Lesson

Shoe Sorting
Title/Focus
Subject/Grade
Grade 6
Level
Unit

Date

November 17, 2016

Time
1 hour
Duration

Evidence and Investigation

Teacher

Miss. Baillie Rutherford

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

(Science) 6-8: Apply observation and inference skills to recognize and interpret patterns
and to distinguish a specific pattern from a group of similar patterns.
Investigate evidence and link it to a possible source; e.g., by:
classifying footprints, tire prints and soil samples from a variety of locations
LEARNING OBJECTIVES

Students will:
1. Be able to make categories to fit different shoe types.
ASSESSMENTS
Observations:
Are they working hard and know the difference between shoe prints?
Key Questions:
Are students able to make their own categories for their different shoe
prints?
Products/Performanc Making a poster
es:
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Edmonton Public Schools - Evidence and
Marker for whiteboard
Investigation Topic D
Small sheets of white paper for each shoe
Big paper for students to categorize their
prints
Paint
Shoes
Markers to make categories on paper
PROCEDURE
Prior to lesson
Introduction
Time
Attention Grabber
ASK: What makes every person in our class different?
Expectations for
I expect students to be respectful of the furniture as we are
Learning and
working with paint. I also expect great listening in order to be able
Behaviour
to do this activity.
This activity needs to be finished by the end of this class.
Advance
1. Categorization of people
Organizer/Agenda
2. Shoe sorting
Transition to Body
Body
Time
Learning Activity #1
Review lesson on how you may be able to categorize people
ASK: What are some ways people can be categorized?
DO: Write the brainstorming on the whiteboard
Prompt: eye color, hair, gender, shoe size, hair length/color, height,
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weight, age etc

Teacher Notes:
Assessments/
Differentiation
Learning Activity #2

Teacher Notes:
Assessments/
Differentiation
Learning Activity #3

Shoe Sorting activity

SAY: Okay, we will be doing an activity that involves paint, shoes
and paper. So we are going to be categorizing shoe prints. We will
be showing them at the end of class, so I want your very best
work.
SAY: When you get your shoes, paper and paint, I want you to
make a print of each shoe and then examine the difference
between each one and as a group you will categorize them the way
you see fit. Make sure to wash them when you are done making
the print. Dry them as well please.
SAY: When you are painting the bottom of the shoe, ONLY
PAINT THE BOTTOM, as well, you want to have enough paint on
it to make a print, but you do not want gobs of paint so you cant
see what the print truly looks like.
SAY: When you are done this step, I want you to cut out your shoe
prints that you made and glue them onto a different page where
you will have labelled categories for your shoes.
SAY: We will have the big sheets of paper for you at the front of
the class when you are done making your prints and cutting them
out.
SAY: You will have the same groups as last time, but Kaylees
group, I would like you to work in the classroom.
ASK: Can I get one person from each group to come and grab
some paint, 1 person to come and grab your paper to make your
prints, and 1 person to grab your shoes.

Gallery Walk
SAY: Okay, we have now hung up everyones shoeprint posters
and are going to get the groups to discuss the way in which they
each sorted their shoe prints
DO: Call up groups one by one to discuss their poster

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

Time

Students will discuss posters made and explain why they

categorized them the way they did as a group
SAY: These posters were amazing and the different way groups
categorized them was great to see! Thanks for all your hardwork!
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