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5LESSONPLANSCIENCE

NAME:GarrettMaternick
GRADELEVEL:4UNIT:ChemistryLESSON:Fingerprinting
BCPSINDICATOR:1.0SkillsandPractices
A. ConstructingKnowledge
a. Raisequestionsabouttheworldaroundthemandbewillingtoseekanswerstosomeof
thembymakingcarfulobservationsandtryingthingsout.
B. ApplyingEvidenceandReasoning
a. SeekbetterreasonsforbelievingsomethingotherthanEverybodyknowsthatorI
justdontknowanddiscountsuchreasonswhengivenbyothers.
C. CommunicatingScientificInformation
a. Recognizethatclearcommunicationisanessentialpartofdoingsciencebecauseit
enablesscientiststoinformothersabouttheirwork,exposetheirideastocriticismby
otherscientists,andstayinformedaboutscientificdiscoveriesaroundtheworld.
ClassroomManagement:Iwillmaintaincontrolandstudentfocusbyhavingcontinuousworkthroughout
theperiod.Inaddition,whenIneedtoexplaininstructionandcapturetheattentionoftheclass,Iwillblow
intomyharmonica.Thisshouldgivemeeverystudentsundividedattention.
LESSONOBJECTIVE:Studentswillbeabletoreadandperformaninvestigationinordertoexplorethe
processoffingerprintingasamethodofidentification.

LESSON
COMPONENTS

__________________________________________________________________
TIMELEFT
SUGGESTED
SUGGESTED
TIME
OUTCOME/FOCUS
INLESSON
ACTIVITIES
REQUIRED
QUESTION
(Total55min)
Warmup:Video
https://www.youtube.com
/watch?v=7ohDwGPeqgE

I.Engagement:

Howcanyouusethe
fingerprintingprocessto
identifyaculprit?

Howadetectiveuses
fingerprints.
&
Readingaminiscenario
thatsuggeststhe
possibilityofusing
fingerprintingtosolvea
mystery.
Briefclassdiscussion
followingthereading.

10

45

Fingerprintloops,
whorls,andarches.
II.Exploration:

Everyonehasaunique
fingerprint.
Fingerprintscannotbe
removed.

Activity9C,D,&E:
Studentwillconduct
theirownfingerprint
investigationusingink.
Studentswillcompare
theirprintstotheones
foundinhandout9B.
Studentsanalyze
thumbprintsandrecord
theirobservations.
Studentswillwork
quietlytogetherto
practicethumbprint
analysisand
identification.

10

35

10
(5foreach)

25

Studentswillreadabout
fingerprintsandtheir
propertiesfor
identification.(Included
inengagement)

III.Explanation:

Understanding
fingerprinting

Activity9F:Studentswill
workindependentlyto
explainhowtheywere
abletomatchthe
thumbprints.
Activity9G:Studentswill
workindependentlyto
suggesthowJasmine
couldhaveused
fingerprintingtosolver
herlemonadestand
mystery.

ClassDiscussion:How
canJasminedifferentiate
theculpritfromother
peoplewhomayhave
madelemonadefor
themselves?
Questionsfromthe
teacherwillinclude:

IV.Extension:

(SameasExploration)

Baseduponwhatyou
knowfromthemystery,
whatitemsshould
Jasmineexaminefor
fingerprints?
Couldthesefingerprints
matchmorethanone
person?

25
(510for
discussion&15
20for
extensionw/s)

(Completedin
Explain)

Studentswill
handinactivity
9Fattheendof
class.

HowcouldJasminegeta
samplefingerprintfrom
eachsuspect?
Ifthereisextratime
availablethentheclass
willcompletean
additionalhandouton
matchingfingerprint
types.Thehandoutis
calledFingerprint
Challenge

V.Evaluation:

Student

FingerprintingProperties
andIdentification
processes.

Studentcanbeevaluated
basedonthecompletion
ofactivity9F.

Accommodations/Modifications

Student 1:

Preferential Seating

Connor

Additional teacher support

1 on 1 time

Proximity

Student 2:

Reminders to stay on task

Charles

1 on 1 supports with additional teacher

Group work.

Reading

Reminders to stay on task

Pairing with focused students

Hands on activities

Additional teacher supports

Student 3:
Michael

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