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Database Provider

Author

Earth Force

Grades

6th, 7th, 8th, 9th, 10th, 11th, 12th

Subjects

Science, Social Studies, Civics, History

Resource Types

  • Activity - Classroom
  • Video, 4 minutes, 4 seconds, CC, Subtitles
  • Worksheet

Regional Focus

Global

Format

Google Docs, YouTube Video

Discover: Step 3 - Policy and Community Practice Research

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Synopsis
  • In this step of the process, students will engage in extensive research about the history, context, and relevant policies regarding the environmental issue they identified.
  • This is designed to be Step 3 in a larger community-action and problem-solving process where students will actively research and interview individuals involved with the issue.
Teaching Tips

Positives

  • There are multiple resources given on the website for all of the sections of the activity.
  • It encourages responsible and safe internet research and interacting with others.

Additional Prerequisites

  • The site contains many resources for helping students understand policies and practices, identify research questions, organize their research and process the information they gather.
  • There is no lesson plan given for this activity, so you will need to construct one using the given resources.

Differentiation 

  • You could start by reviewing the goals of the activity and show students the video, then go through any vocabulary terms or internet sites recommended to research.
  • Help younger students generate research questions and help guide them in the process using the included graphic organizers.  
  • Depending on the amount of research students need to do, this activity can vary greatly in the amount of time it will take.  Adjust depending on the scope of research you want students to do.
  • If doing the full process, be sure to have students continue to gather their work in a project portfolio for use in the final reflection in the last step.
Scientist Notes
This video presents the need to dig deep, ask burning questions on environmental policies and community practices in their community, research on the problem using appropriate research methods and finding solutions. In reality, Environmental issues are complex. Using the stakeholder web to model and get a variety of responses will help unpack the complexity for students. This should be followed by a critical evaluation of responses, debriefing key findings.
Standards
  • English Language Arts
    • Reading (K-12)
      • R.6-8.12 Read with sufficient accuracy and fluency to support comprehension.
    • Speaking and Listening (K-12)
      • SL.9-12.2 Integrate and evaluate information presented in diverse media and formats, including point of view, reasoning, and use of evidence and rhetoric.
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