Draw a Scientist

Concepts to Be Learned: In this lesson, the students will learn that a scientist can be anyone, including himself or herself. A scientist is not always the Hollywood scientist. They will see that they, too, are scientists. In addition, they will learn about stereotypes and how those stereotypes affect them and others.

Rationale: It is important for the students to realize how stereotypes affect their lives and the world around them. Also, they must understand that they, too, can be and are scientists. This lesson will lay the foundation for future science classes because they will be able to see as the year progresses how being a scientist plays a role in their lives.

Objective: By the end of the lesson, the students will be able to:

· Identify stereotypes in their drawings

· Realize that a scientist can be anyone

· Understand how stereotypes play a role in their lives and in society

Materials:

For Teacher: Chalk, Chalkboard

For Student: Pencil, Sheets of blank white paper, colored pencils, crayons, or markers

Lesson Management

Introduction to the Lesson:

Organization: The students are already grouped in rows. They will already have the required materials placed in the middle of their tables. A list of instructions will be placed on the board. Runners will get their science portfolios. Students have already been reminded not to touch the materials.

Connection to Prior Knowledge: In order to begin this activity, I will have the students close their eyes and think about a football player. I will remind them that I want them to really think about what the player looks like. I will have them open their eyes and ask some students to describe to me what they were thinking. Then, I will have them close their eyes again and have them picture a dancer. After a few moments, I will have them open their eyes again and describe to me what they envisioned.

Body of the Lesson:

Explain to the students that they are to take the paper and writing utensils in front of them and draw a scientist whatever they think a scientist looks like. Remind them to be descriptive. They can use pictures and words or whatever else they need to convey their message. Remind them not to look at any one else’s drawing. It is their own creation.
After they are finished drawing, pass out the Draw a Scientist Worksheet to the Note Taker. Have the students fill out the worksheet as a group.

After the worksheets have been completed, ask the groups to share what they discovered about the drawings. Focus on ‘WHY’ they made the decisions that they did. WHY DO THEY THINK THAT THERE WERE SIMILARITIES? At this point, try to get them to grasp the concept of stereotype.

If no one has drawn him/herself, ask the group why no one drew him/herself? Can they be scientists, too? Why or why not?

Have them flip over their papers. Have them draw themselves doing science being a scientist.

While they are writing, write the following questions on the board:

What are you doing in this picture?
Why did you choose this action?
How is this picture different from your first picture? Why?
Why do you think you drew your first picture they way you did?
Did anything surprise you about your drawings? Why or why not?

Have them discuss these questions in their small groups. Walk around the room at this point listening to the discussions.

Have the students share their responses with the entire group. Try to get them to discuss how stereotyping played a role in their drawings. Relate back to the first examples of football players and dancers. Do they think that any stereotypes played a role in their thinking?

Pose the following question: Is stereotyping good or bad? Why or why not? Have the students discuss their responses.

Ending the Lesson:

Have the students discuss the final question for as long as time permits or as long as the discussion is flowing. I will know that the students understood the lesson by their first drawing, their second drawing, and their responses in both large and small group discussions.

Assessment:

I will look at the students’ drawings and their responses in order to assess their understanding.

Did the student’s drawing change from the first drawing? Yes No

Was the student able to justify their drawings? Yes No

Did the student participate in the small group activity? Yes No

Did the student participate in the large group discussion? Yes No

References: None

*NOTE: Since my cooperating teacher completed a similar lesson, in order to fulfill my requirements for the DAS Lesson, the following is my alternative plan.

Pick a few pictures from the lesson. Gather the owners of the pictures into a small group. Have them look at their drawings and identify any similarities and differences. Take note if any students’ drawings had glasses, wore lab coats, had crazy hair, was a male, had beakers, and/or worked into a laboratory.

Ask the students to justify why they decided to draw their scientists the way that they did. If anyone drew him/herself, ask why? Ask the students why s/he did not draw him/herself? Ask the students if they know what the word stereotype means. Ask the students if stereotyping played a role in their drawings.

Finally, conclude the discussion with the final question: Do they think that stereotyping is good or bad? Why or why not?

Draw a Scientist Worksheet

How many scientists: (Write your total in the blank provided.)

Had glasses? __________

Had big, crazy hair? __________

Wore a lab coat? __________

Had beakers? __________

Were males? __________

Were working in a laboratory? __________

Contained words like ‘danger’ or ‘keep out’? __________

List any other similarities between the pictures in your group.

Why do you think that your pictures had certain similarities?

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