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GK-12 Lesson/Unit Template
Title: The Scientist Project
Submitted by: David Elson and Justine Thomas
Short description: [one or two sentences only]
Students were given the opportunity to select, research, write on, and present about the life and work of a scientist of their choice.
Duration of lesson(s): Per group: pick scientist (1 class – 65 minutes)
collect rough draft and discuss ideas for presentation (1 class)
students present to rest of class (1 class)
Grade level(s) and/or target group(s): 7th-12th grade
Subject(s): science
Technologies used: Internet
[Adapt the following to fit your lesson]
Objectives: To give students a better understanding of who scientists are and the work that they do. To enhance students’ understanding of science as a career and scientists as real people – to counter the “mad scientist” and other stereotypes to which they are exposed.
Key Questions/Driving Questions: What is the role of a scientist? What are some characteristics of scientists? What do they study and what drives them? Why are they important to society?
Prerequisites and Sequence of Lessons in Unit:
Students do not need to have any prior knowledge to participate in this unit. The unit is based on common misconceptions that students have about scientists.
Lesson Introduction:
The year-long project began with a pre-test that quizzed students about their perceptions of science as a career. It included true/false questions, short answer questions and a page on which students were asked to draw a picture of a scientist. After this pre-test, the class brainstormed to compile a list of scientists they were interested in studying. This allowed the instructors to order books and otherwise prepare research materials. The students then divided into groups of 5 and each group selected a scientist from the list to reseach, write about, and present to the class.
Lesson Core:
Each group met with Mr. Elson who introduced the scientist that the students had selected to write about. During this meeting Mr. Elson and the students went over the rubrics for the essay and the presentation to the rest of the class. Students left with books about the scientist and all of the information that they needed to write a 5 paragraph essay. Students were given 2 weeks to write a rough draft of the essay. Mr. Elson returned the rough drafts with corrections the following week.
One weeks after that, the students met with Mr. Elson to go over rough drafts and discuss the scientist’s life in a small-group, conversational exchange. These discussions focused on the scientist’s struggles to achieve status in his or her field and the contributions he or she made. In certain cases these discussions also delved into the details of the subject matter being studied (for example, how vaccines work in the case of Jonas Salk). These discussions then turned to the students’ upcoming presentation to their peers. They brainstormed on creative ways to present their findings to the rest of the class. All presentations required some kind of class participation, such a hands on lab or some kind of group work.
Students usually chose to end the presentation with some type of assessment. Some examples used this year included word splashes, report-outs, quizzes, and say-backs.
Lesson Closure:
After all of the groups presented, a post-test was given to the entire class. This post-test was identical to the pre-test given at the beginning of the project (which was never returned) so that students’ improvement could be measured. Students were also asked to talk about what they learned and what they thought about the activity.
Evaluation/Assessments:
Pre-test and post-test results
5 paragraph essay
65 minute class presentation by students
See attached for rubrics and pre/post-test.
[There are extra worksheets and rubrics associated with this lesson plan, available in PDF format]
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