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Name: Ashley Gunderson and Ben Taylor Grade/Subject: Grade 6 Science Unit: D: Evidence and Investigation
Topic: Investigating Evidence
Date: October 19, 2016
Length of Lesson: 1hr, 15min.
General Learning 6-8 Apply observation and inference skills to recognize and interpret patterns and to distinguish a
Expectations
specific pattern from a group of similar patterns.
(GLEs)
6-9 Apply knowledge of the properties and interactions of materials to the investigation and
identification of a material sample
Specific Learning 1. Recognize evidence of recent human activity, and recognize evidence of animal activity in a
Expectations
natural outdoor setting.
(SLEs)
2. Observe a set of footprints, and infer the direction and speed of travel.
3. Recognize that evidence found at the scene of an activity may have unique characteristics that
allow an investigator to make inferences about the participants and the nature of the activity, and
give examples of how specific evidence may be used.
4.Investigate evidence and link it to a possible source
Learning
Students will
Objectives
1. Give examples of key forensic terms related to observing and analyzing evidence.
2. Explain the importance of evidence such as fingerprints and footprints.
3. Create a visual representation demonstrating understanding of evidence and importance of it.
4. Demonstrate understanding of relationships between all evidence in identifying a single
source.
Materials
Whiteboard/Pen
Smartboard
Performance task handouts
Computers for each student
Recipe Cards
Printer
Procedure
Introduction (15
min.)
Assessment Methods
Formative/PreAssessment
By thumbs up or down
you are assessing if you
must go over the steps of
using Coggle with some
students, all students or if
they all recall the skills.
Formative
Assessment/PreAssessment
Listing off terms,
activities and importance
to teacher and class
assesses their
understanding and recall
of the material of the unit
before you start and
whether you need to
readdress
terms/importance
Differentiation
Providing reminders and
assisting recall to all
students, especially who
need it and a challenge to
all students so highachievers have an
extension but are assessed
the same.
sealed. If you cant get there quietly with hands in we will come
back and try again. Lead students down there.
Body of Lesson
(55 min.)
Closure (5 min.)
Observational and
Formative
By walking around
observing students screens
you are ensuring students
are on task and engaged or
not. You also can
formatively assess their
work in progress
(creations thus far). You
will know if students
understand the
performance task and
instructions and
understand and can
visually represent the
relationships between the
key terms, images, ideas
and activities. You are also
observing/ formatively
assessing their technology
skills.
By stopping students
periodically, you are also
formatively assessing they
are able to recall and draw
footprints, fingerprints etc.
Summative: After the
writing portion of the
performance task is
completed the mind-map
created in this lesson is
handed in to be graded
based on the expectations
and rubric the students
were given on the task
handout.
Exit-Slip
Teacher: To get you thinking about what you write about
tomorrow please write one concept that you think is key on your
concept map and why you think it is key. Also write down one
question that you have from today or about tomorrows writing
portion of the performance task. You have five minutes. Hand it in
to me when you are finished and line up for the bell.
Students: Write on recipe card quietly at their spot. Hand it in and
line up.
Formative
Read through to check
understanding of todays
assignment, tomorrows
assignment based on
questions and assess
whether students
understand how to identify
key terms/ideas and
importance. Answers to
questions and feedback
may be given beginning of
Sponge Activity
Modifications
next class.
Observational/Formativ
e
Observe and monitor their
outlining while walking
around still to judge
whether they understand
the writing portion, what
the key things are,
importance and why they
included it
Reflection:
What went well?
What can be improved?
How did students meet the lesson objective?
some time ahead to be able to book them for that day. The school would need to have such
resources.
To allow every student to use a computer to complete their assignment there must be great
classroom management. Students need to know what is expected of them, what they should and
should not be doing on the computer, and that food/water should not be around them. The
students must have a sense of what is appropriate computer use and what is not. This could be
monitored by walking around to look at students screens or standing in a place where you are
able to see them all. It also must be taken into thought that some instruction/work time is lost to
transitioning to and from the computer lab or grabbing laptops and logging in and onto the
website. This could be a potential downfall to using the technology to create the maps.
Technology flaws could be a downside to this lesson and should also be taken into
consideration. Since this assignment is to be handed in and summatively assessed after one class,
a student could be at a disadvantage if their computer crashes, if the internet is slow or they have
login problems that waste their creation time. There could also be issues with printing. There is a
lot to take into consideration and we should be cautious about skill requirement, time,
accessibility of resources, appropriateness of use, and technology flaws. However, we believe
these risks are manageable and the learning will be achieved.
Reference Complex Cognitive Processes. (n.d.). Educational Psychology hand-out and class
discussion.