Students will read an article about a man who is falsely arrested for the Madrid Spain bombing in 2004 based upon fingerprint evidence. He was later cleared of this crime when it was discovered that the FBI examiner mistakenly matched the print to him. Students will then go on to learn the science behind fingerprint matching and how forensic evidence can be flawed. This lesson is facilitated by teacher guided inquiry which will allow students to develop their own conclusions and develop an argument derived from the information they obtain through lesson activities.
Literacy instruction is balanced with traditional science activities and lessons. The students will read the anchor text, watch a news clip supporting that text, and the following days will be spent on Fingerprint Labs and Activities. The combination of literacy and "traditional science lab activities" will keep the students engaged in the overall unit. This will help to ensure that the stamina to read and write will be offset by practical lab activities. Students will also learn to question the validity of scientific methods for interpreting evidence.
Are fingerprints enough forensic evidence for conviction?
What are the limitations of fingerprint analysis?
Can a fingerprint be used for conviction of a crime?
Supporting Questions
What types of evidence are there?
What are the flaws of certain types of evidence or collection and interpretation of evidence?
Should a person be convicted with only one type of evidence linking them to the crime?
HS-FS-F-1 Understand the characteristics of fingerprints that allow them be systematically classified.
Clarifying Objectives:
CCSS Grade-specific Standards
Citing textual evidence
Determining central ideas or conclusions
Students will be able to identify the characteristics of fingerprints.
Students will be able to compare and contrast the basic types of fingerprints.
Students will be able to refute arguments that question fingerprint evidence reliability.
Students will be able to describe the latest identification technologies.
Students will be able to identify the characteristics of fingerprints by collecting information from a text.
Title of Anchor Text: PBS Nova Forensics on Trial
How is it possible to identify the person who committed a crime? A single hair or clothing fiber can allow a crime to be reconstructed and lead police to the responsible person. The goal of a crime-scene investigation is to recognize, document, photograph, and collect evidence at the scene of a crime. Solving the crime depends on piecing together the evidence to form a picture of what happened at the crime scene. ( Bertino, Anthony J. Forensic Science: Fundamentals and Investigations. N.p.: Cengage Learning 2015)
Fingerprinting Labs with common household supplies
Crime Scene Science: Fingerprinting
Subject: Law , General Law , Life Science , Social Science Level: High School Material Type: Activity/Lab , Game , Homework/Assignment , Lesson Plan
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Degree of Alignment: Not Rated (0 users)