Project Kick-Off

As an introduction, we will watch this commercial (https://www.youtube.com/watch?v=fS7rbkukanA) and discuss it.

Task Description:

In class, we will kick off our investigation of this topic by watching this video. It doesn't have any words, but the images are powerful. We will do some pre-watching and post-watching discussion using this handout.

Task Type:
driving question
Task Focus:
content
Task Time:
35-40 minutes

Files

Brainstorming

Using Padlet, students will work in small groups to brainstorm about our topic.

Task Description:

As we begin to investigate the issue of water quality in our community, it is important that we establish where we are and what we want to do as a collaborative group. Group brainstorming is a good way to begin. I plan to use a K-W-H-L format (What we KNOW, What we WANT to find out, HOW we can find out, and What we have LEARNED).

Task Type:
need to know
Task Focus:
content
Task Time:
45 minutes
Task Extension:

Students can continue to add to the initial list as the inquiry process deepens. It can serve as a useful review to revisit the brainstorming list as the project progresses.

Technology Tips:

Padlet is a useful tool for collaboratively creating online information board (similar to how we have used poster paper on the wall in the past). Students can easily refer back to our brainstorming list.

Files

Identifying Resources

Students will have class time (and continue outside of class) to begin identifying resources from the community and online that can support their inquiry into this topic.

Task Description:

To build on the brainstorming work done previously, students will work in small groups to identify relevant resources, including articles, videos, ads/commercials, and community leaders who might be able to help us learn more about the issues related to water quality. These resources will be collected on a Pinterest board for the class (those students who don't have Pinterest can share with others or with the instructor). Ideally in this process, we will identify community experts that the students can interview.

Once these community experts have been identified, we will formulate questions (in Spanish) that can be used in the interviews. We can add to our language "need to knows" and refine the questions along the way.

Task Type:
scaffolding
Task Focus:
interaction
Task Time:
may vary (I'm planning for 2-3 class periods)
Technology Tips:

Pinterest is a great resource to collect online resources, and using a shared board (either secret or public) is a way that multiple students can contribute by pinning links.

Potential Hurdles:

It may be difficult to find Spanish-speakers and Spanish language resources about our water issues in Iowa, though this does show a need that students can fill.

Files

Interviews & Investigation

Students will have time to work on their interviews and continued investigation. We will debrief as a class and revisit our K-W-H-L chart to add updates.

Task Description:

During this time, students will meet (either face-to-face or online) with the experts and conduct their interviews, using the questions we've written and their interview guides. After they do that, they will have additional work time to see which of their questions have been answered and what other information is still needed, so we can continue the inquiry process. As a part of the debriefing process, we will revisit our K-W-H-L chart on Padlet and add our new information and identify areas that still need more work.

Task Type:
need to know
Task Focus:
content
Task Time:
may vary (I'm planning for 2-3 class periods)

Files

Drafting

Students will begin drafting their materials (format to be determined by students) to share their findings about water quality issues with the Latino community in our area.

Task Description:

Now that students have had time to consult a variety of sources (video, print, and experts), they will use that information to prepare their materials. Ideally, these will be online, possibly infographics, videos, VoiceThread presentations, etc., that can be shared via our community partner. 

Task Type:
scaffolding
Task Focus:
content
Task Time:
may vary (perhaps 1-2 class periods)

Files

Peer Review & Revision

Students will share their drafts with other classmates and get feedback on format, content, and language.

Task Description:

Students will bring their drafts to class in order to get feedback on their progress so far. Students will share their drafts with other classmates and get feedback on content (and to a lesser extent, the language used) from both classmates and the instructor.

Task Type:
scaffolding
Task Focus:
content
Task Time:
45-55 minutes.

Files

Practice Presentations (in Class)

In preparation for sharing our final products with our community partners and the Latino community in our area, students will present them in class and get additional feedback.

Task Description:

In preparation for sharing our final products with our community partners and the Latino community in our area, students will present them in class and get additional feedback.

Files

Community Partner Presentation

As part of our culminating celebration, we will hold an open house with our community partner and premiere our Spanish-language materials about water quality issues in Iowa.

Task Description:

As part of our culminating celebration, we will hold an open house with our community partner and premiere our Spanish-language materials about water quality issues in Iowa. We will host a gallery-walk style event so people can informally view the materials that students have designed.

Files