UbD Lesson Plan Template

Teacher Name Chris Date Dec 1

Subject Area Science Grade 6
Topic Footprints pt2 Time 12:45 - 1:30 (45 mins)

6-8 Apply observations and inference skills to recognize and interpret patterns and to
General Learner
Outcome(s) distinguish a specific pattern from a group of similar patterns
(from Alberta Program of 6-9 Apply knowledge of the properties and interactions of materials to the investigation
Studies)
and identification of a material sample.
Specific Learner 1. 6.9.1 - Recognize Evidence of Recent Human/animal activity in an outdoor
Outcome(s) setting
(from Alberta Program of
Studies) 2. 6.9.2 - Observe a set of footprints, and infer the direction and speed of travel.
Learning Students will be able to:
Objectives 1) Recognize how a tracker may begin to track an animal from an indegenous point of
What do you want your view
students to learn? 2) identify a few animal tracks based on known characteristics (size, features, etc)
Pre-preparation
Materials ● Print out EPS- Master#3 (pgs 54-56) x20 students
What will I have ready?
Resources ● “Entering the Mind of the Tracker” by Tamarack Song
What resources will you
need?
● Presentation Footprints.pptx
Differentiation
What strategies will you use? ● Read aloud to allow students to connect with material in an inclusive way

Lesson Overview Review → Cougar print story attention grabber → Read “Entering the Mind of the Tracker” → Predict
What will happen at a glance animal footprints + activity

Instruction Assessment & Instruction Notes

Introduction Activate Prior Knowledge - (3-5 mins)
5 - 8 mins “Last class we talked about 5 different types of footprints, can
we recall them? Why were they important?”
● Follow the line of answers of students, expand on what
they say.

Five types: Formative-

● Tread - What is this? What would we call tread for Questioning - Do students recall the 5
animals? characteristics of footprints we looked
● Size - Why is it important? at? Can they recall why it is important?
● Distance/speed - What does distance between prints tell
us?
● depth - What does my depth tell us?
● direction - How can we tell direction?

Attention Grabber - (2-3 mins)

Show pictures of deer foot + cougar paw prints

“So, I asked one of my friends who is also a student teacher like

 me, about hunting, because I have not been hunting. He told me
I could share with you some interesting pictures. Let's take a
look”

Do you have any stories like this?

Transition “I thought it would be interesting to gain a perspective about tracking that is

from indigenous beliefs. I would like to read you a couple of paragraphs from this book
to paint a picture of this man's beliefs of hunting and tracking.”
Body 12-17 minutes Learning Activity One
(How will you teach
them?) Entering the Mind of the Tracker - by Tamarack Song

Setting the stage (2-3 minutes)

“Can anyone tell me any indigenous beliefs around tracking and
hunting?”
(Let students share personal experiences)

“Why do you think I am introducing an indigenous perspective of

hunting and tracking?”
(allow multiple student answers)

● About the author, he is Ojibwe and has been living in the

forest for much of his life

Read aloud (5-8 minutes)

“I want you to listen and notice, is there a difference in the way
the author talks about nature, and hunting/tracking compared Formative
to what you know already?” Questioning- are the students able to
● read the 2 excerpts from the book- first read the 3 articulate answers/connection to the book?
important skills to know about when tracking then read
the 2nd excerpt about tracking a bear

Discussion of the Excerpts (5-6 minutes)

● Let students talk about their views and perceptions of
what we talked about, continue down their question line
“What do you think about this reading, is it what you expected?”
(wait for answers)

“Was there a difference in the way the author talks about

nature, and hunting/tracking compared to what you know
already?”
(let Ss answer, expand on their thoughts)

“What are you noticing about the way the author describes
tracking the bear?”
● Is it specific? Does the man have a deeper connection
with his surroundings perhaps?
(wait. poll multiple students. Let Ss discuss)
Transition
“ I hope that was an interesting view into the mind of a tracker, now let's look at a few
specific animal footprints together”
Learning Activity Two - 5-6 mins Formative -
Questioning/Observing - Can students
 Powerpoint Presentation identify animal prints, why do they think
● Look at the 3 slides- Identify what animal foot we are that?
looking at and what it’s print would look like

For each slide ask Ss:

What Animal do you see?
Transition “Great job, let's look at a few animal prints and make some predictions. You will
need a pencil for this activity”
Learning Activity Three - 8-12 mins
Animal track prediction worksheet
● Hold worksheet up
“You all will be looking at the picture of the footprints and
predicting what animal it is and why it is that animal”
AND
“What observations lead you to that conclusion?” Formative -
● Instruct 2 students to hand out worksheets Product - worksheet are the students able
● Have students work independently or with their “elbow to predict and tell why they are making that
buddy” (neighbour) prediction?

● In the last 2-3 minutes of this activity (1:20-1:22) instruct the

students to glue this worksheet into their science notebook

Transition
“It’s time to close our science class, take 30 seconds and put away your science notebook
and let’s have a short discussion together before class ends”
Consolidation Conversation Formative-
Closure
“What was something you enjoyed learning during the past 2 Questioning - How well did the students
3-5 mins footprint classes?” connect with the past two lessons? can
(consolidation of (Group discussion, let students think for about 30 seconds and they give opinions about what we
learning) then lead a discussion with everyone) learned?
Reflections: