Teacher will introduce lesson.

Teacher will make concept statement as seen above and ask questions, pausing briefly for students to think of answers.

Do you know what fingerprints are? 

Have any of you seen a TV Program called CSI Miami?

What do they use fingerprints for in real life.

[fingerprints are the ridges on the pads of our fingers that help us grip objects and climb the jungle gym] [Fingerprints are used to help solve crimes and identify missing children] Misconceptions: I don’t have any fingerprints, [look closely, they are very small] Twins have the same fingerprints. [untrue, each print is unique, even a cloned individual will have different prints from the original.]

1. Teacher will split the class into groups of two by counting off.

2. Teacher will hand out material as listed above to each student.

3. Teacher demonstrates how to take a print.

   A. Rub pencil on index card

   B. Rub pad of finger, not the     tip on the spot on the card.

   C. Take a piece of scotch tape and place it on the finger.

  D. remove the tape carefully and stick it on the piece of paper.

4. Teacher check practice sheet

Do you understand these procedures?

Are there any questions about how to take a fingerprint?

Why would we want to take our own fingerprints?

I don’t like getting my fingers dirty!  [explain that it is only pencil lead that will easily come off with the paper towel]

My fingerprint is smudged and not clear! [when placing the tape on the finger with the pencil lead, do not press down hard, apply it lightly and remove carefully, then stick it down flat on the paper, patting it and not rubbing it smooth it out]

[fingerprints can be used to identify us if we get lost.]

Have students present their practice sheets.

Have students explain how they made their prints.

Teacher introduces terms related to fingerprints, such as loop, whorls and arches.

Teacher checks to see that each student is able to make a perfect practice print.

Did you have fun doing this activity?

Did you notice that the prints look different?

Many students enjoy this activity and will vocally let you know

[teacher explains that this activity prepares them for what they will do next and that is to make a data sheet with their own prints. ]

Teacher says now that we know how to make a print; we will apply that knowledge and make our own set of prints on the data sheet.

Teacher talks about animals that also have fingerprints such as raccoons, opossums and monkeys.

Teacher tells students that prints can also be found on the toes and heels of people’s feet.

Why do we need a set of prints?

Are we the only ones who have finger prints?

 Are there any other parts of our body that have prints?

How might a policeman use fingerprints to solve a crime?

Can fingerprints be made on things like newspapers or other soft objects?

Students may ask, why do we need to do this data sheet?[These prints will be used in the next lesson, when we learn how to identify the different patterns]

Some students may say we are the only ones that have prints.[other animals also have these ridges]

Students may say that fingerprints cannot be found on paper. [special techniques are used by forensic scientist to obtain prints from newspaper]

Teacher will collect data sheets making sure everybody completed their own. 

If a student did not complete it, then teacher helps them to finish and assigns another student to collect all the data sheets.

Do you think you could do this task on your own tomorrow?

Do you think anybody is born without fingerprints?

Students reply yes we can.

[teacher replies ‘very good’]

Some students will reply, yes[the teacher explains that everyone has them and that they cannot be removed]