6.
Teacher Support Materials
O-4 Students will
analyze the identification and use of friction prints by the criminalist a a source of
individuation.
KSI- A1 Determine
the individuals who have made significant contributions to the acceptance and development of fingerprint technology.
Learners use
Skills, Resources, and Tools to:
1: Inquire, think critically, and gain knowledge
1.1.2 Use prior and background knowledge as context for new learning
1.1.6 Read, view, and listen for information presented in any format
2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
1: Inquire, think critically, and gain knowledge
1.1.2 Use prior and background knowledge as context for new learning
1.1.6 Read, view, and listen for information presented in any format
2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
1. Creativity and
Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
3. Research and
Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical
Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and
conduct research, manage
projects, solve problems, and make informed
decisions using appropriate digital tools and resources.
Created by Kelly Ray, Library Media Specialist
Last update: July 20, 2008
Last update: July 20, 2008
BCPS Slam Dunk Model, Copyright 2008 Baltimore County Public Schools, MD,
all rights reserved. The models may be used for educational, non-profit school
use only. All other
uses, transmissions, and duplications are prohibited unless permission is
granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Lesson
module available at
Lesson
Objective: Students will use online
information sources to
create an annotated timeline documenting the development of fingerprint technology and its impact on
the identification and
prosecution of criminals.
Time
Management: One 90 minute class period in a computer lab for background reading, research, and
creation of timeline panel; half
period in classroom or computer lab for examination of class timeline and assessment.
Differentiation Strategies:
Field Dependent/Independent, visual, auditory, tactile, reflective, global, sequentialNotes to the Teacher: The class timeline may be sequenced and published in digital or hard copy format: • All students’ timeline panels may be combined in chronological order into one MS Publisher file; this file could also be converted to PDF. Publish via teacher webpage or student drive. • Hard copies of all students’ timeline panels may be printed out to create a class timeline wall display or packet.
Differentiation Strategies:
• Provide hard copies of the online
readings
• Allow students to work as partners
• Provide extended time
Learning Preferences/Styles: Field Dependent/Independent, visual, auditory, tactile, reflective, global, sequentialNotes to the Teacher: The class timeline may be sequenced and published in digital or hard copy format: • All students’ timeline panels may be combined in chronological order into one MS Publisher file; this file could also be converted to PDF. Publish via teacher webpage or student drive. • Hard copies of all students’ timeline panels may be printed out to create a class timeline wall display or packet.