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.
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).
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.
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.
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.
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.
Interviews & Investigation
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.
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.
Peer Review & Revision
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.