5/6 Science Evidence and Investigation Unit Plan

Title of Unit Evidence & Investigation Grade Level Grade 5/6

Subject Science Time Frame 25 Days

Developed By Andrea DeGroot

Stage 1 - Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s))

GLO
Students will:
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.

SLO
Students will:
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; 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
Big Ideas
● Scientific investigation
● FNMI ways of knowing
● Hands on learning

Essential Question(s)
What provocative question(s) will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the
enduring understanding)

● Why is evidence and investigation important in our lives?

● What skills are important when going to investigate a scene?
● How can we use the information left at a scene to gather more information about what may have happened?

Knowledge: Skills
What knowledge will students acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address prerequisite and/or behaviours that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit. These will come from the indicators.

Students will know and be able to...

● Recognize evidence of recent human activity outdoors
● Recognize evidence of recent animal activity outdoors
● Recognize footprints
● Infer the direction of travel based on footprints
● 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
● Give examples of how specific evidence found at a scene may be used
● About the role of investigators
● Classify footprints, tire prints and soil samples from a variety of locations
● Analyze the ink from different pens, using paper chromatography
● Analyze handwriting samples to identify the handwriting of a specific person
● Compare samples of fabric
● Classify fingerprints collected from a variety of surfaces

Prior Knowledge:
● Students have explore scientific methods
● From personal experiences students may have seen police investigations from medi
 Stage 2 – Assessment Evidence

Stage 2: Assessments
Title Exit Slip Worksheet Activity Unit Test

Learning Outcomes Type (Formative/Summative) Formative Summative & Formative Formative Summative

Weighting N/A N/A

Recognize evidence of recent human activity, and

recognize evidence of animal activity in a natural X X X
outdoor setting

Observe a set of footprints, and infer the direction

X X
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
X X X
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 footprints, tire prints and soil
samples from a variety of locations
● Analyzing the ink from different pens,
using paper chromatography X X
● Analyzing handwriting samples to identify
the handwriting of a specific person
● Comparing samples of fabric
● Classifying fingerprints collected from a
variety of surfaces
 Assessment FOR Assessment OF
Assessment Tool Brief Description Learning Learning
Exit slips will be used as a formative assessment
at the end of class and will be used throughout the
unit. On the exit slips, students will be asked to
demonstrate the skills and answer questions that
were presented within the SLO during that lesson.
Exit Slip These exit slips may be oral or written. By having ✔
these exit slips it allows me to check the classes
understanding of the lessons and also allows for
the teacher to see where each student is at
individually so that struggling students can be met
with and assisted.
Once we have explored concepts as a class
through discussion and textbook readings students
will demonstrate their knowledge through a
Worksheet fillable worksheet. The worksheets will have a ✔
variety of questions and tables for them to fill out.
This assessment will be carried out in class and
worked on individually by students.
This unit allows for many different hands on
activities. These will help students apply the
things that they are learning. These activities will
help students to practice their investigation skills.
Activity These activities will be done in class through ✔
game style activities. Activities will also be
outside or with real materials in order for students
to continue practicing investigation skills in the
real world.
At the end of the unit, a unit exam will be given to
the students to complete. This exam will cover all
of the SLOs for the unit and will be blueprinted
ahead of time to ensure that all of the SLO’s are
Unit test ✔
hit equally and that it is valid. The questions on
the exam will be varied with some multiple
choice, matching and some short answer
questions.
# Lesson Title Lesson Activities

Outcome(s):
● 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

Learning Objectives: (Students will…)

● Understand what an observation is
● Practice making and recording observations
● Understand the difference between evidence and investigation

Overview:
As a class, students suggest what they think a unit on evidence and investigation will include. Students will be introduced to the
evidence and investigation unit by an activity of practicing observation skills. Before the activity, discuss what an observation is as
a class. Tell students they will be using their own observation skills for this activity. The activity includes students recording
observations about a person.
March 9: ● Definitions to go over
Introduction To ○ Observations
Evidence & ○ Evidence
1
Investigation ○ Investigation
Unit ○ Inferences
○ Conclusions

Teaching and/or Learning Strategies:

● Individual time to record observations on handout
● Group discussion to share
● Teacher led instruction to introduce new definitions

Notes:
● Use an exit slip
○ Have students tell what they think will be in the evidence and investigation will be considering the activity we did

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.1a
● Paper for the facebook activity (MAYBE)

Outcome(s):
● 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
March 10: ● Recognize evidence of recent human activity, and recognize evidence of animal activity in a natural outdoor setting
2
Powers of
Observation Learning Objectives: (Students will…)
 ● Practice making and recording observations
● Understand the powers of observation and why detectives need good powers of observations
● Understand the role of a police officer
● Understand the qualities of detectives and why they are important
● Be able to recognize the difference in powers of observations of detectives and regular people
● Understand what reliability of information is

Overview:
Students will practice their powers of observation skills with an observation activity. They will try to memorize a variety of items in
a box in a limited amount of time and record their observations. This will lead to a discussion about the strategies they used and
what they would do differently next time. This will lead to explaining why detectives need good powers of observations.
Differentiate the powers of observations between detectives and regular people. As a class, complete textbook reading (p. 4-7)
and have students complete the worksheet. As a class examine crime scenes from the website
https://www.mark-forensics.com/overall

Teaching and/or Learning Strategies:

● Hands on learning
● Group discussion
● Text and worksheet based learning

Notes:
● Hach student tell an observation from the crime scenes as formative assessment

Resources:
● Box of objects for students to observe
● Evidence & Investigation resource ADLC
○ Worksheet 6D.2a
● Mini textbook
○ Pages 4-7
● Crime scene photos (MAYBE)

Outcome(s):
● 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

Learning Objectives: (Students will…)

● Be actively involved in a class investigation
● Practice formulating effective investigation questions
● Understand the types of questions used in investigations
March 11:
● Know the definitions of (perpetrator, observe, detective, crime, victim, clue, crime scene, forensic science, evidence,
Importance of
3 accuse, witness, suspect, mystery, investigate)
Questioning
Overview: (please connect lesson explicitly to EQ)
Start the lesson with an overview of last class - powers of observation. Today's class will cover the value of good questioning in an
investigation. Play a game with the class that applies the idea of good questioning. The game will have students practice creating
effective questions to figure out what the teacher is thinking. The class will investigate the teacher to find out the answer. While
 the investigation is going on make sure that students understand the importance of accurate questioning rather than wild
guessing. As a class complete the textbook reading (p. 8-10) and have students complete the worksheet.

Teaching and/or Learning Strategies:

● Game based learning
● Text and worksheet based learning

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.3a, 6D.3b
● Mini textbook
○ Pages 8-10

Outcome(s):
● 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
● Recognize evidence of recent human activity, and recognize evidence of animal activity in a natural outdoor setting

Learning Objectives: (Students will…)

● Create hypotheses and predictions based on the function of unknown objects and given scenarios
● Develop an awareness of the importance of predictions and hypotheses in investigations

Overview:
Prediction and hypothesis forming (I think…(prediction) Because… (hypothesis)) is a focus of this class. Explain to students how
to create an effective statement using the sentence prompt. Students will then practice creating those statements on their own.
Group students and give each group a random object (that they would not know). Students need to formulate a statement using
“I think… (prediction) Because … (hypothesis)” about the object they were given. Once all students have come up with their
statements for their objects, have them share them with the class. Tell the students what the actual use of each object is
March 12:
As a class complete the textbook reading (p. 11-12) and have students complete the worksheet. Use the story of Archimedes to
4 Prediction &
discuss the process of investigation.
Hypothesis
Teaching and/or Learning Strategies:
● Sentence prompts
● Hands on learning
● Inquiry based learning
● Teacher led instruction
● Text and worksheet based learning

Resources:
● Unusual objects
● Evidence & Investigation resource ADLC
○ Worksheet 6D.4
● Mini textbook
○ Pages 11-12
 Outcome(s):
● Observe a set of footprints, and infer the direction and speed of travel.

Learning Objectives: (Students will…)

● Observe recent signs of animal and human activity in a natural outdoor setting
● Be able to make inferences and observations in a natural outdoor setting

Overview: (please connect lesson explicitly to EQ)

Explain to students that we will be going outside to observe and make inferences and hypotheses based on those observations.
Explain the difference between observing and creating inferences/hypotheses. Also explain the differences between inferences and
hypotheses. Give an example of an observation, inference and hypothesis. Then create an example as a group. Students will then
March 15:
be doing this on their own outside with the activity sheet. Tell students prompting questions that will help to guide this activity.
Inferences &
5 Take the students to a natural area. This will be by the playground, and park area. Monitor their investigation.
Observations
Outdoors
Teaching and/or Learning Strategies:
● Outdoor hands on learning
● I do, we do, you do (creating observations, inferences, and hypotheses)

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.5a (PRINT)
● Clipboards for students to write on

Outcome(s):
● Investigate evidence and link it to a possible source, e.g., by:
○ Classifying footprints
● 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.
● Observe a set of footprints, and infer the direction and speed of travel.

Learning Objectives: (Students will…)

● Investigate footprints
● Infer a source of the footprints from their investigation
March 16:
6 Investigating
Overview: (please connect lesson explicitly to EQ)
Footprints
Explain that footprints are very important to a crime scene. They are one of the first clues that experts look for. As a class discuss
why this might be. We will find out more about why they are important in the activity. Complete the hands-on activity of
investigating footprints in snow or soil and record notes associated with the activity in the worksheet. Notice features about the
footprints (size, depth, length of strie, direction, tread etc.).

Teaching and/or Learning Strategies:

● Hands on learning
● Activity sheet lead learning to guide investigation
● Teacher monitored discovery
● Class discussion
 Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.6ab (PRINT)
● Clipboards for students to write on

Outcome(s):
● 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.
● Observe a set of footprints, and infer the direction and speed of travel.

Learning Objectives: (Students will…)

● Recognize animal tracks
● Be able to recognize the animal in correlation to its tracks
● Make inferences and observations based on animal tracks

Overview: (please connect lesson explicitly to EQ)

March 17:
Connect student learning to FNMI by explaining indigenous knowledge of nature and the skills they had in association to reading
7 Investigating
animal tracks. They had to know this information because that is how they ate. Students will explore animal tracks through an
Animal Tracks
activity where they explore a variety of animal tracks. Students will make observations and inferences once they have classified
the type of animal tracks.

Teaching and/or Learning Strategies:

● Teacher led instruction
● Worksheet based learning
● Class discussion

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.7abc

Outcome(s):
● 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.
● Observe a set of footprints, and infer the direction and speed of travel.

Learning Objectives: (Students will…)

● Be able to recognize the speed of an animals travel based on their tracks
March 18:
8 Speed of Overview: (please connect lesson explicitly to EQ)
Animal Tracks Explain that we will be examining animals' speed of travel (their gait). Discuss the types of gaits that animals may have, and
explain that animals are all different and may be able to travel at different gaits. Show a video of an animal at different gaits so
they gain a sense of the concept. As a class examine sets of animal tracks and classify their gaits. Students will go on to make
observations and inferences about the animal tracks. As a class an optional activity is to do additional reading in the text.

Teaching and/or Learning Strategies:

 ● Teacher led instruction
● Worksheet based learning
● Class discussion

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.8abc

Outcome(s):
● 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 footprints

Learning Objectives: (Students will…)

● Understand how to use and create a dichotomous key
● Classify footprints by defining characteristics

Overview: (please connect lesson explicitly to EQ)

Explore the concept of dichotomous keys through the exploration of classifying footprints. Explain that in science we often try to
March 22: categorize ideas to make them easier to understand. A dichotomous key is one way we do that in evidence and investigation.
Dichotomous Explain that a dichotomous key means dividing into two parts. Do this with a hands on activity to classify shoe prints and create a
9
Key Footprint dichotomous key based on the classification. Explore animal prints through a worksheet that allows students to read a
Classification dichotomous key.

Teaching and/or Learning Strategies:

● Hands on learning
● Teacher led instruction
● Worksheet based learning
● Inquiry based learning

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.9abc

Outcome(s):
● 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:
March 23:
○ Classifying footprints
10 Foot Length &
Height
Learning Objectives: (Students will…)
● Make inferences about the relationship between the lengths of feet and height of a person
 Overview: (please connect lesson explicitly to EQ)
Students will explore the relationship between foot length and height to create inferences about the relationship. They will have
an activity sheet to guide their inquiry of “is there a relationship between foot length and height?”. Students will gather and record
information to help with this question. As a class discuss their findings.

Teaching and/or Learning Strategies:

● Hands on learning
● Teacher led instruction
● Worksheet based learning
● Inquiry based learning
● Class discussion

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.10ab

Outcome(s):
● All outcomes up to this point in the unit

Learning Objectives: (Students will…)

● Engage in a review of all concepts that have been covered in the unit so far

Overview:
As a class engage in a review of concepts learned. Discuss any concepts that students may be unclear about. This may be done in
a variety of ways. Review as a class first, then students will be able to review with each other, then individually.
March 24:
11 Teaching and/or Learning Strategies:
Review Day
● Class discussion
● I do, we do, you do

Resources:
● Review document

Outcome(s):
● 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.
March 25:
12 ● Investigate evidence and link it to a possible source, e.g., by:
Finger Prints
○ Classifying fingerprints collected from a variety of surfaces

Learning Objectives: (Students will…)

● Be able to recognize the four types of fingerprints
 ● Analyze fingerprints to match evidence to a suspect
● Learn about fingerprints by examining their own fingerprints

Overview:
Explain to students that fingerprints are very important for crime scene investigation. Have students examine their own and others
fingerprints. Fingerprints allow police to match fingerprints left at the crime scene to potential subjects, and if they are a match
then they can conclude that the suspect was at the scene of the crime. Forensic scientists classify fingerprints into four categories.
As a class explore the four types of fingerprints. Complete a reading and then have students work through an activity of examining
fingerprints to determine a suspect. At the end students can examine their own fingerprints once again to classify them.

Teaching and/or Learning Strategies:

● Hands on learning
● Teacher led instruction
● Worksheet based learning
● Inquiry based learning

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.13abcd

Outcome(s):
● 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

Learning Objectives: (Students will…)

● Understand the importance of fingerprints to a crime scene
● Be able to classify fingerprints
● Connect fingerprints of suspects to the fingerprints at the crime scene

Overview:
As a class go over the procedure for creating fingerprints. Have students pay close attention and let them know that they will have
to complete these steps to create their own fingerprints. Students will then create their own fingerprints guided by an activity
March 26: sheet where they will create their fingerprints. Then students will go on to classify each print. As a class, gather the class data for
Creating each type of fingerprint, which students will then create a graph on.
13
Fingerprints
(Part 1) Teaching and/or Learning Strategies:
● Hands on learning
● Teacher led instruction
● Activity based learning
● Worksheet based learning

Notes:
● This could be a messy activity so make sure that students are cleaning their hands often in between each fingerprint.
 Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.14abd (Print)

Outcome(s):
● 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

Learning Objectives: (Students will…)

● Understand the importance of fingerprints to a crime scene
● Complete the process of dusting to recover fingerprints

Overview:
March 29: Discuss with students the importance of fingerprints, and that they can be found everywhere (give examples of where). Forensic
Lifting experts never touch anything at a crime scene with bare hands because anywhere they touch they leave fingerprints and do not
14
Fingerprints want to change the crime scene. Explain that most fingerprints are latent (they cannot be seen easily). This means that
investigators must use techniques to “lift” fingerprints from objects using a process called dusting. Explain to students that they
will be dusting for fingerprints. Students will complete a hands on activity of lifting fingerprints where they will be led by an
activity sheet. Give a demonstration to the class before they do it on their own.

Teaching and/or Learning Strategies:

● Hands on learning
● Teacher led instruction
● Activity based learning

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.15a (Print)

Outcome(s):
● 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 tire prints

March 30: Learning Objectives: (Students will…)

Tire Tracks & ● Examine and record information about tire treads
15
Treads ● Understand the importance of tire treads to a crime scene
● Investigate further information about tire treads they have gathered

Overview:
Discuss with the class that tires all have tread (it is a pattern on tires). Explain the importance and relevance of tire treads to a
crime scene (tracks left, skid marks, mud tracked by tires etc.). Explain that we will be examining tire treads from vehicles in the
 parking lot. Go over instructions and activity sheet before going out into the parking lot so that students know what they are
looking for. Students will examine two tires from different vehicles and record the tire print by using a paper and crayon. They will
also take out crayons and paper to gather a print of the tires they are examining. When they come back into the classroom,
students will fill out the activity sheet to guide further investigation of their tire tracks.

Teaching and/or Learning Strategies:

● Hands on learning
● Teacher led instruction
● Activity based learning
● Worksheet based learning

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.16ad
● Blank paper
● Crayons

Outcome(s):
● 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:
○ Analyzing the ink from different pens using paper chromatography

Learning Objectives: (Students will…)

● Analyze markers using chromatography

Overview:
Discuss the importance of ink in investigations (stains on clothes, paper or furniture). Investigators can use ink left at the scene of
the crime to try to link it to any pens belonging to subjects. Paper chromatography is used to analyze ink. Students will be
completing their own paper chromatography to analyze ink in class. Go over the instructions of the chromatography activity and
then students will complete. Complete a worksheet that helps students to analyze each ink (this may be done in the next class).

Teaching and/or Learning Strategies:

● Hands on learning
March 31:
16 ● Teacher led instruction
Analyzing Pens
● Activity based learning
● Worksheet based learning

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.17ab
● Plastic cups
● Filter paper or chromatograph papers
● Rulers
● Different black markers
● Tape
 Outcome(s):
● 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.

Learning Objectives: (Students will…)

● Engage with a Bill Nye video about evidence and investigation

Overview:
April 1: Students will watch a Bill Nye video and they will engage with an activity sheet based on the video. As a group discuss the video
17
Bill Nye Video afterwards.

Teaching and/or Learning Strategies:

● Worksheet based learning
● Video learning
● Group discussion

Resources:
● Bill Nye video information sheet

EASTER BREAK

Outcome(s):
● 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:
○ Analyzing handwriting samples to identify the handwriting of a specific person

Learning Objectives: (Students will…)

● Understand the importance of analyzing handwriting
● Understand why someone might forge writing

Overview:
Introduce the concept of forgery and have students suggest what they think this means of if they know what it means. Discuss
April 12:
what forgery is and ask the class why someone might want to forge someone else’s writing. Complete an activity as a class where
Analyzing
18 students attempt to forge other people's writing. Discuss what they found out when trying to forge someone’s writing. Make sure
Handwriting
students understand that forgery is difficult and people often do not do a good job, so that is why it is useful in a crime. Introduce
(Part 1)
that someone who analyzes handwriting is a graphologist. As a class complete textbook reading. Students can then complete an
activity sheet to understand their own handwriting better.

Teaching and/or Learning Strategies:

● Hands on learning
● Teacher led instruction
● Activity based learning
 ● Worksheet based learning
● Group discussion

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.18ab
● Mini Textbook
○ Page 32
● Blank paper

Outcome(s):
● 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:
○ Analyzing handwriting samples to identify the handwriting of a specific person

Learning Objectives: (Students will…)

● Understand the importance of analyzing handwriting
● Understand why someone might forge writing
● Create observations and inferences about handwriting

Overview:
Review the day before where students were trying to forge other people’s writing. Explain that we will analyze handwriting, which
is called graphology. Students will all copy the same sentence and then analyze another student's writing. Students will then
April 13:
attempt to forge that person's writing as we did yesterday. Have a group discussion about the activity. As a class read the
Analyzing
19 textbook page 33 and then students will complete a worksheet. Students will be creating observations and inferences about
Handwriting
handwriting in this worksheet.
(Part 2)
Teaching and/or Learning Strategies:
● Hands on learning
● Teacher led instruction
● Activity based learning
● Worksheet based learning
● Group discussion

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.19
● Mini Textbook
○ Page 33
● Blank paper

Outcome(s):
April 14:
● Recognize that evidence found at the scene of an activity may have unique characteristics that allow an investigator to
20 Characteristics
make inferences about the participants and the nature of the activity, and give examples of how specific evidence may be
of Fabric
used.
 ● Investigate evidence and link it to a possible source, e.g., by:
○ Comparing samples of fabric

Learning Objectives: (Students will…)

● Understand the importance of fabrics to investigation
● Know different ways to compare fabrics
● Describe different fabrics

Overview:
Explain that an important clue that forensic experts look for is pieces of fabric at a crime scene. Sometimes it is as little as one
thread. How would fabric get at a crime scene? They could snag clothes while trying to leave the crime scene. This is why fabric
analysis is important. Explain that we will be testing fabric today. As a class, brainstorm some ways we could compare fabrics. As
the teacher demonstrates how each sample fabric reacts in water. Then (because of covid, complete the hands on as a group).
Use worksheet 6D.20a to record findings on fabric samples.

Teaching and/or Learning Strategies:

● Hands on learning
● Teacher led instruction
● Activity based learning
● Worksheet based learning
● Group discussion

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.20a
● Mini Textbook
○ Page 34
● Samples of fabric

Outcome(s):
● 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 soil samples

Learning Objectives: (Students will…)

● Recognize the importance of soil analyzing to investigations
 ● Record observations about soils
● Compare characteristics of soils
April 15:
21 Analyzing Soils Overview:
Explain that forensic experts use tire track and footprints, but one thing that is linked to that is the soils that may be attached to
them. This is why soil analyzing is important. Discuss what students think makes soils different, or characteristics of soils. Students
will analyze soils, guided by an activity sheet where they wil record observations about different soils.

Teaching and/or Learning Strategies:

● Hands on learning
● Teacher led instruction
● Activity based learning
● Class discussion

Resources:
● Evidence & Investigation resource ADLC
○ Worksheet 6D.21ab
● Soil samples
● Magnifying glasses
● Trays
● Spoons

Outcome(s):
● All learning outcomes covered in the unit

Learning Objectives: (Students will…)

● Engage with a variety of concepts learned in this unit

Overview:
April 19: Fun As a class, engage in an activity where students will use all of the outcomes they have learned in this unit.
22
Activity
Teaching and/or Learning Strategies:
● Game based learning

Resources:
● Any materials for chosen activity

Outcome(s):
● All outcomes from the unit will be reviewed

Learning Objectives:
● Engage in a review class
April 20:
23
Review Overview: (please connect lesson explicitly to EQ)
Engage students in a review before the test. Allow students to ask questions to guide their learning. Have a review document for
students to engage with as a class.
 Teaching and/or Learning Strategies:
● Inquiry based learning

Resources:
● Review document

Outcome(s):
● All outcomes from the unit will be covered on the test

Learning Objectives:
● Engage with all materials and learning outcomes covered in this unit

April 21: Overview: (please connect lesson explicitly to EQ)

24
Test
Teaching and/or Learning Strategies:
● Summative test

Resources:
● Unit exam

Outcome(s):

Learning Objectives: (Students will…)

● Go over the test
● Ask questions about what they need clarification on

Overview:
April 22:
As a class, review the test and go over each question. Check in with students who had troubles or if you need further clarification.
25 Review Test &
Last day
Teaching and/or Learning Strategies:
● Review
● Inquiry based learning

Resources:
● Marked student exams

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: The activities are strongly aligned with the outcomes. Students will engage with the
Is there alignment between outcomes, performance outcomes through specific learning activities. Students will be formatively assessed
assessment and learning experiences? throughout the unit as well as summatively assessed.
Adaptive Dimension:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs of
all my students?
Instructional Approaches:
Do I use a variety of teacher directed and
student-centered instructional approaches?
To adapt my teaching to ESL students, whenever there is textbook reading, I will read it
with the class. I also chose to incorporate as many hands on learning experiences as I
could rather than have students solely complete readings and worksheets. The worksheets
and activity sheets used throughout this unit guides their hands on learning and
understanding. I will also be helping students understand and complete the worksheets
and activity sheets. I will go over them as a group for students who need help with
reading and or comprehension. Students who are able and willing to complete these alone
have the choice to do so.
This unit incorporates a wide variety of teaching and learning strategies. Students will
engage with the materials in very active ways. The unit allows possibility for many
hands-on activities where students will be able to more fully understand concepts.
● Outdoor hands on learning
○ Students will engage with nature and hands-on learning to discover what
nature can tell us in terms of evidence and investigation. This embodies
an indigenous way of knowing and engaging with land.
● I do, we do, you do
○ This approach is a scaffolded strategy. I will show the class the material,
then complete an example as a class, then students will complete work
individually. This ensures that all students know what is expected and
have seen it multiple times before completing it on their own.
● Sentence prompts
○ This strategy is helpful for all students, but particularly for ESL students
who may not be as well versed to create their own sentences. This gives
students the opportunity to show knowledge without being limited by their
language skills.
● Hands on learning
○ This allows students to authentically engage with materials and connect
their learning to real life.
● Inquiry based learning
○ This strategy allows students to guide their learning through questions.
This promotes a more student centered learning approach.
● Teacher led instruction
○ This strategy is used at the beginning of most lessons to help teach new
material and focus each lesson. Students are able to learn new concepts
with teacher explanation.
● Text and worksheet based learning
○ This strategy is useful for information heavy outcomes. If there is not a
hands-on activity that can relate to the outcomes this allows students to
gain that information. I often will complete this as a class for students
who are ESL or need more assistance in reading and comprehension.
● Game based learning
○ Students will get excited and ready to learn when there are fun activities
incorporated into lessons. I chose to incorporate game based learning in
order to introduce concepts to students and get them thinking about
where the game may lead.
● Group discussion

FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each child’s identity?
○ This strategy is helpful to share ideas and hear new perspectives.
Students will often share ideas that I may not have even thought about,
so it is a great way to engage with a variety of perspectives.
When investigating animal tracks, students will understand the FNMI ways of knowing and
how that connects to this concept. Throughout the unit, students are engaging with nature
and animal evidence to learn. This embodies indigenous ways of knowing and being with
the land. I think that the unit lends well to hands-on learning which is reflecting the
hands-on ways of learning that many FNMI groups practice. The hands on learning is very
inclusive for all students. It gives everyone a chance to authentically engage with the
material and relate learning to their own lives. Throughout the unit, the students will be
making connections between the importance of investigation and examples in their own
lives. Examples used in class will incorporate diverse concepts.
RATIONALE

Throughout this unit, I have incorporated a wide variety of learning and teaching strategies. The main learning strategy that is incorporated into
this unit is hands-on learning. Students learn and remember best when they can engage with materials. Through engaging with materials students learn
and they also can more easily connect their learning to real world situations. By actively engaging with materials, students will begin to recognize those
connections in their daily lives.

As stated in the program of study, “a variety of teaching and assessment strategies help build upon the diverse knowledge, cultures,
communication styles, skills, attitudes, experiences and learning styles of students.” (p.2, Alberta Education). Throughout this unit, I have incorporated a
multitude of teaching and learning strategies. This includes: outdoor hands on learning, “I do, we do, you do”, sentence prompts, hands on learning,
inquiry based learning, teacher led instruction, text and worksheet based learning, game based learning, and group instruction. I have given a rationale
for each strategy in the above table.

A variety of assessment strategies are also used to ensure concurrent validity and reliability of assessments. Multiple formative and summative
assessments are used in relation to each of the specific learning outcomes to ensure students are exposed to the material before being evaluated for
grades, and to ensure there is consistency among each students’ performance on the assessments. Alignment needs to occur among curriculum,
instruction, and assessment (p 49, Gareis & Grant, 2015). The instruction is aligned with the curriculum throughout this unit. All of our assessments are
aligned with both the instruction and the curriculum. This is done by ensuring each day’s lesson and assessment is focused on the learning objective(s)
chosen for that day and by ensuring each assessment has high construct and content validity. Each curricular outcome is also assessed multiple times
throughout the unit to ensure validity. I am assessing the students' knowledge based on the ways we are teaching as well.