WV State Standards: Math: 6.2.9, 6.4.2, 6.4.5 Science:6.1.2, 6.1.4, 6.2.2, 6.2.3, 6.2.8, 6.3.3 Art: 6.1.2, 6.1.4, 6.3.2, 6.2.13 National Standards:  Math: Understands the general nature and uses of mathematics. Understands and applies basic and advanced properties of the concepts of measurement. Science: Understands the nature of scientific knowledge, scientific inquiry, and scientific enterprise. Art: Understands and applies media, techniques, and processes related to the visual arts. Understands the characteristics and merits of one's own artwork and the artwork of others. Blooms Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation 21st Century Skills: Creativity and intellectual curiosity, Critical thinking and systems thinking, Thinking and problem solving skills, Communication skills,  Interpersonal and collaborative skills, Social responsibility, Self direction,  Accountability and adaptability

Objective(s)

Students will:

• construct a criminal in disguise by drawing typical identifying facial characteristics on a given "wanted person"
• create & design a wanted posted around their "wanted person" picture
• identify and measure specific nodal points of their given "wanted person", using a metric ruler
• hypothesize & compare their "wanted person" to the posted line up data, attempting to determine a match
• analyze & discuss class results & then relate to lesson #1 - social implications
• consider situations where facial recognition would be a good biometrics to use

Time Required

2 - 45 minute periods

Pre-Requisite Skills

Basic background knowledge of facial recognition. Measuring skills - metric system. Discussion portion of this lesson relate to the social implications discussion from lesson #1.

21st Century Tools (Technology Tools)

FACES software (alternative provided), Computer

Instructional Materials

2 copies each of 6 teacher created faces using the FACES software, OR from the faces internet document.

Teacher Copy: For line up:  Measurement template with fictitious names

Student Copy: For disguising, measuring, & match hypothesis.
Metric rulers, colored pencils or markers for disguising "wanted person".

Procedure

BEFORE LESSON:

Teachers will need to create faces using the FACES software or use the faces internet document.  Then use the Teacher Copy worksheet & attach to the bottom.  These faces will constitute the "line up" at the front of the room. 

Each face will be on its own sheet of paper folded over so students can't see who it is, however, showing at the bottom will be the data required to make a match - nodal point measurements and a fictitious name given by the teacher.  Remember - you need to have measurements ready & visible for each criminal!

The Student Copy worksheet will have those same faces - not folded - and at the bottom will be a place for them to fill in the nodal measurements and a place where they can attempt to determine a match to the line up.  The disguise portion of the lesson is only to point out & reinforce, later in the discussion, how the added characteristics did not significantly hinder measuring the nodal points & ultimately determining the match in the "line up".

LESSON:

1. Explain to students that they will be using facial recognition to find a "wanted person".
2. The line up should be already posted at the front of the room in clear view - students should be able to see the nodal measurements and fictitious names only - teachers may want to tape down the pictures to keep students from lifting it & seeing the criminal.
3. Group students into 6 heterogeneous groups and pass out pictures of 6 created faces to students - 1 for each group.
4. Students are to think of ways to disguise the "wanted person" - change the appearance (ex.) add: hats, scarves, glasses, freckles, moles, change hair cut etc... and then use colored pencils and markers to make the changes.
5. Then students pass their picture to another group - they cannot keep their own.  Students should know from lesson #1 that nodal points are used in facial recognition biometrics - Students will use the metric ruler to measure the nodal points listed - remember to include the units on their answers.
6. Once measuring is complete, students should attempt to determine a match by comparing the measurements of the criminals in the line up to the measurements of their "wanted person" and record the name in the space provided. Hypothesize who they think their criminal is.
7. Once all groups are finished, the teacher can reveal the criminals in the line up and see if students were correct in their matches.
8. As a class, discuss the overall results - what happened and why - Ask students if the characteristics they added as a disguise hindered the measurement process, or kept them from determining a match. (The answer should ultimately be no because facial recognition is based on facial measurements of the nodal points and devices are usually not skewed by disguises and alterations of that sort).
9. Discussion can include from lesson #1, any social implications students think might apply - discuss these further as a class.
10. Consider situations where students think facial recognition would be a good biometric to use.

Differentiated Instruction

Students will be working in small heterogeneous groups to ensure success.

Collaboration

Students will be working in small heterogeneous groups to disguise their "wanted person", measure the nodal points, and to determine a match from the line up data.  This lesson can be used across the curriculum in the following subject areas: Math, Science, and Art.

Author's Comments

Teachers can use the faces in the internet document if the actual FACES software is not available.  Faces software can be purchased by following the link.  Also, an excel spread sheet can be used if students will be measuring & identifying a larger number of "wanted persons".  As an extension, students can become more familiar with the FACES software by allowing them to explore & design their own facial creations or try and create the face of a friend.

21st Century Assessment/Evaluation

• Teachers will assess students based on whether or not they measure correctly in order to then be able to
  determine a match of their "wanted person" to a criminal in the line up.
• Teachers can also assess students based on their participation & contribution in the class discussions.