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Lesson Plan

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
specific pattern from a group of similar patterns.
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
natural outdoor setting.
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
Students will
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
Performance task handouts
Computers for each student
Recipe Cards
Introduction (15

Have performance task handouts and recipe cards on each group

table for all students when they arrive.
1. Class Discussion/ Q&A
Teacher: We have a unit exam on forensics coming up that you all
should be beginning to study for. In this class Im going to give you
time to complete a task that will help you study. Thumbs up if
remember how to make a concept map on Coggle like we had done
a few units ago.
Students: Thumbs up or down
*Assist students with thumbs down when you get to the computer
lab to remind them of how to use it.
Teacher: Today were going to be making a concept map on all of
the key terms and ideas from the forensics units. This is a great
study strategy to use. Tomorrow you will have to do a write up for
me explaining your map. Before we start today, lets make a list of
important terms from the unit to include, without looking at the task
handouts on your table. Who can tell me an important term or idea
from this unit?
Students: Answer by hands up
Teacher: Reinforce answers but probe as well Great answer! Can
you tell me why that term is important Sally? Perfect! What
activity did we use to learn that idea Tim? *Write key words on
the whiteboard
After list is made Read through performance task, emphasize
expectations on the task and tell them they must have the words
provided on the task on their map. If you want a challenge you
may add any of the words off the whiteboard to the task list to
Transition to computer lab by having students take task handout
with them, line up by groups at the door, do hand-hook-ups and lips

Assessment Methods
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.
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
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.)

Students sit at regular assigned numbered computers. Go through

login steps on the smartboard along with the students as well as
steps for getting onto Coggle website. Have binder with login
info accessible for those who forget passwords. Address students
who had forgot how to make maps that had thumbs down once
all start working.
Teacher: I am starting the timer now on the smartboard so that
you can all see how much time you have left until you need to
print off your map. Hands up for help after you have asked your
elbow-partner. Get to work! *Start Timer
Students: Given the class to work individually to create a mindmap to print off. Ask elbow-partner for assistance and then
hands up for teacher if they still need help.
Teacher: Walking around monitoring the students screens and
answering any questions and reminding students of time
periodically. If stopped walking, stop at the back of the lab to
view all screens. Occasionally say Hands on heads, eyes up.
I dont remember what ____ (high heel footprints, arch
fingerprints etc.) look like can someone come draw it for me on
the board. Pick first hand up.
Students: Draw on board/ observe drawing with hands on head.
Teacher: If you dont already have ____, add it to your map now.
Teacher: After time is up tell students they must now print off
whatever they have finished of their mind map and log-off.
Remind them it is used for their writing portion of the task
tomorrow. Give time to print and log-off, assist students with
hands-up if they forget how to. Once you have printed and
logged off. Line up and wait.
Students: Print off map, log-off, line up at door.
Transition back to class leading the line same way they came.
Hand-hook-ups and lips sealed or turn around and try again.

Observational and
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
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

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.

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

Outlining: If students finish concept map ahead of time they can

begin to look at writing portion of the performance task. They can
start to outline how they want to explain their concept map, what
the key terms on their maps are, and what the importance is of each
why they included it.


If students have issues using a computer (vision problems etc.)

have them create their mind-map by drawing it out by hand and
coloring the different stems.

next class.
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

What went well?
What can be improved?
How did students meet the lesson objective?

Technology in Education Component

Concept maps are an important visual tool for students to use for their learning and studying.
The students are able to chart the relationships among concepts in a way that makes sense for the
individual. In a study conducted at Simon Fraser University, John Nesbit and Olusola Adesope
(2006) concluded that concept mapping is more affective for retaining and transferring
knowledge in comparison to reading, class discussions or listening to lectures. Many students do
not learn many study strategies in school and therefore resort to simply highlighting or
memorization which are not as effective because vision trumps all other senses. In grade 6
students are just beginning to learn the importance of studying and teaching them concept
mapping as a means of studying is important.
Concept maps enhance students learning by having them recall and review information
which is key to moving information into long term memory learning. Concept maps highlight
the key concepts, organize information and ideas, and allow for quick interpretation. Although
concept maps could be done by hand, by having students do them on the computer it allows for
this learning to be presented in a clean and neat way. Also, young students love using technology
so using concept mapping is an exciting element for them, and this further engages the student
and motivates them to do the work. Platforms like Coggle provide infinite space for them to add
and connect ideas as well as allows them to add elements or rearrange their map without having
to erase things. Not only do students recall/review and learn study strategies using concept maps
but they also enhance the learning of technology skills, which could be very important for
students who do not have this opportunity at home.
When integrating this technology, you must be mindful that students will need to have skills
working with coggle. Having students learn how to use coggle could take an entire class on its
own. Additionally, some students may have greater technology skills due to exposure and would
have an advantage when creating these mind maps. You must also consider that you will need
access to a computer or iPad for every student in the classroom which could require planning

some time ahead to be able to book them for that day. The school would need to have such
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