UNIT 4
UNIT 4 SCIENCE
MDG 4: PROMOTE GENDER EQUALITY AND EMPOWER WOMEN
OVERVIEW
In this lesson students will learn about women in the field of science and their accomplishments. Students will also learn to differentiate between biological and cultural/social constructs of gender/sex and examine how these constructs impact women’s social, political and economic roles.
LESSON OBJECTIVES
CORE STANDARDS
ASSESSMENT
Gather information online Learn to differentiate between the social versus biological differences of the terms “gender” and “sex”
Ghana Core Standards [page number] Primary N/A Secondary o Reproduction and Growth in Humans—biological aspects of gender (JHS 3.1; p.29); compared to social constructs of gender
Teacher will be able to gauge student understanding through: Participation in the lesson activity Research on identifying influential women in the field of science Ability to differentiate between biological versus social constructs of gender and sex
MATERIALS
Scissors Tape Worksheet Colored pencils or markers Computer with internet access
TIME
40 minutes
123
KEY TERMS
Biological Decision maker Economic Gender
Political Sex Social constructs
HOOK
Ask the students to identify which jobs they think are held by a majority of men, a majority of women or equally by both men and women: o Farmer; doctor; engineer; shopkeeper; cook; babysitter; nurse; scientist; salesperson; teacher; principal; politician; housekeeper. Then, have them think about which ones are high-paying jobs vs. low-paying jobs. Ask why they classified some jobs according to gender. Remind them that gender is a social construct, and that both women and men can do these jobs.
INSTRUCTION Teacher should research a few female scientists and present their contributions to the field to students prior to completing the basic activity. Some examples include: Marie Curie Wangari Maathai Dorothy McClendon Special focus goes to the “understanding the problem” section of the unit overview. Address inequalities women face compared to men, gender dominated fields of employment, gender stereotypes and quota systems. Address these issues in light of the field of science, keeping in mind women scientists who have contributed to the world. Teacher provides students definitions of “gender” and “sex” prior to completing the advanced activity. Special focus should go to making sure that students understand the differences between the terms and social constructs. Example of gender education Suggested questions to check for student understanding: Knowledge of key terms Knowing names and key contributions of some women scientists Why is gender a social construct?
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ACTIVITY: BASIC Teachers will ask students to find women in the field of science. Teachers can refer students to these suggested websites for research. ○ Female Nobel Prize Laureates ○ Famous African American Women in STEM ○ Notable Female Scientists Some examples include: Marie Curie Wangari Maathai Dorothy McClendon Ask students to draw an image of one of the aspects of the women’s contributions
to science using colored pencils or markers. The images may be an object the women used or created, something representing a specific field of science of which the women were part, or how their contributions affected a greater population.
ACTIVITY: ADVANCED Teacher Preparation: Teachers should have enough copies of the Worksheet for each group.
Ask students to break into groups of 5 or 6. The teacher gives each group a worksheet with a list of words and phrases. Have students cut each word or phrase along the dotted lines on the worksheet. While the students are cutting out the terms, the teacher draws a line on the blackboard (or any board or wall) dividing the blackboard into half. The teacher writes “Gender” on one side and “Sex” on the other side. Ask students to take the terms they cut out (each student should have at least one term) and place the term either under “Gender” or “Sex” based on their opinion. Have students come together and discuss the following questions as a class: o What term did students have and why did they place it where they did? o Do other students agree or disagree? Why? o Is there a universally shared idea on these terms? How do you think these ideas and opinions are formed? What factors are most influential in forming our ideas about identity? Teachers should emphasize how social constructs impact most of our ideas of “gender” and also correct students if gender terms are mistakenly placed under “sex.”
125
HOMEWORK Adapt the additional activity “Exposing Gender Bias” into a homework lesson.
TEACHER RESOURCES Additional Activity Ideas: ● The status of women – Exposing Gender Bias (lesson plan) Other Resources: ● Teachers can refer students to these websites for searching influential women in science: ○ Women Nobel Prize laureates ○ Famous African American Women in STEM ○ Notable Female Scientists
126
MDG 4: PROMOTE GENDER EQUALITY AND EMPOWER WOMEN
OVERVIEW
In this lesson students will learn about women in the field of science and their accomplishments. Students will also learn to differentiate between biological and cultural/social constructs of gender/sex and examine how these constructs impact women’s social, political and economic roles.
LESSON OBJECTIVES
CORE STANDARDS
ASSESSMENT
Gather information online Learn to differentiate between the social versus biological differences of the terms “gender” and “sex”
Ghana Core Standards [page number] Primary N/A Secondary o Reproduction and Growth in Humans—biological aspects of gender (JHS 3.1; p.29); compared to social constructs of gender
Teacher will be able to gauge student understanding through: Participation in the lesson activity Research on identifying influential women in the field of science Ability to differentiate between biological versus social constructs of gender and sex
MATERIALS
Scissors Tape Worksheet Colored pencils or markers Computer with internet access
TIME
40 minutes
123
KEY TERMS
Biological Decision maker Economic Gender
Political Sex Social constructs
HOOK
Ask the students to identify which jobs they think are held by a majority of men, a majority of women or equally by both men and women: o Farmer; doctor; engineer; shopkeeper; cook; babysitter; nurse; scientist; salesperson; teacher; principal; politician; housekeeper. Then, have them think about which ones are high-paying jobs vs. low-paying jobs. Ask why they classified some jobs according to gender. Remind them that gender is a social construct, and that both women and men can do these jobs.
INSTRUCTION Teacher should research a few female scientists and present their contributions to the field to students prior to completing the basic activity. Some examples include: Marie Curie Wangari Maathai Dorothy McClendon Special focus goes to the “understanding the problem” section of the unit overview. Address inequalities women face compared to men, gender dominated fields of employment, gender stereotypes and quota systems. Address these issues in light of the field of science, keeping in mind women scientists who have contributed to the world. Teacher provides students definitions of “gender” and “sex” prior to completing the advanced activity. Special focus should go to making sure that students understand the differences between the terms and social constructs. Example of gender education Suggested questions to check for student understanding: Knowledge of key terms Knowing names and key contributions of some women scientists Why is gender a social construct?
124
ACTIVITY: BASIC Teachers will ask students to find women in the field of science. Teachers can refer students to these suggested websites for research. ○ Female Nobel Prize Laureates ○ Famous African American Women in STEM ○ Notable Female Scientists Some examples include: Marie Curie Wangari Maathai Dorothy McClendon Ask students to draw an image of one of the aspects of the women’s contributions
to science using colored pencils or markers. The images may be an object the women used or created, something representing a specific field of science of which the women were part, or how their contributions affected a greater population.
ACTIVITY: ADVANCED Teacher Preparation: Teachers should have enough copies of the Worksheet for each group.
Ask students to break into groups of 5 or 6. The teacher gives each group a worksheet with a list of words and phrases. Have students cut each word or phrase along the dotted lines on the worksheet. While the students are cutting out the terms, the teacher draws a line on the blackboard (or any board or wall) dividing the blackboard into half. The teacher writes “Gender” on one side and “Sex” on the other side. Ask students to take the terms they cut out (each student should have at least one term) and place the term either under “Gender” or “Sex” based on their opinion. Have students come together and discuss the following questions as a class: o What term did students have and why did they place it where they did? o Do other students agree or disagree? Why? o Is there a universally shared idea on these terms? How do you think these ideas and opinions are formed? What factors are most influential in forming our ideas about identity? Teachers should emphasize how social constructs impact most of our ideas of “gender” and also correct students if gender terms are mistakenly placed under “sex.”
125
HOMEWORK Adapt the additional activity “Exposing Gender Bias” into a homework lesson.
TEACHER RESOURCES Additional Activity Ideas: ● The status of women – Exposing Gender Bias (lesson plan) Other Resources: ● Teachers can refer students to these websites for searching influential women in science: ○ Women Nobel Prize laureates ○ Famous African American Women in STEM ○ Notable Female Scientists
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