Lesson Plan #3

Lynden Nummi, Lily Moradel, Matt Gough

Grade/Subject: Science Grade 6 Unit: Crimes and Investigation Lesson Duration: 40 Minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
68 Apply observation and inference skills to recognize and interpret patterns and to
distinguish a specific pattern from a group of similar patterns.
69 Apply knowledge of the properties and interactions of materials to the
investigation and identification of a material sample
Cooperation: Students will interact positively with others.
CTF is exploring interests, passions and skills while making personal connections to
career possibilities.
Specific Learning Outcomes:
Grade 6 Evidence and Investigation SLO #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.
Grade 6 Evidence and Investigation SLO #4: Investigate evidence and link it to a
possible source
C66 identify and demonstrate positive behaviors that show respect for self and others
I use occupational area skills, knowledge and technologies.
LEARNING OBJECTIVES
By the end of the lesson students will:
Construct their crime scene on google slides
Use evidence to direct peers to specific inferences
Discuss the process of creating a crime scene and teamwork experience.
ASSESSMENTS
Observation:
Circulate the classroom, offer assistance to students with
google slides. Check revision history on google slides. Ensure
students are staying on task with the material. Make mental
notes based on student participation in class discussions.

Written/Performance Assessments:

Key Questions:
How can evidence lead
investigators to specific
inferences?
How does developing a
crime scene help you
understand the job of a
police detective?
How does self-reflection
help improve your group
work?

Google Slides Presentation

Exit Slip / Reflection (Formative)
LEARNING RESOURCES CONSULTED

Resource #1: Alberta Education Science Program of Studies

Resource #2: Edmonton Public Schools Evidence and Investigation Unit Materials
MATERIALS AND EQUIPMENT

Laptop Cart
Index Cards for Exit Slip (30)
Detective Badges (Printed and Laminated - 30)
PROCEDURE

Introduction (10 min.):

Do: Before class, make sure all computers are charged and have everything needed for the
lesson planned.
Hook/Attention Grabber:
Do: Hand out the detective badges.
Say: Because of your excellent work last class, you are being promoted to be detectives!
Do: Help the students pin their detective badges to their shirts.
Assessment of Prior Knowledge:
Ask: Does anyone know the difference between a police officer and a detective? (brainstorm
with the students how the two jobs are different)
Say: Im glad that you guys remembered so much about police officers from our field trip to
the police station a few weeks ago. Detectives are actually police officers whose main job is to
help solve crimes.
Expectations for Learning and Behaviour:
Ask: Can anyone tell me what our class rules are? (Work Hard & Be Kind)
Say: Today if you are working hard you will contribute to your groups the google slide
document. Today if you are being kind you will show respect to each of your group members
and their ideas.
Do: Have the students give you a thumbs up if they agree to follow the expectations for
todays lesson.
Advance Organizer/Agenda:
Say: Today your job will be to use the crime scenes you created last class to create a google
slides presentation that outlines your scenario. Next class, another group will try to solve your
crime, so remember to be tricky!
Do: Divide the students into their groups. Groups have been predetermined, splitting up
children that normally work together.
Ask: Can someone from each group give a quick summary of their crime scene, without
giving it away? (give feedback to each group and ask students to offer peer feedback during

the discussion)
Transition to Body:
Say: The student with the next closest birthday come line up and get a 1 laptop.
Do: Hand out the computers.
Body (25 min.):
Learning Activity #1: Work Time - students create google slides in groups
Say: I have had a chance to review your crime scene plans from last class. On each of your
plans you will find some feedback from me. Make sure to take a look at it and read it with your
group before you begin to transfer your information to your google slides presentation.
Say: Remember our class rules! I expect you to stay on task by completing your assignment
and not playing games or fooling around.
Do: Circulate classroom ensuring students are staying on task and creating their Google
Slides. Help students by giving instructions on how and where to apply their work on google
slides.
Ask (different groups): Are the clues clear so that your classmates will be able to find the
correct suspect? Have you included all the pieces necessary for a complete crime scene?
Say: Now that you have finished your google slides it is time for you to write an exit slip about
your experience individually.
Assessments/Differentiation:
Observe group work to ensure each group understands whats expected to go on the google
slide presentation. Encourage students to stay on task by asking questions about their crime
scene and their suspects. Encourage them to share the workload equally between their group
members. Questions like Are the clues clear so that your classmates will be able to find the
correct suspect? Have you included all the pieces necessary for a complete crime scene?

Learning Activity #2: Individual Exit Slip

Ask: Why do you think it is important to reflect on your assignment and group work?
Ask: What did you contribute to the group?
Do: Hand out the index cards. Write the following guiding questions on the board:
How can evidence lead detectives to make a certain inference?
How did developing your crime scene help you understand the job of a police
detective?
What is one thing you did well when working with your group?
What is one part of your group work that you could improve?
Say: Now I would like you to write down each of the questions and answer them on your
index card. Think about what you learned when creating the crime scene. Also, think about
how well your group worked together as a team. What did you do as a member of the group
to contribute to the assignment?
Do: Walk around the room and have small discussions with individual students to make sure
that they are on the right track when completing their exit slip.
Do: Collect the exit slips.
Assessment/Differentiation:
Help individual students understand the importance of self reflection on assignments by

asking them probing questions that invoke thought. Provide struggling students with sentence
frames or starters. to help them begin their reflective statements.
Closure: (5 min)
Consolidation/Assessment of Learning:
Ask: Has every group successfully transferred their crime scene to a google slide? What is
the value of using technology?
Ask: What key points did you put in your group include in your crime scene?
Do: Make sure every group has the proper information typed in the google slides and they
have reflected on the experience of making a crime scene.
Feedback From Students:
Encourage students to ask questions if they need any clarification.
Do: Collect exit slips from students.
Feedback To Students:
Say: Today you all did a great job working with your groups! I hope that tomorrow you will be
able to keep it up! Tomorrow I know that you will continue to work hard and be kind. (Adjust
feedback based on classroom observations, give areas for improvement if required.)
Transition To Performance Task:
Say: Next class each of you will test your detective skills! We will see if you have really
earned your detective badges as you try to solve the crimes that one of the other groups have
developed. You will need to gather evidence and solve the crime you are assigned.