5E Lesson Plan # 1

AUTHORS’ NAMES: Katie Knoll & Bobby Valadez

TITLE OF THE LESSON: Fingerprinting Lesson #1

TECHNOLOGY LESSON (circle one):         Yes      No

DATE OF LESSON: 10/1/2007

LENGTH OF LESSON: 45 Minutes

NAME OF COURSE: 5th Grade Science

SOURCE OF THE LESSON: Fingerprinting Gems Guide

TEKS ADDRESSED: (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(B) draw inferences based on information related to promotional materials for products and services;

(4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect and analyze information using tools including calculators, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses, balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety goggles; and

(B) demonstrate that repeated investigations may increase the reliability of results.

 

CONCEPT STATEMENT: Fingerprinting is an easy and fun way to observe and classify.  Fingerprints are unique to everyone- no two people have the same prints. There are eight catigories to idenity prints.  Students will observe and use the three basic classicifications to identify their prints; loop, arch and whorl.

 

PERFORMANCE OBJECTIVES: Students will make clear fingerprints.

RESOURCES:

SAFETY CONSIDERATIONS: Students will have to wash hands after lesson.

SUPLEMENTARY MATERIALS, HANDOUTS: Your Fingerprints Handouts

 

Engagement		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Read or discuss, Suzannah and the Blue House Mystery.	“How can we solve crimes?”	Find evidence, question people, call police.

 

Exploration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Hand out materials for fingerprinting, show examples and model how to fingerprint with pencils and tape.	“Why is it important to take fingerprints?”  “What do you know about fingerprints?”	Students might need help making clear prints.

 

Explanation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Tell the students that they are criminalists/ forensic scientists in this unit.	“Why do we need special scientists for crimes and mysteries?” “What do you think they do?”	Ask questions, look for clues, take fingerprints, catch criminals.

 

Elaboration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Explain that fingerprints have different characteristics and pass out magnifying glasses so they can examine them.	“How can we classify these tomorrow.”  There are three main ways to classify fingerprints, can you find anything different between them?”	Some are loopy, some swirl, some look the same…

 

Evaluation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Check worksheet for clear prints.