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Subject

Math, Science & Technology

Objectives

The students will be able to:

• Observe human fingerprints.
• Record and identify data about their fingerprints.
• Examine the uniqueness of each other’s fingerprints.

Description

Scientists must be very careful how they observe things. They may use any of their five senses when they observe. Observing is not always easy. What you observe depends upon what you are trained to observe. The scientific method depends upon careful, accurate observations.

The following two-part lesson is designed to offer sixth graders real-world, authentic applications of the scientific method and how it pertains to the forensic sciences, more specifically, human fingerprinting.

Through the use of this lesson the students will be offered numerous opportunities to further enhance their observational skills as well as the integration of math with their continual exposure to the metric system, measurement, and graphing to represent their data. Technology and multimedia components will also play an integral role as the students communicate their experiences through use of the SMART Board™ for creating a graphic organizer, data representation, and viewing a Microsoft PowerPoint™ presentation.

Duration

Approximately two forty-five minute lessons

Materials/Web Resources

For a class of twenty-four students you will need twenty-four fingerprint cards( can be obtained at your local police station or modified with ten squares from the attached worksheet), six ink pads, six - eight rulers, six- eight tripod magnifiers and magnifying glasses, attached worksheets, networked computer, SMART Board™, Inspiration, networked computer and an LCD projector.

• http://edward.nygma.tripod.com/fingerprints.htm
• PowerPoint Lesson
  
  
  
  
  

Procedure

1. The students will complete the following journal writing activity: In what ways do detectives and other law enforcement officials act like scientists?
2. Students will participate in a whole class discussion resulting from this question and will create a graphic organizer using Inspiration™ and the SMART Board™ to represent the varied answers to the question posed as a whole class activity.
3. Students will then be introduced to human fingerprinting and the role it plays because of its unique identification through the use of the following web sites shown on the SMART Board™:
   • http://edward.nygma.tripod.com/fingerprints.htm
   • A worksheet indicating some background information and pictures of the seven types of fingerprints will also be provided and discussed (“Seven Types of Fingerprints” Worksheet). Teacher will introduce and model related vocabulary terms associated with the different fingerprint types and what makes each so unique. Using the SMART Board with the "Seven Types of Fingerprint" worksheet displayed for whole class discussion, the teacher can model the vocabulary by pointing to each individual identification "mark" defined in the fingerprint types at the bottom of the worksheet as seen in the sample fingerprint types at the top of the worksheet. For example, to model an "arch" fingerprint type the teacher can offer the definition to the students and then slide his or her finger over the actual "arch" in the sample fingerprint to show the students what exactly identifies it as an arch fingerprint type.
4. Students will then be asked the following question: “If fingerprints are unique in that no two fingerprints are the same, how can this information (saved as data), become important in solving crimes?”
5. After this discussion, students will be invited to examine their own fingerprints and teacher will model the correct fingerprinting technique for students.
6. Students will then be divided into small groups of 4-6.
7. Each group will be provided with metric rulers, ink pads, fingerprinting cards, and related worksheets in their “lab boxes.”
8. Students will begin taking their own fingerprints after teacher has approved their practice prints that they do on the back of their fingerprint identification cards.
9. After students complete their fingerprint identification cards they will carefully observe their fingerprints and identify the types they have using the “Seven Types of Fingerprints” worksheet as a reference guide. Magnifying glasses and tripod magnifiers will also be provided.
10. “Human Fingerprints- No Two the Same Data Worksheet” will be completed by students as they use a metric ruler to measure the length and width of their fingerprints as well as indicating their types.
11. As a whole class activity, the teacher and students will come together to discuss their data and create a bar graph using SMART Notebook™ software to visually represent the types of fingerprints they have identified in the class.
12. Students will then view a PowerPoint™ presentation to sum up what they’ve experienced and why fingerprinting can be instrumental in solving crimes.

Assessment

Will be on going and consist of: related worksheet responses and data analysis, journal reflections, individual and group conferencing, and adherence to proper fingerprinting technique, and attached rubric.

• human fingerprinting rubric

SMART Board

This instructional content was intended for use with a SMART Board.

Author

Lisa A. Hankinson, Twin Towers Middle School, Enlarged City School District of Middletown

Related Academic Standards

New York State

S.MS.ETS.1.1 Students who demonstrate understanding can define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natura

MST1.I.SI2.1 Students use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.

MST1.I.SI3.1 Students design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.

MST3.6.CN.9 Students recognize and apply mathematics to other disciplines and areas of interest.