GEMS project

Session 2 "The Story" 5E Lesson Plan

AUTHORSÕ NAMES: Javier Arteta

TITLE OF THE LESSON: Mr. Bear Mystery Session 2: The Story

TECHNOLOGY LESSON:ÊÊ No

DATE OF LESSON: 11/01/2007

LENGTH OF LESSON: 60 minutes

NAME OF COURSE: 3^rd grade Science

SOURCE OF THE LESSON: GEMS Mystery Festival ÒMr. Bear MysteryÓ

T.E.K.S. ADDRESSED:

3.2A -Ê plan and implement descriptive investigations including asking well-defined questions, formulating testable hypothesis, and selecting and using equipment and technology;Ê

3.2B Ð collect information by observing and measuring;

3.2C Ð analyze and interpret information to construct reasonable explanations from direct and indirect evidence;

3.2D Ð communicate valid conclusions;

3.2E Ð construct simple graphs, tables and charts to organize, examine and evaluate information

CONCEPT STATEMENT: In session two, the students will learn that observation is an important tool when making inferences about a problem or mystery, and this tool is useful when attempting to solve the problem or mystery. The students will learn that in all circumstances of life a clue is useful information that might help people to solve any kind of problem. In this case, the mystery of Who Borrowed Mr. Bear can be solved by paying particular attention to clues and employing critical thinking.

All students will learn:

A clue is useful information that might help solve a problem.
Clues are very important when attempting to solve a mystery, but that clues are not all that is needed to solve it.
Observing, thinking about and testing clues and evidence are essential to developing valid inferences and to reaching logical conclusions about a mystery.

PERFORMANCE OBJECTIVES: Students will be able to:

á Form groups to act out story.

á Identify the problem.

á Look at the crime scene map and the clue board and make inferences or propose a hypothesis.

á ÊIntroduce some ÒmysteryÓ vocabulary to their language repertoire: for example explain and define clue, evidence, and suspect.

RESOURCES:

Items needed for teacher:

á Story sketch

á Crime Scene Map

á Clue Board

SAFETY CONSIDERATIONS: No significant safety concerns

Engagement		Time: __15 minutes______
What the Teacher Will Do:	Probing Questions	Student Responses Potential Misconceptions
Invite the students to act out the story so that they will be engaged and involved in the mystery. This activity will help the students be highly motivated and excited to find out who borrowed Mr. Bear. Ê	What do you remember about the last session? Do you know the meaning of the word Òsuspect or clueÒ? Are clues enough proof to solve a mystery or problem? Based on these clues, can we solve the mystery without do anything more?	Clues are enough to solve any mystery. Thus, we do not need anything more than clues and inferences to catch the guilty. Lab work to analyze clues has nothing to do with mysteries, they are not necessary. Real detectives only use a magnifying lens and a smoke pipe to solve crimes.

Exploration		Time: _10 minutes_______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
1. Allow the students to once again observe the Crime Scene. 2. Read story through again, asking students to point out clues. 3. Distribute a copy of the Clue Board to students so that they can make own their inferences.	1. Do you understand what we are going to do today? 2. Did you get clues from the reading of the story and the Crime Scene? 3. Did you notice all the clues on the Crime Scene? 4. Do you understand the Clue Board and what to do whit it?	1. It is not necessary to observe the Crime Scene again. 2. It is boring matching the clues and the characters. 3. We are supposed to solve the mystery based on clues.

Explanation		Time: _15 minutes_______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconception
1. Have the students explain the differences between clue and evidence. 2. Have the students describe what they have seen. 3. Ask the students to read their notes and their predictions. 4. Offer students an explanation about what is a clue and what is evidence.	1. Who can summarize what happened in this story? 2. Is a clue the same as evidence? 3. Who can tell me the meaning of the word suspect?	1. Even though the teacher explained the difference between clue and evidence, I am confused about them. 2. There is no way to differentiate footprints. 3. If clues and inferences are not enough to solve the mystery, there is no way to find out who borrowed Mr. Bear.

Elaboration		Time: __10 minutes______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
1. Explain to students that this is only a little sample of what real detectives do to solve real crimes. 2. Read a little story about a robber who was trapped by detectives using scientific investigation. 3. Explain to the students that we can find clues and evidence everywhere. Ê	1. How do you think real detectives conduct their investigations? 2. Do you think a man can be condemned by a judge who bases his judgment only on clues? 3. Are footprints, fingerprints or little pieces of thread useful for real detectives to solve real crimes?	1. I can not apply what we are doing to real life. 2. I can not understand how a little piece of thread or a footprint can help to solve a crime. 3. For real detectives it is almost impossible to solve a crime using those footprints, fingerprints or smelling perfumes.

Evaluation		Time: 10 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
1. Split the class into small groups for team work and encourage team competitions. 2. Have the students interchange thoughts and ideas about suspects and possible evidence. 3. Introduce the class to the two next sessions. Ê	1. Based on what we have done, have you changed your mind about what is a clue and evidence? 2. Do you think that scientific investigation is necessary for solving crimes?

WHO BORROWED MR. BEAR?