Key Messages

  • I know some things that make me different.
  • I know some things about me that I have in common with my classmates.
  • There is no one quite like me.
  • Life can be more interesting because we are different.

Learning Intention

Students will:

  • Learn about their unique fingerprints.
  • Develop an understanding that we are all different and important.

Time

40 minutes.

Required Resources

  • Sheets of paper
  • Textas
  • 6 inkpads
  • A copy of standard ‘fingerprint patterns’
  • A set of magnifying glasses (not necessary but fun)
Download Required Resources

Teaching Notes

This is a fun way of demonstrating that we are all the ‘same’ but ‘different’.

Procedure

  • Invite the students to form groups of four.
  • Ask them to find out two things they have in common and two things that are different and tell the rest of the group about them. For example, we are all right-handed but only one of us has blue eyes.
  • Comment on how there are many ways that we are the same but lots of ways that we are special and different from each other.
  • Tell the students that there is no one else exactly like them in the world. The combination of body, feelings, thoughts and dreams make each of us unique. Even something as simple as our
    fingerprints are different.
  • Demonstrate the process of taking fingerprints by using the inkpad and putting your own fingerprints on a sheet of coloured paper. (nominate which hand the whole class should use so the
    prints are in the correct order from thumb to little finger. Write your name next to your prints.
  • Ask a student to use the magnifying glass to look at your prints and describe the basic pattern.
  • Have that student then print their own fingerprints underneath yours and write their name next to them.
  • Have them use the magnifying glass to compare their prints with yours. As them to describe the similarities and differences.
  • Hand out a piece of paper, an ink pad, a texta and a magnifying glass to each group. Ask them to take their own fingerprints and to check to see if they are different.
  • Have students report their findings back to the class.

Extension

  • Show students the chart of fingerprint patterns. Explain that there are some similarities and when forensic teams collect fingerprints, they have a standard language to describe the patterns. Ask students to study their own thumb print and then describe it in words.
  • If there are identical twins in the class or school/ ask if they could come to your class to have their fingerprints taken and compared.

Questioning

  1. Were any of your fingerprints the same as anyone else's?
  2. Is there anything else about us physically that is unique? (eye patterns, freckles, scars etc.)
  3. Who could you access or speak to if you have any further questions or queries?

Curriculum Information