Women in STEM, past and present

Travel back in time to uncover the innovations of women in STEM and reflect on how we can honor and encourage women in STEM today.

  • Grades 8-10
  • 3 activities
  • 2.2 hours
Lesson Image

Big idea

Through thought provoking activities and critical thinking, students learn about women in STEM in history and now, learn about Eunice Foote and greenhouse effect, conduct an experiment to confirm her findings and explore STEM careers for all.

For a Grade 5 version, see Women in STEM, then and now. 


Learning objectives

  1. Demonstrate understanding of the achievements and challenges that many historical women in STEM faced.
  2. Demonstrate ability to conduct the experiment following instructions, observing and interpreting the results.  
  3. Demonstrate comprehension of greenhouse effect and climate change.
  4. Demonstrate engagement and focus exploring STEM careers and creating a job posting


Activities

BC curriculum fit

Social Studies 8 -10

Big idea
  • Human and environmental factors shape changes in population and living standards. (Gr. 8)
  • Emerging ideas and ideologies profoundly influence societies and events. (Gr. 9)
  • The development of political institutions is influenced by economic, social, ideological, and geographic factors. (Gr. 10)
  • Historical and contemporary injustices challenge the narrative and identity of Canada as an inclusive, multicultural society. (Gr. 10)
Content
  • Scientific and technological innovations (Gr. 8)
  • Political, social, economic, and technological revolutions (Gr. 9)
  • Environmental, political and economic policies (Gr. 10)
  • Discriminatory policies and injustices in Canada and the world (Gr. 10)
  • Advocacy for human rights (Gr. 10)
Curricular Competencies
  • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions (Gr. 8-10)

Science 9

Big idea
  • The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. (Gr. 9)
  • Energy is conserved, and its transformation can affect living things and the environment. (Gr. 10)
Content
  • Matter cycles (Gr. 9)
  • Sustainability of systems (Gr. 9)
  • Local and global impacts of energy transformations from technologies (carbon dioxide output) (Gr. 10)
Curricular Competencies

Questioning and Predicting

  • Demonstrate a sustained [intellectual - Gr. 10]curiosity about a scientific topic or problem of personal interest. (Gr. 9-10)

Planning and Conducting

  • Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data. (Gr. 9-10)

Evaluating

  • Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions (Gr. 9-10)


Career Education 8 & 9 

Big ideas
  • Reflecting on our preferences and skills helps us identify the steps we need to take to achieve our career goals. (Gr. 8-9)
  • Our career paths reflect the personal, community, and educational choices we make. (Gr. 8-9)
Content

Personal Development

  • Self-assessment for career research (Gr. 8-9)

Connections to Community

  • Local and global needs and opportunities (Gr. 8-9)
Curricular Competencies
  • Question self and others about how individual purposes and passions can support the needs of the local and global community when considering career choices. (Gr. 8-9)
  • Recognize and explore diverse perspectives on how work contributes to our community and society. (Gr. 8-9)
  • Appreciate the value of a network of resources and mentors to assist with career exploration. (Gr. 8-9)


Career Life Education 10 (CLE) 

Big ides
  • Career-life choices are made in a recurring cycle of planning, reflecting, adapting, and deciding.
Content

Career-life development

  • Self-assessment and reflection strategies

Connections to Community

  • Inclusive practices, including taking different worldviews and diverse perspectives into consideration
Curricular Competencies

Examine

  • Examine the influences of personal and public profiles on career-life opportunities

Experience

  • Identify career-life challenges and opportunities, and generate and apply strategies

Initiate

  • Explore and reflect on career-life roles, personal growth, and initial planning for preferred career-life pathways.

Assessments

Learning Objective

Emerging

Developing

Proficient

Extending

Demonstrate understanding of the achievements and challenges that many historical women in STEM faced.Demonstrates confusion around the achievements of women in STEM in history.
Correctly recalls 1-2 examples of the achievements of women in STEM in history.
Identifies examples of the achievements of women in STEM in history and explains why often men were credited for women's achievements.
Identifies examples of the achievements of women in STEM in history, explains reasons why often men were credited for women's achievements and shares how this would make them feel.


Demonstrate ability to conduct the experiment following instructions, observing, and interpreting the results.Able to follow experiment instructions, but demonstrates some confusion observing and interpreting the results.
Able to follow experiment instructions and make basic observations, but may demonstrate some confusion interpreting the results.
Able to follow experiment instructions, make insightful observations and interpret the results.
Able to follow experiment instructions, make accurate predictions and insightful observations and interpret the results on a deeper level beyond the experiment.


Demonstrate comprehension of greenhouse effect and climate change.Demonstrates some confusion of greenhouse effect and climate change.
Demonstrates basic comprehension of greenhouse effect and climate change.
Demonstrates comprehension of greenhouse effect and climate change and explains how  the gases in the atmosphere contribute.
Demonstrates comprehension of greenhouse effect and climate change, explains how gases in the atmosphere contribute, and can identify several mitigation opportunities.


Demonstrate engagement and focus exploring STEM careers and creating a job posting.Struggles to focus and demonstrates some engagement while exploring STEM careers. Shows some confusion creating a job posting.
Able to focus and demonstrate some engagement while exploring STEM careers and can create a basic job posting.
Demonstrates engagement and focus exploring STEM careers and creates a satisfactory job posting.
Clearly demonstrates strong engagement and focus exploring STEM careers and creates an exceptional job posting, and draws personal connections to at least one STEM career field they researched.

Background info

These teaching notes contain more information on the following topics:

  • Historical women in STEM
  • Celebrate women and girls in your classroom
  • Eunice Foote and the greenhouse effect
  • United Nations actions for a healthy planet
  • BC Hydro’s electrification plan
  • Women and girls in STEM today


Historical women in STEM 

Check out the following links to learn about the historical achievements of women in STEM:

According to Viterbi Conversations in Ethics, a forum for discussing engineering ethics published by the Viterbi School of Engineering at the University of Southern California, some examples of women’s work being credited to men include:

  • Lise Meitner discovered what is now known at the Auger effect, two years before the same effect was discovered by Pierre Victor Auger. She also worked with Otto Hahn to discover nuclear fission, for which Hahn won the Nobel Prize in Chemistry in 1944.
  • In the 1970s, Vera Rubin discovered dark matter, but her work was claimed by her coworker Kent Ford. 
  • Alice Ball discovered the cure for leprosy, but her work was not recognized for almost 90 years. 

According to “Erasing women from science? It is called the Matilda Effect” accessed on JSTOR Daily, a publication that provides analysis on current events, research and ideas:

  • Marie Curie was rare in the sense that she was one of few women whose accomplishments were recognized in her time. 
  • For many women, claiming credit for their inventions was difficult, because of limited social and financial ability meant that they could rarely reap the benefits of their work or fully exercise their inventive powers. 

Here is a list of what the History Channel calls Nine Groundbreaking Women Inventors

  • 1880, Maria E Beasley, the life raft
  • 1885, Sarah E. Goode, fold-out bed
  • 1886, Josephine G. Cochran, dishwasher
  • 1893, Margaret A. Wilcox, car heater
  • 1948, Bessie Virgina Blount, feeding tube
  • 1966, Stephanie L. Kwolek, Kevlar
  • 1969, Marie Van Brittan Brown, home security system
  • 1988, Patrica E. Bath, cataract treatment
  • 1991, Ann Tsukamoto, stem cell isolation

Celebrate Women and Girls in your classrooms:

Eunice Foote and greenhouse effect

According to the American Physical Society, in 1856 Eunice Newton Foote concluded that carbon dioxide could warm the atmosphere, three years before John Tyndall did.  In 1856, Foote conducted a series of experiments, using cylinders each with a thermometer inside, and each filled with different gases and gaseous mixtures — moist air, dry air, carbon dioxide, oxygen, and hydrogen, then placed them in the sun and charted how the gases warmed. The cylinder containing carbon dioxide warmed the most, she noted, and stayed at its high temperature for a long time after she took it out of the sun.

United Nations: Actions for a healthy planet

  1. Save energy at home
  2. Change your home's source of energy
  3. Walk, bike or take public transport
  4. Switch to an electric vehicle
  5. Consider your travel
  6. Reduce, reuse, repair and recycle
  7. Eat more vegetables
  8. Throw away less food
  9. Plant native species
  10. Clean up your environment
  11. Make your money count
  12. Speak up

BC Hydro’s Electrification Plan

B.C. is powered by water

In B.C., we have a unique advantage. The province’s natural landscape has allowed us to generate and deliver clean, renewable power to our customers for decades. And as we look to the future, we have an ambitious goal to do more. 

Our plan to electrify B.C.

We’ll be instrumental in building a sustainable economy in B.C. We’ll continue to support conservation efforts, while also offering new programs and incentives to help British Columbians make the switch from fossil fuels to clean hydroelectricity to power their homes, businesses, and vehicles. We’ll also help to attract new energy-intensive industries to B.C. and offer programs to reduce the time and costs for new customers to get connected to our grid. 

Our goal is to reduce greenhouse gas emissions in the province by 900,000 tonnes per year by April 2026 – that’s around the same as taking 200,000 gas-powered cars off the road for one year. Our Electrification Plan outlines how we’ll get there.


Women and girls in STEM today

International Day of Women and Girls in Science 

According to the United Nations, women are typically given smaller research grants than their male colleagues and, while they represent 33.3% of all researchers, only 12% of members of national science academies are women.

  • In cutting edge fields such as artificial intelligence, only one in five professionals (22%) is a woman.
  • Despite a shortage of skills in most of the technological fields driving the Fourth Industrial Revolution, women still account for only 28% of engineering graduates and 40% of graduates in computer science and informatics.
  • Female researchers tend to have shorter, less well-paid careers. Their work is underrepresented in high-profile journals and they are often passed over for promotion.


According to Randstad, one of the top employment agencies in Canada, here is a look at women in STEM careers in 2023:

  • Women make up less than 25% of people employed in STEM careers. According to Statistics Canada, 34% of Canadians with a STEM degree are women. They make up only 23% of Canadians working in science and technology.
  • As of 2019, there are over 6.3 million women scientists and engineers in the European Union, representing 43% of STEM employees.
  • According to research conducted by the United Nations:
    • Less than 30% of the world’s researchers are women.
    • Nearly 22,000 more women are working as science and engineering technicians than in 2016. However, women still only make up 27% of the total workforce.
    • Women make up 42% of the total number of science professionals.
    • Women only make up 15% of the total management roles in science, engineering, and technology.


UN Secretary-General Guterres calls for more empowerment for women and girls:

  • Fewer than 30% of the world’s scientific researchers are women
  • “Science and innovation can bring life-changing benefits, especially for those who are furthest behind – such as women and girls living in remote areas, the elderly and people with disabilities.”
  • According to the UN Educational, Scientific and Cultural Organization (UNESCO), women in science, technology, engineering and maths (STEM) are published less, paid less for their research and do not advance as far as men in their careers.


The STEMforGIRLS site is a resource for educators and students including featuring many female role models working in STEM fields. 


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