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Lesson Three:
Name: Grade Level: School: Date: Time:
Background,
Context, and Purpose The students have been learning about Inventions and Ideas, In this lesson the students will have the opportunity to learn about carbon printings. They will be able use what they learn in this lesson to make an invention or idea of their own.
Lesson Goal(s)
Lesson Objectives Students will:
1. Pencils 2. Paper towels 3. Transparent tape 4. Hand lenses 5. Scratch paper 6. Newspaper 7. Student sheets (Finger Patterns) 8. Fingerprint Study posters (Whorl, Arch, Loop) 9. Set of texture material 10. Colored pencils 11. Chalk 12. Student Sheet called (Carbon Printing invention ideas) A. The Lesson 1. Introduction This morning on the news I heard about a person who stole money from a bank and how the police were trying to find the person. The only evidence that they can use is to find fingerprints on the counter or the door of the bank. The police said they will take the fingerprint that they find at the bank and compare it to everyone's fingerprints in the world (getting attention). Have you ever seen your birth certificate and what your finger print looks like? (relating to past experience). Well everyone in the world has a fingerprint that is not like anyone else's. So when people are trying to find criminals or someone that is missing, they can use fingerprints to identify them. It is important to know how to do carbon printing and being able to see lines on a hand or any other surface that cannot be seen doing the rubbing technique. It is important so if you are ever looking for something, you have more than one way to find it (creating a need to know). Today we will be learning how to use the carbon printing technique to see what our fingerprints look like (objectives in general terms). 2. Methods Day 1: 1. Have the students run their fingers across the palm of their hand and to report how it feels. Most students will probably report that it is smooth. 2. Introduce the word texture and explain that even though their hands feel smooth, that they have texture. High and low places on a surface give it texture. The difference between the high and low places on the skin of the palm of the hand is very slight. So we cannot see them so special techniques are needed to see things like skin texture. 3. Demonstrate the carbon printing process: get a small piece of scratch paper and make a pencil scribble on it. Rub the scribble mark on the palm of your hand right under the pinky finger. Stick a piece of tape about 4 cm long tightly to the soiled hand. Gently pull the tape off of your hand and stick it to a piece of white paper. Show the results to students and tell them that what they see is a pattern. Explain that this is the carbon printing technique to see otherwise invisible patterns. 4. Form groups of four and give each group a roll of tape and hand lenses. Each student will make a carbon print individually. 5. Pass out the tape and hand lenses. Let the students make one carbon print of their palm and have them study what they see. 6. Discuss as a large group what they saw on their carbon printings. Ask if they see lines, dots, etc, and ask why they lines became visible when the students used the carbon-printing technique. (Carbon sticks to high places on skin, gets picked up by tape, and shows up clearly on white paper.) 7. Show the class a copy of the finger patterns student sheet with the outline of a hand. Review the names of the fingers-thumb, index, middle, ring, pinky. Tell them they will use the sheet to record the pattern of each finger from one hand. Tell them they need to share the tape and each person should take 5 pieces of tape and give it to the next person. Rub carbon on one finger, making sure to cover the whole center of the finger to the first bend. Stick a piece of tape onto the finger the long way so the tape is running along the finger rather than across it. Stick the carbon print on the corresponding finger on the student sheet. Repeat the process for the other fingers. 8. Pass out the finger patterns student sheet to each student and have them begin their carbon printings. 9. Have the students discuss as a big group how their fingerprints look. Ask them what do they see such as shapes, patterns, mazes, mountains, etc. Write their responses on the board. Ask them to see if other people in their group have similar patterns and if they would group them together based on patterns. 10. Tell the students that fingerprint investigators have discovered that there are three basic patterns for most fingerprints-whorl, arch, and loop. Post the three fingerprint study posters on the wall and have the students describe the features of each one. Whorl-fingerprints are characterized by lines that go in circles. All lines come back to the place where they started. Arch-fingerprints are characterized by lines that start on one side of the print, rise, fall, and exit on the opposite side of the print. Loop-fingerprints are characterized by lines that start on one side of the print, rise, and then turn around and exit on the same side from which they started. 11. Let the students study their fingerprints and identify the basic pattern of each print. Have them write "whorl," "arch," or "loop" just above each print on their student sheets. 12. Have the students return the materials to the material station and clean up their work areas. 13. Ask the students to look at the thumb print on the finger patterns record sheets. Ask for a show of hands to see how many have whorl patterns, arch patterns, and loop patterns on their thumbs. Also ask how many had prints that were hard to identify. Reinforce that even though fingerprints may fall into the same category, no two fingerprints in the world are exactly the same. 14. Tell the students that tomorrow they will be inventing ways to use carbon printing to create projects of their own. Day 2: 1. Review inventions from the previous lesson on leaf rubbings. Have the students create a list of different ideas they could do to create a carbon printing invention. 2. Have the students pair up with a partner to plan and create their inventions. Handout the carbon printing inventions sheet and let the students begin with their inventions. 3. At the end of the time period, have the students clean up the materials and their work areas. Have the partners prepare their presentations about their invention. 4. Have students share their carbon printing invention with the other students in the class. 3. Closure Have the students write a short paragraph on the different kinds of finger prints and how to create the carbon prints. Have them describe their own fingerprints and what professionals use carbon printing in their career. B. Assessments Used Students will need to complete Student sheets for Carbon Printings Students will be assessed based on the paragraph they wrote and what information they provided. During class discussions they will be assessed on their answers to see if they are understanding the material. C. Extensions and Adaptations Have the students prepare a "How I Am Unique" essay and sign it, only with a carbon thumbprint. Then have the class make a thumbprint key with everyone's name and print. Parents will have to find their child's essay by comparing prints on the key to "signatures." For students who are visually impaired, having strong magnifying lens or a projector to enlarge the prints could be useful. D. Resources “Britannica.” Foss Ideas and Inventions Module, Carbon Printing. 1993
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