Professional Documents
Culture Documents
(From Koch, J (2010). Science Stories: Science Methods for Elementary and Middle School Teachers.
Belmont, CA: Wadsworth Cengage Learning, p. 321)
Goals:
for each person
Main Ideas:
Procedures:
Engage
Explore
Explain
Elaborate
Evaluate
Students will have their own set of their fingerprints and they
will identify the number of arches, loops, and whorls in their
fingerprints.
Grade: 6
Goals/Key questions
Goals: Students will analyze their fingerprint patterns compared to other
fingerprints.
Objective (connected to PofS): Students will know what type of fingerprints
they have and that they are different from others.
Investigateevidenceandlinkittoapossiblesourcebyclassifyingfingerprintscollectedfromavarietyofsurfaces
Master 9
Scissors
Clear Tape (approximately 2 cm wide)
Content:
What is the teacher doing?
Introduct
ion
Time
estimation:
10 min
Transition
considerat
ions
Activity 1
Time est:
20 min
Students should
practice until they are
able to make a clear,
smudge and wrinklefree print. The ridges of
the print should be
clearly evident.
After making each
print, students should
wipe their fingers clean
of graphite before
making the next one.
After practicing,
students make a
complete set of their
own prints and place
them on Master #9.
Students total the
number of prints they
(personally) have of
Transition
considerat
ions
Activity 2
Time Est:
10 min
Conclusio
n
Time Est: 5
min
student has a pencil and the graphite is not as staining or permanent as ink. The
fact that each student could then make their own inkpad allowed the activity to flow
better and every student was engaged.
6. What would I change/keep the same the next time I do this lesson?
With the second class I had the students work together more and help each other
with the tape. This brought less confusion and chaos. The activity went faster and
more smooth with this little addition. I noticed there were little instructional things
that I changed that allowed the class to go smoother. I had the students come to
one table as I demonstrated what needed to be done. This kept them away from
distractions so they could know the steps needed to take a successful print.
7. What do I see as my teaching strengths in this lesson?
Ive gotten very good at noticing what works and what doesnt work and adapting
my lesson according to those needs. This also has allowed me to plan my lessons
with certain students in mind and how I can make the lesson as engaging as
possible for every student.
8. A goal I would like to have my TA assist me in reaching is....
Helping me see the modifications that I can make before the first lesson so that
each time I teach is just as good so the second class doesnt get a better more
comfortable lesson.