Minority Contributors
Part of Curriculum Unit:Multiculturalism in Science
Abstract help
Components:
Students visited a web site that lists the achievements of individuals from a minority that have contributed to science and summarize the information on 9 individuals (3 each - meteorologist, geologist, astronaut).
Now, students will search the Internet for information on an individual from a minority that has contributed to science. Students will then meet in teams to discuss findings and determine which individual to feature during an oral presentation to the class. The presentation must discuss the cultural background of the contributor and the significance of various beliefs.
Ellison S. Onizuka took along a few momentos on his first space flight: Kona Coffee and macadamia nuts from the Hawaiian village where he was born and raised, a Buddhist medallion given to him by his father who had instilled the values of patience, hard work and dedication to duty. In the last activity, students will think about their own culture and decide what three cultural artifacts they would take with them on their first space mission.
(Note: Contributions of individuals from minority cultures should not be covered as a separate unit but information should be included throughout the curriculum.)
Students visited a web site that lists the achievements of individuals from a minority that have contributed to science and summarize the information on 9 individuals (3 each - meteorologist, geologist, astronaut).
Now, students will search the Internet for information on an individual from a minority that has contributed to science. Students will then meet in teams to discuss findings and determine which individual to feature during an oral presentation to the class. The presentation must discuss the cultural background of the contributor and the significance of various beliefs.
Ellison S. Onizuka took along a few momentos on his first space flight: Kona Coffee and macadamia nuts from the Hawaiian village where he was born and raised, a Buddhist medallion given to him by his father who had instilled the values of patience, hard work and dedication to duty. In the last activity, students will think about their own culture and decide what three cultural artifacts they would take with them on their first space mission.
(Note: Contributions of individuals from minority cultures should not be covered as a separate unit but information should be included throughout the curriculum.)
National Standards help
UNDERSTANDINGS ABOUT SCIENCE AND TECHNOLOGY
Scientists in different disciplines ask different questions, use different methods
of investigation, and accept different types of evidence to support their
explanations. Many scientific investigations require the contributions of
individuals from different disciplines, including engineering. New disciplines of
science, such as geophysics and biochemistry often emerge at the interface of
two older disciplines.
Science often advances with the introduction of new technologies. Solving
technological problems often results in new scientific knowledge. New
technologies often extend the current levels of scientific understanding and
introduce new areas of research.
Creativity, imagination, and a good knowledge base are all required in the
work of science and engineering.
Science and technology are pursued for different purposes. Scientific inquiry is
driven by the desire to understand the natural world, and technological design
is driven by the need to meet human needs and solve human problems.
Technology, by its nature, has a more direct effect on society than science
because its purpose is to solve human problems, help humans adapt, and fulfill
human aspirations. Technological solutions may create new problems.
Science, by its nature, answers questions that may or may not directly influence
humans. Sometimes scientific advances challenge people's beliefs and
practical explanations concerning various aspects of the world.
Technological knowledge is often not made public because of patents and the
financial potential of the idea or invention. Scientific knowledge is made public
through presentations at professional meetings and publications in scientific
journals.
Scientists in different disciplines ask different questions, use different methods
of investigation, and accept different types of evidence to support their
explanations. Many scientific investigations require the contributions of
individuals from different disciplines, including engineering. New disciplines of
science, such as geophysics and biochemistry often emerge at the interface of
two older disciplines.
Science often advances with the introduction of new technologies. Solving
technological problems often results in new scientific knowledge. New
technologies often extend the current levels of scientific understanding and
introduce new areas of research.
Creativity, imagination, and a good knowledge base are all required in the
work of science and engineering.
Science and technology are pursued for different purposes. Scientific inquiry is
driven by the desire to understand the natural world, and technological design
is driven by the need to meet human needs and solve human problems.
Technology, by its nature, has a more direct effect on society than science
because its purpose is to solve human problems, help humans adapt, and fulfill
human aspirations. Technological solutions may create new problems.
Science, by its nature, answers questions that may or may not directly influence
humans. Sometimes scientific advances challenge people's beliefs and
practical explanations concerning various aspects of the world.
Technological knowledge is often not made public because of patents and the
financial potential of the idea or invention. Scientific knowledge is made public
through presentations at professional meetings and publications in scientific
journals.
Pre-requisite Skills help
Students should be proficient at conducting an Internet search.
Teacher Information help
There are many quailty internet sites that contain information on women and minority contributors. Students should find a minority astronomer and obtain a printout of the information provided. Students should be provided with one class period to search the internet and read the various biographies to locate an individual who interests them. The second class period, students should meet in teams of 2-4 students and work together to share information and select one individual as the focus of their oral presentation. Teams may need to visit the library, electronic sources and others to locate additional information on their featured individual. The third day, students should present their information orally to the class.
Student Activity help
Students will search the Internet for information on an individual from a minority that has contributed to science. Students will then meet in teams to discuss findings and determine which individual to feature during an oral presentation to the class. The presentation must discuss the cultural background of the contributor and the significance of various beliefs.
Outline: This is required!!! You will NOT give a presentation without an outline in hand
because it is likely that you will forget what you were going to say. We will follow the format listed below:
1. Tell them what you are going to tell them: introduce yourselves and your contributor.
2. Tell them.
Explain the educational background of your contributor and any significant life changing events that impacted that individual. Explain the contributions. Include information on cultural background and the influence that may have had on the life of your selected contributor.
3. Tell them what you told them. No new information is given here. The audience
should already know what they need to know; all you do here is summarize. You
should restate.
4. Ask for questions from the audience. Pause after you ask for questions and
count to five slowly, then if there are no questions, your presentation is over.
Remember though, the more questions the audience asks the more interesting your
presentation was. Pause for five seconds (count slow) after the last question asked
to give the audience time to formulate other questions.
Complete your self evaluation form immediately.
Outline: This is required!!! You will NOT give a presentation without an outline in hand
because it is likely that you will forget what you were going to say. We will follow the format listed below:
1. Tell them what you are going to tell them: introduce yourselves and your contributor.
2. Tell them.
Explain the educational background of your contributor and any significant life changing events that impacted that individual. Explain the contributions. Include information on cultural background and the influence that may have had on the life of your selected contributor.
3. Tell them what you told them. No new information is given here. The audience
should already know what they need to know; all you do here is summarize. You
should restate.
4. Ask for questions from the audience. Pause after you ask for questions and
count to five slowly, then if there are no questions, your presentation is over.
Remember though, the more questions the audience asks the more interesting your
presentation was. Pause for five seconds (count slow) after the last question asked
to give the audience time to formulate other questions.
Complete your self evaluation form immediately.
Assessment help
Students will have one or more computer printouts from their search.
Student Self Evaluation Form
Name of Students:
Your Name:________________________________________
Minority Contributor: _________________________________________
Breif descrition of presentation:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Facts about Contributor (history and culture):___________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Group Strength:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Group Weakness:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Self Evaluation (comments or suggestions to help YOU improve):
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Instructor Evalution of Team Performance:
Name of Students in Team:___________________________________
____________________________________________________________
Minority Contributor: ___________________________________________________
Facts presented:
____________________________________________________________
____________________________________________________________
____________________________________________________________
Significance of contributions:
____________________________________________________________
____________________________________________________________
____________________________________________________________
Significance of Cultural Background:
____________________________________________________________
____________________________________________________________
____________________________________________________________
Evaluation:
Communication Skills 5 4 3 2 1
Organization 5 4 3 2 1
Articulation 5 4 3 2 1
Length of Prentation 5 4 3 2 1
Validity of Information 5 4 3 2 1
Creativity 5 4 3 2 1
Quality of response to questions
5 4 3 2 1
Total point earned on oral segment _________
5=superior, 4= excellent, 3= good, 2= average, 1= unacceptable
Team Strength:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Areas for improvement:
_________________________________________________________
_________________________________________________________
Student Self Evaluation Form
Name of Students:
Your Name:________________________________________
Minority Contributor: _________________________________________
Breif descrition of presentation:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Facts about Contributor (history and culture):___________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Group Strength:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Group Weakness:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Self Evaluation (comments or suggestions to help YOU improve):
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Instructor Evalution of Team Performance:
Name of Students in Team:___________________________________
____________________________________________________________
Minority Contributor: ___________________________________________________
Facts presented:
____________________________________________________________
____________________________________________________________
____________________________________________________________
Significance of contributions:
____________________________________________________________
____________________________________________________________
____________________________________________________________
Significance of Cultural Background:
____________________________________________________________
____________________________________________________________
____________________________________________________________
Evaluation:
Communication Skills 5 4 3 2 1
Organization 5 4 3 2 1
Articulation 5 4 3 2 1
Length of Prentation 5 4 3 2 1
Validity of Information 5 4 3 2 1
Creativity 5 4 3 2 1
Quality of response to questions
5 4 3 2 1
Total point earned on oral segment _________
5=superior, 4= excellent, 3= good, 2= average, 1= unacceptable
Team Strength:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Areas for improvement:
_________________________________________________________
_________________________________________________________
Enrichment / Alternative Activity help
All cultures invariably had to deal with the issue of the origin of humans; many Internet sites contain collections of stories that can give insight into culture. The people of various cultures invented stories that reflect the values, morals and norms of their societies. So, by examining these creation stories, one can gain insight into the evolution of culture.
Technology Requirements/Integration help
Students will require access to computers with Internet and word processing capabilities.