SUBMISSION TEMPLATE FOR MINI UNIT PLAN

PROJECT AND COURSE RATIONALES

(Follow the instructions throughout the template to copy and paste your project
work into the appropriate sections.)

Name of submitter: Steph Groten

Name of other Group Members: Sierra Bennett and Ben
Spendlove

GRADE OF MINI UNIT: Six

TOPIC TITLE: Evidence and Investigation

Teacher Jennifer LeGrandeur

Subject Evaluation of Student Learning
Mini Unit Plan (ASSESSMENT
Topic/Focu Mini Unit/ Grade Six Science
s what is left behind in our indoor and outdoor
How can forensics help in analyzing
environments?
Overarc
hing
Questio
n
Students will have an idea of the investigation process and the scientific
method. Students would have learned about numerous pieces of evidence that are used
Learner
Considerat in forensic investigations, such as animal tracks, hair that could be used for DNA
sampling, shoeprints, and fingerprints.
ions

Using the suspect chart that the students were provided as part of their case file and the
Performance evidence that they compiled on each possible suspect during Lesson #3s Case of the
Task
Missing Laptop, the students will hypothesize a case based on the evidence found
Overview during the investigation. This case should be presented in a modality like a newspaper
article, crime podcast, or breaking news report (other modes should be approved by
teacher).

Learner Outcomes
Gener
al
Outco
6-8

Specific
Outcomes
6-8.1

Assessment Criteria
Links to
Students provide evidence
Overarching
of their learning as they
Question/sub-
How can you recognize
Students will demonstrate
evidence of recent human
their learning through the exit
and animal activity in natural slip story after lesson one,
indoor and outdoor settings? completing the Case of the
Kidnapped Cat in lesson two,
the Case Study at the end of
lesson three will test their
learning at length and will be
confirmed in its entirety
through the performance
task.

How can shoeprints aid in

forensic investigation?
6-8.2

6-8.3

How can differentiation

Students provide evidence of
between unique
their learning as they make a
characteristics of evidence news report of their
allow an investigator to make investigation. Through this
inferences about the
investigation they
participants and the activity? differentiate between
characteristics of different
shoe prints, steps taken by
the shoes (speed and
direction), finger prints left,
and hair samples found.
How can investigation of
evidence link it to possible
sources?

6-8.4

Students provide evidence of

their learning as they write their
imaginative stories in lesson 1
about the footprints that they
examined.

Students will demonstrate

their learning by linking all
the pieces of evidence to link
it to the correct suspect.

Student Task Description

Science and Investigation
Performance Task
Task description:
After having done the Case of the Missing Laptop investigation in the last class, the students
are now being asked to complete a performance task for a summative assessment. This task will
demonstrate how to apply observation and inference skills to recognize and interpret patterns, and to
distinguish a specific pattern from a group of similar patterns. Using the suspect chart that the
students were provided as part of their case file and the evidence that they compiled on each
possible suspect, the students will hypothesise a case based on the evidence found during the
investigation. This case must:
- include as many pieces of evidence (out of the possible 16 pieces) gathered during the
investigation with a detailed description of how they are or are not relevant to the case
- scientific method followed
Formulate a hypothesis
Research/reference to existing knowledge (previous lessons/activities)
Test hypothesis by asking questions
Design and conduct a study
Draw conclusions
Report results
- include a description of how they ruled out the other suspects and what evidence discredited
them as the thief
Students may choose from the following forms:
- write a newspaper article
- create a newscast video
- record a news radio podcast
*If students have their own ideas of how they would like to present their case, they need to get
approval from the teacher before beginning
***This performance task is to be done individually or with your partner by each student.

Assessment Criteria
Criteria /
Level
Evidence
Collection

Excellent
4
Recognizes precise
evidence in
particular
investigation setting
(14 out of the 16
pieces of evidence)
8 points

Investigation
process

Provides an indepth explanation

for evidence found
at the scene.

Proficient
3

Adequate
2

Limited
1

Recognizes
meaningful
evidence in
particular
investigation
setting
(10 out of the 16
pieces of
evidence)

Recognizes
appropriate
evidence in
particular
investigation
setting
(5 out of the 16
pieces of
evidence)

Does not recognize

evidence in particular
investigation setting
(less than 5 of the 16
pieces of evidence)

6 points

4 points

Provides a
sufficient
explanation for
evidence found
at the scene

Provides a
partial
explanation for
evidence found
at the scene

Provides an
incomplete
explanation for
evidence found at the
scene

6 points

4 points

2 points

Thoughtfully
considers the
audience in
selecting what
and how to
communicate
their case.
Thoroughly
communicates
all pieces of the
investigation.
(data collection,
analysis,
conclusion)

Appropriately
considers
the audience in
selecting
what and how
to communicate
their case.
Partially
communicates
all pieces of the
investigation.
(data collection,
analysis,
conclusion)

Ineffectively
considers the
audience in selecting
what and how to
communicate their
case. Vaguely
communicates all
pieces of the
investigation. (data
collection, analysis,
conclusion

2 point

8 points
Effectiveness Purposefully
of modality
considers the
audience in
selecting what and
how to communicate
their case.
Insightfully
communicates all
pieces of the
investigation. (data
collection, analysis,
conclusion)

4 points

3 points

2 points

1 points

C&I Mini Unit plans

COPY AND PASTE YOUR LESSON PLAN MINI UNIT ASSIGNMENT FOR C&I
HERE UNDER EACH OF THE HEADINGS:
OVERVIEW OF MINI UNIT
Part A: Inquiry question
Part B: Focusing questions (approx. 3 pp. double spaced)
An effective lesson is built around an overarching question that is directly attached to the General
Learning Outcome and are fueled by prompting questions that direct learning toward the desired Specific
Learning Outcomes. A lesson plan is designed with the General Learning Outcome and overarching question
in mind even though it may not be fully achieved until the end of the unit. A plan is also aimed to achieve all
Specific Learning Outcomes that are intended for that section during the one lesson.
The program of studies for grade six science includes a module (Topic D) on Evidence and
Investigation which guided this unit. The General Learning Outcomes for the grade six science unit on
Evidence and Investigation are; 6-8 apply observation and inference skills to recognize and interpret patterns
and distinguish a specific pattern from a group of similar patterns, and 6-9, apply knowledge of the properties
and interactions of materials to the investigation and identification of a material sample. With General
Learning Outcome 6-8 in mind, our guiding overarching question was how can forensics help in analyzing
what is left behind in our indoor and outdoor environments? Over the course of our mini unit we made three
lesson plans that focused on the investigation process and the conduction of the scientific method to solve
problems.
The unit was designed with the students learning how to find animal and human activity in outdoor and
indoor environments by teaching them how and where to look for footprints and the direction/speed that they
are moving, where to find fingerprints and decipher between the different types, what hair and clothing fibers
can be used for, and how to look for commonalities and differences when comparing writing styles. These

different types of forensic evidence are accompanied by certain corresponding Specific Learning Outcomes
determined by the Alberta curriculum and programs of studies. These Specific Learning Outcomes are; 6-8.1
recognize evidence of recent human activity, and recognize evidence of animal activity in a natural outdoor
setting, 6-8.2 observe a set of footprints, and infer the direction and speed of travel, 6-8.3 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, 6-8.4 investigate evidence and link it to a possible source by: classifying footprints, tire prints
and soil samples from a variety of locations, analyzing the ink from different pens using paper
chromatography, analyzing handwriting samples to identify the handwriting of a specific person, comparing
samples of fabric, classifying fingerprints collected from a variety of surfaces. With regard to these Specific
Learning Outcomes and the units GLO our unit had questions that would begin each lesson such as; how can
you recognize evidence of recent human and animal activity in natural indoor and outdoor settings? How can
shoeprints aid in forensic investigation? How can differentiation between unique characteristics of evidence
allow an investigator to make inferences about the participants and the activity? How can investigation of
evidence link it to possible sources? As Roscoe states, developing key questioning skills is a key learning
expectation for teachers as it covers KSAs #4,7 and 9. Even though the students know that there is an
overarching question for the unit and for each individual lesson, it is the teachers job to keep reminding them
of what those are.
It is quite often possible that when students begin a fun and new unit, that they can get easily distracted
and even though they might stay interested in evidence and investigation there learning may become
misguided. Therefore, it is a good idea to constantly be circulating and conversing with students during lessons
like these so you can redirect your students with your focusing questions. It is also relevant to have many
relatively lower- level questions available to prompt your students and to test their thoughts and theories.
Questioning becomes a great classroom management technique as you are directly checking for understanding.

Throughout this unit we are trying to ignite discussion or refocus the learners. For example, in Lesson
#1 on shoeprints our instructor had questions on their plan to ask for such things as; were there any distinctive
shapes on the shoe, were they flat or did some have deep depressions or cracks, are there any differences in
size, what could being able to distinguish between different prints help you with, do you think this print
belongs to a male or female, what height might they be in relation to the footprint, or which way are they
moving? In Lesson #2 (fingerprints) our instructor would prompt the students by asking them what they know
about fingerprints already, what can they be used for, are they different between different people, and what are
the names of the classifications of fingerprints and how they could be helpful? For Lesson #3 we have an
interactive investigation; therefore, the key questions are aimed more towards student interaction and student
questioning. Throughout all of the lessons, the key questions would be addressed in a manner that would not
allow yes or no answers, rather they allow for opinion and deep thinking. For example, instead of asking were
there any distinct shapes on the shoe? We would ask a question such as What can you tell me about the
bottom of the shoe if you had to describe it in detail? What do the patterns you found tell you about the shoe?
More knowledge based questions such as these allow for students to use their prior knowledge, while
providing an answer, or make inferences about what they think they may know, rather than just giving one
word answers. As the teacher, we would prompt this questions and direct the students in order to make
connections to previous learning.
Overall, in all three lessons we were able to focus the learning towards the goal of our overarching
question. By keeping this question in mind, we met the general and specific learning outcomes from the
program of studies in this specific topic. By holding a learner centered environment as the lens for our
lessons, we were able to direct the flow of discussions with our key questions and included many hands-on
activities for the students to work through.

Part C: 3 Lesson Plans (separate pages for each)

Grade Six: Science and English Lesson Plan #1

Sierra, Steph, Ben
Activity: Evidence and Investigation
Goals/Key questions

Goals: How can forensics help in analyzing what is left behind in our indoor and outdoor environments?
This lesson will meet the overall goal by:
Providing students an opportunity to explore the investigation process
Completing the activity by comparing the treads on each other shoes, shoe prints, and sets of tracks
Students will begin to understand the connection between the investigation of evidence in order to make
conclusions and how it is implemented in their life
Objective (connected to PofS): Students will understand all aspects of the investigation process and the
scientific method by learning how to create hypotheses and test their theories to deduce
the most accurate conclusion based on evidence and fact and how it is useful in their
community. With the connection between evidence and investigation and the
functioning of forensics in their own communities learning and engagement will
increase. In this lesson students will analyze shoeprints and tracks which will let them
see how this process can be used in their own lives on a daily basis and how it can be
effective in producing accurate conclusion
General Learning Outcome 6-8. Apply observation and inference skills to recognize and interpret
patterns and to distinguish a specific pattern from a group of similar patterns:
Specific Learning Outcomes
Recognize evidence of recent human activity in a natural outdoor setting.
Observe a set of footprints, and infer the direction and speed of travel.
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.

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:
Students will have an idea of what the investigation process is from the last lesson. They would have been
introduced to the scientific method. Students would have been told about numerous
pieces of evidence that are used in forensic investigations, such as animal tracks, hair
that could be used for DNA sampling, shoeprints, and fingerprints. We will be beginning
or section of the unit with the focus on shoeprints in Lesson One.
Materials needed/preset up required/logistical considerations needed (seating arrangement):
Pre-made craft (construction paper, and paint/ink and 6 different pairs of shoes)
Make 2 sets of prints of all 6 different pairs of shoes so there will be 24 individual
shoeprints for all 24 students in the class. It is ok to have two sets of each pair as long as
partners end up with correct counterpart, Left with Right. (Ideally, there would be
enough pairs for each group of two so there is no choosing between two possible
partners and only one possible counterpart, but it may take more planning to find 12 to
15 different pairs of shoes)
Pre-made craft (long paper, paint/ink, make sure all sets of shoe prints are from the same pair of shoes)

Make four sets of tracks (one lighter and normally spaced to depict walking, one with
bold prints and longer strides to depict running, one with only toe prints to depict tiptoeing, and one with a turn of direction to depict looking at something)
White board/large paper for brainstorming differences as a class

Content:
What is the teacher doing?
Introduction
(PofS)
Play clip of Law
and Order theme
song to engage
students as all
Evidence and
Investigation
lessons will begin.

Time est: 10
min

start lesson by recapping

last class and introduce new
forensic evidence for the day,
shoeprints and ask them how
could shoeprints aid in a
forensic investigation
remind class to keep in
mind what they discussed as a
group while watching the
video
show class youtube clip of
shoe prints helping police find
person suspected of robbery
Snow Shoeprints Robbery
https://www.youtube.com/wat
ch?v=rFAg2AVpj_M
pairing students with
popsicle sticks
ask students to take off one
of their shoes and have it in
their hands so they can
compare shapes and definition
on treads with classmates
walking around making
sure the students are on task
(comparing shoes)

What are the students doing?

see example of how shoe prints can
help in a real police investigation
moving to find pair from popsicle
sticks
comparing bottom of their shoes
and find 3 differences (size, design,
color, style/print pattern) while keeping
in mind the General Learning Outcome
applying observation and inference
skills to recognize patterns without any
aforementioned prompts of what to look
for (no need to record findings just have
something to contribute to discussion)
going back to their seats once asking
by the teacher

Introduction
Time est: 3
min

Transition
considerations
Time est: 2-3
min

ask a few of the students to

share some comparisons that
they found
prompt discussion with
questions such as; were there
any distinctive shapes on the
shoe? Were any flat or did
some have depression or
cracks? Difference in sizes?
Connect shoe size with video
and show connection of how
suspect could be caught with
this (Cinderellas Glass
Slipper analogy)
connect this with
overarching question of how
can forensics use evidence left
behind in outdoor
environments
ask students: What could
being able to distinguish
between different prints help
you with?
ask students to brainstorm
for 1 minute with the person
beside them and write down
things they found helpful to
look for while you prepare for
activity

sharing comparisons, with hands up

listening to their peers

brainstorming with student beside

them about what would be beneficial to
look for when viewing shoe tracks and
prints
sharing some ideas of how the prints
could help in the world, with hands up

ask for some ideas to be

shared by a short class
discussion with raising hands
explain activity:
Activity 1
Time est: 10
min

examine their paper shoe print and

find their match

1. each student will get a paper

showing a shoeprint
Once they have found their match tell
them to write down if they think the print
2. each student will compare
belongs to a male or female? what height
their shoeprint with others in
they estimate he/she could be in relation
order to find their match
to the footprint? or anything else they
3. Once they have found their might able to come up with about the
match tell them to write down suspect

if they think the print belongs

to a male or female? what
height they estimate he/she
could be in relation to the
footprint? or anything else
they might able to come up
with about the suspect.
Transition
considerations

Ask students to stay in their

pairs of the matching prints

time est: 2 min

unroll papers of shoe prints

(walking, running, tip-toeing,
direction change)

Stay in pairs
gather in a circle around where
teacher has the paper prints set up

ask students to come over

to the papers and make a circle
around
Activity 2
Time Est:
time est: 20 min

ask students to make

comparisons, with their
partner, between their prints
they have and the sets of
tracks laid out

with their partner, comparing their

papers to the prints on the ground
students return to their seats
each partner give one idea

ask students, if these sets of students can put their hands up and
tracks were all printed with the give ideas as to why the rolls of paper
are different
same shoes, why do they all
look different? were they all
made by the same person? was
the person or people moving at
the same speed or have the
same length of stride?
if none of the students
mention that it is from speed
or direction of the person
making the tracks, ask them
how speed or direction could
be involved
once discussion is had
about movement and direction
ask the students to return to
their seats

return to their seats

write a hypothesis, theory, and list of

features that the suspects for each set of
tracks would contain based on the
evidence

End activity:
1. take out a piece of paper (give
Conclusion
option for using the computer
to write)
Est time: 10
2. ask students to write a small
min
imaginative story about one of
the sets of tracks and how the
prints ended up that way (offer
the option of telling a story to
you or the class to
accommodate different
learning needs)
3. tell them that the stories have
to be submitted but they wont
be graded
story collection at end of
class to be used as formative
assessment to see how they
understood the differences of
shoe prints and what they can
tell you, remind them that
these storys, although creative
should have a scientific
connection to the evidence
provided by the tracks

take out piece of paper and pencil or

also can move to computer and open
word
write a short story individually or in
partners about the sets of tracks and how
they ended up there
students on computer print off paper
all students hand in story on their way
out

Assessment: Formative
Brainstorming
Observing the activity
Listening to students comparing the differences of the shoe prints and tracks
Checking students end products to see if they understood the activity with the exit slip (story)

Accommodations/Modifications: Not enough time:

Only ask a few pairs students to show and tell
Ask the students to finish up their stories at home and bring them tomorrow. Provides a good opportunity for
them to discuss differences in prints, tracks, direction, and speed with their partners, the class, teachers, and the
with their parents at home if they need to take it away and bring it back next class.

Grade Six: Science Lesson Plan #2

Steph Groten, Sierra Bennett, Ben Spendlove

Unit: Evidence and Investigation

Goals/Key questions
Goals: How can forensics help in analyzing what is left behind in our indoor and outdoor
environments?

This lesson will meet the overall goal by:

Providing students an opportunity to explore the investigation process and utilize the
scientific method

Completing the activity by comparing fingerprints from their own as well as classmates
hands

Students will begin to understand the connection between the investigation of evidence
in order to make conclusions and how it is implemented in their life

Objective (connected to PofS): Students will have a deeper understanding of what

investigation is and how it is useful in their community. It will show them
how the process takes theories, facts, and evidence in order to deduce the
most likely answers. In this unit we will use the scientific method of inquiry
based on measurable evidence subject to specific principles of reasoning.
This can lead students to question how this process can be used in their own
lives on a daily basis and how it can be effective in producing accurate
conclusions as will be achieved by the activities comparing fingerprints and
solving the Case of the Kidnapped Cat.

General Learning Outcome 6-8. Apply observation and inference skills to

recognize and interpret patterns and to distinguish a specific pattern from a
group of similar patterns:

Recognize evidence of recent human activity in a natural indoor or outdoor setting.

Specific Learning Outcomes:

Observe sets of fingerprints and compare differences.

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.

Investigate evidence and link it to a possible source; e.g., by:

classifying fingerprints collected from a variety of surfaces

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:
Students will have an idea of what the investigation process is from the last lesson and the
activities we completed comparing shoe prints and their introduction to the
scientific method
Teacher will set up desks the day before, after school, in groups of 3, strategically having
stronger students put with weaker students
Materials needed/preset up required/logistical considerations needed (seating
arrangement):

pictures of fingerprints for each table group

pencils

pencil sharpener

scotch tape

plain white paper

smartboard

desks are set up into table pairs of 2

Laptops

Content:
What is the teacher doing?

Introduction
(Pos)
(how will you

have students sit where their name tag is, (groups

of 3, pre set up by teacher)

What are the

students doing?

sitting at their
desk with their
nametag

engage students?
Connections to
previous
learning?)

Time est: 10
min

Hand out fingerprints picture to each table group

Have students look at fingerprints that are given to
them and discuss the differences and similarities
between the different types
ask students what they know about fingerprints
(what are they used for, what do they look like, do
they differ between people, what can they help with?)
They can discuss this with their groups
ask each table group to share one thing they talked
about with the rest of the class

looking at
pictures on the
sheet handed to
them
discussing as a
group about the
differences and
similarities
brainstorming
with their table
groups about what
they know about
fingerprints
One person from
each group will share
with the class what
they discussed

Transition
consideratio
ns

Time est: 2-3

min

-ask one student to hand out white paper, another

student tape, and another student a little piece of
scrap paper
Remind each student to wait patiently for their
materials and to take out a pencil

Individual fingerprinting:
Activity 1
Demonstrate procedure for fingerprinting activity:

Time est: 15
min

Each student will

take out a pencil and
wait patiently for the
rest of their
materials while the
three helpers will
hand out what is
needed

Students will
complete activity as
explained by the
teacher

1. Each student will use a pencil to scribble hard

on a piece of scrap paper. This will be the ink
pad
2. Each student will rub each of their fingers on
the ink pad one at a time and press the coated
finger onto a piece of tape.
3. Students will then put the piece of tape with
the fingerprint onto the piece of white paper

1. Each student
will use a
pencil to
scribble hard
on a piece of
scrap paper.
This will be
the ink pad

4. Once each finger has been placed onto the

white paper, students will label their fingers
(Index, middle, pointer), the hand (right or
left), and the classification of each fingerprint
(whorl, loop, arch, composite pattern)

2. Each student
will rub each
of their fingers
on the ink pad
one at a time
and press the
coated finger
onto a piece of
tape.
3. Students will
then put the
piece of tape
with the
fingerprint
onto the piece
of white paper
4. Once each
finger has
been placed
onto the white
paper,
students will
label their
fingers (Index,
middle,
pointer), the
hand (right or
left), and the
classification
of each
fingerprint
(whorl, loop,
arch,
composite
pattern)

Transition
consideratio
ns

have students line up at the door (keeping hands

to themselves)

line up at the door

quietly

time est: 5
min

walk quietly with students to wash their hands in

the washrooms

walk to washroom
quietly

return to class and return to seats

wash hands

 return to
classroom and to
their desk

Activity 2

The Case of the Kidnapped Cat

Time Est:

http://www.learnalberta.ca/content/wonckc/html/inde
x.html

time est: 20
min

encourage students to try and work as a team to

figure out any problems they may face before asking
for help

Students will work

with their table pair
and one of the
students will get
laptop from cart
students will work
through the case of
the kidnapped cat,
putting their hands
up for help if needed
once they are
finished the activity
one student will put
the laptop away
quietly and they can
return to their seats

Conclusion

Have students put laptops away and take out a

pencil

individually,
students take out a
pencil

Exit slip
write their exit slip
Est time: 5
min

What are the names of the classifications of

fingerprints and how could they be helpful?

raise their hand

when it is completed,
teacher will come to
them and collect it

Assessment: Formative

collect fingerprint sheets at the end of class for formative assessment

Exit slip used for formative assessment

**Teacher will let students know that the exit slip can be answered in writing, or a
diagram or a picture, however it makes the most sense to the student

Observing the activity

Image 1A

Grade Six: Science Lesson Plan #3

Steph Groten, Sierra Bennett, Ben Spendlove

Unit: Evidence and Investigation

Goals/Key questions
Goals: How can forensics help in analyzing what is left behind in our indoor and outdoor
environments?

This lesson will meet the overall goal by:

Providing students an opportunity to explore the investigation process and utilize the
scientific method

Students will begin to understand the connection between the investigation of evidence
in order to make conclusions and how it is implemented in their life

Objective (connected to PofS): Students will have a deeper understanding of what

investigation is and how it is useful in their community. It will show them
how the process takes theories, facts, and evidence in order to deduce the
most likely answers. In this unit we will use the scientific method of inquiry
based on measurable evidence subject to specific principles of reasoning.
This can lead students to question how this process can be used in their own
lives on a daily basis and how it can be effective in producing accurate
conclusions as will be achieved by the activities comparing fingerprints and
solving the Case of the Kidnapped Cat.

General Learning Outcome 6-8. Apply observation and inference skills to

recognize and interpret patterns and to distinguish a specific pattern from a
group of similar patterns:

Recognize evidence of recent human and animal activity in a natural indoor and/or
outdoor setting.

Specific Learning Outcomes:

Observe multiple sets of tracks and infer the direction and speed of travel

Analyze multiple sets of fingerprints and compare differences.

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.

Investigate evidence and link it to a possible source; e.g., by:

classifying fingerprints collected from a variety of surfaces

Specific Learner Expectations

Students will:
1.
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; e.g., by:

classifying footprints, tire prints and soil samples from a variety of locations

analyzing the ink from different pens, using paper chromatography

analyzing handwriting samples to identify the handwriting of a specific person

comparing samples of fabric

classifying fingerprints collected from a variety of surfaces.

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:

Materials needed/preset up required/logistical considerations needed (seating

arrangement):
set up students desks in table groups of four (put two groups of pairs together at
random. Partners were chosen yesterday by teacher from popsicle sticks and this is
written down on desk)
Have a list of pairs picked out from popsicle sticks, so they can just be read aloud
and save time
Have clipboards and pencils prepared for each student
Have clues set up around the school
Clue and Guess Who games are in the classroom in case some groups finish
early. These games will have students work on their skills of gaining evidence

Content:

Introduction
(Pos)
(how will you engage
students? Connections
to previous learning?)

Time est: 5-8 min

Transition
considerations

Time est: 2 min

Upon students entering the

classroom, pass out the case study to
each student. Remind each student to
go to desks and read the investigation
with their table group. This is an
explanation of the case study that will
be taking place for the class.

Tell each group who their partner is

as they do not know yet. (chosen
before class from popsicle sticks. This
is written down to be read aloud) and
have one person from each pair grab
pencils and their clipboards.
Ask students if there are any last
questions or confusions about the

Students will enter the

classroom and will get a case
study investigation from the
teacher. The students will go to
their desks and read through
the investigation with their table
group.

students get together with

their partner that they are
assigned
make sure they have a pencil
and their clipboard of paper
with them, to write down the

Activity 1
Time Est:

time est: 45min

investigation process before they

leave the classroom

evidence they find

once students are settled with their

partners and their materials for the
investigation, ask them to line up at
the door

line up quietly at the door and

wait to be dismissed into the
hallway

remind students that they need to

be quiet in the halls and that they
have only 45 minutes to complete
their evidence gathering
allow students to go out into
hallway, quietly, and begin the
investigation
teacher moves around through halls
where clues are set up and supervises
to make sure the students are on task

do activity, look for clues

throughout the designated
hallways and write everything
down as they go on their
clipboards.
when students are done, they
can go back to the classroom.
(If students are done early, they
can go back to the classroom
and play Clue or Guess Who
while they wait for the rest of
the class to be finished).

after 45 minutes ask students to

come back inside the class, if they
havent already done so (If students
are done early, they can go back to
the classroom and play Clue or
Guess Who while they wait for the
rest of the class to be finished).

Conclusion

Est time: 5 min

Explain to the class that now that

they each have a suspect, they will be
using that to create a newspaper
article (written or online), news video,
or any other form of report, depending
on teachers approval, this is will done
in the next class as their performance
task.

Students, in pairs if they

would like, will discuss what
mode they would like to use for
their final summative
assignment based on the
suspect they have from the
previous assignment.
discussions can be done in
groups but the performance
task in the next class will be
done individually

Assessment:

-Formative assessment - for teacher to see that students are able to collect evidence
through investigation, this will be observed by:
o

Teacher walking around the school and observing what the students are writing
down as evidence, answering questions where needed

Taking in these recording sheets as a formative assessment

Case File of the Missing Laptop

The day began like any other day at Groten Elementary School except upon
arriving in the morning Principal Spendlove noticed the window to the staffroom door
had been broken, he assumed it was no big deal as there were feathers on the
staffroom floor by the broken window and that a bird must have flown into the glass. He
proceeded to follow his usual routine and went to the gym to turn on the lights as they
take some time to warm up and then went back to the office. However, an alarm was
raised when Mrs. Bennett went to enter her online attendance slip noting Jimmys
absence when she realised her laptop was gone, but the door was locked when she
entered in the morning. She phoned down to the office to tell Principal Spendlove about
the missing staff laptops because there was no sign of a forced entry and to tell him
that Jimmy was absent. Principal Spendlove told her that he didnt think the staff
laptops were due for updates with Pedersens Tech and Cleaning until next week and

that maybe Mr. Pedersen, the Janitor/ IT Guy, might have moved them when cleaning up
and that there was already a sick note in the office for Jimmys absence. After speaking
with Mr. Pedersen who said he had not touched any laptops and that they werent in for
updates until next week Mr. Spendlove realised something fishy was going on and asked
Mrs. Bennetts Grade Six science class to investigate. This is what they found;
EXHIBIT A
This is where Mrs. Bennett discovered her laptop was missing. At first she thought
that nothing was left in its place as there were only a few red hairs on the desk until she
found a letter on the floor.
EXHIBIT B
Muddy shoeprints in the hallway leading from the office to the classroom and
gym. It looks like there are two sets, a youth males sneakers and adult females heels.
EXHIBIT C
Signed permission slips, sick notes, and work orders in the office.
EXHIBIT D
Animal tracks and shoeprints in the mud. It looks the tracks might be from a bird
and the shoeprints possibly from an adult male.
EXHIBIT E
Broken glass and feathers on the staff room floor.
EXHIBIT F
Clothes, deodorant, hair combs, and food are scattered all over the floor in the
Boys locker room where all the backpacks are open and the wallets are missing.

Crime Scene Map

Prime Suspects
Principal Spendlove

Mrs. Bennett

Jimmy Donahue

Mr. Pedersen

**For Teacher Only

Set up young male (around grade six size) and bird footprints outside the staffroom
room door leading towards the school and the broken window.
Place broken window cut-out in the bottom right-hand corner of the window (closest to
the doorknob) on the outside of the staffroom door. Print off 3 copies of Jimmys
fingerprint (the only one not on the suspect info sheet because he is a minor) and tape
it with scotch tape on the inside doorknob of the staffroom door, underneath where the
hole in the glass is. Also tape this print on the doorknobs on both the outside and inside
knobs of the Boys change room.
Place Pedersons signed worksheet, Jimmys sick-note, and other irrelevant papers in
the office next to the EXHIBIT C sign so they can be found.
Set up the second set of young male and only set of adult female shoe prints in the
hallway leading towards the classroom and set up the third male tracks into the gym.
Print 2 copies of Pedersons Fingerprint and using scotch tape stick them to the inside
and outside doorknobs of the classroom. Place 12 (one for each pair) red hairs (string)
on top of the desk where the laptop used to be and the Bandit note on the floor
underneath the desk.
Place hair comb with Jimmy inscribed on the handle in the locker room and make sure
there are the same red hairs in it that are on the desk.
Jimmys Fingerprint

Mr. Pedersens Fingerprint

Jimmys Note

Ransom Note

Pedersens Work Order

REFLECTIONS/RATIONALES
In each of your modules (C&I, Assessment, Ed Psy, Technology) you have been asked to use your mini unit
plan to demonstrate how your learning in each of the areas have informed your planning to engage students
in meaningful learning through your mini-unit plan.
Each instructor will have discussed with you how they wish to have their rationale included in your project.
Use the information below, but if your instructor has modified the information, please use that as your
primary source. Add/change as needed.

C&I RATIONALE/REFLECTION
Part D: Personal reflections (rationale)(Individual reflection)
ON YOUR OWN, Look at the unit plan you have created. Think about your 3 lessons and
connect them back to your original key question and what you were hoping students would
learn from this. Review the mini unit analyzing the consideration given to knowledge and
skills you have gained in 3501 with respect to ideologies, planning, instruction, promotion of
engaging students in deep, meaningful learning opportunities and the establishment of a
positive learning environment.
Use you mini unit to point to evidence that you have been purposeful in giving thought to the
above mentioned ideas we have taken up in the class. This is your opportunity to demonstrate
your learning from 3501 has guided you in the process of planning for students.

The overarching question for our unit was, how can forensics
help in analyzing what is left behind in our indoor and outdoor
environments? Upon creating our overarching question, we
designed our lessons accordingly in order to explore this question
and scaffold to our final project. Our lessons were designed to
enhance student engagement by using a learner centered
environments as the lens. This was done by keeping the students
learning at the center and encouraging this engaging environment
through hands-on activities. I think that each of our lesson plans are
very interactive for the students. For example, we have students
comparing their own shoes and fingerprints. We also include a large
investigation for the students to engage in around the school.
Our lesson plans include differentiated instruction by allowing
students to choose different modes of writing. For example, on
lesson plan #1, we ask the students to create a short story at the
end of class which will be taken in for a formative assessment. This
assignment allows students to use a laptop to type their story or to
hand-write it based on their individual needs. The students also have
an option to finish it at home if they do not have time in class. I think
that each of our lesson plans has a clear introduction which will
motivate the students because each lesson engages the students in
using their prior knowledge. In lesson #1, by playing the Law and
Order theme song, students will see the relevance of finding
evidence and investigating. By implementing different learning
strategies and classroom management techniques, the students will

be learning in a fun and meaningful way. For example, we used

popsicle sticks as a way to choose groups for the students to work
with. This is a way to increase the classroom climate because the
students will be collaborating with new people. This is a way of
creating a positive and productive classroom environment (KSA #7).
We also included this method as a management strategy; which, as
Roscoe describes, has a positive impact on the quality of life for both
the teacher and students because it allows for efficient transitions
within the lessons.
As we planned our lessons, we directed our key questions in
meaningful ways in order to have students brainstorm deeply. We
used teaching strategies such as brainstorming and class discussions
in order to examine the topics. The ultimate goal of teaching is to
teach our students in ways that benefit them to meet the Alberta
Curriculum Outcomes. By using the backwards design process to
lesson plan, as Roscoe describes, I think that we were able to meet
these needs. We identified the desired outcomes from the Program of
Studies, chose appropriate assessments in order to gain insight of
the students understanding of the knowledge, and designed our
learning activities in ways that would most successfully engage the
students through this learning process. As Roscoe explains, the
lesson plan becomes the product of our planning process and it is
important to take the students needs into consideration. As KSA #9
states, there are many approaches to teaching and learning. I think
that our lesson plans include this range of instructional approaches
in order to meet the outcomes that students will be interacting with.
Lastly, our lesson plans were created in a way that scaffolds to
the summative performance task. We were able to do this by building
on the knowledge from the previous classes as well as enabling
students to use other prior knowledge. Once the students have
completed the lessons that we have created, they will be able to
complete the performance task which directly applies to the
overarching question, as well as the general learning outcome for the
unit.

ASSESSMENT RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 1:
Description

Lesson
Overvi
ew:

Instructi
onal
Processe
s

How does your lesson

What core assessment
scaffold to your
concepts inform your
performance task?
design choice?
Lesson
Our lesson plan introduces how We used an exit slip in order to
to distinguish between different see if the students took what was
Outcome:
Apply observation shoeprint tracks. This scaffolds to learned in class and demonstrate
their understanding. The core
and inference skills our performance task because
they are asked to use this prior assessment concept we used was
to recognize and
interpret patterns knowledge to find a suspect in formative assessment as these exit
and to distinguish a lesson 3. From here, they use this slips are not taken in for marks,
information for their
rather they are for the teacher to
specific pattern
performance task.
gauge the understanding of the
from a group of
students and therefore give
similar patterns
feedback and further explanation
for anything that was not fully
Lesson
understood. This will further their
Descripti
understanding in order to scaffold
on:
it to their performance task.

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that

How does your use of

formative assessment
reflect key assessment
concepts?

Description
of what
teacher is
doing:

Recap last lesson so that the

After the short introduction video,
teacher knows where the students students are asked to compare
are starting from. From here, the their shoeprint with their
students are asked to look at their classmates. The students will
shoes and examine their own
begin to look at similarities and
treads. The teacher will prompt differences of them. During this
the discussion with questions so process, the teacher would be
that the students are aimed in the observing. As Davies discusses,
right direction and the students triangulation is a good way to
will discuss the differences of
gauge how your students are
what they see. The teacher will doing in relation to what needs to
be making notes on her clipboard be learned. We have implemented
of the students that were
the triangulation approach in our
struggling from the class before lesson by observing our students
and will assessing their level of work in the classroom. This is
understanding through this
done by walking around the class
activity. After the video, the
and making anecdotal notes on
teacher will prompt further
the students that were having
discussion by asking them what troubles with the concepts from
you could decipher about the
the previous class. The next step
suspect by only looking at the
was having conversations with the
shoeprint. The teacher will be
students by prompting key
taking in an exit slip at the end of questions, and finally gaining a
class. This will include what they final product of the short story as
have learned from today about a means of gaining their level of
prints and patterns in the form of understanding formatively.
a creative short story. The teacher During the transition period from
will take this in for formative
the introduction to the first
assessment to see where the
activity, the students are
students are at so far in their
brainstorming how prints could be
level of understanding.
used as a piece of evidence. This
is a beneficial strategy for
teachers as an informal formative
assessment. As Garies and Grant
describe, students often benefit
from engaging with other students
in a structured, collaborative
activity as they can learn from one
another and reinforce one
anothers learning.

Description of
what students
are doing:

Students will be going through a

recap of their last lesson. They
will get to examine the bottom of
one of their shoes and discuss the
differences with the treads of
their classmates shoes.
Throughout the process they will
be receiving formative feedback
from the teacher, asking
questions where needed in order
to apply their observations of
different patterns.

Sequence of
key
questions:
What could
being able to
distinguish
between
different prints
help you with?

We asked the class this question

first to get them thinking about
what they may already know, so
they can apply the prior
knowledge to further pieces of
evidence.

After seeing sets

of tracks which
were all printed
with the same
shoes, why
might they all
look different
from one
another?
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

This will have students look

deeper into the shoe prints shown
and the characteristics,
specifically direction change and
speed. For example, one of the
prints would have a full show
(walking) whereas another might
show the balls of the feet and be
further apart (running).

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 2:
Description

How does your lesson

scaffold to your
performance task?

What core assessment

concepts inform your
design choice?

Lesson
Overvi
ew:

Lesson
Outcome:
Apply observation
and inference skills
to recognize and
interpret patterns
and to distinguish a
specific pattern
from a group of
similar patterns
Lesson
Descriptio
n:
Students
will work
on
characteri
zing
shoeprint
s.

Instructi
onal
Processe
s

Our lesson plan introduces how We wanted to see that our

to distinguish between different students were able to recognize
fingerprints. This scaffolds to our and interpret patterns in
performance task because they fingerprints for this lesson. In
are asked to use this prior
order to gain this evidence, we
knowledge to find a suspect in had our students participate in an
lesson 3. From here, they use this activity where they re-created
information for their
their fingerprints using their ink
performance task to view the
pads, tape and white paper in
fingerprints of the suspects and order to classify each print. At the
find clues as to whom committed end of this activity we would
the crime.
collect these sheets for a
formative assessment in order to
see if the students were able to
distinguish what pattern their
prints would be. We chose to use
an exit slip as well, in order to
directly see that the students have
an understanding of the
classifications and what they
could be used for from the activity
of fingerprinting and the case of
the kidnapped cat activity. This
lesson scaffolds to the next lesson
where the students will need to
use this prior knowledge of
distinguishing fingerprints in
order to figure out the case.

What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that
information?

How does your use of

formative assessment
reflect key assessment
concepts?

Description
of what
teacher is
doing:

Description of
what students
are doing:

Sequence of
key
questions:
What do you
know about
fingerprints?
What are
they used
for/look like?
Do they
differ
between
people?
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

The teacher will be asking

In this lesson, we would collect
students about prior knowledge, the fingerprints sheets that the
or assumptions about fingerprints students created of their
and what they look like, their
fingerprints. The students were
characteristics and what they can asked to classify each of their
help us with. At the end of the fingerprints during this activity.
lesson there is an exit slip, asking This would be beneficial to take
what the names are of the
in for formative assessment
classifications of fingerprints and because it is a method of
how they could be helpful. This describing their level of
information collected will be
understanding of the differing
used in the summative
characteristics of fingerprints. By
performance task at the end of knowing the outcomes in the
the unit because the students will program of studies, we were able
need to know how to classify
to see what needs to be learned to
fingerprints in order to
help the students learn more. As
distinguish between suspects.
Davies describes this, beginning
with the end in mind. If students
are able to understand these
Students will be answering the classifications, they will further
introduction questions in order to be able to pick out other key
show their prior knowledge of classifications and reach the
general and specific outcomes
fingerprints. At the end of the
lesson, the students are to do an which are outlined. We decided on
exit slip writing about what they these ways to assess by gaining
insight into what the students
now understand about the
should know by the end of this
classification of fingerprints.
lesson. In order to gauge what
they know at the end, we would
We ask this at the beginning of take in an exit slip for the last
class in order to gage where the formative assessment of the day.
students are in their current
This would give a clear
understanding of fingerprints.
understanding of what the
This will help in guiding the
students know and what they may
lesson and the teacher can see
still need to learn. We could go
how their understanding has
over certain classifications again
changed from the beginning, to if the students were unaware of
the end when they do their exit them or if there were further
slips.
questions on how fingerprints
could be helpful to an
investigator.

Rationale: Assessment
Lesson 3:

Scaffolding Lesson Plans

Description

Lesson
Overvi
ew:

How does your lesson

scaffold to your
performance task?
Lesson
In this lesson, the students are
directly led into the performance
Outcome:
Apply observation task as they are collecting all the
and inference skills evidence needed to complete
their summative assessment.
to recognize and
interpret patterns
and to distinguish a
specific pattern
from a group of
similar patterns.

What core assessment

concepts inform your
design choice?
Throughout the previous lessons
leading up to this activity, the
students have been learning about
different collections of evidence
and receiving formative feedback
of their understanding of their
progress. By engaging in the
feedback loop to further their
understanding, students will go
into this activity with extensive
knowledge of the evidence that
they will come across and how to
properly utilize it. Being given
this continuous feedback in the
past lesson assignments, they are
then able to further self-assess
their learning.

Lesson
Descriptio
n:
Students
will be
conductin
g an
investigati
on to
discover
their
suspect.

Instructi
onal
Processe
s
Description
of what
teacher is
doing:

What formative
How does your use of
assessment techniques
formative assessment
will you be using?
reflect key assessment
What information will
concepts?
you be collecting? How
willteacher
you use
The
will that
be circulating In this lesson, the students are
the school as the students
learning through a hands-on
conduct their investigation,
activity where they will be
answering any questions and
collecting evidence in order to
assuring that students are on task crack the case of the missing
and collecting proper evidence. laptop. They will use their prior
At the end of the lesson the
knowledge from previous lessons
teacher will take in the sheets
in order to do this. During this
that students wrote their
activity, the teacher will be
observations on, to formatively formatively assessing the students
assess their observations. The
by using the triangulation method.
information collected will be
By using this method, the
used towards their summative reliability and validity of the
assessment.
assessment increases, as Davies
suggests. As the students are

Description of
what students
are doing:

Sequence of
key
questions:

Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

Students will be walking around going around the school to collect

the school with their partners, their evidence, the teacher would
looking at the different pieces of be circulating as well and
evidence at each station. The
observing their collected
observations they gather will be evidence. The teacher would also
taken in for formative
be communicating with the
assessment so that the teacher students and asking questions
can gauge their understanding. such as, why is this piece of
The evidence gathered will be evidence important? The teacher
used to choose their suspect.
would also be answering any
This will then be used for the
questions the students might have
summative assessment task.
or ensuring that they are using
There are no key questions in
their partners as another way of
this lesson that are asked by the collaborating and keeping each
teacher directly. This is because other on track. The students will
the lesson is based on a hands-on also be able to give peer feedback
activity which creates a student to one another as they are working
centered learning environment. in pairs. This will increase their
Throughout the investigation,
motivation because they become
students may have their own
involved in self-regulated
questions. As the teacher is
learning. At the end of the class,
walking around from group to the teacher would take the
group, she can answer any
students evidence sheets in as the
questions the students might
product for formative assessment.
have in order to direct their
This will be used for the teacher
learning.
to view each students work and
ensure they have a high level of
understanding and that they
gathered enough evidence. These
sheets will then be used towards
their final summative project the
next day so it is important to view
their work as well as have those
conversations with the students
during their process.

ED TECH RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology
perspective. Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and
skills you have gained in 3508 in the broad areas of technology in education. Make sure that in
each facet of your lesson description, you are explicitly clear about how technology is being used in
this lesson. To guide your response give thought to the following.
1.
How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am
using? Ensure that you fully defend each salient point you wish to bring
out.

Rationale: Ed Technology

Scaffolding Lesson Plans

Lesson #2
Description

Lesson
Overvi
ew:

Describe how communication

technology used in the lesson/s,
will promote student engagement
toward the identified learner
outcome(s). This should provide a
for using
order to rationale
integrate technology
into our lesson we
Lesson Outcome: Apply observation Instrong

engaged our students by using a smartboard

presentation of the fingerprints. This allowed students
to view the fingerprints clearly on the board, as well as
on paper in front of them as a means of differentiating.
We have also incorporated an online activity of an
investigation in our lesson. This became a way to
Lesson Description:
engage students through technology that related
Students work on making their
directly to the outcome.
own fingerprints in order to
To accommodate different learning preferences, we
recognize and interpret patterns. integrated technology into all of our lessons whether it
be creating videos, podcasts, write ups on the computer
vs paper.

and inference skills to recognize and

interpret patterns and to distinguish
a specific pattern from a group of
similar patterns.

Instructi Describe any potential downsides

onal
to using this technology.
Processe
s

Description of what teacher is

doing:

If there is smartboard
malfunctions the students will not
have the interactive section of
learning the different fingerprints.
Depending on the internet speed,
the interactive activity might not
work because there are too many
students working on it at once.
The teacher is explaining the different types of
fingerprints by using the interactive smartboard.
This allows a clear visual representation of each
type and allows students to come up and draw
them or write down differences using the
smartboard.
During the computer activity, the teacher is
ensuring the students are on task and providing
assistance where needed.

Description of what students are The students are viewing the different
fingerprints on the smartboard and they are able
doing:
to interact with the drawings.
The students are engaged in a computer activity
where they work with a partner to complete an
investigation. Where needed, the students can
look to each other if they need assistance or they
can ask the teacher as well.
Sequence of key questions:
What are fingerprints used for?
What do they look like?
How do they differ between
people?
What can they help with?
Evidence of Lesson
Components (opening,
closing, content, timeline)

The sequence of our key questions allowed for

us to move into the integration of technology. By
asking the questions first, we allowed time for
the students to get laptops in a timely manner.
As practicing teachers, we see the importance of
integrating technology into the classroom. This
is important because it becomes a motivation for
the students. We included technology in our
introduction as well as in our activity.

EDUCATIONAL PSYCHOLOGY
Mini Unit Plan Defense for Educational Psychology

Value: 20 10 marks

How to Submit
From your website mini unit defense plan, you will need to complete this section for EdPsych
and submit your url into Moodle.
For this assignment, you now need to view your lesson plans from the Ed Psych perspective.
Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and skills
you have gained in 3502 in the broad areas of child development, learning theories, motivation
and classroom structure and climate. To guide your response give thought to the following.
1. What learning theory concepts are evident/incorporated in this plan? Why?
2. Did I consider the development of a child within the lesson? How?
3. Does my lesson have consideration for motivation of a wide range of learners? Explain.
4. Have I considered classroom structure and climate and potential variables that may
derail the lesson? Consider rules, routines, movement within the class, etc.
Ensure that you fully defend each salient point you wish to bring out.

Rationale: Ed Psychology Defense

Scaffolding Lesson Plans
Lesson 1 title:
Description
Lesson
Overvie
w:

Lesson Outcome:
6-8 Apply observation
and inference skills to
recognize and interpret
patterns and to
distinguish a specific
pattern from a group of
similar patterns.
Unit Description:
This unit will provide
students the opportunity
to explore the
investigation process and
utilize the scientific
method. Students will
begin to understand the

Connections to Learning Theories &

Demonstration of Attention to a
Classroom Structure and Climate
As we know from the text, creativity is
important for an individuals
psychological, physical, social, and career
success; therefore, by keeping this in
mind as we developed our lesson plans,
we were able to encourage divergent
thinking by offering choices where we
could. For example, in lesson plan #1, we
allowed the students to create an
imaginative story relating back to prior
knowledge of what they learned in class
that day and from previous classes.
As Kohlberg believed, it is more important
for the student to explain why they reach
a conclusion then whether it was right or
wrong. This is demonstrated in our mini
unit through the process of investigating

connection between the

investigation of evidence
in order to make
conclusions and how it is
implemented in their life.

Instructi
onal
Processe
s

Description of what
teacher is doing:

Description of what
students are doing:

Sequence of key
questions:

Evidence of Lesson
Components (opening,
closing, content,
timeline)

and hypothesizing in order to come to a

conclusion. In the performance task, we
are asking the students to conclude who
they believed to be the suspect and give
reasoning as to why that person would
have done the crime. As teachers, we
would be looking for their explanation
behind why they came to this conclusion.
We focused our lesson around the
students and their self-regulated learning.
Each of our lessons include teacher
instruction at the beginning of the class;
However, we kept most focus on the
students taking ownership and
experiencing the tasks in a hands on way.
Each of our lesson plans encourage the
students to be self-regulated learners
because the students are asked to use
prior knowledge In order to build on new
tasks. In our lessons, we allowed the
students to go outside the class, view
their own fingerprints, and differentiate
shoeprints and tracks. This became a way
for the students to gain self-efficacy as
they were able to develop skills and
strategies and take ownership over their
learning.
We implemented most key questions at
the beginning of our lessons in order to
allow the students to become motivated
on the topic for the class. For example, in
lesson plan #1 we asked, how can
shoeprints aid in forensic investigation.
This allowed the students to brainstorm
ideas to an open-ended question.
As practicing teachers, we realized the
importance of taking childrens physical
development into consideration. In order
to do this, we must acknowledge that our
students are learning and experimenting
with the world around them. Throughout
our mini unit, we are allowing our
students to learn through hands on
experience.