How does science solve mysteries?

Date Lesson/Activity Curriculum Key Concepts Summative (S) Resources - Teacher (T) Foundational Concepts & Essential Questions
(45 minutes each) & Formative (F)
Under Skills Attitude Assessment
standi s
ngs

11th Lies and What Lies Ahead
-Logic riddle about lying
-discussion of classroom expectations
-discuss physical responses to lying
-activity 2 truths and 1 lie
-observations to determine if lying
-polygraph video
-What lies ahead? How does science
help solve mysteries?
Discussion with students to determine
what they know and what they wonder
about relating to our evidence and
investigation unit.
-Extension activity: Case Study
interpreting a polygraph test.
6-8 6-4a observation https://www.pbslearningmedia.org/re Observation Skills
skills during the source/nvsn6.sci.tech.polygraph/ho
activity (F) w-does-a-polygraph-test-work/ (S) How does science help solve mysteries?
Class https://www.teacherspayteachers.co What do you know about forensic science?
discussion (F) m/FreeDownload/Liars-Beware-Your
-Body-Doesnt-Lie-A-lab-on-lying-and What would you like to know?
-polygraphs-1492832 (S)
What do you wonder about?
https://www.forensicscolleges.com/bl
og/resources/10-signs-someone-is-l
ying

12th Fingerprints 101 6-8.3 6-2a 6-4a (F) hand in posters of fingerprints Classification of Fingerprints
-riddle as students enter classroom 6-8.4e 6-2h 6-4d fingerprints
-history of fingerprints (FNMI?) 6-2k 6-4f labeled with https://www.youtube.com/watch?v Why are fingerprints important?
-uniqueness 6-2n 6-4h classification
-spot the difference exercise provide
=cZKGpg_fttw How do we identify patterns in our fingerprints to
-general classification of fingerprints feedback aid in analysis and identification?
-students create their own set of Pressley, B. (2009b). Hands-On
fingerprints **(ask which Science: Forensics. Does our class accurately reflect the global
-students then classify each of their prints students do NOT averages in fingerprint classification?
-students check one one other students want to be
considered for as Student workbook
prints to determine if they agree with the Student questions: why do we leave
a suspect for
classification fingerprints? How many people have the same
future activities)
-collection of # of whorls, arches, and fingerprints.
loops for the class
-calculate the averages and compare
them to the global averages. If time
permits or as an extension - graph the
results
13th Fingerprints - Case Grade Tampering 6-8.3 6-2b 6-4a Identification of p.3-10 Case of Grade tampering Collection and matching of fingerprints
*discuss the class averages of different 6-8.4e 6-2m 6-4b a suspect's (Walker & Wood)
classification of fingerprints to global 6-2n 6-4d fingerprints (F) How did our class average compare to the
averages - practice reading a graph 6-2o 6-4f https://csi.webadventures.games/en/ global averages of fingerprint types?
Introduce the Investigation Case Study: 6-4g materials/activity_ten.pdf
Mr. Fletcher's Grade Book What indicators are used to determine if a
-this leads into the discussion and lecture fingerprint is a match?
https://forensiccoe.org/2023-nfsw-fin
of:
-surfaces for collecting fingerprints gerprint-activities/ How are fingerprints collected at a crime scene?
-dusting for fingerprints (dark & light
powders)
-process of lifting fingerprints
-minutiae (ridge characteristics)
-matching fingerprints
-Students then attempt to solve the Case
by using minutiae to match fingerprints
*Students are the suspects

14th Final Fingerprint segment with Kahoot 6-8.2 6-2c 6-4a Kahoot (F) Make observations and recognising patterns
-add additional subtypes of fingerprints - 6-8.3 6-2m 6-4b
tented delta, double whorls, and 6-8.4a 6-4c Incorporate a couple of sample PAT Review of material.
composite fingerprints. 6-8.4e 6-4d
questions into the Kahoot
-How to use deltas to determine which 6-9.1 6-4g How can teeth be used to identify a person?
type of fingerprint it is.
-use a graph to interpret how our class What are some unique properties of teeth?
averages of different fingerprint types
compare globally How can bite marks be linked to a possible
-Practice interpreting information found source?
on a graph to answer questions.

Kahoot Review:
fingerprints & (previous material: shoe
prints, investigation and evidence terms)
*Our classroom has the laptop cart for the
day on Thursdays.

15th PL Day - No school for students

18th Handwriting 6-8.3 6-2a 6-4a Observations of p.46-51 Handwriting hoax in Walker Analyzing handwriting samples to identify a
6-8.4c 6-2b 6-4b primer activity and Wood specific person
Primer activity: each student writes down 6-2c 6-4c (F)
a sentence and then passes that paper to 6-2h 6-4d p.82-88 Handwriting analysis Walch What are key markers in analyzing handwriting?
3 different people that try to duplicate the 6-2j 6-4f Handwriting
style (forgery) 6-2k 6-4g Matching Evidence pdf How has handwriting analysis helped solve
6-2m 6-4h Activity (F) crimes?
-What characteristics or traits did you try 6-4i
to copy to make your writing the same as
the original? What letters were difficult to
copy? Why? Which letters were easy to
copy? Why?

-Discuss letter shape, pressure,

arrangement, content, slant. Formation of
the loops in letters L, O, f, p, B, dotting of
the letter “i,j”, crossing of the “t”, joining of
letters, combination of printing and
writing, size of words and letters, writing
tool used.

-sample handwriting from students

collected the week before and grouped
for students to complete the handwriting
analysis lab

Handwriting Matching Activity -

adaptation of p.82 Handwriting Analysis

19th Tire tracks 6-8 6-2n 6-4a group and class Pressley, B. (2009). Make observations and recognising
6-9.3 6-4f discussions (F) Hands-On Science: man-made patterns
-students learn about tire treads, 6-9.4a 6-4g Forensics.
impressions, casting and tire tracks https://youthlinkcalgary.com/wp-cont What are some characteristics that can be used
ent/uploads/2021/09/Lesson10-Tire- to classify tire treads?
-students complete rubbings of tires in
the parking lot Tracks-and-Treads.pdf What types of information can we gather from
studying tire tracks?
-students match tire rubbings to tires in
the parking lot

-students to classify rubbings in groups if

time allows
20th Chromatography Lab 6-9.4b 6-1a 6-4f lab (S) p182-184 (Science Sleuths) Analyzing ink from different pens
*selective attention activity 6-1b 6-4g https://cmase.uark.edu/_resources/p
6-1d 6-4h df/gems/paper_chromatology.pdf How does chromatography separate the
-focus on developing a hypothesis 6-1e 6-4i components of the mixture?
-students follow a procedure 6-1f https://www.youtube.com/watch?v=z
-students record their own observations 6-1h muM-Vc4hYM What can you observe about the results?
-students develop their own conclusions 6-1j
-students identify variables (constant, 6-1m What can you infer?
manipulated, and responding) 6-1n
6-1o What are the limitations of the results?

21st Around the Room Group Assignment 6-8 group Using questions from previous PAT Self evaluation - how much do I know and what
6-9 assignment (S) exams. do I need to study for next week’s unit exam?
Review with students the group 2,3,4a,
assignment. b,c,e

Stalking the deer stalking activity with

left over time. (FNMI activity)
● (didn’t have time to complete this
activity)

25th Animal Tracks & Animal Activity 6-9.1 6-4c whodunnit (F) https://www.albertaparks.ca/media/6 Recognising Animal Activity
-animal whodunnit from Alberta parks as 6-9.3 6-4e 496654/tracking-_an_ancient_scienc
students come to class 6-4h observation of e.pdf What different viewpoints can be explored to
6-4j applying skills better understand animals and nature?
-Traditional Blackfoot Story 6-4k (F)
Makoyoohsokoyi (The Wolf Trail) https://georgianbaybiosphere.com/w How do environmental factors contribute to
p-content/uploads/2021/03/Grade-2- recording evidence?
-Elder Duane Mistaken Chief speaks Animal-Tracks-by-GBB.pdf
about the buffalo resilience and facing the What are some historical and present day
storm https://www.albertaparks.ca/media/6 Indigenous connections to the local animals?
496353/parks-who-dunnit.pdf
-animal tracks identification using size,
depth, nails showing, number of toes,
straddle and stride length. https://youtu.be/JksNIvRsYYA?si=9n
y9_V9KKntlwvMv
-deer stalk activity - book of FNMI games
as well as 2nd link

26th Fabric & Review for Unit Test 6-9.3 6-2a 6-4a observations https://www.msichicago.org/fileadmi Observations and Linking
-Hand out study guide 6-9.4d 6-2b 6-4b (F) n/assets/educators/learning_labs/do
6-2k 6-4f cuments/Fiber_Test.pdf What are fibers?
Discussion with fabric samples of fabric 6-2m
 of different weave, texture, strength, 6-2n https://www.youtube.com/watch?v=B What characteristics indicate the source
elasticity, moisture and flammability. 6-2o jLHW7qQEl0&t=216s material?

Complete a Jeopardy game as a class as Burning evidence p176-181 How do specific fibers react to heat?
part of the review.
-all students participate and answer each https://www.youtube.com/watch? What observations can be made when burning a
question on white boards and everyone v=stTUA5ckhc8 burn test fibre?
gets points if correct
-no points are deducted

27th Review for Unit test All What type of questions need more practice
or explanation based on formative
-use another example of determining assessment throughout the unit?
which tracks came first in a photo
-practice using a dichotomous key in
determining which animal left a track.
-class Kahoot
-question period for students

28th Unit Test all unit exam (S) Assessment

Spring Break

Assessment: classwork 60% and tests & quizzes 35%

Provided students with a crossword puzzle that I created for extra study practice.
 Understandings
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.
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; by:
a - classifying footprints, tire prints and soil samples from a
variety of locations
b - analyzing the ink from different pens, using paper
chromatography
c - analyzing handwriting samples to identify the
handwriting of a specific person
d - comparing samples of fabric
e - classifying fingerprints collected from a variety of
surfaces
Skills Attitudes
6-1 Design and carry out an investigation in which variables are 6–4 Demonstrate positive attitudes for the study of science
identified and controlled, and that provides a fair test of the question and for the application of science in
being investigated. responsible ways.
6-2 Recognize the importance of accuracy in observation and
measurement; and apply suitable methods to record, compile,
interpret and evaluate observations and measurements.
a - ask questions that lead to exploration and investigation Students will show growth in acquiring and applying the
b - identify one or more possible answers to questions by stating a following traits:
prediction or a hypothesis a - curiosity
c - identify one or more ways of finding answers to given questions b - confidence in personal ability to learn and develop
d - plan and carry out procedures that comprise a fair test problem-solving skills
e - identify variables: − identify the variable to be manipulated − c - inventiveness and open-mindedness
identify variables to be held constant − identify the variable that will be d - perseverance in the search for understandings and for
observed (responding variable) solutions to problems
f - select appropriate materials and identify how they will be used e - flexibility in considering new ideas
g - modify the procedures as needed f - critical-mindedness in examining evidence and
h - work individually or cooperatively in planning and carrying out determining what the evidence means
procedures g- a willingness to use evidence as the basis for their
i - identify sources of information and ideas and demonstrate skill in conclusions and actions
accessing them. Sources may include library, classroom, community h - a willingness to work with others in shared activities and
and computer based resources in sharing of experiences
j - communicate effectively with group members in sharing and i - appreciation of the benefits gained from shared effort
evaluating ideas, and assessing progress and cooperation
k - record observations and measurements accurately, using a chart j - a sense of personal and shared responsibility for actions
format where appropriate. Computer resources may be used for taken
record keeping and for display and interpretation of data k - respect for living things and environments, and
l - evaluate procedures used and identify possible improvements commitment for their care.
m - state an inference, based on results. The inference will identify a
cause and effect relationship that is supported by observations
n - identify possible applications of what was learned
o - identify new questions that arise from what was learned.