Lesson

Investigation Video Project

Title/Focus
Subject/Grade
Grade 6
Level
Unit

General
Learning
Outcomes:

Specific
Learning
Outcomes:

Evidence and Investigation

Date

December 5, 2016

Time
1 hour
Duration
Miss. Baillie
Teacher
Rutherford

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

(Science)
68 Apply observation and inference skills to recognize and interpret patterns
and to distinguish a specific pattern from a group of similar patterns.
69 Apply knowledge of the properties and interactions of materials to the
investigation and identification of a material sample.
(English)
Focus Attention
Determine Information Needs
(Science)
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.
(English)
-distinguish among facts, supported inferences and opinions
-use note-taking or representing to assist with understanding ideas and
information, and focusing topics for investigation
-decide on and select the information needed to support a point of view
LEARNING OBJECTIVES

Students will:
1 Be able to use the information learnt in class to make a crime scene that incorporates
both observations and inferences as to how it happened and who committed the crime.
ASSESSMENTS
Observations:
Are students working as a group and contributing their ideas?
Are students adding in every piece of information needed?
Key Questions:
Can students add in the different types of investigation
appropriately?
Can students incorporate a storyline to lead up to the crime
scene?

Products/Performances: Script
List of supplies
Video
LEARNING RESOURCES CONSULTED

Prior to lesson
Attention Grabber
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Transition to Body

Learning Activity #1

MATERIALS AND EQUIPMENT

IPads
Paper/cardboard for students to make
props
Markers
Guideline sheet and rubric for every
student
PROCEDURE
Students have learnt about all the different types of
investigation processes.
Introduction
Time
What are the different aspects of investigation that we
2 mins
have looked at over the entire unit?
I expect students to work good as a group and to be
focused most of the time in order to get a good start
1 min
on the assignment.
1 Go over assignment expectations and figure
out groups
2 Start making script for their video
1 min
3 IMovie lesson
4 Continue working on script and video projects
SAY: We are going to start our final project for our
evidence and investigation unit today. This will be
taken in for marks as it is going to replace your exam
for this unit. Therefore, you need to work hard and
take a lot of time to plan out the exact details of your
video.
Body
Time
Expectations:
DO: Go through assignment sheet explain
expectations that need to be included in the video.
ASK: Does anyone have any questions on the
guidelines and expectations of this project?
SAY: As a group, I want you to start planning your
script and writing out your ideas as a group.
5-10 mins
Remember, you need to include at least 3 aspects of
for
the investigation unit within your video. You need to
instructio
have a background story of why this crime happened,
n
and you need to show how you solved the crime. We
will not start filming until later this week. SO please
take this time to thoroughly plan how your video is
going to work, having a script to read off

Teacher Notes:
Assessments/
Differentiation
Learning Activity #2
Teacher Notes:
Assessments/
Differentiation
Learning Activity #3

SAY: A quick suggestion: when you have added in an

expectation off the list, I would check it off so you
know what you have included and what still needs to
be included.
SAY: You can now start working on putting your
ideas together and then make a script and list of props
you want to use.
Conner: will either videotape for his group, or else he
will draw out a crime scene and incorporate different
aspects that needed to be included in the video and
will label them appropriately.
Upcoming classes:
IMovie lesson

40 mins of
project
work

Upcoming classes:
Start working on videotaping and editing their videos
to be able to present them to the class.

Teacher Notes:
Assessments/
Differentiation
Closure
Consolidation of
Learning:
Feedback From
Students:
Feedback To Students

Day 1: Students will share the ideas they have come

up with. They will hand in their planning sheet to me
so I can review their progress.
SAY: Great work today. You worked hard on the
planning process and we will start looking at the
video section in one of the next classes.

Time

5 mins
1 min

Grade 6: Evidence and Investigation Video Project

Our final assessment for our Evidence and Investigation Unit will consist of a video project.
A Your Crime should include each of the following thing:
1

Script
Start off your video project by writing out a list of props (of your choosing), and a script
that includes actions that people will do (Susy walks in with) (Bob falls) etc. as well
as what people will say.
Suspects- You need to include 5 different suspects. You need to describe each suspect.
These descriptions need to include: the suspects name, physical appearance (how they
look), personality, distinguishing characteristics (for example they sneeze lots, or they
wear gloves all the time, or they have a giant mole on their nose) and what they were
wearing.
Crime
What was the crime? When was it committed? A simple floor plan of the crime scene
should be started before you start setting up the crime scene. You must finish the floor
plan once the crime scene has been set up.
Clues
Incorporate 4 of the following items that have been looked at in previous lessons:
A Footprints
B Fingerprints
C Paper Chromatography
D Handwriting analysis
E Fabric Forensics
Background Story
Create a storyline of how it happened. You will need to include a background story of the
lives of the people involved in the crime scene.
- Were they friends before?
- Did they work together?
- Are they family?
- Were there specific conflicts that happened before the death?
Explanation of how they found the suspect guilty
You should include how they found out who was guilty?
Example:
- Lists of fingerprints?
- List of footprints?
- List of suspects?
- List of peoples handwriting?
- List of fabrics?
- List of pens that could have been used?

B Students will video tape play using IMovie on the IPad.

REMEMBER: You will also be marked on group participation. Make sure you are helping
your group and giving them ideas.

Criteria Checklist
Working well
with group.

Bethany
Ryker
Jack
Conner
Kellita
Santana
Solomon
Jaelyn
Christa
Tawny
Mady
Ally
Ryan
Janessa
Mariana
Tara
Kaylee
Starly
Junior
Kyanni
Deylan
Karl
Symone

Sharing ideas
and helping
construct the
script

Students are on
task - not
wandering
around

Students are
taking the video
seriously and not
fooling around
with the IPad
they are using it
properly

Rubric

Excellent
Students have incorporated
at least 4 aspects from the
following list:
-Footprints
-Fingerprints
-Paper Chromatography
-Handwriting analysis
-Fabric Forensics
Students created a
backstory to how the crime
happened.

Students included how they

solved the crime.

Students created a script

for their play.
The play was well
organized due to the script
created.

You contributed ideas to

your group and worked
well within your group you
were given.

Proficient

Satisfactory

Limited