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Appendix 1


Year Level: 11 Time:11:30am 12:20pm Date: 27/02/15
Learning Area: Psychology

Students Prior Knowledge:

Ability to work in a group
Use of Padlet
Introduction to Social Psychology

Strand/Topic from the Australian Curriculum:

Social Categorisation: Stereotypes
General Capabilities (that may potentially be covered in the lesson)


ICT competence

Critical and
creative thinking


Personal and


Cross-curriculum priorities (may be addressed in the lesson):

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies: (Mathematics only)

Asia and Australias engagement with Asia


Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Define the term stereotype and social categorisation.
Distinguish between different types of social categories and their associated stereotypes.
Evaluate how stereotypes are formed and why we use them.
Teachers Prior Preparation/Organisation:
Ensure weebly contains all the appropriate links
and learning material.
Ensure YouTube video is downloaded and ready to
Ensure all students have individual computer
Have a projector screen in the room for video.

Provision for students at educational risk:

Have challenging questions ready for high
achieving students.
Address students who do not understand
concepts with less challenging questions.
Ensure students with a hearing impairment
have access to aids (for example, ear phones
to enhance volume of video).

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Motivation and Introduction:




First thought activity

Once students have taken their seats, ask them to close their eyes and
generate a mental image of a person described to them. Instruct students to
use only their first thought when questioned afterwards. Ask them to
generate a first thought of a kindergarten teacher, race car driver, taxi driver
and dancer. Pause after each one and ask the students as a class to put
their hand up if they saw a male or a female for each one. Ask one student
for each occupation to describe the image they generated and allow the
students to discuss any similarities or differences.
Learning objectives
Inform the students of the lesson objectives, Today we will be discussing
the concept of social categorisation, different types of stereotypes, how
stereotypes are formed and why we use them.
Lesson Steps (Lesson content, structure, strategies & Key Questions):



Bitstrips activity
Instruct students to open the WebQuest page and click on Lesson 1.
Explain to them that they are going to create an avatar and assign each
student with either a police officer or nurse (every second student).
While students are creating avatars, walk around the room to make sure no
one is having trouble using the program.
Once they have created their avatars, ask the students who created a
police officer if they created a male or female and what their features were.
For students who created a nurse, ask them if they had any difficulty
choosing a man and why (the uniform is a dress). Allow students to see
each others avatars. They will be able to note certain patterns and certain
Assign partners (sitting next to each others) and ask them to discuss,
Why do you think we generate different and/or similar pictures of people
based on a single category like occupation? Why would it be important to
be able to use stereotypes to distinguish people of these two occupations
Ask 2 or 3 people to report back to the class on their answers.
Definitions and explanations
Please read the description on social categorisation and stereotypes after
the Bitstrips link on your web page. This information is based on your text
After students have read this information ask them a series of questions to
make sure they have understood major concepts:
Can anyone explain to me what social categorisation is?
Can anyone think of any examples of social categories?
Can anyone explain to me what stereotypes are?
How and when are stereotypes formed?
Why do you think we categorise and stereotype people?
Clarify any unanswered questions.

Link to Bitstrips on

Weebly page Social

description from Fletcher
& Garton (2007) text
book p237-239.




Padlet brainstorm generate stereotypes

Ask the students to click on the link generating stereotypes which will
open up a brainstorming page. Tell the students they have one minute to
write as many examples of different stereotypes they can think of. For
example, only boys like football.
Once the minute is over, invite them to read through all the different
answers. Ask the students, Was it easy or difficult to generate these
stereotypes? Why do you think so?
Job match activity
Leading on from what we have already learned, you are now going to have
an opportunity to test your own thinking in an online activity. This activity will
require you to select the most appropriate person for a specific job. Please
click on the link Scootle and allow the page to load.
Walk around the classroom and make sure everyone has opened the link
and it has loaded before instructing students to start.
Once finished the activity ask students:
What did you learn from this activity?
Who got some of the answers wrong when not talking to them?
What does this tell you about stereotypes and why we use them?
Padlet brainstorm challenge stereotypes
Now I would like you to open up a fresh brainstorming page by clicking on
the link challenging stereotypes. Instead of listing stereotypes, think of
some challenges to stereotypes and write these up on the page. You can
think back to the stereotypes you used in the first activity, think about
personal experience or something similar to the job match activity
examples. The purpose of this activity is to understand that not all
stereotypes are correct.
Once the activity is over, ask the students,
Was it easier or more difficult to think of a challenge to a stereotype?
Why do think this is?

Padlet link on weebly:

Job match activity link

on weebly:

Padlet link on weebly:

Lesson Closure:(Review lesson objectives with students)



YouTube video
Instruct students to turn their attention to the front of the room and play the
video on the projector screen for everyone to watch at once. At the end of
the video ask students to think about the impact that stereotypes can have
on different people.
How does that video clip make you feel about stereotypes?
Do you think its possible to change stereotypes?
This video will lead into the next lesson and allow students to start thinking
about the impact stereotypes can have on people.

Projector screen and

YouTube link on weebly:
Always #Like a Girl
(3:19 minutes)
Jun 27, 2014

Review lesson objectives

Reinforce the lesson objectives and promote higher thinking by asking each
group one of the following questions;
Can someone tell me what a social category and stereotype is, giving an
Are stereotypes based on fact and they 100% accurate?
Does everyone use stereotypes?
How do you think stereotypes form?
What could have influenced the way your stereotypes were formed?

Transition: (What needs to happen prior to the next lesson?)

Advise students that we will be discussing stereotypes in more depth next

lesson. We will focus more on how stereotypes can impact performance
and our own identity and self-worth.
Assessment: (Were the lesson objectives met? How will these be judged?)
The lesson objectives were addressed during the questioning after the
avatar activity, after reading the definitions, during and after the padlet
activities, after the job match activity and during the review of objectives in
the lesson closure. It will be judged whether the lesson objectives have
been met by making note of students answers to questions and walking
around the room making informal assessments of students participation.