GEMS project

Fingerprinting Lesson 2 - Classifying Prints

AUTHORS’ NAME: Monica Hanzik

TITLE OF THE LESSON: Classifying Fingerprints

TECHNOLOGY LESSON (circle one): Yes No

DATE OF LESSON:

LENGTH OF LESSON: 45-60 minutes

NAME OF COURSE: 4th Grade Science

SOURCE OF THE LESSON: GEMS Guide - Fingerprinting

TEKS ADDRESSED:

Science-
4.1 (A) - demonstrate safe practices during field and laboratory investigations
4.2 (B) - collect information by observing and measuring
4.2 (C) - analyze and interpret information to construct reasonable explanations from direct and indirect evidence;
4.4 (A) - collect and analyze information using tools including safety goggles, microscopes, sound recorders, hand lenses, rulers.

Math –

4.15 (A) - explain and record observations using objects, words, pictures, numbers, and technology

4.16 (A) - make generalizations from patterns or sets of examples and nonexamples

CONCEPT STATEMENT: A fingerprint is an impression of the pattern of lines found on a human’s finger tip. Fingerprints can be used to identify a person. Fingerprinting is a real world connection for students. Each student has their own individual set of fingerprints. No two people have the same fingerprints. Students should examine fingerprints and classify them into groups according to how they appear.

PERFORMANCE OBJECTIVES:

The student will create their own fingerprint classifications.

The student will apply the standard fingerprint classification system to the ten fingerprints given to them.

The students will classify their own fingerprints according to the standard classification system.

RESOURCES:

For the Class:

1 pair of scissors

1 overhead transparency of “Fingerprint Patterns”

An overhead projector

For each pair

1 envelope containing the “10 Fingerprints”

2 “Fingerprint Patterns” Sheets

1 magnifying glass

For each student

1 “Your Fingerprints” from Session 1

1 pencil

SAFETY CONSIDERATIONS:

There are no significant safety concerns

SUPLEMENTARY MATERIALS, HANDOUTS:

“Fingerprint Patterns” – Transparency

“10 Fingerprints” from GEMS Guide – Fingerprinting

“Fingerprinting Patterns” pg 21 in GEMS Guide – Fingerprinting

“Your Fingerprints” – from Session 1

Engagement		Time: __15______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Review what students did during Session 1. Show the students the envelope containing the 10 Fingerprints, and that each group will get one envelope. They will be using magnifying glasses to examine the prints.	What do you know about fingerprints?	Everyone has fingerprints. Everyone has different fingerprints.
Students will look at the 10 prints and think of words that describe the prints. Accept all descriptions when writing them on the board.	What words would you use to describe these prints? Can you use one word for all of the prints?	Bulls eye, square, wave, tornado, circle, maze, coil

Exploration		Time: __10______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Explain that police officers use fingerprints to pick out criminals from hundreds of suspects. To make this easier, they have come up with a way to group fingerprints.	How would you sort the 10 fingerprints you have on your desk? Put them into groups.	If they look the same If they are both dark or light By the size of the fingerprint
If students are having trouble, ask them to think about how they would sort shoes, or books.	How would you sort through shoes? By color? Size?	Slip ons, heels, athletic shoes
Allow students to explain their groupings.	Why did you group the prints like that?	They all have a hill in them. These all look like a circle.

Explanation		Time: __5-10______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Have the students discuss which prints they grouped together.	Which prints did you group with Print #1? Why? Why did you group #__ and #__ together?	They look the same? Might think some prints are the same print.
Introduce Standard Fingerprint Classification System. Use the overhead to show three patterns to the class.	What are some of the differences you notice? How are these groups different then your own.
Arches- start at one side, rise, and then exit the other side. Loops- lines enter and exit on the same side Whorl- lines are circles that do not exit either side	How are these different? Can a fingerprint be to different types? Does size have anything to do with these categories?	Prints can be in two groups. Size does not matter. Size does matter.

Elaboration		Time: __10______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Use the arch/loop/whirl system to classify the ten prints that you had in the envelope. Write the headings on the board and have the students give you the number of the print that belongs in each category.	Why did you put print #___ in two categories? Does a new category need to be invented? What would you call this new category?	We could call it a whirl/loop. Call it a arlop.

Evaluation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Students will now find their own fingerprint formula. Return the “Your Fingerprint” sheet from Session 1. They will compare their fingerprints to the standard system and write their formula at the bottom of their sheet. Students will switch data sheets with a partner to check their formula.
Have a few students share their fingerprint formula with the class. Discuss similarities and differences.	Do you think anyone has the same formula as you? What would this mean if they have the same formula as you? Would you be able to be charged for a crime that person did? Why or why not?	They can be charged for a crime if they have the same formula as you. The same formula does not mean you have the same prints.

GEMS Fingerprinting

Fingerprinting Lesson 2 - Classifying Prints