Foundation Legend:

Assessment al Concepts Green Text =

activity that uses
Essential Question: How can we use observation and inference skills to Inquiry Sub -for -NOS
Date Lesson Topic Understandings Skills Attitudes Resources Activities their investigators
interpret our environments? Questions -as -FNMI notebooks
-of -History of Red Text = find
Science out more
Week 1
-Get to know you activity: Introduce your name
UNDERSTANDINGS and 1 thing you like that starts with the same
letter as your name. Write names in dry erase
Topic D: Evidence and Investigation markers on desks.
-for: students will record
- Object Investigation Activity: Students will
Overview their hypotheses in their
What methods get into groups of 3-4 and be given a (hopefully)
Students sharpen their skills in observing and interpreting what they see by GLE 8 -Edmonton Public notebooks, this assessment
March 2 1 Unit Introduction can we use to unfamiliar object. They will have 5 minutes to -NOS
investigating evidence of human and animal activity. They explore and analyze SLE 4 Schools page 4-5 can be used to determine if
investigate? examine the object, discuss, and come up with a
indoor and outdoor environments as they look for footprints, markings, students understand how to
hypothesis as to what they think the object is
evidence of disturbance and things that are left behind. Through these studies, generate a hypothesis
used for. After 5 minutes they will switch with
students learn to pose questions, devise investigations, recognize patterns and other groups.
discrepancies, and think logically about what they have observed. -Hand Out Cards: Give students personlized
cards and practice their names.
-Word Wall: In pairs, each group is assigned a
General Learner Expectations word and they have to create a definition and use
As investigators,
it in a sentence. They will then put the word,
Students will: what are some
definition, and sentence up on the word wall so -for: students will write
important terms
-Key Word word that they are easily able to refer back to them down words that they
6–8 Apply observation and inference skills to recognize and interpret patterns we need to
document later. We will then go over the terms as a class. struggle with as an exit slip
and to distinguish a specific pattern from a group of similar patterns. know?
Key Words / -Animal Print As the unit progresses we will add more words to -as: students have to reflect
March 3 2 SLE 1
Animal Prints powerpoint the list. on the lesson and where
6–9 Apply knowledge of the properties and interactions of materials to the What traits are
- Animal Print Types -Animal Print Types: Present a powerpoint their learning might be
investigation and identification of a material sample. important to
word document where we discuss what to look for when looking lacking to complete the exit
look for when
at prints (spread, groupings, toes, etc.) and look at slip in a meaningful way
investigating
various examples of animal prints.
Specific Learner Expectations animal tracks?
-Exit Slip: What key word is most difficult for
you to understand?
Students will:
- Key Term Bingo: Using the newly learned
1. Recognize evidence of recent human activity, and recognize evidence of As investigators, terms from the Word Wall, we will play bingo
animal activity in a natural outdoor setting. what are some with the definitions that students came up with.
-Bingo Card generator:
important terms Any definitions that students struggle they can
https: -for: students will make
2. Observe a set of footprints, and infer the direction and speed of travel. we need to list for themselves so that we can work together
GLE 8 //myfreebingocards. observations and inferences
know? to clarify understanding in the future.
Key Words / GLE 9 com/bingo-card- on a worksheet which will
3. Recognize that evidence found at the scene of an activity may have unique March 4 3 -Animal Print Identification: Students will
Animal Prints SLE 1 generator be able to show me if they
characteristics that allow an investigator to make inferences about the What traits are complete a worksheet where they make
SLE 2 -Edmonton Public know the difference
participants and the nature of the activity, and give examples of how specific important to observations and inferences about type and gait
Schools master 3 & between these
evidence may be used. look for when of animal footprints.
master 4b
investigating - Exit Slip: What animal prints do you think we
4. Investigate evidence and link it to a possible source; e.g., by: animal tracks? could find near the school? This will get students
• classifying footprints, tire prints and soil samples from a variety of locations thinking about tomorrow's activities.
• analyzing the ink from different pens, using paper chromatography -Human Footprints Powerpoint: We will go
• analyzing handwriting samples to identify the handwriting of a specific over what factors are important to look for
person (suspect age, gender, hobbies, weight, etc.).
• comparing samples of fabric -Footprint Analysis: Students will use crayons
• classifying fingerprints collected from avariety of surfaces. -Human footprint and paper to make etchings of the soles of their
GLE 8 -for: students will make
What can we powerpoint shoes. Students will randomly switch etchings to
GLE 9 observations and inferences
March 5 4 Human Footprints infer from -Shoe Print make observations and inferences about the
SLE 3 from the footprint etching
SKILLS footprints? Identification Key word shoeprint they have. Students will then find the
SLE 4 that they look at
document original owners and are able to see if their
Science Inquiry inferences were correct. Students can reflect on
observations they may have missed and the
General Learner Expectations difficulty of coming to the correct conclusions
from such little evidence.
Students will: Week 2
March 9 PD Day
3–1 Investigate the nature of things, demonstrating purposeful action that leads
to observations and inferences. -Shoe Print Speed and Size Lab: This lab will
work best if there has been recent snowfall. In
3–2 Identify patterns and order in objects andevents studied; and, with groups students will take turns walking, running,
guidance, record observations, using pictures, words and charts; and make limping, jumping. etc. in the snow. Students will
predictions and generalizations, based on observations. have to choose 2 methods of movement to
compare to their normal walking. Students will
-of: students will be able to
Specific Learner Expectations record their observations in the notebook. They
complete a lab report
will record distance between steps, clarity of
showing that are able to
Students will: footprints, distance between individual feet, etc.
infer speed and direction of
We will take picture of the footprints so that
-Human footprint travel when looking at a set
Focus students can more easily refer to them on their
What can we powerpoint of footprints
• ask questions that lead to exploration and investigation GLE 8 lab reports.
March 10 5 Human Footprints infer from -Shoe Print -as: students will be able to -NOS
• identify one or more possible answers to questions by stating predictions or SLE 2 -Shoe Print Lab Report: Students will complete
footprints? Identification Key word make corrections on their
hypotheses a guided lab report looking at the differences
document lab after they receive
between different methods of movement.
feedback, this way they can
Explore and Investigate -Class Discussion: We will come together as a
use this lab as a template for
• identify, with guidance, procedures to be followed in finding answers to given class and discuss our findings from last class.
expectations on future lab
questions Students will list the ways in which they chose to
reports
• carry out procedures developed by themselves or identified by others move.
• identify materials and how they are used -Shoe Print Lab Report: Students will complete
• work independently or with others to carry out the identified procedures a guided lab report looking at the differences
• identify, with guidance, sources of information and ideas and, with guidance, between different methods of movement.
access information and ideas from those sources. Sources may include library, We might be able to get this all done in the
classroom, community and computer-based resources previous class.

ATTITUDES

General Learner Expectations

Students will:

3–4 Demonstrate positive attitudes for the study of science and for the
application of science inresponsible ways.

Specific Learner Expectations

Explore and Investigate
• identify, with guidance, procedures to be followed in finding answers to given
questions
• carry out procedures developed by themselves or identified by others
• identify materials and how they are used
• work independently or with others to carry out the identified procedures
• identify, with guidance, sources of information and ideas and, with guidance,
access information and ideas from those sources. Sources may include library,
classroom, community and computer-based resources
-Identifying Our Own Fingerprints: I will put
up the types of fingerprints on the board and go
ATTITUDES over a few examples of each type. Students will
How can we use
GLE 9 use pencils and tape to create an outline of each -of: Ensuring that students -History of
fingerprints to - Edmonton Public
General Learner Expectations March 11 6 Fingerprints SLE 3 fingerprint on both hands. Students will then understand the differences Science
identify Schools pg. 17-23
SLE 4 identify the shape of each print. between fingerprint types -FNMI
someone?
Students will: -Lifting Prints: Students will work in groups to
use conrstarch and glasses/beakers to practice
3–4 Demonstrate positive attitudes for the study of science and for the lifting prints.
application of science inresponsible ways. March 12 7 Ski Trip
Specific Learner Expectations Week 3
- Review Outdoor / Lab Safety: Remind
Students will show growth in acquiring and applying the following traits: students that if they find glass, feces, any other
• curiosity dangerous species they should not pick it up.
• confidence in personal ability to explore materials and learn by direct study Find out the boundary that we are allowed to
• inventiveness and willingness to consider new ideas explore. -for: students will make
• perseverance in the search for understandings and for solutions to problems How can we use GLE 8 - What Happened Here? Outdoor Lab: Take observations and inferences
• a willingness to base their conclusions and actions on the evidence of their Making evidence to GLE 9 - Edmonton Public students outside and guide them through a couple in their notebooks which
March 16 8 -NOS
own experiences Hypotheses make an SLE 1 Schools pg 7-8 observations and inferences about evidence that will be able to show me if
• a willingness to work with others in shared activities and in sharing of inference? SLE 3 we find. Broken twigs, pieces of garbage, animal they know the difference
experiences tracks, etc. Let students go off in groups and find between these
• appreciation of the benefits gained from shared effort and cooperation at least one piece of evidence to make an
• a sense of responsibility for personal and group actions observation and inference about. They will bring
• respect for living things and environments, and commitment for their care out their notebooks and create a sketch of the
scene and record their hypotheses.
-Clueless Activity: Students will be put into
groups of 3 or 4, one random student from each
group will be asked to go into the flex area. As a
surprise, the remaining students will make
observations about what they remember about the
student that left. Then the students will come -for: students will record
back in and they can see how accurate their observations in their
-Edmonton Public observations were. We will then repeat this with notebooks, this can ensure
Schools page & master another student, but this time the students will that students understand
GLE 9
Is all evidence 1 know to observe before the student leaves. After what an observation is - History of
March 20 9 Evidence Types SLE 3
of equal quality? -Circumstantial we will have a discussion about which way was -for: students will use an Science
Evidence pdf most accurate and eye witness testimony. exit slip to iterate that they
-Wanted Poster pdf -Circumstantial Evidence: We will go over understand that not all
evidence types using the circumstantial evidence evidence can be used to
document. identify a suspect
-Wanted Poster: Students will learn about
composite drawings and then create their own
sketch of a potential suspect.
-Exit Slip: Name 2 types of evidence that are
sometimes unreliable.
-Chromatography Lab: Students will draw lines
What is GLE 9 on filter paper. They will then dip this paper into - History of
-Edmonton Public
March 18 10 Chromatography chromatography SLE 3 the water and see what happens as the water Science
Schools pg. 30-31
? SLE 4 climbs up the paper. Students can compare using -NOS
the same pen and different pens.
-of: Lab Report stduents
-Chromatography Lab Report: Students will will be assessed on their
How can
GLE 9 complete a lab report outlining their hypothesis, ability to make a hypothesis,
chromatography -Edmonton Public
March 19 11 Chromatography SLE 3 observations, and inferences during this lab. They observe, and infer during a
be used as Schools pg. 30-31
SLE 4 will also have to complete a short question about lab, as well as how they
evidence?
how this could be used in the working world. could apply that information
in the future
Week 4
-Hand Writing Analysis: As a class we will go
over what characteristics to look for when
analyzing handwriting (slant, letter formation,
pen type, etc.). Students will then write two
sentences "The quick fox jumped over the lazy
dog." and "To Do List: research alarm systems,
How can we use -for: Exit Slip do students
GLE 9 wash black clothes, buy ski mask (we can use this
Handwriting handwriting -Edmonton Public understand what strategies
March 23 12 SLE 3 note to reiterate circumstantial evidence)" on -NOS
Analysis analysis as Schools pg. 39 can be used in handwriting
SLE 4 separate pieces of paper. The "To Do Lists" will
evidence? analysis
go around the classroom on the walls, the fox
sentences will get mixed up and students each get
one that they have to match to the notes around
the classroom.
-Exit Slip: What strategies did you use to find
the correct handwriting match?
-Review Terms/Concepts: As a class we will do
How can we
a quick review of what terms and concepts we
apply our
have learned in the unit so far.
March 24 13 Case Study evidence and
-Case Study: I am looking for one we can do as
investigation
a class, but if not found students can do an
skills?
interactive one.
 -Quiz: Using the information that we have
-Quiz word document
learned so far students will take a quiz.
-Quest A+
GLE 8 Corrections allowed?
-Fingerprint Activity:
GLE 9 -Online Fingerprint Activity: Students can do
http://www.
SLE 1 this interactive fingerprint solving crime scene
March 25 14 Quiz learnalberta. -of: Quiz
SLE 2 activity when they are finished the quiz, this
ca/content/wonckc/html
SLE 3 activity is simple and the content is mild.
/index.html
SLE 4 -Online CSI Activity: Students may also choose
-CSI Activity: http:
to do this activity after the quiz. The content is
//forensics.rice.edu/
more mature as well as the skill level.
-Quiz Review: We will go over the quiz as a
class and students have the opportunity to ask
questions.
How is DNA GLE 9
- DNA pdf -DNA: We will go over the basics of DNA as a -as: Quiz Review - History of
March 26 15 DNA used as SLE 3
class and how it is used as evidence in crime -for: Exit Slip Science
evidence? SLE 4
scenes.
-Exit Slip: Give one example of evidence that
could have DNA in it?
Week 5
-Fibre Info: https:
//archives.fbi. -Fibre Powerpoint: Talk about how fibres can
gov/archives/about- be used as evidence and what to look for when
What can we GLE 9
us/lab/forensic-science- looking at a fibre.
March 30 16 Fibre infer from fibre SLE 3 -NOS
communications/fsc/jul -Fibre Demonstration: Do a demonstration of
samples? SLE 4
y2000/deedric3.htm different fabrics burning and melting. Note flame
-Edmonton Public colour and ash consistency as well.
Schools pg 35
-Soil Lab: Students will test and observe
What can we GLE 9 different samples of soil. We will test soil pH and
-Edmonton Public
March 31 17 Soil infer from soil SLE 3 observe colour and texture differences between
Schools pg 42-45
samples? SLE 4 soil types.
-Exit Slip: What are 3 characteristics of soil?
-as: students will keep track
-Review Jeopardy: Students will work in groups
and reflect on what topics
of 2-3 to answer jeopardy questions. They will
GLE 8 they are struggling with
What use devices to buzz in and answer questions
GLE 9 personally and use the
information do - Jeopardy Game orally. I will ask students to keep track of topics
SLE 1 upcoming review session to
April 1 18 Review Jeopardy we need to Creator: https://www. that they do not know the answer to in their
SLE 2 work on those
review before playfactile.com/ notebook and they can review them in the
SLE 3 -for: if there are any obvious
the test? upcoming review days.
SLE 4 gaps in class knowledge,
-Exit Slip: What do you need to review before
there is an upcoming flex
the unit test?
day to remedy this issue
April 2 19 Flex Day
Week 6
-Review Worksheets / Practice Test: Students
can choose how they want to study. I will have
worksheets on various aspects of the unit so that
GLE 8 if students are struggling with particular
GLE 9 information they can focus on it. There will also
-Edmonton Public
SLE 1 be some practice questions for students to work
April 6 20 Review Schools
SLE 2 on to prepare for the unit test. There will be
-Quest A+
SLE 3 answer keys for every item so students can check
SLE 4 their answers when finished and ask questions if
they are still confused.
-Exit Slip: How prepared do you feel for
tomorrow's test? Very, Somewhat, Not at All
GLE 8
-Unit Test: Using questions from previous PAT's
GLE 9
-Quest A+ and unit tests given to me, I will use these as a
SLE 1
April 7 21 Unit Test -Unit Test word base to create a unit test. Students will complete a -of: Unit Test
SLE 2
document test that covers what we learned throughout the
SLE 3
unit.
SLE 4
-Crystal Rosene's
escape room lesson plan -Escape Room: Students will work in groups of
GLE 8
-Solve a Crime Inquiry 5 and use their Evidence and Investigation skills -as: students can reflect on
GLE 9
Project: https://www. to unlock a series of boxes and solve a crime. I their learning over the unit
April 8 22 Escape Room SLE 1
kinf. need to do more research on how I would run and use their skills to
SLE 3
org/projects/SC/SC- this. Another option could be bringing a case complete the escape room
SLE 4
Grade8- study to life and solving it in the classroom.
MurderMystery.pdf

Links We Be Using:
• http://katherineabella.weebly.com/ksa111.html
• https://cwperry.rockyview.ab.ca/Members/stwilson/assignments/science/evidence-investigation
• http://www.kurpinskisclass.com/new-page-2
• http://gradesix.mrpolsky.com/science-evidenceinvestigationlinks.html
 Unit Assessment Plan
"What
Animal Print Footprint Chromatography Fingerprint
Title Exit Slips (x7) Happened Clueless Activity Quiz Jeopardy Unit Test Escape Room
Identification Analysis Lab Report Identification
Learning Here?" Lab
Outcomes Type:
Formative or Formative Formative Formative Formative Formative Summative Formative Summative Formative Summative Formative
Summative
Specific Learner Expectations:
6.D-1: Recognize evidence of
recent human activity, and
recognize evidence of animal • • • • • • •
activity in a natural outdoor
setting.
6.D-2: Observe a set of
footprints, and infer the • • • •
direction and speed of travel.
6.D-3: Recognize that
evidence found at the scene of
an activity may have unique
characteristics that allow an
investigator to make
• • • • • • • • •
inferencesabout the
participants and the nature of
the activity, and give examples
of how specific evidence may
be used.
6.D-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 avariety of
surfaces.
Specific Skill Expectations:
Focus - ask questions that lead
to exploration and • • • • •
investigation
Focus - identify one or more
possible answers to questions
• • • •
by stating predictions or
hypotheses
Explore and Investigate -
identify, with guidance,
procedures to be followed in • • • •
finding answers to given
questions
Explore and Investigate - carry
out procedures developed by
• • •
themselves or identified by
others
Explore and Investigate -
identify materials and how • • • •
they are used
Explore and Investigate - work
independently or with others to
• •
carry out the identified
procedures
Specific Attitude Expectations:
curiosity • • • •
inventiveness and willingness
• • •
to consider new ideas
perseverance in the search for
understandings and for • • •
solutions to problems
a willingness to base their
conclusions and actions on the
• • •
evidence of their own
experiences
a willingness to work with
others in shared activities and • •
in sharing of experiences
appreciation of the benefits
gained from shared effort and • •
cooperation
a sense of responsibility for
•
personal and group actions
respect for living things and
environments, and • •
commitment for their care