5E Lesson Plan # Session 2

AUTHOR'S NAME: Lauren NathoÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

TITLE OF THE LESSON: Who Borrowed Mr. Bear?

TECHNOLOGY LESSON (circle one):ÊÊÊÊÊÊÊ YesÊÊÊÊÊ No

DATE OF LESSON: 06/12/2008

LENGTH OF LESSON: 1 hour

NAME OF COURSE: The Story ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

SOURCE OF THE LESSON:Ê Mystery Festival:Ê Lawrence Hall of Science ÊÊÊÊÊÊÊÊ

TEKS ADDRESSED: TEKS 112.4 Science, Grade 2

(2.1)     Scientific Processes.ÊÊ The student conducts classroom and field investigations following home and school safety procedures.Ê The student is expected to:Ê

(a)  demonstrate safe practices during classroom and field investigations; and

(b)    ÊLearn how to use and conserve resources and dispose of materials.

(2.2)         Scientific processes.ÊÊ The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:

(a)      Ask questions about organisms, objects, and events;

(b)      Plan and conduct simple descriptive investigations.

(c)      Compare results of investigations with what students and scientists know about the world;

(d)      Gather information using simple equipment and tools to extend the senses;

(e)      Construct reasonable conclusions using information and prior knowledge; and

(f)       Communicate explanations about investigations.

CONCEPT STATEMENT: What is found at the scene of the crime?

PERFORMANCE OBJECTIVES: To learn more facts about the suspects and what happened at the scene of the crime? YouÕll introduce the distinction between what the students know for sure (Òhard evidenceÓ) and their guesses or ideas (ÒinferencesÓ) about what must have happened.

RESOURCES:

Crime scene map from Session 1

1 roll of masking tape

1 piece of butcher paper, about 4 feet by 4 feet

A yard stick and felt-tipped marking pen to make lines on Clue Board

Pictures of suspects (masters on pages 40-44)

Clue Board Illustrations (masters on pages 45-47)

SAFETY CONSIDERATIONS: Caution when using scissors. Safety precautions same as Session 1.

SUPLEMENTARY MATERIALS, HANDOUTS:

Crime scene map from Session 1

Journals

Pictures of suspects

Clue board/illustrations

Engagement		Time: 12 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Introduce the session and present the story. Explain the chart on the wall to record clues that they learn today about ÒThe case of the Borrowed Bear.Ó	What did we learn from Session 1? What was found at the scene of the crime?	Caution students not to jump to conclusions after doing one or two stations.

Exploration		Time: 12 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Ask students to raise their hands every time they hear a clue that they thinks should be put on the clue board. Help them discriminate between clues and non-clues.	What is a clue? How do we know that it is a clue?	Caution students not to jump to conclusions after doing one or two stations.

Explanation		Time: 12 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Introduce terms Òclue,Ó as a fact that might help solve the mystery and a Òsuspect,Ó as someone who MIGHT have borrowed Mr. Bear without permission, and Òevidence,Ó as anything that might help solve the crime, such as a finger-print, a note, what a Òsuspect,Ó or witness says, etc.	What is a suspect? What is evidence?Ê	Not understanding terms, such as, clues, suspect, evidence, etc.

Elaboration		Time: 12 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Read the story again, sticking clues to the Clue board at the appropriate points in the story.Ê You may want to read the story one more time, this time leaving out crucial words, and having the students fill them in orally.		Caution students not to jump to conclusions after doing one or two stations.

What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Evaluate students understanding of clues, suspects, evidence, data sheets and charts and how they are constructed in their journals.	What is a chart? How do I construct a data sheet? How do I make a chart?	Disagreements on Data sheets with partners. How they report on data sheets.