WV State Standards: Social Studies: SS.12.2.21, SS.12.2.42 Science: HAP.2.1, HAP.2.3, HAP.6.2, HAP.6.3,  Language Art: RLA.9.2.4, RLA.10.2.5, RLA.11.2.5, RLA.12.1.6 Character Education: citizenship, caring, respect, responsibility, developing greater self-esteem and self-confidence (HB 2208) National Standards:  Language Art: 6. Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze, entertain, reflect, persuade) 11. Writes reflective compositions (e.g., uses personal experience as a basis for reflection on some aspect of life, draws abstract comparisons between specific incidents and abstract concepts, maintains a balance between describing incidents    and relating them to more general abstract ideas that illustrate personal beliefs, moves from specific examples to generalizations about life) Blooms Taxonomy: Knowledge, Evaluation, Synthesis, Comprehension, Analysis 21st Century Skills: Creativity and intellectual curiosity, Communication skills, Information and media literacy skills, Interpersonal and collaborative skills, Social responsibility, Self-direction

Objective(s)

Students will:

• work in small groups to assemble and review their individual characteristics, including differences and similarities
• use the previously created biometric activities to make conclusions about themselves and other cultures
• assemble information into a group report for review and comparisons
• reflect on discoveries in the small group setting;
• review the positive (i.e. curbing terrorism) and negative (i.e. identification of Jews during the Holocaust) uses of biometrics in history and the future
• develop an argument for or against one of the multitude of careers in biometrics in society

Time Required

2 - 50 minute class periods and 1 night outside reflection time

Pre-Requisite Skills

Students will need to have the ability to work in small groups cooperatively for small group discussion purposes.

21st Century Tools (Technology Tools)

word processing, PowerPoint, projector, Excel, Internet research

Instructional Materials

Group Discussion of  Hand geometry, Group Discussion of Iris Recognition, Group Discussion of Facial Recognition, Group Discussion of Fingerprinting, Group Discussion of Voice Recognition

Procedure

Students will be randomly assigned to five groups of 3 to 4 by the teacher. Each group will be given one set of data from Lesson 1. For example, Group 1 will be given only the hand geometry data; Group 2 will be given the iris data; Group 3 will be given the fingerprinting data; Group 4 will be given the facial recognition data, and Group 5 will be given the voice recognition data. Each group will use the appropriate set of questions for their data according to the following handouts: Group Discussion of  Hand geometry, Group Discussion of Iris Recognition, Group Discussion of Facial Recognition, Group Discussion of Fingerprinting, Group Discussion of Voice Recognition. Each group will be assigned a facilitator, reporter, presenter, and time keeper to complete the discussion of the questions on the handout. Then, group members will use problem-solving and cooperative learning skills to develop their own system for presenting their comparisons of the biometric data (hand geometry, iris, etc.) to the class as well as their findings on how these biometrics were used in the past, present, and future. Following the group presentations, the class will discuss the pros and cons of biometrics. Then, each student will use A Career in Biometrics: Pros and Cons handout to explore careers in biometrics, choose one, and reflect on the positive and negative aspects of a career in this field on a blog. If the teacher chooses not to use a blog, the prompts may be answered in a journal format.

Differentiated Instruction

The teacher should pre-assign groups so that students will high abilities will be able to assist those with low abilities. Also, the teacher may choose to assign the roles of facilitator, reporter, presenter, and time keeper to incorporate the students who do not regularly participate in discussions.

Collaboration

Because this lesson promotes group discussion of biometrics roles in society, the social studies teacher and Language Arts teachers may collaborate with the math and science teachers. Also, school counselors and community members may be utilized for career exploration and higher education requirements.

21st Century Assessment/Evaluation

The teacher will use the rubric for the blog prompts for evaluation. Further teacher-created or informal assessments may be conducted during class discussions. Also, if groups choose to utilize PowerPoint or posters to present their biometric data findings, a rubric may be found at rubistar4teachers.