Innocent ’til Proven Guilty

Grades 9-12, Lesson 2: Innocent ’til Proven Guilty

Subject Area: Health and Physical Education

Time required: 75 minutes

Title: Innocent ’til Proven guilty

Overall Expectations:

Informed Citizenship: Explain the legal rights and responsibilities associated with Canadian citizenship

Summary of Lesson:

Students will learn safety awareness for operating ATVs. Students will critically examine attitudes, behaviours and consequences with respect to riding ATVs.

Specific Expectations

Informed Citizenship: explain how the judicial system (for example, law courts, trials, juries) protects the rights of both individuals and society (for example, the rights of the accused, the rights of the victim, and the role of the judiciary).

Materials

Introduction/Minds On: (10 minutes)

Did You Know

  • Have students sit in groups of four to six students.
  • Place envelope with all six did you know… cards (Appendix 1: Did You Know Cards) in the centre of each table.
  • Taking turns, each student picks up a card to read aloud.
  • Invite group members to Say Something (see below) regarding the information on the cards. There is no discussion or dialogue.
  • Participants may want to refer to the following question to “say something”:
    • What impact does the information on these cards have on my attitude and behaviour when riding ATVs?
  • Model the process for students.

Note: Say Something is a simple reading strategy where students collaborate with a partner or in groups to read a selection and respond to what they read.

Debrief

  • Will this information affect a change in your attitude?
  • Will this information affect a change in your behaviour?

Development/Action: (55 minutes)

Application of the Law: Innocent Until Proven Guilty (20 minutes)

Triangle Debate Strategy/Shared Practice (35 minutes)

Consolidation/Debrief: (10 minutes)

  • Do call outs (students respond orally) and record answers on Plus Minus Interesting chart paper.
  • Prompts:
    • Ask students to review the points under each column.
    • Ask students to suggest which details in each column are the strongest.
    • Ask students if there were any surprises in terms of the application of the law to this case?

Assessment

Collect students’ Plus Minus Interesting templates and use Appendix 7: Plus Minus Interesting Rubric to assess students.

Follow-up Activity

  • Consider asking students to complete a piece of writing based on their PMIs taking one, or both, sides of the issue

or

  • Consider asking students to consider the impact on the environment and trails as a result of ATV use.