Forensic Science Unit Fingerprints

Lesson Title/Topic: Can you match that print?

Target Concept: Fingerprints
Standards/Rationale: TEKS 130.259.(b)(8)(G) compare fingerprints collected at a simulated crime
scene with the fingerprints of a suspect.

Lesson Objectives:
TLW evaluate fingerprints and write a brief
statement giving supporting evidence of
whose finger print they identified with 90%
accuracy.

Assessment:
Statement identifying prints with supporting
evidence.

Materials: Fluorescent trace powder, black light flash light, computer access, note sheets,
crime scene scenario, gloves, cup, paint, evidence bag, ruler, magnifying glass, fingerprint ID
cards,
Lesson Cycle: (Direct instruction)

The teacher will:

Focus/Mental Set:
Set out small bottle of fluorescent
trace powder at place at each table
group.
Ask students to lightly shake bottle of
powder into the palm of their hands
and rub hands together.
Ask students to shake hands with
everyone at table group.
Ask students to stand up and push
chair in.
Set timer for one minute.
Ask students to walk around room
shake hands and randomly touch
different things.
After one minute ask students to
return to seats.
Use black light flash light to illuminate
all the traces of powder left behind.

The student will:

Shake bottle of powder into palm of

hands and rub hands together.

Shake hands with classmates at table

group.
Stand up and push in chair.

Walk around, shake hand, and touch

things in the room.

Return to seats.

Look at all the traces of fluorescent

powder left behind.

Tell class today they will discover

fingerprints as part of the forensic
science unit.
Teacher Input:
Open introductory video at
http://www.smithsonianmag.com/vid
eos/category/science/where-dofingerprints-come-from/?no-ist.
Play video.
Discuss how finger prints are unique
to every person.
Tell how forensic scientists use finger
prints to help solve crime.
Tell how the FBI has a finger database
(Integrated Automated Fingerprint
Identification System) and houses
over 70 million criminal and 34 million
civilian prints.
Tell how there are three ways to lift
finger prints:
o Patent, collected by taking
photos.
o Lament, collected by dusting
for prints.
o Cyanoacrylate, involves using
chemicals to help fingerprints
appear as evidence.
Pass out Fingerprint Patterns and
How to Analyze a Fingerprint
graphic organizer.
Discuss fingerprint patterns:
o Loops, refer to picture, ask
students to label.
o Swirls, refer to picture, ask
students to label.
o Arches, refer to picture, ask
students to label.
Go over the Fingerprint Analysis
Process:
o Analysis, determine if the
fingerprint can be used.

Watch video.

Label picture loops.

Label picture swirls.

Label picture arches.

Fill in analysis box.

Fill in comparison box.

o Comparison, use collected

fingerprints to compare
against database fingerprints
o Evaluation, decide if finger
prints are a match, different,
or not enough facts to make
an identification.
o Verification, ask another
analyst to verify your
conclusion.
Guided Practice:
Tell students to clear desk except for
fingerprint patterns/finger analysis
graphic organizer and a pencil.
Pass out fingerprint kit: gloves,
fingerprint ID cards, magnifying glass,
and evidence.
Pass out the Case Scenario and read
aloud.
Ask students to put on gloves.
Instruct students that will use the
evidence (fingerprints) to solve the
case with their table group.
*Note: Students should follow the
steps to complete the fingerprint
analysis.
Tell students to begin.
Independent Practice:
Ask students to take out a sheet of
notebook paper.
Tell students that they will write a
report of their analysis including:
o A conclusion of who they
believe is the thief.
o Evidence to support their
claim.
o If a conclusion cannot be
determined, evidence needs
to support the claim.
Closure:
Announce Mix-Pair-Share.
Give instructions:

Fill in evaluation box.

Fill in verification box.

Clear desk.

See Case Scenario.

Put on gloves.
Listen to directions.

Students complete analysis.

Take out notebook paper.

Write a report.

Turn in report.

o Students to get up and walk

around the room.
o When teacher calls pair
students will find a partner.
o Teacher will ask a question.
o Student will answer.
o Teacher will ask second
question.
o The other student will answer.
Play game.
Questions: What are the four steps
for the fingerprint analysis process?
What are three different finger print
patterns?

Options:
Enrichment: Evaluate fingerprint ID cards
and create categories for each fingerprint
pattern by recording them in systematic log.

Modifications/Correctives:
Follow individual IEPs

References:

Walks around, finds a partner,

answers question.

Reteach: In a small group with the teacher,

discuss the different types of fingerprint
patterns. With a washable marker, have Help
the student identify different parts of their
fingerprints.

Case Scenario

The librarian Ms. Fletcher has found a book in the library with a
torn pages. She remembers four students reading this book
yesterday. The students are Barb Smith, Macy Snow, Jack Taylor
and John Dillon. She has called our special team to investigate.
When the pages were collected they were dusted for fingerprints.
Now back at the lab, we must analyze the finger prints to figure out
who has ripped the book.