Name: Allison Price 6th Grade Crime Scene Investigation

Lesson Cycle (Gradual Release of Responsibility)

Lesson Title/Topic: Crime Scene Investigation: Fingerprint Analysis

Standards: Cross-Disciplinary Standards: Key Cognitive Skills;

Problem solving

1. Analyze a situation to identify a problem to be solved.

2. Develop and apply multiple strategies to solve a problem.
3. Collect evidence and data systematically and directly relate to solving a problem.

Lesson Objectives: Assessment:

TSW collect and analyze fingerprints to TSW be able to identify and match
solve a problem. fingerprint patterns with 8 out of 10
correct.

Materials: Fingerprint powder, brushes, fingerprint lift sheets, manila envelopes, file folders,
Sharpie, poster, cardstock, picture paper, magnifying glasses, yellow paper, double-sided tape,
plastic tub/cups, rubber gloves.

The teacher will: The student will:

Focus:  Name what CSI stands for.
 Ask students how many of them  Discuss different jobs in crime
know what CSI stands for. scene investigation.
 Ask students to name different jobs  Watch short clip from CSI: Miami.
in crime scene investigation.
 Use link below to show short clip of
CSI: Miami using a fingerprint
collection technique.
 https://youtu.be/LjXCbxc_inU

Teacher Input (I Do):  Look through images of

 Use Nearpod app to be able to send
close-up images of fingerprints with
different patterns to student’s iPads.
 When discussing patterns use hand
motions when talking about one
(wave motion for loop, circle
motion for whorl, make hill with
both arms for arch).
fingerprints on Nearpod to learn
what different patterns exist in
fingerprints.
 Use hand motions when talking
about one (wave motion for loop,
circle motion for whorl, make hill
with both arms for arch).
 Go to stations to learn about each
part of fingerprint collection (one
Name: Allison Price 6th Grade Crime Scene Investigation
 Have students go to stations to learn
about each part of fingerprint
collection (one table dusting, one
table print lifting, one table
comparing prints.
Guided Practice (We Do):
 Have table set up with evidence and
number tents. Have each student
grab one case folder. Put ‘Suspects’
envelope in the middle of the table
with “Fingerprint Analysis Kit.”
 Read aloud as students follow along
with “Missing Biscuits” scenario.
 Instruct students on how to use each
item in the kit.
 Let students work with shoulder
buddy to collect fingerprint and
analyze which suspect is guilty.
 Monitor students progress and help
when needed.
Independent Practice (You Do):
 Have numbered fingerprints posted
around the room.
 Give students a group of cards with
a person, their info, and
fingerprints.
 Instruct students to walk around
room, look at fingerprints, and
determine which card matches
which fingerprint.
 Have students record answers on
answer sheet.
 Go over correct answers with
students while they use a red pen to
make corrections.
Closure:
 Use “Hands up, pair up” structure
to get students answering questions
about what they learned that day.
 Read questions one at a time and
allow thirty seconds for students to
answer question to their partner.
table dusting, one table print lifting,
one table comparing prints.
 Sit with partner at one labeled
fingerprinting station.
 Collect fingerprint using powder
and brush while other student uses
lift pad to remove print from
evidence.
 Compare collected print with the
prints of each person in the
‘Suspects’ envelope.
 Go up to “Who Dunnit” poster
when they believe they figured out
who it was and will pull up on
coordinating letter to determine if
they were correct.
 Return to seat and try again if not
successful. If successful, move onto
extension activity.
 Get a group of cards with a person,
their info, and fingerprints.
 Walk around room, look at
fingerprints, and determine which
card matches which fingerprint.
 Record answers on answer sheet.
 Use red pen to make corrections
while teacher goes over correct
answers.
 Turn into ‘Daily Work’ box.
 Stand up, put one hand in the air,
walk around the room.
 When told to stop, find closest
classmate to you, high-five, then
put your hand down.
 Once paired up, listen to teacher’s
questions and student ‘A’ will
Name: Allison Price 6th Grade Crime Scene Investigation

answer first, then student ‘B’ will

answer next question.
 Have only thirty seconds to answer
questions.

Bloom’s Level(s) Technology Integration

Knowledge- Names different patterns in
fingerprints. Nearpod application.
Comprehension- Identifies what type each
fingerprint is.
Application-Applies skills learned in order
to effectively lift a fingerprint from
evidence.
Analysis-Compares fingerprints lifted to
fingerprints of suspects.
Synthesis- Collects fingerprints from
evidence.
Evaluation- Compare fingerprints in order
to determine who stole the biscuits.
Extension: Reteach:
If students finish “Who Dunnit” activity, Have students take their fingerprints and
allow for them to use ink pad to document put them side-to-side to allow students to
their own fingerprints and record what acknowledge that all fingerprints are
pattern their fingerprints follow. different. Show students that they can look
for specific number of triangles in a print to
determine what pattern it is showing.

References:
-Refer to IEP

What is Fingerprint Analysis? (n.d.). Retrieved

November 04, 2017, from
https://www.crimesceneinvestigatoredu.org/fingerprint-
analyst