One of law enforcement's best investigative clues is the fingerprint. In this
activity, students create two sets of fingerprints, analyze them, and
use them to identify a culprit among them!
Secretly remove an object from the classroom and have your students
look around the room to identify it. Once they have determined what has
been taken, ask the students how they might go about investigating the
crime to find out what happened to the object. Steer the discussion to
examination of the area for fingerprints. Invite students to share what
they know about taking fingerprints and how they are identified and used
to solve crime.
If you choose, take the students online to the FBI
Kids Web site and allow them to read the topic "About the FBI" through
the fingerprint section. This is a short introduction about the bureau
and its history. If you prefer, skip this online introduction but print
copies of the page that contains the seven different patterns used to
identify fingerprints: loop, double loop, central pocket loop, tented
arch, plain arch, plain whorl, and accidental. Reserve these copies for
use later in the lesson and move on to the next instruction.
Demonstrate how to create a fingerprint by rubbing the tip of a pencil
over a small area on a page and placing a fingertip on it. Then press
the fingertip on the sticky side of the tape and release. Put the piece
of tape on plain white paper, and the fingerprint will be visible. With
students working pairs, have them record two sets of their prints on the
Fingered Felons Worksheet.
When they have finished, instruct them to cut along the dotted line to
separate the top section (Fingerprint Record) and bottom portion (Sample)
of the sheet and collect the bottom section.
Using the Web site's illustrations of the fingerprint patterns online
(or your printed copies), have the students identify the pattern of each
of their fingers and note it on their handouts.
While students work, prepare for the next phase of the lesson.
This may be done in several ways. If students are young, sort the "Sample"
pages in small groups and choose one out of each group to use as the "culprit."
Cut apart the fingerprints. Use a numeric code or other identifying mark
on the back of the prints and cards to keep track of the materials. Label
each card that you cut and its prints similarly so that you can recognize
them. (For example, your first selected "culprit's" card could be labeled
"1," with all prints cut and also labeled "1" on the back. The next might
be labeled "2," and so on.)
When students are ready, mysteriously appear with the missing object
and explain where you found it. Tell the students that you have lifted
a few fingerprints from the object, and you need them to match the prints
to individuals in the class. Put the students into the small groups you
have organized, and distribute one print from a student in each group
for them to identify.
To make the activity more challenging for older students, you
may choose to remove the portion of the box around the fingerprint that
tells what finger it represents. Or, collect and mix up the students'
fingerprint cards (top portion of the worksheet), redistribute them randomly,
and give out fingerprints that may or may not belong to the group.
If students of any age struggle with a print, you may give out a second,
third, or more from a single card to enhance their chances of identifying
the individual.
Groups may trade cards and mystery prints to continue the activity.
Assessment
For each fingerprint identified, have the groups of students write a
brief summary that tells who they believe it belongs to, why, and its
identification number from the back of the print.
