Content Standard F:
Science in Personal and Social Perspectives
Science and Technology in Society

The contributions of people from different cultures have enabled science and technology to progress throughout history.
Society influences the development of technology.

To understand that science and technology have advanced throughout history because of the contributions of people of different cultures.
To understand the relationship between science, technology, and society.

Cross-Curricular Connections:

Social Studies:
• Historical contributions and the influence of culture on science and technology
• Use of a timeline to record events
• Social and ethical issues
Language Arts:
• Written and oral communication
• Research
• Interviewing
• Documenting sources
Math:
• Metric measuring
• Use of scale measurements
• Sequencing
Arts:
• Drawing and illustrating

Measuring to Scale
Inferring
Predicting
Evaluating

Materials:

Per Student:
Library and/or Internet access for researching the topic
Character mask (instructions follow):

1. Photocopy of technology and/or scientist/engineer who helped develop the process or technology
   
   
2. 3' x 3' stiff piece of corrugated cardboard (or foam board from an art supply store) on which an enlarged photocopy of a drawing or photograph of the technology and/or head and shoulders of the scientist/engineer is glued. (Copy shops can enlarge a photocopy to this size.)
   
   
3. Small eye, nose, and mouth openings can be cut out of the board so that the presenter can see, breathe, and talk during the presentation. (The presenter will be behind the mask.)
   
   
4. Handles should be attached to the back of the board for the presenter to hold.
   
   
5. Students may decide to add costume elements such as a labcoat, wig, or stethoscope to make the mask 3D.
   
   
6. Colored index card for drawing or a photocopy of the technology product are also needed. If a science process is studied, the process is succinctly described on the card.
   
   *Used with permission. ( Wandersee & Roach, 1997)

Per Classroom:
meter stick
white accounting tape
4" x 6" colored index cards (a different color should be used to represent each decade of your timeline.)
tape that is safe to use on the wall
colored markers

Three 45 minute class periods

Session 1: Teacher introduction. Students determine units of measurement and tape up the timeline and index cards.

Session 2: Students may conduct their research, construct character masks, plan and practice presentations during class or as homework.

Session 3: Each presentation and discussion should last 10 - 15 minutes.

Procedure:

Session 1

1. Lead a class discussion of students’ prior knowledge about science, technology and society in order to develop a timeline.
   
   
2. Assign time periods to be included in the timeline and select colors for identification. For example, 1700 - 2000. Yellow (1700), Blue (1800), Pink (1900), Purple (2000)
   
   
3. Measure the wall on which you will tape the timeline and determine the scale to be used. For example, 5cm = 10 years.
   
   
4. Tape the white accounting tape to the wall for the timeline. Place a card with the date above the timeline where each decade begins as shown in the diagram below. Other historical events can be placed above the timeline. Students will place their science/technology cards below the timeline. Example:
   
   
5. Students select a scientific or technological event or object to research. Some suggested biofilm-focused topics include:
   a. microscope used to observe microorganisms: 1674, Anton von Leeuwenhoek (German)
   b. development of the electron microscope: 1940
   c. invention of the ice box (refrigeration of food): 1876
   d. development of freezing as a method for preserving food: 1917, Clarence Birdseye (American)
   e. discovery that germs cause disease: 1860, Louis Pasteur (French)
   f. discovery of penicillin: 1928, Alexander Fleming (British)
   g. germ theory of disease: 1876, Robert Koch (German)
   h. smallpox vaccination: late 1790s, Edward Jenner (British)
   i. development of chemotherapy: 1908, Paul Ehrlich (German)
   j. early biofilm research: 1972, Bill Costerton (Canadian)
   k. biotechnologically grown insulin: 1981 (USA)
   l. high speed dental drill: 1947 (USA)
   m. using sterile rubber gloves in surgery: 1890, William Stewart Halstead (American)
   n. bioremediation to clean up Exxon Valdez oil spill: (1989)

Session 2

1. Students research their assigned topics. They choose one pivotal event in the life of the scientist, one historical event that influenced their topic, and one way their topic influenced society. Complete the student report sheet.
   Example: E. Metchnikoff (Russian)
   Pivotal Event: One day in 1887 while looking at starfish larva under a microscope, Metchnikoff suddenly got the idea that became the basis for his phagocyte theory. He stuck a rose thorn into the larva and it was immediately surrounded by mobile cells trying to ingest the thorn and protect the larva.
   Historical Event: Louis Pasteur was the head of the new Pasteur Institute in Paris, France where research on disease was conducted.
   Influence on Society: Metchnikoff’s ideas caused an intellectual war between German and French researchers that resulted in our first understanding of how the immune system works. He was awarded a Nobel Prize in 1908.
   
   
2. Students glue a photocopy of the technology or summarize the science
   process on a color-coded index card.
   
   
3. Students construct character masks and prepare interactive historical vignettes following adaptation of the IHV format:
   a. introduction to the scientist and the technology or scientific process
   b. context and basis for the pivotal event
   c. choicepoint and sample options
   d. final outcome of the incident
   e. influence of an historical societal event on the technology or science process
   f. influence of the technology or science process on society
   
   
4. Students write the final vignette in docudrama style, with a total presentation time of no more than 5 minutes. (allow up to 10 additional minutes for discussion)

Session 3

1. Students present the first three parts of the vignette in docudrama style. Next, they stop the presentation and allow students to decide (independently) what choice they think the scientist in the vignette eventually made. Conclude by telling the rest of the story including items 5 and 6.
   
   
2. Class discussion follows in order to provide an overview of the topic.
   
   
3. Students tape their index cards to the appropriate space on the timeline.
   
   
4. Communicate the process of technological design through a graphic organizer such as a Vee diagram, concept map, or flow diagram (Novak and Gowin, 1984). It should describe and analyze the product and identify the stages of problem identification, solution design, implementation, and evaluation

Suggested Discussion Questions:

How do their childhood, education, cultural background, and personal experiences influence scientists?
Under what conditions did the scientist work?
Does there appear to be a code of conduct that scientists follow?
Can there be risks involved when new technologies are produced?

Write a science fiction short story predicting future biofilm technology.
Illustrate or write about important world historical events that were occurring when one of the timeline technologies was developed. Encourage students to discuss how these events influenced the development of this technology.
Write a news release or present an oral announcement that would be aimed at citizens who lived at that time in history and would discuss the new technology and its predicted benefits.

Microbiologist
Food Scientist
Engineer
Graphic Design Artist
Architect
Environmental Engineer
Patent Attorney
Astronaut
House Keeper
Welder
Painter

Assessment Procedures:

Illustrations and oral presentations may be evaluated using a rubric.
The timeline may be used as an assessment tool.
Students can construct a concept map of the events on the timeline showing how they are related to each other.