5E Lesson Plan # 2
AUTHORS’ NAMES: Katie
Knoll & Bobby Valadez
TITLE OF THE LESSON:
Classifying Prints
TECHNOLOGY LESSON (circle
one): No
DATE OF LESSON: 10/1/2007
LENGTH OF LESSON: 50
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 observe and
classify their fingerprints.
RESOURCES: Pencils, scissors, magnifying
lenses, "Fingerprint Patterns" sheets (pg 21), completed
"Your Fingerprints" sheet from session 1
SAFETY CONSIDERATIONS: Students will have to wash
hands after lesson.
SUPLEMENTARY
MATERIALS, HANDOUTS: Your
Fingerprints Handouts, Fingerprint Patterns
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Engagement
|
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Time: __10______
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What the Teacher Will
Do
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Probing Questions
|
Student Responses
Potential
Misconceptions
|
|
Share interesting findings from homework.
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"Who
has something really interesting to share about your family's
fingerprints?"
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|
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Have students examine their "Your
Fingerprints" sheets.
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"Does
anyone notice any patterns in their prints?'
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Squiggly
lines, circles, loops
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Exploration
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Time: ____10____
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What the Teacher Will
Do
|
Probing Questions
|
Student Responses
Potential
Misconceptions
|
| Show
"Fingerprint Patterns" sheet on the overhead |
"Can
you describe the differences in the three types of prints?"
|
'The
Arch looks like a hill'.
'Loops and Whorls are the same.'
'Whorls look like spirals.'
|
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"Using your
magnifying lenses, see if you can classify your own fingerprints based
on what you've just learned. When you are finished, discuss your
findings with your partner."
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"What did you notice about
your fingerprints? Were they all the same/different?"
"Did anyone have a print that looked like a
mix between two patterns?"
|
'My left hand had all different kinds
of patterns.'
'I don't know how to classify this
print.'
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Explanation
|
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Time: ___15_____
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What the Teacher Will
Do
|
Probing Questions
|
Student Responses
Potential
Misconceptions
|
|
Further
explain the Standard Fingerprint Classification System.
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“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.
|
|
Have students
create fingerprint formulas.
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"Why do you think criminalists rely
so much on fingerprints?"
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Because they take your
fingerprints when you go to jail.
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Elaboration
|
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Time: _____15___
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What the Teacher Will
Do
|
Probing Questions
|
Student Responses
Potential
Misconceptions
|
|
Discuss
the uniqueness of fingerprints.
|
"Did
anyone have any prints that were exactly alike?
"Are
the formulas the same for both of your hands?"
|
NO!
'Mine
were almost the same'
|
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Make a chart/graph
of the number of arches, loops, and whorls in the class.
|
"What patern shows up the least?"
"If there were a crime in the classroom, what type of print would you
hope to find at the crime scene? Why?"
|
Loops!!
Loops,
because not alot of people in the class have that kind of print.
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Evaluation
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Time: ________
|
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What the Teacher Will
Do
|
Probing Questions
|
Student Responses
Potential
Misconceptions
|
|
Evaluate
participation during activities.
Check
worksheet for correct fingerprint formulas.
Read/review
journal reflections.
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