There are all types of scientists in the world today. It is commonly know that there are two major classifications; scientists and engineers.
I begin this lesson with the students sitting on the carpet. I am also conducting an informal formative assessment. I am collecting baseline information on the students to determine who has prior knowledge about scientists and what they do. I asks, "What types of scientists are there? What do scientists do? What do engineers do? I also asks "Who can be a scientists or engineer?"
I allow the students to briefly answer these questions. I tell them, "We are going watch a fun video that will address what it takes to become a scientists and who can be a scientists." Before the video begins, I ask "Are you a scientists."
After the students view the fun science video, I ask them "how many types of scientists and engineers can you name?" Using chart paper, I keep a list of the types of scientists and engineers my students name. During this segment of the lesson, I give each student an opportunity to answer. I also accepted any answer a student provides including repeated answers. I do this because I have asked the students to tell me what they know. Additionally, many students may only know the types of scientists and the fields of study I have introduced them to thus far.
Once each students' answer is recorded, I show them the book, 100 Scientists Who Shaped World History. I say, "There are many types of scientists in the world who have made great contributions to our world. Today, we are going to read about a few of these scientists." The book tells about only 100 scientists so, I provide a fact sheet for students to share with their parents. This sheet includes everyday items that students use like the dust pan, ironing board or the traffic light that have been invented by African Americans. Some of the inventions are created by scientists and some by ordinary citizens. My goal is to inspire the students I teach.
I inform the students that there are even more than 100 types of scientists. I say, "We are going to use the library books to look at different types of scientists and make a list of scientists on a bookmark." This lists is a visual to help the students expand their thinking about science. I want the students to think big about science. I want the students to recognize that the field of science is expansive. I also want them to realize that any area of interest that they may have can be studied under the umbrella of science.
In this section of the lesson, I will display more than 30 books about the types of scientists. I will use my local libraries to collect books about scientists.
The students will be seated at their tables to review the various scientists books. I will inform the students that "I expect you to be able to discuss one type of scientists and what it is that he/she does." I tell this students in the beginning to provide purpose for the reading and give them a focus for staying on tasks. Upon completion of viewing the books, the students complete a types of scientists bookmark. Together we create a list of scientists on the bookmarks. The students simply raised their hands to provide names of scientists that we discussed previously or types of scientists they recognized in the books.
Partner work is acceptable here because the students will be interacting with new knowledge and they will want to share their findings immediately. As I listened in on student conversations, I could hear that the science discourse was somewhat limited. The students had a tendency to discuss the pictures without a science framework.
We close our lesson with the students at their desks viewing and discussing their bookmarks.