I started the beginning of the lesson by using a method presented by Dr. Dana. It is a segment of the KWL technique in which the K establishes what the children already know. I used this at two points in my lesson to determine what aspects of research projects and stereotypes I should touch on. The children gave several different answers and I then provided what my idea of each was. Using this technique enabled me to make sure my students had a solid basis for future learning.
When I instructed the children to draw their perception of a scientist they immediately began to converse with their neighbors. Since this activity was intended to discover stereotypes of the individuals it was important that their views and ideas be accurately portrayed. Once I realized what was happening I instructed the children that this was to be a silent activity and that we would discuss our drawings later. The lesson I learned from this experience is that I must carefully consider the effects close proximity of students can have on the lesson. Since the students were right next to each other it was easy and natural to converse. However, if I had rearranged the desks for the drawing portion of the lesson and then let them move back for the discussion.
Since I was originally working with Marlena Pitsko's lesson plan I made a few adjustments as I went and also incorporated a suggestion from the mentor teacher. Initially I did not have the form of assessment where the students would draw other occupations to judge if they truly grasped the intent of the lesson. This assessment allowed me to focus my efforts and comments on the students who were still viewing scientists as white men in white lab coats