Grade 5 Health Lesson Plans

LESSON 1: Stereotyping

Time Frame:
Two 40-minute periods

Specific Curriculum Outcomes:
#6  Understand how male/female stereotyping affects a child’s role in some families.
#7  Identify ways of eliminating male/female stereotyping.

Lesson Objective:
To identify examples of stereotyping in society and to recognize the effects.

Skills and Processes:
In this lesson students will

Overview:
Students will engage in class discussion to learn what stereotyping is. They will identify examples from various media and will recognize stereotyping in their own lives.

Activity 1

Students will engage in a class discussion.

Suggestions:

Activity 2

Home assignment: Teachers will ask students to use books, magazines, and the Internet to locate pictures depicting examples of stereotyping. They will cut or copy these pictures and write a caption for each. The pictures and captions will be displayed on a bulletin board in the classroom.

LESSON 2: Stereotyping (con’t)

Activity 3

Read students the following quote from the Women and Education webpage of the Let’s Teach About Women website and then have a class discussion around the kind of stereotyping it illustrates. Explain to your students that the quote came from a brief developed by the “Education Group” of the Newfoundland Status of Women Council. To fight this kind of stereotyping, they made presentations to the Faculty of Education at Memorial University, the government, teachers, and guidance counselors. They also published a career booklet aimed at 8 year-olds that showed women in non-traditional jobs. The actions of these few women played a major role in eliminating sex-role stereotyping in textbooks in our province. This is one example of how the actions of women changed people’s ideas about one issue that involved stereotyping. 

Out of all the books we looked at, not one showed women as frequently as men in pictures… (One reader) has 25 stories with male leads, 3 with female leads, 7 where leads are shared. The females who take the lead do not always provide positive models either. When you have to count as female leads a princess who stays in bed for the whole story…the old woman who sewed the top of her apron onto the bottom to make it longer…and Cathy who puts the dog’s hair up in curlers, it is obvious that the field is not overcrowded with strong heroines.

Activity 4

Teachers will ask students to use what they have learned about stereotyping in a discussion about stereotyping in their personal lives. Teachers will post the following suggested questions on chart paper. 

Assessment Ideas:
Teachers can evaluate students on their ability to:

Extension:
Teachers could ask students to view a commercial on television that illustrates stereotyping. Students could answer the question: “Does this ad fit the definition of stereotyping that you developed?”