: government’s much disputed conclusion that President Kennedy’s assassin acted alone.Perpetrator: To be responsible for; commit: perpetrate a crime; perpetrate a practical joke.JFK Assassination PowerPointSocial Studies Resources: Biography on John F. Kennedy Video of footage about J.F.K. assassination about the conspiracy theory -21st century skills chart -List of Teaching Strategies -List of Teaching Strategies - Essential Standards –video about America’s reaction to assassination –video where Lyndon Johnson takes oath on Air Force OneThe JFK Assassination Debates: Lone Gunman versus Conspiracy by Michael L. Kurtz –Book addressing debates.The Kennedy Assassination edited by Charles W. Carey Jr.-Book covering all aspects of J.F.K.’s assassination. The Years of Lyndon Johnson: The Passage of Power-Book discussing when Johnson takes over for Kennedy.Science“To Catch the Perpetrator”RomanceAttention!!!! This morning a faculty member has gone missing. We are going to need help from anyone who is able. The police department is on the case but they need help because there were no witnesses to the crime. With limited resources they are looking to us to help solve the case.Mr. Justin Biggs’ Science Class--- Day 1Precision:Thinking About the Crime in a Scientific WayStandards Covered21st Century Skills:Learning and Innovation skills; Critical thinking and problem solving. Essential Question: Could using the scientific method in our real world day to day problems be a good way to figure out solutions? How would you use it for those problems?Description of Lesson and ActivitiesWhat is the Scientific Method?Have you ever heard the saying, “There is a method to the madness.”? Well there is a method to doing all science, both criminal (forensic), biological, chemical, geological, and physical. Without the scientific method you’re basically lost in the dark without a flashlight. The scientific method is basically a technique, using a set of steps that guide you to finding out the answer to a problem, or in our case a crime. What happened to ________? Was ___ killed or kidnapped? If she was killed then how did they do it? And who did it? These are all questions that we have to try and figure out right now, to either solve the murder or to find our missing teacher.What are the steps to the scientific method?Start with a question. (If you don’t already have a question develop one)The question should be something that takes thought, and needs to be tested, and not be something that has an obvious yes or no answer.Make a hypothesis.Your hypothesis should be what you think the answer to your question will be, your best prediction using what you already know.Follow a procedure to test your hypothesis.The best way to get a correct answer is to do things the same way every time if at all possible, if you have variations then data can be skewed.Collect dataOne thing to remember is to write down EVERYTHING!!!! You can never take to many notes or have too much data. The more the better when writing down observations.Interpret your findingsWhat do you think that your observations and data tell you about the problem and the investigation?Form a conclusionsWas your hypothesis correct? If not how was it wrong and what is a better answer.Day 2Was it a gun shot?To determine whether our missing teacher was shot or not we need to develop an understanding of several different things.The first of which is energy. What is it, how does it work, and where does it come from. A bullet shot from a gun has to have energy but how and why?Standards CoveredEssential standard: 7.P.2Understand forms of energy, energy transfer and transformation and conservation in mechanical systems.Clarifying Objectives: 7.P.2.1Explain how kinetic and potential energy contribute to the mechanical energy of an objectEssential Question: In what ways do we on a regular basis take something with potential energy and turn it into kinetic energy?Description of Lesson and ActivitiesTo have mechanical energy in a system you must first have that potential for energy and someone or something to do work at least one aspect of that system to produce the kinetic energy. In the example that we are looking at for this theme we will use a loaded gun, there are many other systems that we could use like an automobile, train, bicycle, etc… but for the sake of our investigation we will look at the gun. A loaded gun without something to start that chain of energy changes from potential to kinetic and then to mechanical will just set in one spot and rust away. However when someone picks it up that potential energy increases. To start the chain the person would pull the trigger. (What this does is release a hammer/piston inside the gun.) The kinetic energy has then transferred from the person to the trigger and then again to the hammer. The hammer would then hit the firing pin.The firing pin would then strike the back of the bullet.The back of the bullet would then spark the powder inside of the bullet.The explosion inside the bullets casing would then shoot the bullet out of the barrel.All in all there are 6 transitions from potential to kinetic energy that happen within a split second of the initial pulling of the trigger. All of these working together inside the gun result in mechanical energy.Day 3Standards Covered:Essential Standard:7.P.1Understand forms of energy, energy transfer and transformation and conservation in mechanical systems.Clarifying Objectives:7.P.2.2Explain how energy can be transformed from one form to another (specifically potential energy to kinetic energy) using a model or diagram of a moving object.7.P.2.3Recognize that energy can be transferred from one system to another when two objects push or pull on each other over a distance (work) and electrical circuits require a complete loop through which an electrical current can pass.Description of Lesson and ActivitiesPretty much everything on the earth has potential energy, some things move from potential to kinetic more often than others but the potential energy is still in those things. It just has to have another object or force acting upon it or doing work on that object to move that potential energy to kinetic energy. Potential energy is something that is stored in the object like a ball sitting on a ledge or a tee has potential energy, but if it is hit from the tee or falls off the ledge it turns into kinetic energy until it comes to a rest and is not in motion. In a baseball game like all other sports potential energy turns into kinetic energy very often. The key thing in the game is simply a ball, when by itself is just potential energy, but the players make it have kinetic energy by throwing, and hitting it.One way the ball is transformed from potential to kinetic energy is when the pitcher pitches the ball. When the ball is resting in his glove it has potential energy, but then when the pitcher goes into his windup and throws it that potential energy is now kinetic. That kinetic energy is multiplied however when the thrown ball with its kinetic energy is hit by a batters bat being swung, which is also another form of kinetic energy. The energy from each of those systems is transferred back into the ball which will then have more kinetic energy than before. And the same transitions happen in other systems like the gun, and an automobile as well.Day 4The second thing we need to understand when considering whether it could have been a gunshot is how different forces can act against something in motion.Standards CoveredEssential Standard:7.P.1Understand motion, the effects of forces on motion and the graphical representations of motion. Clarifying Objectives:7.P.1.1Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object. 7.P.1.2Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets). 7.P.1.3Illustrate the motion of an object using a graph to show a change in position over a period of time. Essential Question: If there were not such forces like gravity, magnets, friction, etc… how would life on Earth be different?Description of Lesson and ActivitiesThere are many different forces that effect things in motion, even at the simplest like wind or air. Without these forces life on Earth would be completely different, even make it an unlivable planet. Like gravity for instance, without the effects of gravity we would just jump off the face of the earth and float off into space. Things like wind resistance, friction, and magnetic force can have effects on something like a gunshot, or a ball being hit off a bat or bouncing off the floor. But how can it affect something like a gunshot? It can keep a bullet from travelling forever in one direction, wind resistance can change the path of a bullet after flying a great distance, air resistance and gravity can change the path of the bullet as well.This graphic representation shows the actual trajectory of a bullet fired from a rifle at 3200 feet per second. The reason for the curve and the bullet losing height is gravity and air resistance. Without those effects the bullet could travel on the same flat trajectory that it first started on.Day 5Was he/she kidnapped?To determine whether our missing teacher was kidnapped we will have to be able to look for clues that might let us know who the kidnapper was. Everyone is different in some ways and by identifying those ways and using them it helps us not only solve crimes, but keep records and other things as well. Standards Covered:Essential Standard:7.L.2Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring.Clarifying Objectives:7.L.2.1Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis). Essential Question: How would the world around us differ if there were no variation from person to person? Is that a world that you would want to live in?Description of Lesson and ActivitiesHumans reproduce sexually, unlike some bacteria and protists which reproduce asexually. The product of our sexual reproduction is that our offspring vary differently in many ways. With asexual reproduction offspring comes from one parent only and they are exact replicates of that parent cell. Sexual reproduction involves two parent organisms. Those parent organisms each give 23 chromosomes which make a total of 46 for each offspring. Being that each parent organism gives half of the daughter cells chromosomes the mixture of the two parents will be evident in the daughter cell or offspring. Those mixtures are what makes for variation between each person. Variations can range from a variety of things like, hair color and eye color, too the a person’s fingerprints In fact a person or animals DNA map of how their genes line up is called their DNA fingerprint because no two peoples will be the same.As a class we will do an activity on fingerprints. We will be using lead pencils, printer paper, and clear tape. We will color on our finger tips with the lead pencils, using the tape we will transfer that finger print onto our white printer paper and then compare our fingerprints to other students noticing that there are different types of prints and that all prints are different in some way.Day 6Standards Covered:Essential Standard:7.L.2Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring.Clarifying Objectives:7.L.2.2Infer patterns of heredity using information from Punnett squares and pedigree analysis.Essential Question:Should parents use Punnett squares to try and figure out what their children will look like?Description of Lesson and ActivitiesThe best way and most accurate way to predict different traits between two parent organisms, as to how likely their offspring will have a similar trait is by performing a Punnett Square. A Punnett Square is a box with the parents traits on the outside and the likelihood of the offspring will be on the inside.An example will look like this:3448050161925This represents a parent with both short allele’s (t) which are recessive and a parent with one short allele and one tall allele (T) which is dominant. The outcomes are displayed in the boxes. Whenever a pair has at least one dominant allele then that offspring will show that dominant trait.00This represents a parent with both short allele’s (t) which are recessive and a parent with one short allele and one tall allele (T) which is dominant. The outcomes are displayed in the boxes. Whenever a pair has at least one dominant allele then that offspring will show that dominant trait.Day 7What if it was raining? Weather can play a big part on how crimes take place and on how much evidence will be left behind after the crime is committed. Rain can help criminals in some ways by washing away fingerprints, and pieces of hair that might have fell from them during the crime, but it can also hinder a criminal as well by lowering visibility, keeping some people from being around, and etc…To understand how weather can effect crime and evidence collection we first need to build background knowledge of weather itself.Standards Covered:Essential Standards:7.E.1Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans.Clarifying Objectives:7.E.1.2Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on Earth. Essential Question:Description of Lesson and ActivitiesWeather all begins with one thing, WATER. Water is in a constant cycle throughout the atmosphere. It moves from one reservoir to another like streams, rivers, and groundwater, to oceans and seas, then back to the atmosphere and then forms clouds. The water cycle also helps to regulate temperature as well.The water cycle also helps to replenish land with freshwater, the water purifies itself through the transfer from different reservoirs. Without the water purifying itself our drinking water quantities would be very much different than the current levels. Being able to purify water makes it a renewable resource, that way we don’t have to worry about running out, at least in the near future.Day 8The product of the water cycle is weather events like rain, thunderstorms, flooding, blizzards, snowstorms, hurricanes, etc… Weather is something that we have no control over, and is extremely unpredictable at times. Many of you have noticed your parents complaining about the weather man never getting the forecast right. Well the weather man may not always be right 100% of the time but they are getting better all of the time thanks to great advancements in technologies like radars.Standards Covered:Essential Standard:7.E.1Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans.Clarifying Objectives:7.E.1.3Explain the relationship between the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result. 7.E.1.4 Predict weather conditions and patterns based on information obtained from: ? Weather data collected from direct observations and measurement (wind speed and direction, air temperature, humidity and air pressure) ? Weather maps, satellites and radar ? Cloud shapes and types and associated elevation Essential Question:Description of Lesson and ActivitiesHow can weather affect a crime? It can actually affect it in several different ways. Weather can wash away evidence from crimes and even keep a crime from happening. Take the example of the JFK assassination that you have been talking about in Mrs. Swanger’s class. What would have happened if it had not been such a nice day outside, what if it had been raining? The assassination probably would have not occurred because JFK would have been inside the cabin of the vehicle. But why does weather occur? Why doesn’t the water that evaporates just float off into space? Well when the water evaporates and goes into the atmosphere it cools, and when it cools it becomes heavier and condenses forms clouds air cooler pockets of air which are called which sink closer to the earth. These pockets are called low pressure fronts, these fronts are where we get all of our weather events from. High pressure areas are dry pockets of air that usually produce clear skies.Meteorologists use radar, visual observation, satellites, and weather maps, along with wind direction and barometric pressure to predict future weather. But because of constant change it is difficult to predict weather events correctly in advance.Day 9GeneralizationHow to use Science in CSI.Now that we know the different kinds of Science that can affect crimes and the crime scene, we are going to put it to use.Standards Covered:21st Century Skills:Learning and Innovation Skills: 1) Creativity and Innovation 2) Critical Thinking and Problem Solving 3) Communication and CollaborationDescription of ActivityThe missing teacher has been located; she was locked in the janitor’s closet on the 8th grade hall. The problem is she doesn’t know who did it or why. She had a rain jacket with her and the jacket had traces of white chalk on it. She said that she had been out jogging around the football field before school started to get in some exercise.Using this information I want your group to create a crime report and give predictions of how you used the ideas that we have learned here in the past few days. There is no known perpetrator at the time so all suspects that are presented will be recognized, but only the one that has the best crime report and information put against them will be convicted. Creativity is KEY!Rubric Charges and EvidenceCharges/evidence described and provided are not in line with prior evidence and or are not in great detail.Charges/evidence described and provided are in line with evidence that is already provided and are detailed.Story LineStory line and reasoning behind story are unrealistic and not convincing.Story line and reasoning for crime is convincing and realistic.Creativity and InvolvementGroup was not creative and engaged in the assignment.Group was very creative and engaged in the ponents1 Point2 Points MathematicsMiss Isaacs-Math ClassDay 1: “What do you know about mathematics in forensics?”Goals/Objectives:Common Core Mathematical Practices:Make sense of problems and persevere in solving them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Model with mathematics.Essential Questions:What can be predicted and or inferred from data?Materials:Math journalPencilAccess to computer (class as a whole, so only one)Projector or Smart BoardProcedures:Student will come into the classroom and sit down at their desks which are placed into groups of four around the room. Upon the students coming in the classroom they should begin working on the warm up for the day. The warm up for this particular lesson is asking students to brain storm and compile a list of show on television today that focus on forensics or crime scene investigation. As students are compiling their list of television forensics shows they are allowed to talk quietly within their groups to get feedback from one another. After students have had enough time to compile a list of shows then the teacher should begin facilitating a discussion involving the whole class about what television forensics shows they listed and they teacher should record the results on the board. Once a larger list is compiled on the board the teacher should prompt students with the questions “Why do you think these shows are popular?” and “What attributes of the shows do you all like?” When the teacher asks these questions direct the student to think-pair-share about their responses to the questions. After the discussion has died down tell students “Let’s look at a clip from CSI.” When the clip from CSI is over have the students discuss “How the man got into the situation”, “Who is the woman?”, “How do you all think she died?”, and “What do you all think happened?” Then tell students math can play a vital role in solving crimes as well. Students are then going to watch a video clip from Numb3rs. This video clip shows students how math and science are both involved in solving crimes. When the Numb3rs video clip is over as students to list, then share with a partner what the math was in the video and what the science was in the video as well. Students will then come together as a class and share how they thought math and science were involved in the video clip. Students will then complete a K-W-L on what the role of mathematics is in forensics.Teaching Strategies:During the whole class period students are going to be engaged in a lot of discussion and thinking. The role of the teacher during this lesson is to guide the students thinking, to facilitate the discussion, and to record the student’s thoughts and ideas. During the whole class period the teacher should be walking around the room listening in while students are talking in small groups and observing the ideas they record on their individual papers. These lessons is very student centered, because the object is to get the students involved and engaged in the subject matter; and see what they already know and what they want to know about mathematics in forensics. Assessment:The assessment for this lesson is the K-W-L students are completing before they leave class. This is a great way for the teacher to see what students already know about mathematics in forensics, and what they want to know about it. After the unit on forensics mathematics is over they can then fill out what they learned about mathematics in forensics. Day 2-6: “Statistical Forensic Research and Presentation”Goals/Objectives:7.SP.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 7.RP.3: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commission, fees, percent increase and decrease, percent error.21st Century Learning Skills:Critical Thinking and Problem SolvingInformation, Communication, TechnologyInitiative and Self-DirectionProductivity and AccountabilityEssential Questions:What can be predicted and or inferred from data?Materials:Individual computers for each studentMath journal PencilProcedures:Day 2-4 Warm ups: When students enter the classroom they will sit down in their desks. The desks are placed around the room in groups of four. They will then begin the warm up activity for that day. The warm up activities for these three days will consist of students journaling in their math journals to brain storm or answer the following questions: day 2 “What are some of the ways which data related to forensics can be organized?” and “What is the problem solving method”, day 3 “What is the most interesting piece of data you discovered yesterday and why?”, day 4 “How could you display the information you have found?”. Then direct two students from each group to go get laptops for each of their group members. Day 2:Once students have finished their warm up activity for the today, guide the students into a discussion about the problem solving method. The topics that should be covered about the problem solving process are as follows: look for information from reliable sources, find meaning in patterns and connections, select and apply appropriate methods, tools and strategies*. Next introduce the activity that will be taking place over the next few days to the students. The activity students are going to be working on is going to allow them to research statistical information about forensics and crimes through the FBI’s website (). Each group of four students will be assigned a certain topic they are to research today and over the next two class periods. The topics being assigned to groups are Crime Statistics for 2005, 2010, and 2012 (this is for one group), Bank Crime statistics for 2005, 2010, and 2012 (this is for one group), Drug Crime statistics for 2005, 2010, and 2012 (this is for one group), Officers killed or wounded in the line of duty for 2005, 2010, and 2012 (this is for one group), School violence crimes for 2005, 2010, and 2012 (this is for one group). Once each group is assigned a topic to gather statistical information you should instruct students that they not only need to gather information for each of those years but they also need to collect information from the current town we are located in, the county, state, and country. Then allow students to begin working as groups for about thirty minutes on researching their given topic. Students should be recording the data they are finding either in a word document or in their math journal. If students are recording their data digitally through a word document have them print it off at the end of class and tape it in their math journal. After thirty minutes have passed ask students to power down the laptops and have the two students from each group who retrieved them to place them back in their correct place. Once students are all back in their seats you will then introduce the idea of quantitative and qualitative data. Project up on the screen or Smart Board this website, . Through this website students should be able to get an introductory understanding of what quantitative and qualitative data is. After the you has gone through this site with the students, the students write down in their journals what quantitative data is, what qualitative data is, and how they are different. *It is important for students to be reminded of the problem solving process before they start gathering information for this project.Assessment for Day 2:Students have to turn an exit slip before they can leave to go to their next class. On the exit slip student should write down a piece of quantitative data they found or qualitative data they found. After they identified they piece of information they need to also say where it is quantitative or qualitative. This is a great way to formatively assess the amount of understanding the students have about quantitative and qualitative data. Day 3:Once students have completed their warm up activity for the day and the two selected students from each group have retrieved laptops for each group member give them a few minutes to discuss within their groups what their most interesting piece of data was that they found during their research yesterday. After the students have had a few minutes to discuss direct them to continue researching where they left off yesterday. Towards the second half of class direct students to power down the laptops and have the two selected students who retrieved the laptops return them to their appropriate locations. Once students are all back in their seats have been discuss in their groups “What kind of representations have you found while researching?” After students have talked a few minutes amongst themselves ask groups to share one or two types of representations they have seen. While the students are talking record their responses on the board for everyone to see. As a class go through the list and see how each of the examples given represents the data. The idea of a scatter plot is essential for students to understand who are working with statistical information. To briefly introduce information from scatter plots display this video, , on the projector for students to watch. While they are watching the short video they should be recording in their journal all vocabulary that goes along with scatter plots, what a scatter plot is, and what it is used for. At the end of class have the students each turn in an exit slip in order to leave class. Assessment for Day 3: Students have to turn an exit slip before they can leave to go to their next class. On the exit slip student should write down in their own words what a scatter plot is and what it is used for. This is a great way to formatively assess the amount of understanding the students have about what a scatter plot is and what it is used for.Day 4: Once students have finished their warm up for the day and the two selected students from each group have retrieved laptops for each of the group members allow students in their groups to discuss “How could you display the data they have collected”. After a few minutes have passes guide students to continue working where they left off yesterday in their research, but remind them today is the last day they have to complete their research. Give students as much time as possible throughout the class period to complete their research. Near the end of class have the two selected students who retrieved the laptops put them back in their appropriate locations. When students are back in their groups review the idea of how to find percent increase and decrease; through reviewing this students should be able to compare and contrast the differences found between the years in their research. Day 5:When students enter the classroom they will sit down in their desks. Two selected student retrieve laptops for each member of the group; students should then follow the directions displayed on the Smart Board or projector screen. On the Smart Board or projector screen you direct students to go to the class web page which can be found through, . You will already have an account set up for the class and a page for this particular project. On the page for this project there is a tab for each group. Each group will place their information up on the page in a logical and organized manner. On the page they must include statistics, percent increase or decrease over the years and as a whole, pictures relevant to the topic, a scatter plot of the data, a list of resources, and a summary of the data. Student should work on this throughout the whole class period. At the end of class students should have all of their information up on the Glogster, if not they will need to finish it for homework tonight. The two selected students who retrieved the laptops at the beginning of class need to place them back in their appropriate places before leaving the classroom. Day 6: Today is presentation day. As students come into the room have them scoot the desks further out so they can all sit in the floor in front of the Smart Board or projector screen. While they are sitting they need to make sure they have their math journals and a pencil handy. Direct students to turn to the next clean page in their journal, here they will divide the page into four sections and label those four sections to correspond with the sections that will be covered in the presentations. While each group is presenting the students who are not presenting need to be taking note about the current presentation. In their notes the students need to identify something new they discovered, something interesting, and the type of representation the group used for their statistics. Teaching Strategies:The way the students desks are setup are essential for this unit because a large portion of this unit requires group work and discussion within groups of students. Throughout this section of the unit it is essential as the teacher to be walking around the room observing students constantly. Be sure the students are on task, be there if they have any questions about the information they have found or are having trouble finding something. By allowing the students to share their information with the class they are teaching the class knowledge they have obtained. Assessment:The assessment is already included at the end of each day. The presentation is to be used also as an assessment. The presentation shows the students knowledge they have obtained through research of their topic and the depth of their understanding of quantitative and qualitative data, scatter plots, and increase and decrease with percents. There is a presentation check sheet that students will be asked to follow.927735-241300Presentation (requirements) Rubric (20 pts.)_Information and statistics from 2005, 2010, and 2012 that is relevant to the topic_Images related to the topic of research_Graphical representations of statistics_Percent Increase and or decrease is shown of overall statistical information_Presentation is put together well and flows_There are little to no grammatical and spelling errors_All sites used to acquire research are listed00Presentation (requirements) Rubric (20 pts.)_Information and statistics from 2005, 2010, and 2012 that is relevant to the topic_Images related to the topic of research_Graphical representations of statistics_Percent Increase and or decrease is shown of overall statistical information_Presentation is put together well and flows_There are little to no grammatical and spelling errors_All sites used to acquire research are listedDay 7-9: “Forensic Predictions”Goal/Objectives:Common Core Mathematical Practices:Model with mathematics. Use appropriate tools.Look for and make use of structure.7.SP.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tend to produce representative sample and support valid inferences. 7.SP.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.21st Century Learning Skills:Critical Thinking and Problem SolvingInformation, Communication, TechnologyInitiative and Self-DirectionProductivity and AccountabilityEssential Questions:What mathematics do forensic scientists use to solve crimes?How can mathematics be used to solve a mystery?Materials:Math JournalsPencilLaptopsMeasuring TapesCalculatorsWhite paperMarkersProcedures:Day 7:Upon coming into the classroom students should take their seat in the desks, which are placed in clusters around the room. Instead of a warm up today students will participate in thumbs up- thumbs down pre assessment of any mathematical information they may know about stem and leave plots, box and whisker plots, and scatter plots. If a student knows the fact you are saying they will give you a thumbs up and if the student does not know the fact you are stating then they will give you a thumbs down. After you assessed the student prior knowledge about the content material that is going to be over throughout the next two and a half days have student pull out a piece of paper, fold it in half, label one side height and the other side shoe size. Students will go around the room and collect their fellow classmates height in centimeters and their shoe size, these results should be recorded in the two columns the students just created. Before the students are given the permission to gather their data have them first record their own height in centimeter and their shoes size in the chart. A mini lesson on stem and leave plots will be conducted near the end of class after the students have finished collecting their data. The mini lesson on stem and leave plots using an Internet site, . In order for students to participate in the mini lesson select two students from each group to get laptops for each person in the group. This site allows students to see how a stem and leave plot is set up, how they work, and what the requirements are for them. The site also shows how a stem and leave plot can be used to create a histogram. As the students near the end of the site they are asked to use the knowledge they have obtained through this site and to apply it by working through a scenario where they must place given information into a stem and leave plot. While students are going through the site they need to taking notes about the steps and important details about stem and leave plots in their math journals. When students are ready to leave have them return the laptop they are using to the appropriate location. Assessment for Day 7:Students must complete “apply” question from the Internet site on stem and leave plots before they can leave class for the day. Day 8:As students come into class today have them sit in their groups and have one person from each group get one laptop for their group. Before the students begin conducting any work on the laptops they need to place the information they collected yesterday into a stem and leave plot. They should record their stem and leave plot on a piece of white paper, they may also use markers to add some character to it, because they will be displayed around the room. With the laptop the students might need to revisit the site from yesterday about stem and leave plots in regards to the section about histograms. Also guide students to visit . This is an informational site that will help the students grasp a better understanding of what a histogram is and what it can be used for. While students are looking at these information sites about histograms they should record useful information in their math journals. Students will also make a histogram of the material they collected yesterday during class. They should a rough draft of their histogram in their math journals before the final copy which will be placed on white paper near or next to their stem and leave plot. Once students have constructed their stem and leave plots and histograms a class discussion will take place. Chose a handful of students to share their stem and leave plot and their histograms. After students have finished sharing have an open floor discussion with students about the value of using stem and leave plots and histograms. To close class a mini lesson on box and whisker plots will be taught. A resource students can use for this mini lesson as a reference tool is . Assessment for Day 8:Before students can leave class today they will have to hand in an exit slip on their way out of class. On the exit slip students must write three things they learned about box and whisker plots. This can be used as a good tool to get an idea of what students understand about the concept, misconceptions they might have, or confusion. Day 9:As students enter class they will be asked to complete a warm up activity in their math journals. The warm up activity for today is asking the students to compile a list of information they already know about scatter plots and what all they can be used for. After the warm up is complete another mini lesson on scatter plots will be conducted. For the mini lesson to be effective for every student have one member from each group retrieve a laptop for the group as a whole. The resources being used during this mini lesson are (line of best fit), (scatter plots), and (using a graphing calculator to find linear regression). Once the mini lesson is complete students, in pairs of two, will make scatter plots (based on gender) using their height measurements in centimeters and shoe size to determine whether or not there is a correlation between them and they will also find the line of best fit for the scatter plot. When students have finished their partner work as a class I will give an example as how to use the graphing calculator to see the scatter plot and to determine the line of best fit. Students will then follow the example to check their work. Students should include labels on their graphs and a key if necessary. With this information the students have collected and used they will need to make a prediction as to what the parameters are of their information, the furthest it can be stretched. The correlation between height and shoe size tends to have a positive correlation. At the end of class have students write in their journals how information from a stem and leave plot, a histogram, a box and whiskers plot, and a scatter plot including line of best fit and linear regression can help forensic scientist solve a crime. Before students can leave class today they need to finish their K-W-L chart they began during the first class of this unit. By the students completing this chart I will be able to see the progress they have made in content knowledge over the course of this unit. Assessment for Day 9:Students will write in their math journals how they believe how graphical representations of statistics are helpful to forensic scientists in solving crimes. Also students will complete the K-W-L they started on the first day of this unit. This will allow the teacher to see what the students knows and how well they know the content area.Teaching Strategies:For this part of the unit it is essential the teacher is purposely roaming around the room making sure students are on task. While the teacher is purposely roaming he/she needs to be listening to student conversations and observing their work. There is a lot of group work during this portion of the unit. Students are being interactive with this part of the lesson. There is also math journaling that takes place during this part of the unit to make sure students have an adequate amount of information they can recall upon. ResourcesELA would benefit from this worksheet in the English Language Arts classroom during this unit because it provides explanations and definitions of basic, yet important, terms that are necessary for comprehending the essential and topical questions that are presented in the lesson plans. Students could use this worksheet to continuously monitor their comprehension and understanding, and they could also use it while completing various assignments and/or projects. an English Language Arts classroom, it is important that students be able to ask and answer questions dealing with characters, plot, and setting. Students must be able to successfully write their own writing where they successfully identify major literary elements, and this worksheet guides them as they create their own writings of the mystery genre. writing, it is important that students be able to organize and plan their thoughts. Not only does this graphic organizer guide them as they plan and execute their own writing, but it provides a “self-check box” where students can make sure that they are including necessary information. For visual students, this graphic organizer provides stable guidance that can assist while writing in the mystery genre. order to make sure that students can successfully identify with and examine the mystery/crime theme, it is crucial that they are familiar with important “mystery terms.” While students are learning about how to assess a crime scene, how to solve a mystery, or how to be a detective, this worksheet guides them through the learning process. Basic terms are defined in student-friendly ways, and students are able to take their understanding of the vocabulary terms and apply them to their learning, writing, and projects. resource works perfectly in this unit because it provides a plethora of information on the mystery genre. In order for students to connect with readings, writings, and discussions, it is important that they be comfortable using terms and concepts of the mystery genre. Students can use this worksheet to check their comprehension, and to guide them as they work on projects and/or assignments throughout the unit. is crucial that students are engaged in a lesson plan, and this photograph helps the educator in engaging and interesting the students in a writing activity that helps them connect with the theme. Students are given this photograph as a resource to use while writing a narrative. In order for students to be successful writers, it is important that they gain the ability to take on different perspectives, and this photograph assists them in gaining that skill. writing activities, it is sometimes helpful for students to be immersed in sounds, sights, or smells of a particular setting. In order to fully engage and interest students, this video clip will be played while writing a narrative. By playing this video clip, the educator allows students to put themselves in the setting, which ultimately results in diverse and meaningful student writing. fcit.usf.eduDuring this lesson plan, students are required to use a physical copy of Sherlock Holmes’ story of the “Speckled Band.” This resource provides educators with PDF forms of stories that can be printed out and given to students. an English Language Arts classroom, it is sometimes helpful for students to be able to hear text. This resource provides the educator with the option of having Sherlock Holmes’ “Speckled Band” story read to the students. Even though this resource may supplement instruction for some students, it is not intended to be used on a daily basis. This resource also provides sample activities that can be used in a Mathematics classroom while reading “The Adventures of the Speckled Band.” teaching in an English Language Arts classroom, it is important to bring resources from other content areas into instruction. While reading “The Adventures of the Speckled Band,” students will watch this clip from National Geographic on twins. This video clip will assist students in answering journal entry questions that are related to the Sherlock Holmes story. resource provides material for an English Language Arts classroom that can be used in discussing “The Adventures of the Speckled Band.” It is important that students are able to make predictions, and this video clip, along with particular activities, questions, and writing prompts, helps students as they learn to make educated, yet personal predictions. of the activities in the English Language Arts portion of this unit requires students to compare and contrast characters from “The Adventures of the Speckled Band.” This resource provides a graphic organizer that students can use while comparing and contrasting. Students can also use this resource in future activities and assignments in other content areas courses. order to help students become comfortable with their own writing, educators must provide them with as many resources as possible that guide and assist students as they write. This resource provides an “ingredients checklist” that students can use when writing their own mystery story. Students tend to be more confident and organized when they are given a list of things that they need to include in their writing. This resource would help guide students’ comprehension so that they can successfully create writing in the mystery genre in the future. students sometimes have difficulty putting themselves in other peoples’ shoes, lives, or situations. During this unit, the English Language Arts portion requires that students choose and research a missing child and take on the perspective of that child in various writing activities. This resource helps students identify and choose missing children, while also providing them with basic information that can be used in their research. resource is used in the English Language Arts lesson plan to help students put themselves in the shoes of a lost child. Students can use this picture as a resource while writing a narrative. It is important that students be able to use visual aids in their writing process, and this photograph guides students as they learn how to take on new perspectives. writing, it is sometimes helpful for students to have auditory sounds playing so that they can fully engage themselves in the task at hand. This resource provides students with the sounds of a busy city so that they can successfully identify with and examine what it would feel like being lost in a busy city as a young child. This resource is used with a photograph during a writing activity in the English Language Arts portion of the unit. of the assignments in the English Language Arts portion of this unit requires students to write a letter. This template can be given to students to guide them as they write their letter. For students who are unfamiliar with writing letters, this resource can be used to assist them in a foreign writing style. Students can also use this resource for future writing endeavors. of the English Language Arts portion of the unit requires that students research a missing child. This resource can be given to the students to supplement their research. It is important that students be given appropriate and legitimate resources for research, and this website would provide students with correct information that would be needed for their research project. resource is a Public Service Announcement that is used in the English Language Arts portion of the unit plan. Students watch this video clip before reflecting in journal prompts. Students also can use this clip as inspiration in creating brochures and fundraising posters for local missing children organizations and/or agencies. This resource educates and informs students on important, yet shocking statistics that can be used in research. are required to create a fundraising poster in the final English Language Arts class period. For students who are unfamiliar with fundraising posters, this resource can be used to provide them with an example. Students can also this resource as inspiration for creating their own piece. Social Studies HYPERLINK "" \t "_blank" on John F. Kennedy HYPERLINK "" \t "_blank" of footage about J.F.K. assassination HYPERLINK "" \t "_blank" about the conspiracy theory HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" -21st century skills chart HYPERLINK "" \t "_blank" of Teaching Strategies HYPERLINK "" \t "_blank" of Teaching Strategies HYPERLINK "" \t "_blank" - Essential Standards HYPERLINK "" \t "_blank" –video about America’s reaction to assassination HYPERLINK "" \t "_blank" –video where Lyndon Johnson takes oath on Air Force OneThe JFK Assassination Debates: Lone Gunman versus Conspiracy by Michael L. Kurtz –Book addressing debates.The Kennedy Assassination edited by Charles W. Carey Jr.-Book covering all aspects of J.F.K.’s assassination. The Years of Lyndon Johnson: The Passage of Power-Book discussing when Johnson takes over for Kennedy.Math - Research FBI Records & Information -Qualitative vs. Quantitative Information - video about scatter plots –Glogster -Activity on line of best fit –Video on scatter plots –Video on how to find linear regression on the calculator -CSI video clip –Numb3rs video clipForensic Unit.doc - system/files/Forensic+Unit.docYou +1'd this publicly. Undo File Format: Microsoft Word - Quick View –Unit plan outlineScienceIntegrated Science. Durham, NC: Carolina Academic, 2004. Print.- Assigned textbook for the entire class. We will use the textbook for vocabulary and general ideas on content topics like weather, forces and motion, energy, and genetics.Chambers, G. Paul. Head Shot: The Science behind the JFK Assassination. Amherst, NY: Prometheus, 2010. Print.- This is a book about the science behind the JFK assassination.Rainis, Kenneth G. Fingerprints: Crime-solving Science Experiments. Berkeley Heights, NJ: Enslow, 2006. Print.- Using this book we will learn about fingerprints being used to help solve crimes, and also use an activity in our class. - Graph of bullet trajectory. - picture example of Punnett Square. - Water cycle diagram. HYPERLINK "" \t "_blank" - Picture of different types of finger prints. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download