Mini Unit Plan

Names: Lily Moradel, Matt Gough, Lynden Nummi

Subjects: Physical Education, CTF, Science

Content Included:
Mini Unit Overview
Lessons 1, 2, 3
Design Your Own Crime Scene Worksheet
Curriculum and Instruction Reflection

Assignment 3: Mini Unit Plan

Names: Lily Moradel, Lynden Nummi, Matt Gough
Overview:
Working with a group, students design a crime scene with planted evidence or fill out a
crime scene report listing the types of evidence found. They trade with another group
and decide which suspect committed the crime.
Grade: Six
Subjects: Science, CTF, Physical Education
General Learning Outcomes:
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
Cooperation: Students will interact positively with others.
CTF is exploring interests, passions and skills while making personal
connections to career possibilities.
Specific Learning Outcomes:
Grade 6 Evidence and Investigation SLO #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.
Grade 6 Evidence and Investigation SLO #4: Investigate evidence and link it to a
possible source
C65 describe and demonstrate practices that contribute to teamwork
C66 identify and demonstrate positive behaviors that show respect for self and
others
I explore my interests and passions while making personal connections to career
possibilities.
I use occupational area skills, knowledge and technologies.

Mini-Unit Overview
LESSON ONE:
Main Lesson
Objective
Activities

By the end of the lesson students will:

Demonstrate their knowledge of material by creating a
suspect
1.Ask the class- What are the 6 different types of evidence?
Footprint, fingerprints, fabric sample, soil sample, handwriting,
witness account
2.Table Talk- What are different types of crimes? Where are these
crimes most likely to happen? What types of clues would you look
for?

3.Share with Class

4.Worksheet:
Design your own suspect
Evaluation

Formative:
Assessing prior knowledge through class and group
discussion
Observations of how students work together in a group to
design their own crime scene
Self-assessment of group work through rubric
Summative:
Worksheet

LESSON TWO:
Main Lesson
Objective

Activities
Evaluation

By the end of the lesson students will:

Construct a crime scene
Demonstrate an understanding of evidence and
inference
Discuss the process of creating a crime scene
Students will create crime scene, motives, and clues for each
suspect
Formative:
Observations
Assessing how students work together as a group to
create their crime scenes
Self-assessment of group work through rubric

LESSON THREE:
Main Lesson
Objective

Activities

Evaluation

By the end of the lesson students will:

Construct a crime scene on google slides
Use evidence to direct peers to specific inferences
Discuss the process of creating a crime scene and
teamwork experience.
1. Students create Google Slides in group based off crime
scenes created in the previous class
2. Write an Exit Slip
Formative
Exit Slip / Reflection
Summative
Finished Google Slides Presentation

Lesson Plan #1
Lynden Nummi, Lily Moradel, Matt Gough
Grade/Subject: Science Grade 6 Unit: Crimes and Investigation Lesson Duration: 40 Minutes

Grade 6 Science: Evidence and Investigation (Duration: 40 mins)

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: (Green = Science, Red = Physical Education)

69 Apply knowledge of the properties and interactions of materials to the
investigation and identification of a material sample
CTF is exploring interests, passions and skills while making personal
connections to career possibilities
Specific Learning Outcomes:
SLO #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.
I explore my interest and passions while making personal connections to
career possibilities
LEARNING OBJECTIVES
By the end of the lesson students will:
Represent their knowledge of evidence and inference by developing suspects
and clues
ASSESSMENTS
Observations:
Circulating around the classroom while
listening and prompting/guiding students
to what suspects are.

Key Questions:
What is a suspect? What are the 6
different types of evidence? What are the
definitions of motive, alibi, and witness?

Written/Performance Assessments: The students will be assessed through their

crime scene work sheet. Summative Assessments will have a rubric.
LEARNING RESOURCES CONSULTED
1. Evidence and Investigation (Grade 6) Edmonton Public Schools
2. Crime Scene Investigation: Real Life Science Activities for the Elementary

Grades
MATERIALS AND EQUIPMENT

Lesson Sheet (30)

Pencil/ Paper (30)
1 Ink Pad /4 students
PROCEDURE

Introduction (10min.):
Hook/Attention Grabber:Say: THERES BEEN A CRIME COMMITTED! Today, we are
going to create suspects for this crime!
Assessment of Prior Knowledge:
Ask the class (Whole Group Question)- What are the 6 different types of evidence?
(Footprints, fingerprints, fabric sample, soil sample, handwriting, witness account)
Think-Pair-Share(Small group Questions) (Pick elbow partner, a group of 3 if there is
an odd number)
Ask: What are different types of crimes? Where are these crimes most likely to
happen? What types of clues would you look for in the case of those crimes? Who
would be suspects?
Discussion
Expectations for Learning and Behaviour:
Review the following expectations with the class
Each student is responsible for coming up with a suspect modeled after
themselves (fingerprints, information, appearance, hobbies)
Advance Organizer/Agenda:
Introduction (10 minutes)
Go over key questions of assessment
Body (25 minutes)
Create suspects, individually. Leave motive blank.
Closure (5 min)
Review requirements needed for a suspect
Allow time for students to ask questions if clarification is needed
Transition to Body: Hand out worksheet to students and have ink pads available at
the front when they reach that part of their worksheet.
Body (25 min.):
Learning Activity #1: Design your own Crime Scene Worksheet from the handout
provided
What is a suspect? What clues could a suspect leave behind?
Assessments/Differentiation: Ensure that groups are staying on task by asking
thought provoking questions like- How do hobbies/jobs contribute to appearance/
attire? Who would be most likely to commit this crime? What types of clues do you
look for when solving a crime? Was there a witness to the crime - what did they see?
Do: Hand out the Design Your Own Crime Scene assignment package.

Say: Today we are going to focus on creating suspects for the crime. You will work
individually on creating your own suspect. Next class we will work in groups to design
the crime scene.
Do: Show the class the Suspect portion of the assignment.
Say: Ignore the Crime Scene and Motive parts of the assignment for today. Start
with your suspects.
Ask: Any questions about these instructions?
Say: Make sure to include as much detail as possible when creating your suspect.
More detail will allow you to come up with more interesting clues and motives for each
suspect.
Say: Now I would like you to work on creating suspects individually.
Ask: Any questions?
Say: Begin!
Do: Monitor progress of students, make sure they are on task by circulating the room
and guiding students in creation of their suspect
Closure (5 min.):
Consolidation/Assessment of Learning:
Ask:What types of clues did you include? What are the 6 different types of evidence
you should include in your crime scene?
Say: The big ideas that I wanted you to take away from class today was how to be
able to represent your knowledge of evidence and inference by developing a suspect.
Class discussion reviewing the types of clues a suspect may leave behind in a crime
scene, ensuring that there are enough clues to be able to solve the crime.
Feedback from Students: Allow students to ask questions for clarification, have them
give a thumbs up/down on whether or not they feel other students would be able to
solve their crime with the suspects they have created.
Feedback to Students: Complement the students on their work for that day. Remind
them that they will need to remember their team work expectations for next class.
Ask: Does anybody think that creating/solving crimes is particularly interesting?
Say: If so, there are opportunities in the workforce to do this as a career.
Transition to Next Lesson:
Say: In our next lesson, we will be getting into groups and creating a crime scene.

Lesson Plan #2
Lesson 2- students break into groups and create crime scene based off
suspects
Grade/Subject: Science Grade 6 Unit: Evidence and Investigation Lesson Duration: 40 min
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:(Green = Science, Red = Physical Education)

Cooperation: Students will interact positively with others

69 Apply knowledge of the properties and interactions of materials to the
investigation and identification of a material sample
CTF is exploring interests, passions and skills while making personal
connections to career possibilities

Specific Learning Outcomes:

C65 describe and demonstrate practices that contribute to teamwork
C66 identify and demonstrate positive behaviors that show respect for

self

and others
SLO #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.
Grade 6 Evidence and Investigation SLO #4: Investigate evidence and link it to
a possible source
I explore my interest and passions while making personal connections to
career possibilities
LEARNING OBJECTIVES

By the end of this lesson students will:

1. Understand that knowledge about crime, evidence and inference can lead to career
opportunities as a detective.
2. Apply their knowledge about crime, evidence and inference in order to create a
crime scene.
3. Discuss group member expectations in the process of creating a crime scene
investigation
ASSESSMENTS

Observations: Ensure that students are staying on task and focusing on their crime
scene. Make sure they are working in groups and that everyone is participating in
the creation of the crime scene. Circulate the classroom and offer assistance when
needed.
Key Questions:
Who are the people who work in the crime unit in our City? What do they do? Why
is it important to understand what evidence you need look for in a crime scene?
Written/Performance Assessments:
Students will be formatively assessed through their groups crime scenes
LEARNING RESOURCES CONSULTED
1: Alberta Education Science Program of Studies
2: Edmonton Public Schools Evidence and Investigation Unit Materials

MATERIALS AND EQUIPMENT

* List of predetermined groups

PROCEDURE
Introduction (10 min.):

Do: Before Class, organize desks into groups of 3-4 students, place student's name
tag on desks to organize groups.
(Groups will be pre-determined, splitting up children that normally work together)
Hook/Attention Grabber: Say: Flat tire! Students Say: Shhhhhhhh!
Ask: Who are the people that work in the crime unit in our city?
Do: List jobs said by students on whiteboard
Ask: What do they do?
Ask: What are some benefits and drawbacks to a career in crime investigation?
Do: Lead class discussion on careers in the crime unit
Say: There are many different jobs right here in Lethbridge that you can do in order to
help keep our city safe and solve crimes.
Assessment of Prior Knowledge
Ask: Does everyone remember the suspects they created last class?
Ask: What are the 6 different types of of evidence?
Say: It is important for you to remember all of these things for today in order for you to
create your crime scenes in groups.
Expectations for Learning and Behaviour:
Review the following expectations with the class
Students will show respect to each of their group members and their ideas
Each group is responsible for creating a crime scene based off their suspects
Advance Organizer/Agenda:
Introduction (10 min):
Help students understand the different types of careers that exist in crime
investigation and why they are important.
Activity where students try to remember details about their fellow classmates
Body (25 min):
Students break off into groups to create crime scenes using their suspects they
have already created
Ensure students are staying on task and working well together
Closure (5 min):
Review the types of clues that are required to be in their crime scene
Allow students to ask questions if there is a need for clarification

Transition to Body:
Say: Now that youre in the assigned groups, pick 1 person from each group and
send them out into the hallway.
*once the students are in the hallway*
Say: I want you as a group to write down as many things that you can remember
about him/her. (- clothes they were wearing, colors of eyes, hair, shoe style, estimate
weight, and anything else you think could help with solving a crime.)
*have students come back into classroom)
Say: Look at your group member and see how much you were able to get right about
the person.
Ask: In what type of situation would you have to relay information like this?
Ask: Why would it be important to give correct information to a detective in an
investigation?
Body (25 min.):
Learning Activity #1:
Assessments/Differentiation:

Ask: What are the definitions of witness, motive, suspect, and alibi?
Say: A witness is a person who sees something take place, in this case it is a crime.
A motive is a persons reason for doing something. Sometimes motives can be hidden
or not obvious. Suspects are the people who are thought to be guilty of committing a
crime. Finally, an alibi is a claim or piece of evidence that proves that a person was in
another place when the crime happened, therefore making him/her innocent.
Do: Refresh in their minds the importance of each in an investigation with suspects.
Say: We are going to be working in our groups to create a crime scene.
Do: Run through worksheet in front of class - give example for sections of worksheet.
Ask: What would be the motive of each suspect? Possible point of entry?
Distinguishing characteristics? How would their characteristics leave unique clues in
the crime scene?
Say: Requirements of a crime scene are: Crime and a victim. Guilty suspect and
his/her relationship to victim. Point of entry/exit. Several clues creating a timeline
within the crime scene framing the guilty suspect. Each suspect must have 3 clues in
the crime scene that may act as a diversion from the guilty suspect.
Say: I expect you to cooperate with everyone in your group and take everyone's ideas
into consideration.
Say: Get started working in groups and let me know if you are stuck or have any
questions. AND GO!
Do: Circulate classroom to answer students questions, ensure that they are staying
on task and working together effectively.
Closure (5 min.):

Consolidation/Assessment of Learning:
Ask: How did everyone's crime scenes turn out?

Say: The big ideas that I wanted you to take away from class today was how to be
able to represent your knowledge of evidence and inference by developing a crime
scene. It is important to learn how to work with others and you were able to do this
by showing respect to one another.
Say: Now you are going to evaluate yourselves through the group rubric that I have
created for you.
Do: Handout the rubric for students to evaluate themselves
Feedback from Students: Allow students to ask questions for clarification, have
them give a thumbs up/down on whether or not they feel other students groups
would be able to solve their crime scene.
Feedback to Students: Compliment the students on their work for that day. Remind
them that they will need to remember their team work expectations for next class.
Ask: After creating a crime scene, does anybody think that solving crimes would be
an interesting job?
Say: If so, there are opportunities in the workforce to do this as a career.
Say: Next week we will be having Constable Rick from the LPD come in and speak
to us about his career as a detective in Lethbridge and some of the crime scenes he
has worked on personally.
Transition to Next Lesson:
Say: In our next lesson, we will be adding our crimes and suspects to a class
google slide. Make sure you bring your completed crime scenes and suspects.

Assessment of Group Work Skills

Category

Working With
Others

Almost always
listens to, shares
with, and
supports the
efforts of others.
Tries to keep
people working
well together.

Usually listens
to, shares with,
and supports the
efforts of others.
Does not
negatively affect
the group.

Often listens to,

shares with, and
supports the
efforts of others.
Sometimes is not
a good team
member.

Rarely listens
to, shares with,
or supports the
efforts of
others. Often is
not a good
team member.

Attitude

Never is publicly
critical of the
project or the
work of others.
Always has a
positive attitude.

Rarely is
publicly critical
of the project or
the work of
others. Often
has a positive
attitude.

Occasionally is
publicly critical of
the project or the
work of other
group members.
Usually has a
positive attitude.

Often is publicly
critical of the
project or group
members. Often
has a negative
attitude.

Contributions

Routinely
provides useful
ideas when
participating in
the group and in
classroom
discussion. A
definite leader
who contributes
a lot of effort.

Usually provides
useful ideas
when
participating in
the group and in
classroom
discussion. A
strong group
member who
tries hard!

Sometimes
provides useful
ideas when
participating in
the group and in
classroom
discussion. A
satisfactory group
member who
does what is
required.

Rarely provides
useful ideas
when
participating in
the group and
in classroom
discussion. May
refuse to
participate.

Lesson Plan #3
Lynden Nummi, Lily Moradel, Matt Gough
Grade/Subject: Science Grade 6 Unit: Crimes and Investigation Lesson Duration: 40 Minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

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
Cooperation: Students will interact positively with others.
CTF is exploring interests, passions and skills while making personal
connections to career possibilities.
Specific Learning Outcomes:
Grade 6 Evidence and Investigation SLO #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.
Grade 6 Evidence and Investigation SLO #4: Investigate evidence and link it to
a possible source
C66 identify and demonstrate positive behaviors that show respect for self
and others
I use occupational area skills, knowledge and technologies.
LEARNING OBJECTIVES

By the end of the lesson students will:

Construct their crime scene on google slides
Use evidence to direct peers to specific inferences
Discuss the process of creating a crime scene and teamwork experience.
ASSESSMENTS

Observation:
Circulate the classroom, offer assistance to students with
google slides. Check revision history on google slides.
Ensure students are staying on task with the material.
Make mental notes based on student participation in
class discussions.

Key Questions:
How can evidence lead
investigators to specific
inferences?
How does developing a
crime scene help you
understand the job of a
police detective?
How does self-reflection
help improve your group
work?

Written/Performance Assessments:
Google Slides Presentation
Exit Slip / Reflection (Formative)
LEARNING RESOURCES CONSULTED

Resource #1: Alberta Education Science Program of Studies

Resource #2: Edmonton Public Schools Evidence and Investigation Unit Materials
MATERIALS AND EQUIPMENT

Laptop Cart
Index Cards for Exit Slip (30)
Detective Badges (Printed and Laminated - 30)
PROCEDURE

Introduction (10 min.):

Do: Before class, make sure all computers are charged and have everything needed
for the lesson planned.
Hook/Attention Grabber:
Do: Hand out the detective badges.
Say: Because of your excellent work last class, you are being promoted to be
detectives!
Do: Help the students pin their detective badges to their shirts.
Assessment of Prior Knowledge:
Ask: Does anyone know the difference between a police officer and a detective?
(brainstorm with the students how the two jobs are different)
Say: Im glad that you guys remembered so much about police officers from our field
trip to the police station a few weeks ago. Detectives are actually police officers
whose main job is to help solve crimes.

Expectations for Learning and Behaviour:

Ask: Can anyone tell me what our class rules are? (Work Hard & Be Kind)
Say: Today if you are working hard you will contribute to your groups the google slide
document. Today if you are being kind you will show respect to each of your group
members and their ideas.
Do: Have the students give you a thumbs up if they agree to follow the expectations
for todays lesson.
Advance Organizer/Agenda:
Say: Today your job will be to use the crime scenes you created last class to create a
google slides presentation that outlines your scenario. Next class, another group will
try to solve your crime, so remember to be tricky!
Do: Divide the students into their groups. Groups have been predetermined, splitting
up children that normally work together.
Ask: Can someone from each group give a quick summary of their crime scene,
without giving it away? (give feedback to each group and ask students to offer peer
feedback during the discussion)
Transition to Body:
Say: The student with the next closest birthday come line up and get a 1 laptop.
Do: Hand out the computers.
Body (25 min.):

Learning Activity #1: Work Time - students create google slides in groups
Say: I have had a chance to review your crime scene plans from last class. On each
of your plans you will find some feedback from me. Make sure to take a look at it and
read it with your group before you begin to transfer your information to your google
slides presentation.
Say: Remember our class rules! I expect you to stay on task by completing your
assignment and not playing games or fooling around.
Do: Circulate classroom ensuring students are staying on task and creating their
Google Slides. Help students by giving instructions on how and where to apply their
work on google slides.
Ask (different groups): Are the clues clear so that your classmates will be able to
find the correct suspect? Have you included all the pieces necessary for a complete
crime scene?
Say: Now that you have finished your google slides it is time for you to write an exit
slip about your experience individually.
Assessments/Differentiation:
Observe group work to ensure each group understands whats expected to go on the
google slide presentation. Encourage students to stay on task by asking questions
about their crime scene and their suspects. Encourage them to share the workload
equally between their group members. Questions like Are the clues clear so that your

classmates will be able to find the correct suspect? Have you included all the pieces
necessary for a complete crime scene?
Learning Activity #2: Individual Exit Slip
Ask: Why do you think it is important to reflect on your assignment and group work?
Ask: What did you contribute to the group?
Do: Hand out the index cards. Write the following guiding questions on the board:
How can evidence lead detectives to make a certain inference?
How did developing your crime scene help you understand the job of a police
detective?
What is one thing you did well when working with your group?
What is one part of your group work that you could improve?
Say: Now I would like you to write down each of the questions and answer them on
your index card. Think about what you learned when creating the crime scene. Also,
think about how well your group worked together as a team. What did you do as a
member of the group to contribute to the assignment?
Do: Walk around the room and have small discussions with individual students to
make sure that they are on the right track when completing their exit slip.
Do: Collect the exit slips.
Assessment/Differentiation:
Help individual students understand the importance of self reflection on assignments
by asking them probing questions that invoke thought. Provide struggling students
with sentence frames or starters. to help them begin their reflective statements.
Closure: (5 min)

Consolidation/Assessment of Learning:
Ask: Has every group successfully transferred their crime scene to a google slide?
What is the value of using technology?
Ask: What key points did you put in your group include in your crime scene?
Do: Make sure every group has the proper information typed in the google slides and
they have reflected on the experience of making a crime scene.
Feedback From Students:
Encourage students to ask questions if they need any clarification.
Do: Collect exit slips from students.
Feedback To Students:
Say: Today you all did a great job working with your groups! I hope that tomorrow you
will be able to keep it up! Tomorrow I know that you will continue to work hard and be
kind. (Adjust feedback based on classroom observations, give areas for improvement
if required.)
Transition To Performance Task:

Say: Next class each of you will test your detective skills! We will see if you have
really earned your detective badges as you try to solve the crimes that one of the
other groups have developed. You will need to gather evidence and solve the crime
you are assigned.

Design Your Own Crime Scene

Your Task: Work with your group to design a crime
scene.
Your crime scene should include each of the following
aspects:
1. Crime
o What was the crime?
o Where was it committed?
o A simple map of the crime scene.
2. Suspects
o Each member of your group will create a different suspect
description.
suspect name
physical appearance
personality
distinguishing characteristics
clothing
3. Motive
o Each suspect must have a motive for committing the crime.
o If the motive for robbery is that they all need money, the
suspects should all need money for different reasons.
4. Opportunity
o All of the suspects must have had an opportunity to commit
the crime.
o Do any of them have believable alibis?
5. Clues
o Each suspect must leave at least three clues at the crime
scene.
What could the clues be?
Handwriting sample or note?
Evidence of clothing fiber?

Fingerprints?
Foot or tire prints?
Soil sample?
Ink sample?
Eye-witness account?

Crime Description
What was the crime?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Where was the crime committed?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Crime Scene Map

Suspect #1
Sketch of Suspect:

Motive:
___________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Opportunity:
______________________________________________
__________________________________________________________
__________________________________________________________

 Clue #1:
_______________________________________________
______________________________________________________
Clue #2:
_______________________________________________
______________________________________________________
Clue #3:
_______________________________________________
______________________________________________________

Suspect Description

Suspect Name
Hair Color
Eye Color
Height

Clothing
Description

Shoes

Distinguishing
Characteristics

Personality
Traits

Job

Family

Mini Unit Plan Reflection

Nov. 9th 2016
What considerations did you make when choosing the sequence of the lessons?

The considerations that we made for our lessons sequence is that we decided that the
students would have already learned all of the background knowledge about the crime and
investigation unit. Our three lessons are planned in a scaffolding way, the students know the
information, they create their suspects, get into groups and create a crime scene, transfer the
crime scene to google slides and finally get to solve one anothers crime scenes for the finished
product. Instead of throwing all the information at the students all at once and having them do
more than one activity the students are able to focus on the specific objectives of that day and
can look forward to continuing it in following lessons.

What considerations did you make when choosing the scope of the lessons?

The scope of our lessons were based on Science in the unit of crime and investigation, as
well we did our best to include Physical Educations cooperation outcome and CTFs connection
to careers and passions. The second and third lesson carry out the combination of all three
lessons as well as the performance task by having the students solve the crimes in groups. In
the second lesson, the activity is based on Science but integrates the PE and CTF portion
through group work and career opportunities like a police man or special investigator. Our third
lesson is based a bit more on CTF by integrating technology and allowing students to create a
google slide presentation, but also incorporates the Science portion and PE portion of
cooperation.

Why did you choose the materials, activities, and strategies you used?

We chose to use materials, activities and strategies that would make our lessons work
well without being to overwhelming or distracting. Our materials include a handout that will be
used throughout all three lessons, it includes sections about creating the suspect and the crime
scene. Other materials that we use are ink pads, the lap top cart, badges and index cards. Our
activities accommodate to students by allowing them to work individually, in groups and also
use technology through the google slides. Our activities and strategies allow the students to be
as involved as possible throughout the lessons. Students will not only learn about the Science
portion of crime and investigation but will also learn how to work as a team when they are in
groups for the physical education portion and will be opened to career opportunities and using
technologies through the CTF portion.

How do you think your mini-unit reflects key concepts about curriculum ideologies?

The ideologies that our mini-unit relates to are learner-centered and the social
efficiency. Learner centred applies by how we focus on making our lessons enjoyable for
students, allowing them to develop naturally. By letting students create suspects that mirror
them, work individually and in groups students are able to bring their different ideas and
experiences that can contribute to their learning and others.

Social Efficiency applies by allowing students to work hands on through creating their,
suspects and crime scenes. Students are opened to career opportunities and ideas by learning
about all of the different jobs that involve crime and investigation and how the jobs are specific
to societal needs.