WV State Standards: Reading & Language Art: 6.1.10 Science: 6.1.1, 6.2.1, 6.2.9, 6.3.3 Writing: 6.2.2, 6.2.3 Technology: 6.6.1 National Standards:  Science: Understands the nature of scientific knowledge, Understands the nature of scientific inquiry, Understands the scientific enterprise Blooms Taxonomy: knowledge, comprehension, application, analysis, synthesis 21st Century Skills: Creativity and intellectual curiosity, Critical thinking and systems thinking, Problem identification, formulation, and solution, Thinking and problem solving skills

Objective(s)

• classify their fingerprints as being either loop, arch, whorl, tented, accidental, etc.
• analyze their fingerprints to identify minutiae points
• develop a classification key for all students' right index fingerprints using sub categories and minutiae points
• compare students' right index fingerprints using the developed classification key

Time Required

3 - 45 minute periods

Pre-Requisite Skills

To state the meaning and purpose of a classification system
To be able to follow an established classification key
To be able to correctly make fingerprints
To state the various uses of fingerprint identification
To use the internet successfully as a research tool

21st Century Tools (Technology Tools)

Students will be using internet on computers for research purposes.

Instructional Materials

Fingerprint making kit, index cards, notebook paper,  journal entries

Procedure

Introduce the unit by making a class list of various uses of fingerprints and review the various standards of the fingerprint classification system. Then have students make a fingerprint of each finger in their right hand and classify each fingerprint as being either loop, arch, whorl, etc.  Discuss how this standard would not be enough information to completely identify a person because all fingerprints will fall into one of these subcategorizes.  Have students now research to find other ways in which fingerprints are further classified in order to identify specific individuals (minutiae points).  Have students then use their right index fingerprint (these fingerprints will be enlarged for better viewing) and locate various minutiae points on their prints.  At this point, divide the class into 3 groups of 10 students each.  Groups must use their 10 right index fingerprints to develop a classification key to identify each of these 10 prints. This classification key should be continued until all fingerprints are identified and labeled individually.  Students will then give each of these fingerprints a label such as arch, 3 islands, 1 crossover, etc.

Differentiated Instruction

Special needs students will not all be grouped in the same group of 10 students so that all ability levels will be found in each group of 10 students.  There will be either a special ed teacher or aide in the classroom to move from group to group to help the special needs students.  Also the special ed teacher or aide will give help to these students when using the computer.

Collaboration

Before this lesson is initiated, discussions will take place on working cooperatively in a group.  Rules for a cooperative group will be listed in the room and teacher will keep reminding students of these rules.  Also, students will be taught note taking skills and research skills in their language arts classes.

Author's Comments

Teachers  most definitely should have their students become familiar with using a classification key before attempting this lesson with the students.

21st Century Assessment/Evaluation

Students will be given an unknown fingerprint and instructed to use the classification system that they developed to classify the unknown print with the various label names.  Students will also complete journal entries for this lesson.