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This lesson plan outlines an engaging activity for students that deals with stereotypes. Although this original lesson is geared towards man vs. woman stereotypes, this can be adjusted to fit a lesson on computing stereotypes. As a class, you can come up with different stereotypical sentences and then pin a balloon next to each statement. After the class recognize why the statement is wrong, pop the balloon to symbolize the stereotype vanishing. This lesson is a fun activity that will keep students interested in the lesson, especially if you allow them to hel pop the balloons!

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Balloons serve as a conduit in this lesson in which students "burst" stereotypes that unfairly label individuals or groups.

Objectives
Students will

learn the meaning of the word stereotype.

work in groups to come up with stereotype statements.

discuss whether the statements are fair.

write what they learned from the activity.

Keywords
stereotype, tolerance, fairness, violence, culture, cultural, prejudice, understanding, racism, race, judgment, Asian, Mexican, Hispanic, Native Americans, multicultural, homophobia, homosexual, assumption, assume, generalize, opinion, self-esteem
Materials Needed

2-dozen multi-colored balloons, inflated

2-dozen paper or tag board sentence strips, 2-inches wide by 12-inches long

thumbtacks (optional)

crayons or markers

common pin

Lesson Plan

Before the lesson.
Before starting this lesson, cut paper for sentence strips (paper or tag board cut to lengths approximately 2 inches wide and 12 inches long), and inflate about two dozen small balloons. Store balloons in a plastic trash bag in a closet.

Alternative: Cover a classroom bulletin board with white paper. Spread colorful balloons over the bulletin board; use thumbtacks to attach each balloon. This bulletin board is sure to arouse students curiosity if you leave it up for a couple days prior to the activity.

Introduce the lesson.
To begin the lesson, write the words man and woman side-by-side at the top of the chalkboard or on a piece of chart paper. Draw a vertical line between the two words to create a two-column chart. Have students set up a piece of writing paper in the same way. Then ask students to write words or phrases that describe the qualities or characteristics of a man under the word man and words or phrases that describe a woman under the word woman. To get the ball rolling, you might ask students to share a few ideas with their classmates. Following are some typical students responses:

Man -- active, sports-lover, short hair, hard working, truck driver, breadwinner, strong

Woman -- loving, nurse, shop, likes flowers, cries easily, long hair

Give students a few minutes to compile their lists.

Next, arrange students into small groups and ask them to share their lists with group members. Then give each group two minutes to brainstorm additional words or phrases describing a man, and two minutes to brainstorm additional words or phrases describing a woman.

Bring the groups together to create a class list of words and phrases about men and women. Write them on the chalkboard as students share them. Then ask some of the following questions:

Are you happy with the lists you have created? Do you see any changes you would like to make to them?

Are there terms that do not belong under the heading they're under? Are there terms that might fit under both headings?

Is it fair to say that all men _________ or that all women ________?

What is a stereotype?
Write the word stereotype on the chalkboard or chart. Ask students if they know what the word means. Write down the dictionary definition of the word. For example, Scholastic Childrens Dictionary defines the term this way:

noun: An overly simple picture or opinion of a person, group, or thing. It is a stereotype to say all old people are forgetful.

Expand the lesson. Write on the chalkboard or chart the following phrases:

All old people are forgetful.
Men are better at math than women are.
African-American men are the best basketball players.

Give students a few moments to consider those phrases. Then ask them to share their reactions. Lead students to the conclusion that the statements are too general to be true; encourage them to recognize that it is unfair to make such sweeping statements. Help students make the connection between the phrases and the term stereotype.

Have students return to their small brainstorming groups and ask them to come up with additional stereotypes they might have heard or thought about. Tell them keep a written record of the stereotypes they think of. When the flow of stereotype statements seems to be slowing down, ask students in each group to take a final look at their lists and mark with an asterisk 6-10 of the most interesting stereotypes. Bring the class back together so they can share their ideas. Each time a student shares a stereotype, hand that student a sentence strip so s/he can write the stereotype on a sentence strip. Instruct students to write large and bold; markers or crayons work best.

Some stereotypes that students might have thought of include:

Kids who are into computers are geeky.

Young kids are noisy.

People who wear glasses are smart.

Poor people are lazy.

Women are better cooks than men.

Girls are not as athletic as boys.

All politicians are crooks.

Everyone believes in God.

Indians live on reservations.

All doctors are rich.

All Americans like to watch baseball.

All tall people are good basketball players.

Bursting Stereotypes
Now its time to grab from the closet the bag of inflated balloons (see Before the lesson) or to stand near the bulletin board you have prepared.

If you have created a bulletin board for this activity, ask students to read each sentence strip aloud and staple it next to a balloon on the bulletin board. When all sentence strips are stapled to the board, lead a class discussion about each stereotype. [Have a common pin concealed in your hand for the next part of the activity.] Ask students if the stereotype statements are fair statements. When you are satisfied that students have refuted the stereotype, swipe the balloon with the common pin. Pop! -- that stereotype has been burst.

If you choose not to create the bulletin board, call students holding sentence strips to come one at a time to the front of the classroom. Have each student read aloud the statement on his or her strip and hold the strip up for classmates to see. Hold up a balloon as the strip holder calls on classmates to refute the stereotype on the strip. Once satisfied that the stereotype has been blasted, pop the balloon.

Winding up the lesson.
Ask students to share how they felt about the lesson. What did they learn? Were there times during the lesson when they felt angry or sad?

Additional resources.
You might want to take a look at a couple other lessons about stereotypes that we found on the Internet. The lessons provide an interesting angle or two that can be incorporated into this lesson:

Assessment

Students will write a paragraph or two explaining what they learned from the activity. They should include specific examples of stereotypes and explain why they believe those stereotypes are wrong.

Lesson Plan Source

Education World

Submitted By

Gary Hopkins

National Standards
LANGUAGE ARTS: English NL-ENG.K-12.3 NL-ENG.K-12.4 NL-ENG.K-12.6 NL-ENG.K-12.9 NL-ENG.K-12.12
GRADES K - 12
Evaluation Strategies
Communication Skills
Applying Knowledge
Multicultural Understanding
Applying Language Skills
PHYSICAL EDUCATION AND HEALTH: Physical Education NPH.K-12.6
GRADES K - 12
Respect for Others
SOCIAL SCIENCES: Civics NSS-C.K-4.2
GRADES K - 4
Values and Principles of Democracy
NSS-C.5-8.3
GRADES 5 - 8
Principles of Democracy
NSS-C.9-12.3
GRADES 9 - 12
Principles of Democracy

You might find more lesson ideas of interest on our Martin Luther King Jr., Day holiday page.

Click here to return to the Teaching @ Tolerance lesson plan page.

Copyright © 2016 Education World

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Balloons serve as a conduit in this lesson in which students "burst" stereotypes that unfairly label individuals or groups. Objectives Students will learn the meaning of the word stereotype. work in groups to come up with stereotype statements. discuss whether the statements are fair. write what they learned from the activity.

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Keyboarding Online | Web-based Keyboarding | Typing Software for Schools - EduTyping.com

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EduTyping is a revolutionary web-based software for teaching keyboarding to students. EduTyping requires no textbooks or paper and allows educators to teach a full keyboarding course or unit using 100% online technology.

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Learn touch typing online using TypingClub's free typing courses. It includes 650 typing games, typing tests and videos.

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She hosts events and workshops, has a podcast, wrote a book, and even offers some free resources on this website that will help teachers effectively use technology in the classroom.
With this resource teachers can stay up to date with changes in technology and how we can continuously provide the best resources for our students relating to technology.
However, her posts are not limited to technology. She talks teachers through many other aspects of being in the classroom and how to constantly show up for your students.

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EdTech Blog, Tools and Resources for Educators - Class Tech Tips

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This is another resource that requires you to sign up for their website and subscribe to a monthly payment plan to access their full materials.
However, they have a multitude of resources and topics that relate to the multiple categories within the business discipline. Without a membership you can still see the different topics and when you click on a lesson plan you can see the learning objectives and course standards, which can still be helpful for developing your own lesson plan.

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Microsoft Excel Project for Middle School

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Microsoft Excel Project for Middle School

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This fun excel project where students calculate cost of a birthday party is a great way for students to stay engaged in class material and have some fun with what they've learned on excel. This I believe would be best for 7th or 8th graders.

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I used this worksheet for a part of my coding lesson plan in this class and thought I would share the whole worksheet with you all. I believe this worksheet is a helpful guide to understanding what python functions do when you enter them into the program.
I suggest pulling up https://www.w3schools.com/ to type in the functions and show the students how to get an output and then you can check answers together as a class.

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This website offers lessons fit for kindergarten students all the way through college and even offers modifications for students with disabilities. Although the different topics don't have specific written out lesson plans for day by day teaching, this website still offers great information for teachers and has different worksheets and presentations for them to use.

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This lesson plan scores highly in teacher accessibility, equity, and content. This lesson plan is very detailed and easy for teachers to understand, includes all of the needed resources, and has challenging criteria for students to be pushed to their fullest potential.

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What’s Up In Finance? . For Educators . Lesson 1 | Thirteen/WNET