Salmon/Perigny lessons Page 1 Lesson Overview Teacher: Jerry Salmon and Georgie Perigny Subject: Science: Evidence and Investigation Grade: 6 Date: Day: Period: This lesson will require 2-3 classes. Lesson #1 Topic: Evidence and Investigation Lesson Description: Students observe evidence of human and animal activity. Students will observe a variety of tracks and make an inference about what kind of animal may have made such tracks. Curricular Objectives: Recognize evidence of recent human activity, and recognize evidence of animal activity in a natural outdoor setting. 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. Resources Edmonton Public Evidence and Investigation Resource Grade 6 Science Program: Gillian Vas Alberta Program of Studies http://www.beartrackersden.com/trackguide/trackguidecabrera.pdf Comment [l1]: According to the Dick and Carey’s Systems Approach, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes.” This will be evident throughout the lessons. Comment [l2]: Builds expectancy : The purpose of communicating the objective to the learner is to enable the learner to understand learning expectations and to prepare them to receive information. Comment [l3]: Objectives are clear statements that describe what a successful learner will master in order to complete the task. Objectives are derived from the outline created in the task analysis. Objectives are usually written with a knowledge, skill or attitude focus, and there are several methods used for writing the different types of objectives (Morrison, 2010).
Transcript
Salmon/Perigny lessons Page 1
Lesson Overview
Teacher: Jerry Salmon and Georgie Perigny
Subject: Science: Evidence and Investigation
Grade: 6
Date:
Day:
Period:
This lesson will require 2-3 classes.
Lesson #1 Topic: Evidence and Investigation
Lesson Description:
Students observe evidence of human and animal activity.
Students will observe a variety of tracks and make an inference about what kind of
animal may have made such tracks.
Curricular Objectives:
Recognize evidence of recent human activity, and recognize evidence of animal activity in a natural outdoor setting.
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.
Resources
Edmonton Public Evidence and Investigation Resource
Comment [l1]: According to the Dick and Carey’s Systems Approach, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes.” This will be evident throughout the lessons.
Comment [l2]: Builds expectancy: The purpose of communicating the objective to the learner is to enable the learner to understand learning expectations and to prepare them to receive information.
Comment [l3]: Objectives are clear statements that describe what a successful learner will master in order to complete the task. Objectives are derived from the outline created in the task analysis. Objectives are usually written with a knowledge, skill or attitude focus, and there are several methods used for writing the different types of objectives (Morrison, 2010).
Teacher takes students to a natural area, points out a sign of activity and asks, “What happened here?”
Students brainstorm ideas. Teacher asks students to provide support for their suggestions.
After leading the class in this manner for a few more times, the teacher sends the students off to find at least three signs of animal or human activity and to develop their own scenarios, supported by evidence, as much as possible.
Students will come back to class to write create a graphic organizer of evidence to support their scenario. They will then be asked to write a brief paragraph of their scenario in their journal log (which will be shared with the class and feedback will be provided).
Bridging: Students complete a K-W-L chart prior to the lesson.
Introduce and Model New Knowledge:
Key Vocabulary:
evidence: an indication, a sign; the facts available for proving or
supporting a notion.
forensic: of or used in court of law. Forensic evidence tends to support
facts admissible in a court of law.
hypothesis: a proposition or supposition made from known facts as the
basis for an investigation.
prediction: a foretelling of what might be expected.
scenario: an imagined sequence of events.
40 minutes
LESSON
Activity: Animal Tracks
Students will observe a variety of tracks and make inferences about
what kind of animal may have made such tracks.
Materials: computer: http://www.bear-tracker.com/
Procedure:
In partners, students will look at the following animal track poster:
http://www.beartrackersden.com/trackguide/trackguidecabrera.pdf and
Comment [l4]: Process of perception: Gagne believes that an initial task in instruction is to gain the learner’s attention so that other instructional events can occur properly. Gaining a learner’s attention will “hook” and intrigue the learner so that they would become more receptive to learning the objectives.
suspects, data) and then will make inferences. The
process of examining evidence leads the students
to develop valid tests and to draw conclusions
based on the results of their test. Real world
application is seen when police officials and
forensic scientist apply these skills to solve crimes.
Comment [l7]: . It is important to build opportunities for learners to assess themselves and make corrections. Feedback from peers or the instructor can help a learner know where to make adjustments.
Comment [l8]: Initiates retrieval from working memory: One of Gagne’s conditions of learning is the need for accessing prior knowledge and experiences to process new information. It is beneficial to engage students in a class discussion of what they know about a topic and what they would like to learn.
Comment [l9]: Related to encoding process: Guided learning is a way to help the learner gain the knowledge and understanding required to meet the specific objectives. Learners are able to apply their knowledge through an activity. Teachers facilitate the learning by giving hints and clues (the four ways to classify leaves) and to encourage students to participate and engage in discussions regarding the reasons why they would classify their leaves the way they did.
Comment [l10]: When applying the elaboration theory, the simplest concept, principle or task should be taught first.
Comment [l11]: Focus is on selectively perceiving stimulus: As the instructional objectives vary, the range of stimulus materials will also differ. Stimulus material may be in the form of questioning, goal-based inquiry or motivation (Keller). The goal is being able to attain the information.
students will select their animal track that they would like to learn
more about.
Students will then demonstrate their understanding, observations and
inferences regarding the animal track in an assignment of choice
(PowerPoint, poster etc). This will be shared with the class.
Formative/Ongoing Assessment: Teacher will check for understanding
through observation and discussion.
Summative/End Of Lesson Assessment: Using their animal tracking
guide, students will match each set of tracks to an animal from a list
(provided by the teacher). Teacher will encourage students to provide a
detailed observations and reasons as to why they could infer that it is a
wolf, dog, etc. The students’ reasoning is crucial. Inferences must be
based on observation.
Comment [l12]: Providing learner guidance: related to encoding process (Gagne).
Comment [l13]: Eliciting the performance: focus is response
Comment [l14]: Learner Control deals with the freedom of the learner to control the selection and sequencing of such instructional elements as content, rate, components (instructional-strategy), and cognitive strategies.
Comment [l15]: Providing feedback about performance correctness: focus is reinforcing response (Gagne).
Students observe evidence of human and animal activity.
Students will observe a variety of tracks and make an inference about what kind of
animal may have made such tracks.
Curricular Objectives:
Recognize evidence of recent human activity, and recognize evidence of animal activity in a natural outdoor setting.
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.
Resources
Edmonton Public Evidence and Investigation Resource
Grade 6 Science Program: Gillian Vas
Alberta Program of Studies
Salmon/Perigny lessons Page 5
30 – 40
minutes
INTRODUCTION
Anticipatory Set:
Students determine if the length of a human foot is a good indicator of
height?
In pairs, students measure one another’s height and length of foot.
A standing measurement would be more accurate.
Students collect data from 6 other students.
Students create a line graph with the acquired data, label both the x
and y axis and create a title.
Bridging: Graphing the data gives the students a clearer picture of results.
Once they have made the graphs, have the students refer back to the
questions “Is the length of a human foot a good indicator of height?” Based
on their data, students should be encouraged to draw a conclusion.
Introduce and Model New Knowledge:
Key Vocabulary:
Observation: collection of data using the five senses
Inference: interpretation of what is observed
20 minutes
LESSON
Activity:
Students will observe differences in animal tracks and determine
possible rates of speed.
Materials:
Master #4a and #4b (from Edmonton Public)
Procedure:
Hand out Masters #4a and #4b to the students.
Students examine the tracks and at which speed the skunk, weasel
and mink are moving. Students should be prepared to explain
their reasons for their choice.
Have the students study the lynx tracks on Master #4a and record
their observations on Master #4b.
Ask students to infer how fast they think the animal is traveling.
Students complete the two Masters sheet and discuss the
observations and inferences with the class.
Formative/Ongoing Assessment:
Teacher will check for understanding through observation and
discussion.
Salmon/Perigny lessons Page 6
Summative/End of lesson Assessment
Ask the students to create their own set of tracks to stump their
partners. This activity will help students distinguish between an
observation and an inference. (An observation is the collection of
data using the five senses while an inference is the interpretation
of what is observed).
Lesson Overview
Teacher: Jerry Salmon and Georgie Perigny
Subject: Science: Evidence and Investigation
Grade: 6
Date:
Day:
Period:
This lesson will require 2-3 double classes.
Lesson #3 Topic: Evidence and Investigation
Lesson Description:
Students will learn how to investigate, classify, analyze, and compare through
various learning activities and group work.
Curricular Objectives:
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.
Comment [l18]: According to Reigeluth (1999), Elaboration Theory has the following values:
values a sequence of instruction to foster meaning-making and motivation
allows learners to make many scope and sequence decisions on their own during the learning process
integrates practical approaches to scope and sequence into a logical design theory.
Salmon/Perigny lessons Page 7
Investigate evidence and link it to all possible sources:
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 fabrics
Classifying fingerprints collected from a variety of surfaces.
Resources
Edmonton Public Evidence and Investigation Resource
Grade 6 Science Program: Gillian Vas
Alberta Program of Studies
The Key: Study Guide
30 – 40
minutes
INTRODUCTION
Anticipatory Set: Students develop a classification system for shoe prints.
In groups of 3-4 have students examine the soles of shoes and
sort the shoes, based on a common series of observable
characteristics.
Students develop headings for their categories.
Students make prints of the shoes using tempera paints and
sheets of paper. Label the prints A,B, C, D etc.
When prints are dry, students cut them out ad make a chart,
labelling their headings, and gluing the footprints under the
appropriate headings.
In groups, students observe each others’ classification
systems and notice different ways others may have
categorized the same information.
Introduce and Model New Knowledge:
Key Vocabulary:
Classification: the arrangement of things into groups on the basis of a
relationship between them.
Chromatography: separation of a mixture into its component
substances by a moving solvent front. As different components move
at a rate, they separate.
Constant variable: a variable which is kept constant or unchanging.
Dichotomous: divided into two parts of kinds.
Graphite: an electrically – conductive form of carbon used in pencils
or as a lubricant in electrical devices.
Graphology: the study of handwriting.
Comment [l19]: 1.A cognitive overview of the entire big picture of learning 2.A focus on one part of the overview, which begins with activating any previous knowledge on the subject (Elaboration Theory). 3.Chunking of information
Salmon/Perigny lessons Page 8
Hypothesis: a proposition or supposition made from known acts as the
basis for an investigation.
Interlocking weave: fabric knitted with closely-interlocking stitches.
Investigation: a careful study of something in order to discover the
facts about it.
Latent: concealed; not developed; not clearly visible.
Litmus paper: a blue colored paper stained with litmus (made from
lichen), that is turned red by an acidic substance, and restored to blue
by an alkaline substance; a pH indicator.
Manipulated variable: a variable which is changed to affect the results
of an experiment.
Matter: anything which has mass occupies space and exists ordinarily
as a solid, liquid or gas
Particle: a minute portion of matter.
Pigment: a substance that imparts colour to other materials.
Porosity: the degree to which an article is able to be permeated by
water or air.
Responding variable: a variable which changes in response to another
variable being manipulated.
Solvent: a substance, usually a liquid that can dissolve other
substances.
40 minutes/
station
(this lesson
will take
place over a
time frame of
2-3 double
class periods)
LESSON
Activity:
Students will work in groups and complete tasks or learning activities
found in the following stations (stations will be created by the teacher):
Categorizing prints/lifting latent prints
Making tracks/track casting
Mystery Dye/Fabric Forensic
Analyzing handwriting
Soil Samples
Materials: Edmonton Public resources and blackline masters
Procedure:
In a group of 3-4, students will be required to complete the above
activities (these activities will be placed in stations). All students
will need to complete all stations (this lesson will require 2-3 days
of double class periods).
Students will follow the procedures of each activity and complete
the required worksheet.
Comment [l20]: 3. Within-lesson sequencing.
--Elaboration Theory:
--For concep tually organized instruction
"present the easiest, most familiar organizing
concep ts first"
--For p rocedures, "p resent the steps in order of
their performance"
--For theoretically organized instruction, move
from simple to complex.
--Place supporting content immediately after
related organizing content.
--Adhere to learning p rerequ isite relationships
in the content.
--Present coordinate concep ts simultaneously
rather than serially.
--Teach the underlying p rinciple before its
associated p rocedure.
Comment [l21]: To learn to use the tools that forensic scientist or investigators may use, students must enter that community and its culture (Browns Collins and Duguid: Situated Cognition and te Culture of Learning). These learning stations allow students to use various skills and tools that is required by forensic scientists.
Comment [l22]: 4.A cognitive overview of the entire big picture of learning can be seen in the Elaboration theory. In the learning stations students will be able to zoom in and work on simpler to complex content and then zoom out to see the bigger picture (Reigeluth’s Elaboration theory).
Comment [l23]: Darvin completed a study in which she compared a problem-solving assignment based on situated cognition with a similar problem based solely on a cognitive approach. She came to two conclusions. First, students continued to think about the situated problem long after the exercise had been completed. This will lead to creative and critical solutions. Second, Darvin learned that situated experiences involved emotion in learning, which will deepen how well it is remembered (2006). If situations are set up to allow learners to work in collaboration, additional benefits can be gained. Students will learn skills to work with other people and allows a built-in method of confronting ineffectiveness. As collaboration occurs, students can learn from observing each other.
Salmon/Perigny lessons Page 9
Formative/Ongoing Assessment: observation, checking for understanding,
charts, graphs, how well students are working together, completion of
station observations.
Summative/End of lesson Assessment: Unit test (questions from The Key:
Study Guide).
Activity Stations
STATION #1: Classifying prints
Note: Students must complete both activities in this station.
Materials for Task One:
Master #8a and #8b, #9 and #10.
Clear tape, scissors, damp paper towel
Materials for Task Two:
Clear tape, magnifying glass, paper towels, overhead projector and
transparency, face masks, black construction paper, white powders such
as corn starch, talk, or flour, soft-bristled paint brushes, and glass beakers
Are all fingerprints of an individual the same pattern?
Are fingerprints always an effective way to identify a suspect?
Task One:
Using Master #8a students will learn about the four patterns of
fingerprints (deltas, arch, loop, whorl). Students also learn about the
composite pattern: which is a combination of patterns.
Comment [l24]: Establishes cueing retrieval: Assessment determines if the learner achieved the objective and can consistently perform what was intended
Comment [l25]: Focus is response: Eliciting performance is asking the learner to perform an action to demonstrate their understanding. This could include verbally answering questions, or doing an act. Multiple means of representation should be considered to meet the diverse learning needs. Gagne focuses on the fact that all learners learn differently, therefore differentiating instruction or providing a variety of choices would be beneficial.
Salmon/Perigny lessons Page 10
Task: using a pencil, students scribble on a piece of paper to create a
dense area of graphite, approximately 3 centimeters square (this will be
an ink pad.
Rub one finger at a time on the graphite pad, and press the coated finger
onto a clear piece of tape.
Transfer the tape to a second piece of scrap paper, and pat it down to
reveal the print.
After practicing, students make a complete set of their own prints and
place them on Master #9.
Students total the number of prints they (personally) have of each pattern
and record it on Master #9.
Students collect data from 3 other students and graph the information on
Master #10.
Students discuss and compare results with each other (refer to essential
question).
Task Two:
Rub finger tips on the face or scalp to ensure you have some oil on them.
Place a clear transparency on the overhead and roll your finger left to
right, leaving a print on the overhead.
Lightly brush the white powder off the print (use very little powder).
Carefully blow the excess powder off the print (print should now be
visible).
Use clear tape to lift the print by pressing the tape gently onto the print
and lifting it.
Place the tape on black paper to show the print clearly.
Students should practice lifting prints off a glass beaker or plastic cup.
Try to lift prints from a variety of surfaces in the room (clean the area
with a wet paper towel once you have lifted the print).
As a group, discuss the following questions and enter it in your journal
log: “Are fingerprints always an effective way to identify a suspect? What
are the limitations of fingerprints as evidence? From what surfaces was it
Salmon/Perigny lessons Page 11
easiest to dust and lift latent prints? Do some surfaces not hold or reveal
prints?”
Station #2: Tracks
Note: Students must complete both activities in this station.
Materials for Task One:
Tires (cars, bikes)
Wax crayons, newsprint paper,
Master #13
Materials for Task Two:
Plaster of Paris, disposable mixing containers, moist sand, water, shoe
What are some characteristics of different types of soil?
Students brainstorm with their group members: What makes one soil
sample different from another?
Salmon/Perigny lessons Page 16
Working in groups, students scoop small quantities of two different soils
onto a tray. Students distinguish the different soil samples from each
other and record their observations on Master #18.
Students observe four more samples and record the information on
Master #19, transfer the information of the first two soil samples from
Master #18 onto Master #19 and complete Master #19.
Lesson Overview
Teacher: Jerry Salmon and Georgie Peringy
Subject: Science: Evidence and Investigation
Grade: 6
Date:
Day:
Period:
This lesson will require a double class.
Lesson #5 Topic: Evidence and Investigation
Lesson Description: Culminating Crime Scene
Curricular Objectives:
All objectives in the Evidence and Investigation Unit.
Comment [l26]: The ARC’s model can be used within the classroom as educators need to create curiosity within the students’ learning so that students will want to continue to learn. It is important to allow for some interest based learning and provide opportunity for students to represent their understanding in a variety of ways that are relevant to their real life experiences. By allowing students to learn using a variety of resources, providing choices and multiple means of expression and representation will increase student confidence and provide ownership in their own learning.
Salmon/Perigny lessons Page 17
Resources
Edmonton Public Evidence and Investigation Resource
Grade 6 Science Program: Gillian Vas
Alberta Program of Studies
The Key: Study Guide http://www.2learn.ca/search/NetStepView.asp?PID=3198
30 – 40
minutes
INTRODUCTION
Anticipatory Set:
Students become on-line detectives by completing the interactive
activities from the following website: http://www.2learn.ca/search/NetStepView.asp?PID=3198
Bridging: Review of all content covered in the Evidence and Investigation
unit.
Introduce and Model New Knowledge:
Key Vocabulary:
Review of all vocabulary covered in the unit.
20 minutes
LESSON: Final Project
Activity: Authentic learning:
Students apply investigative techniques learned above to create a crime scene,
complete with clues and a mystery to solve.
Materials:
all notes, charts, journal logs, assignments, quizzes, tests compiled
Students brainstorm for types of crimes which do not involve assault or murder.
Students work in groups and plan the following:
Crime: What was the crime? Where was it committed? Create a floor plan.
Suspects: students discuss the types of suspects that they want to include in their crime. Each student creates a different suspect’s
Comment [l27]: 1.Learner control of time and amount of practice of the content with feedback
Comment [l28]: Synthesize
This step integrates and interrelates the ideas taught thus far. The goal is to facilitate deeper understanding, meaningfulness, and retention in regards to the content area.
Comment [l29]: Brown, Collins and Duguid describe a method of teaching content to learners in the same context in which they or experts would use the content in their situated cognition model. This real-life situated learning has several effects. Knowledge and skills are better understood when they are learned in proper context. This prevents the separation of knowledge from doing and teaches learners when and in what environment to use their acquired learning. This generalization can occur because when students learn content in context, the change from the learning situation to the application situation is not that great. When learning is applied to real situations, it leads to creativity in problem solving..
Motive: each suspect must have a motive for committing the crime.
Opportunity: all suspects must have had an opportunity to commit the crime. Do any of them have believable alibis?
Clues: each suspect must have at least three clues at the crime scene (handwriting sample, evidence of clothing fiber, fingerprints, foot or tire prints, soil sample, ink sample).
After collecting all data, students will be asked to demonstrate their knowledge in a manner that will meet their needs. (Choices may include: newspaper editorial, voice thread, glogster, re-enactment, video etc.)
Formative/Ongoing Assessment:
Teacher will check for understanding through observation and
discussion.
Summative/End of lesson Assessment
Final project (product of evidence from student choices).
Comment [l31]: Learner Control deals with the freedom of the learner to control the selection and sequencing of such instructional elements as content, rate, components (instructional-strategy), and cognitive strategies.
Salmon/Perigny lessons Page 19
Rubric for Learning Activity
Performance Task Blueprint
Understanding Planning and Execution Communication
4
Demonstrates in-depth understanding of the required scientific knowledge.
The solution completely addresses all scientific components and criteria presented in the task.
Uses the important elements of the task.
Uses an appropriate and complete strategy for solving the problem.
Uses relevant information.
Uses clear and effective diagrams, tables, charts and graphs.
There is a clear, effective explanation of the solution. All steps are included so the reader does not have to infer how the task was completed.
Scientific representation is actively used as a means of communicating ideas.
There is precise and appropriate scientific terminology and notation.
3
Demonstrates solid understanding of the required scientific knowledge.
The solution addresses almost all of the scientific components and criteria presented in the task. There may be minor errors.
Uses most of the important elements of the task.
Uses an appropriate but incomplete strategy for solving the problem.
Uses most of the relevant data.
Appropriate but incomplete use of diagrams, tables, charts and graphs.
There is a clear explanation.
There is appropriate use of accurate scientific representation.
There is effective use of scientific terminology and notation.
2
Demonstrates basic understanding of the required scientific knowledge.
The solution addresses some, but not all the scientific components or criteria presented in the task.
Uses some important elements of the task.
Uses an inappropriate strategy or application of strategy is unclear.
Uses some relevant data.
Limited use or misuse of diagrams, tables, charts, and graphs.
There is an incomplete explanation; it may not be clearly represented.
There is some use of appropriate scientific representation.
There is some use of scientific notation appropriate to the task.
1
Shows limited or no understanding of the science knowledge.
The solution addresses none of the scientific components or criteria required to solve the task.
Uses none of the important elements of the task.
Works haphazardly with no particular strategy for solving the problem.
Uses irrelevant data.
Does not show use of diagrams, tables, charts or graphs.
There is no explanation of the solution. The explanation cannot be understood, or is unrelated to the task.
There is no use or inappropriate use of scientific representations.
There is no use, or mostly inappropriate use,of scientific terminology and notation.
