Lesson Plan 3

Title: Evidence and Investigation – Intro to Fingerprints Date: Wednesday, December 6, 2017

Class: 6-22 Science – Period 2 Number of students: 28

Time: 47 Minutes Location: Room 24

Objective of Lesson (in own words):

Students will be able to explain what fingerprints are, their components as well as identify the 4 types of prints.

Learner Outcomes (Program of Studies): Plan for Diversity:

GLE 6-8: Apply observation and inference skills to  Various points of entry (use of visuals, text,
recognize and interpret patterns and to distinguish a games)
specific pattern from a group of similar patterns.  Go over important vocabulary and accompany
SLE 3: Recognize that evidence found at the scene with visuals: Core, bifurcation, ridge, ridge
of an activity may have unique characteristics that ending, arch, loop, whorl, composite, etc.
allow an investigator to make inferences about the
participants and the nature of the activity, and give
examples of how specific evidence may be used.
SLE 4: Investigate evidence and link it to a possible
source; e.g. by classifying fingerprints collected from
a variety of surfaces.

Prerequisite Knowledge, Skills, Strategies and Materials:

Attitudes:  Fingerprints PowerPoint Presentation
Active participation in discussions and games,  Brainteaser
respectful listening skills, ability to follow directions,  Laptop
basic knowledge about evidence as discussed in  Projector
previous classes.  Notes from Youthlink Calgary Resource on
Fingerprints.

Main Activities:
 Brainteaser
 PPT – Introduction to fingerprints
 Game: Fingerprint identification through Simon Says game.

Time What the teacher What the Resources Assessment

does. student does.
Introduction 1 mins Brief outline of my Listening and N/A N/A
(Link to previous learning,
expectations during participating in
introduction of new class for the next quick demo of
concepts) week that I’m attention getting
teaching Science technique.
(respectful
behavior, hands
raised when
answering a
 question, silence
when I am
speaking, etc. Also
introduce attention
getting technique
(call out): When I
say “Chócala” and
do a fist bump in
the air, the students
will respond with a
fist bump as well
and keep it up until
all students are
silent. The
expectation is that
the students will be
silent and ready to
listen to me.

5 mins Brainteaser to Students should Brainteaser Are they engaged

introduce topic – read the riddle and attempting to
What is something and attempt to solve the
that you always solve on their brainteaser? Are
have with you, but own. They can they following
you always leave it come up to me instructions?
behind? Read it to share their
through once and answer.
write on the board.
Get students to
think individually
about the answer.
They can come up
and share their
answer to me. If
they get it right,
they cannot share
the answer with
others. At the end
of the 5 mins, give
the answer.

Answer:
Fingerprints!

Activity 40 mins Go through Students should PowerPoint, Watching that

Sequence PowerPoint be listening and projector, students are paying
presentation to taking notes. laptop, attention. Asking
May involve Presentation,
Explanation, Guided introduce notebooks and questions as I go
Practice, Independent fingerprints: binders along to check for
Practice
History, (students), pens understanding.
OR uniqueness,
Approaching,
characteristics, or pencils
Encountering, types, etc. (students).
Noticing
Internalizing
Applying, Play games (at end Students should Games in Do the students
Refining of PowerPoint) to be actively PowerPoint understand the
Personalizing,
Transforming, reinforce the participating in slides. distinction between
Assessing students’ newly the games. the types of
acquired fingerprints?
knowledge of
fingerprints.

Closure 1 min Advise students I Students should N/A N/A

(Summary of learning,
will post the be listening to
link to upcoming learning) PowerPoint on instructions.
D2L. Encourage
them to go over it
at home as the
review might come
in handy tomorrow
(students will be
playing a review
quiz game next
class).

Reflection
I was a little nervous at the beginning of the class because I was going to test an attention getting technique
with the students that they probably were not familiar with. I was concerned that they wouldn’t follow it and I
would have to scrap it and find something new, but I am pleased to say that the students responded well to it
and I’m happy to keep using this technique in my future lessons.

Regarding the lesson itself, I really enjoyed teaching this class. The topic itself is interesting not only for the
students, but for myself as well and I think that translated to a super engaging class for all of us. There are a
few things I would tweak for the future. For instance, to encourage individual thought during the brainteaser I
would set a timer for at least a minute before allowing the students to come up and share their answer with me.
I found it a bit chaotic to listen to them and try to write out the brainteaser on the board at the same time.

I think the PowerPoint seemed the engage the students and they really enjoyed the games. But I think the
students brought up a good point that if everyone is able to see each other’s responses, most will just follow
suit with their peers rather than give their own response. For the future, I will try to come up with ways to
ensure everyone is providing genuine responses to the question so I can accurately gauge whether students are
retaining what I am teaching them.

My partner teacher also brought up a good point that I took for granted and that is note taking. She noticed
the majority of the students did not have their books open to take notes from the PowerPoint and even though I
said I would post the PowerPoint on D2L, the chances of them actually taking the time to read it, is slim. So
 going forward I will be sure to mention that the students should be taking notes in their books as I am
presenting so that they have the study material to refer to when needed.

Adapted from Alberta Education, Canada, 2008