GEMS Fingerprinting

Steve Goodman and Monica Hanzik

Summary

In this unit, designed for the fourth grade level, students will explore the nature of fingerprints.  Many of them at this grade level are not even aware that they have fingerprints.  So this unit introduces the concept and provides excellent opportunities to explore the topic using observation and classification skills.  The lessons are split into three sub categories of Making Fingerprints, Classifying Fingerprints, and solving a crime where prior knowledge is put to work. 

In the first session, we explain what fingerprints are and how to make them.  Fingerprints are not unique to humans; many primates also possess these odd ridges on their fingers which help them grip objects just as we do.  Other animals, such as dogs, that do not use their appendages for gripping do not possess fingerprints.  Students who have dogs can verify this at home.  All people have fingerprints, but each and every fingerprint is unique to a specific individual.  You explain to the class that they will be criminal investigators, which sounds cool.  Next the teacher will demonstrate how to take a fingerprint using ordinary items such as pencil lead and scotch tape.  The students will then practice this new skill.  After they have mastered that, each student will produce a fingerprint sheet with all of their prints on it. 

Session two focuses on classification of fingerprints.  The patterns of these prints typically fall in to three groups consisting of loops, whorls, and arches.  If you look closely, then you can easily see these patterns.   The class is divided into two teams.  They then classify and record on the chalk board the frequencies of the loops, whorls and arches in their own fingerprint charts.  Afterwards, the teacher answers questions in a short discussion period about fingerprint formulas.  Lastly the students create their own fingerprint formulas.

Now that we have become somewhat familiar with the concept of fingerprints, then we will want to apply this new knowledge.  The teacher conducts an investigation entitled, “"Who robbed the Safe."  In this scenario, students compare the fingerprints found on the safe to possible suspects. Students report their findings and then offer suggestions as to why that particular person's prints are on the safe.  Some people who have authorization such as the company president and the accountant are found on the safe, but also the janitor's prints also.  So the students must question why.  So that concludes all three sessions, however the book also details way in which to take this investigation of fingerprints further.  That includes a more complex classification system of prints, who keeps records of these prints and why they do so.  Other questions would include how are fingerprints formed before birth, do animal have prints, and can prints be removed.  This provides a jumping off point for these and other questions as they relate to fingerprints.