STEM WOMEN

2ndes

Theme: Working worlds

STEM women rock !

How to improve women access to STEM ?

Séquence n° 5 - STEM women rock !

Niveau de compétence CECRL ciblé

A2 vers B1

Final project :

As an American vlogger you decide to make a video for the #nomorematildas movement. Present a woman scientist to encourage girls to go for a STEM career .

Expression orale en continu :

Tâche intermédiaire

As a group you make an oral presentation of the " For girls in science program" in an American high school.

Expression orale en continu :

Activités langagières et stratégies travaillées

Analyse d’image.

Réception : compréhension de l’écrit et compréhension de l’oral.

Médiation

Séquence n° 5 - STEM women rock !

Supports et sources

- Picture : Barack Obama congratulates Google Science Fair winners, 2011

- Video: Tech Girls Rock- Boys & Girls Clubs of Chicago

- Infographic: Science and you- focus on women

- Web article : L'Oréal UNESCO For Women in science

- Movie poster: "hiden figures" by Theodore Melfi, 2016 - Corpus de vidéos "hidden figures":

4- Chien-shiung WU 5- Gertrude B. ELION 6- Heddy Lamarr

1- Katherine Johnson 2- Mary W. Jackson 3-Dorothy Vaughan

- Video: International Day of Women and Girls in Science 2022 teaser- Krembil Research Institute

- Video : #No more matildas- Association of Women Researchers and Technologists

Séquence n° 5 - STEM women rock !

Objectifs grammaticaux:

La modalité:

• L'obligation : had to, have to, must, will have to
• la capacité : could, can, be able to, will be able to
• le conseil: should

Les expressions:

• to make someone do something
• To let someone do something

L'hypothèse passée non réalisée: 3rd conditional

• If + past perfect, would have + PP

If Einstein had been born a woman he wouldn't have won a Nobel Prize.

Séquence n° 5 - STEM women rock !

Objectifs lexicaux

Vocabulaire:

• des sciences (disciplines...)
• de la technologie
• de l'ingénierie (métiers...)
• des mathématiques
• de s verbes d'actions relatifs au thème
• des adjectifs relatifs au thème

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Séquence n° 5 - STEM women rock !

Objectifs phonologiques

• La prononciation et accentuation du vocabulaire du projet
• l'accentuation des modaux : formes fortes et faibles

Objectifs pragmatiques

Savoir créer une vidéo type vlog.

Compétence culturelle

Les univers professionnels et le monde du travail

La place des femmes dans les sciences aux USA (passé-présent-futur).

Lesson plan

5. International day of women and girls in science !

1. Tech girls rock!

2. For women in science

6. #nomorematildas

3. Tâche intermédiaire EOC

7. Final task EOC

4. Hidden figures

8- Evaluations CO-EE

Séance 1

Step 1: anticipation

Document : Photo : Barack Obama congratulates Google Science Fair winners, Naomi Shah, Shree Bose and Lauren Hodge, 2011 (projetée SANS le titre) Consigne: EOC- Describe the picture (Wh_ questions) and try to guess what is the new project about Eléments facilitateurs: Même de dos Barack Obama est facilement reconnaissable et bien connu des élèves, de plus il est dans le bureau oval que certains reconnaîtront et où l'on peut y voir le portrait de George Washington ce qui pourra aider certains élèves à situer la scène. Les trophés que portent les 3 jeunes filles indiquent clairement qu'elles viennent de se voir remettre un prix et leurs sourires attestent de leur joie et de leur fierté. Le fait que les vainqueurs soient trois filles pourra mener les élèves vers le thème de la réussite des filles (en science?) Obstacles: Le thème des sciences n'est pas clairement compréhensible à travers cette photo, les trophés en "légos" pouvant induire certains vers une dimension ludique (qui n'est bien sûr pas à détacher des sciences).

Séance 1

Step 1: anticipation

Document : Photo : Barack Obama congratulates Google Science Fair winners, Naomi Shah, Shree Bose and Lauren Hodge, 2011 (projetée AVEC le titre)

Consigne : Read the title. Now what do you think the project is going to be about?

Validation/refutation de certaines hypothèses émises: thème des filles/ femmes dans les sciences.

Trace écrite, Production possible: In this picture, we can see former president Barack Obama from the back. He is in the Oval Office, with three young girls / women who are holding colorful champions’ cups made of Lego bricks. They must be the 2011 winners of Google’s science fair. Our project may be about women in science.

Séance 1

Step 2:

Document : - Video: Tech Girls Rock-

Compréhension orale

Obstacles: Beaucoup d'intervenants, les enfants n'articulent pas tous très bien, du vocabulaire nouveau: STEM, tween... est inconnu.

Eléments facilitateurs: Vidéo de courte durée, proche de leur univers (school), en lien avec le vocabulaire et le thème vu précédement en anticipation.

1 - EOI : Look at the word cloud and guess what is the video going to be about?

2 - EOI: Look at the title. What does it mean? Who rocks and why?

3- CO: Watch the video and take notes about the place, the people, the project? Report to the class

4- CO: Watch the video again. In groups take notes about the people, their opinion and their advice (+ grille différenciation) EOC: report to the class.

Tech girls rock !

Séance 1

Step 2:

Document : - Video: Tech Girls Rock-

Compréhension orale

5- Explication du projet et écriture dans le cahier de la page de présentation du projet (Axe, titre, problématique, activités langagières et compétences travaillées, tâche finale)

6- Mise en commun collective : Trace écrite possible: This video presents an initiative from the “Boys and Girls Clubs of America” (BGCA) called “Tech Girls Rock.” Young middle school girls are encouraged to learn about Science, Technology, Engineering and Mathematics (STEM). This club aims at creating the next generation of innovators and leaders, including women. One member of BGCA says that girls will be able to participate more in class. Another one states that they should listen to their hearts and do what they want. It is necessary because it shows girls that they can and should do science if they want to. It is necessary because it fights against gender stereotypes.

6- Grammar: capacité : can / will be able to Conseil : should

7- HW: EE: You want to convince your friend to join you in the club. What will be your arguments (use : can, will be able to and should)

Séance 2

Step 1: Recap lesson 1 +homework : Convince your friend to join the club

Step 2: Anticipation - infographic women in science

Eléments facilitateurs: infographie donc très visuelle, peu de texte mais très efficace. Données statistiques claires. Le thème est facilement identifiable. La problématique est clairement ennoncée.

1- Image projetée au tableau (+ distribuée pour coller dans le cahier et mieux voir les chiffres) : EOC: Déclencheur de parole: What type of document is it? What are the statistics showing? What is the goal of the document?

Mise en commun collective: Trace écrite possible: This document is an infograpphic which highlights with statistics the small proportion of women studying and working in science. It aims at encouraging girls to choose science studies. It makes girls think about the possibilities they have to study and work in science, to let them choose the career they want. 2- Grammar: to make someone do something/ to let someone do something.

Séance 2

Step 3: Web article: - For women in science.

Compréhension écrite

"For women in science"

Eléments facilitateurs: Les articles web destinés comme celui-ci au grand public n'emploie pas un niveau de langue très élevé. Les phrases sont assez courtes. Le texte est organisé en paragraphes. (une idée/ un paragraphe) Le vocabulaire peut souvent être déduit avec le context ou la racine du mot proche du français.

Obstacles: La longueur du texte, le vocabulaire plus spécifique: ground-breaking, hurtles, achievements, empower, Formal science, role models, to pursue, glass ceiling, launching, throughout, outings, achieve, gender equality , remain , steadily.

Séance 2

Step 3: Web article: - For women in science.

Compréhension écrite

A- Before you read

1- What type of document is it? (source, title...) What is the UNESCO (part of the UN for education,,science and culture.

B- Guided comprehension

1- Read the first paragraph: Highlight the key words: what is the topic of the article? Women are under represented in science. 2- Read parapraphs 2: and 3 What is the purpose/ goal of this article? To promote women in science. 3 - Group work : What have the l'Oréal foundation and UNESCO done to encourage women in science? Share your findings 4- Why do they want to empower more women in science? Share your findings.

Séance 2

Step 3: Web articles: - For women in science.

Compréhension écrite

Trace écrite commune ( aller vers) :

The l'Oréal Foundation and UNESCO have worked together for more than 20 years to help empower more women to achieve scientific excellence and participate in resolving the great challenges facing humanity such as climate change or ressources scarity. They have awarded more than 100 women working in the Physical sciences, Formal sciences and Life sciences who are helping to change the world through their discoveries and are role models for the younger generations who want to break the glass ceiling. They support 250 young women researchers each year. The l'Oréal Foundation is launching a new version of its "For girls in science program" to encourage high school girls to choose scientific careers.

Homework : Practice your vocabulary : Quizlet list

Practice your grammar : Kahoot quiz

Click here

Séance 3

Tâche intermédiaire

Step : Oral presentation

Expression orale en continu

In groups: You work for the l'Oréal Foundation and you make an oral presentation of the project " For girls in science program" in an American high school. Describe the program and explain why you think girls should join it. What they will be able to do thanks to the program.

EOC: In groups: Present it to the class

Séance 4 (séance observée)

Step 1: Recap: Web articles: - For women in science.

Step 2: Anticipation : Movie poster "hidden figures"

-Make suppositions about those women? - What about the title? Figures?

- What type of document? - Describe the document?

Compréhension orale

Step 3: Group work : - Each group will watch a video about a famous woman scientist. Take notes on your collective placemat. -Share your findings and prepare an oral presentation to the other groups. Chaque groupe a une vidéo en fonction de son niveau (+ grp 4 worksheet différenciation)

Step 4: Members of group one split into the different other groups to introduce the scientist woman from his/her video . The other groups take notes to complete the "Hidden Figures worksheet". And so on for each group.

Step 5: One member from each group present a woman scientist (not the one from his/ her video)

STEM women rock ! Hidden figures

2- Mary W. Jackson

3-Dorothy Vaughan

1- Katherine Johnson

Eléments facilitateurs: - .Assez courte 1'22 _extraits du film "hidden figures" pour illustrer ce qui est dit par le journaliste

Eléments facilitateurs: - dessin animé à visée éducative donc l'expression est très claire, les faits sont expliqués simplement et illustrés. - Le contexte historique et culturel est clairement indiqué. - 1rst person narrative.

Eléments facilitateurs: - Débit assez lent et bien articulé. - Photos, images illustrant ce qui est dit.

Obstacles: -Le ton "journalistique" peut être plus difficile à comprendre. - Références hist /scientifiques : segregation, Langley reserarch center of NASA - déclaration de Christine Darden masquée (covid) donc moins compréhensible

Obstacles: - Longueur de la video (2mins). - Références historiques : segregation, west area computing department of the Langley research center of NASA, Sputnik, cold war, space race, Dorothy Vaughan, names of the Astronauts and missions...

Obstacles: -Longueur: 2'19 minutes - La fin est plus compliquée : références scientifiques: Fortran

STEM women rock ! Hidden figures

6- Hedy Lamarr

5- Getrude B. Elion

4- Chien-shiung WU

Eléments facilitateurs: - De courte durée (0'51) - vocabualire connu: wireless internet and communication, wi-fi, bluetooth + associé au logo correspondant -contexte WW2 connu

Eléments facilitateurs: - .Assez courte 1'07 _ Phrases assez courtes : énnoncés de faits.

Eléments facilitateurs: -. dessin animé à visée éducative donc l'expression est très claire, les faits sont expliqués simplement et illustrés. - Le contexte historique et culturel est clairement indiqué. - Certains lieux, récompenses, citations sont écrits

Obstacles: - Débit rapide- Vocabulaire médical: drugs, viral, chemical, chemist, pharmacologist, desease, cells, leukemia, malaria, AIDS. Vocabulaire : patent, recipient, pharamceutical, honorary degrees.

Obstacles: Débit rapide - Compositeur George Antheil inconnu-voc scientifique inconnu : patent, radio guidance, ally torpedoes, frequency hopping, spread spectrum, signal jamming

Obstacles: - Longueur de la video (2'29mins). - Références et vocabulaire scientifiques

Séance 5

Step 1: Vocabulary : Quizlet list : test

Step 2: Recap videos "hidden figures"

Compréhension orale

Step 3: International Day of Women and Girls in Science 2022 teaser

Éléments facilitateurs: Vidéo courte, les arguments en faveur des sciences sont assez simples à comprendre .

Obstacles: différents accents

International Day of Women and Girls in Science 2022 teaser

Step 3: International Day of Women and Girls in Science 2022 teaser

1- In groups: Placemats: Listen to the video and take notes about the reasons why women/girls should choose science according to the people speaking.

Step 4: Share your findings.

Production possible: Women should choose a scientific career because science is a way of asking questions, is exciting, you will be able to learn something new every day. Science is inspiring, it gives hope, you can find a cure and it's cool to be part of something bigger than yourself, to make the world a better place. Science makes you be inspiring for others, it makes you feel fantastic and makes you know more about the world. Science is fun.

International Day of Women and Girls in Science 2022 teaser

Step 5: Phonetics: stress/unstress modals -a) Women should choose a scientific career if they want to. Women scientists can be inspiring for little girls.: Faire repérer que la forme affirmative est inaccentuée (forme faible) - b) STEM shouldn't be reserved for men. Your gender can't determine your career Faire repérer que la forme négative contractée est accentuée (forme forte) -c) "Girls can't be as good as boys in STEM" "Well, I think they can." : Faire repérer qu'en fin de phrase le modal est accentué d) Women are not represented enough in STEM but they should be: Faire repérer que lors d'un contraste le modal est accentué -

Séance 6

Step 1: Recap videos " International Day of Women and Girls in Science 2022 teaser"

Compréhension orale

Step 2: The Matilda effect- No more Matildas

Éléments facilitateurs: Dessin animé qui illustre bien ce qui est ennoncé. (photos des personnes citées...) Les données importantes noms, chiffres, mouvement sont écrites.

Obstacles: L'hypothèse de départ ne sera peut être pas comprise par tous. Some vocabulary: oblivion, role models, educational materials, enroll, launching , textbooks

Video no more matildas

Step 3: The Matilda effect- No more Matildas a) Début de la vidéo à 0'04: Can you imagine what would have happened if Einstein had been born a woman? Recueil des hypothèses des élèves. Productions possibles: His researches wouldn't have been known. His theories wouldn't have been published. He wouldn't have won a Nobel Prize. A man would have taken the credit of his work. Grammar : L'hypothèse passée non réalisée: 3rd conditional If + past perfect, would have + PP If Einstein had been born a woman he wouldn't have won a Nobel Prize.

Video no more matildas

Step 3: The Matilda effect- No more Matildasb)Check your hypotheses: 00:08: We probably wouldn't know who Einstein is today. 00:10: Because the merits of those discoveries would have been taken by a fellow male researcher. c) How is this phenomenon called, what does it refer to and what are the consequences? 00:13 This phenomenon, known as the Matilda Effect in honour of Matilda Joslyn Gage, who was the first activist to denounce it, highlights the injustice of systematically ignoring the findings of brilliant women scientists throughout history. Women who fell into oblivion and could not become role models for girls whom we have made believe that science is only for men. d) Explain what the statistics given show. -7.6 %: The female presence in educational materials only reaches 7.6%, a statistic that perpetuates stereotypes -28.5%: only 28.5% of students at science degrees are women.

Video no more matildas

Step 3: The Matilda effect- No more Matildase) Give the name and the goals of the new movement launched. They are launching #NoMoreMatildas, a movement to bring all these female scientists back where they belong, starting, why not, with textbooks and school curriculum. They want to highlight that talent has no gender, and to ignore the one that could emerge in young girls who don't choose science degrees because they don't have mirrors to see themselves is a cultural legacy that we should stop perpetuating. They want join the movement by sharing, and helping them to inspire girls to know that if they want, they can.

.HW: Practice your grammar : 3rd Conditional : Kahoot quiz

Click here

Séance 5 Final project EOC

Step 1: Recap about the "hidden figures"

Step 2: Prepare for the task

- As an American vlogger you decide to make a video for the #nomorematildas movement. Present a woman scientist to encourage girls to go for a STEM career .

- Prepare the introduction and the conclusion of your vlog (introduce yourself, the subject...) _ Choose a famous woman scientist to present -Give reasons why you think girls should study and work in STEM. - Practice your speech. Make sure of the pronunciation and accentuation.

Step 3: Use your phone to make the video and send it to LEIA (espace de travail- devoir STEM women rock ! )

Fast finishers: Let's play a game: Who's she? A guessing game featuring mighty women who changed the world!

Evaluations

Compréhension orale

Expression écrite

• Vous traiterez en Anglais, et en 100 mots au moins, le sujet suivant

• Vous rendrez compte en français de ce que vous avez compris du document

ThankYou!