Unit Title Lesson: Lesson Title

Lessons Adapted from YPAR
Unit Title: Photovoice for Student Choice
Lesson: 2 of 10
Lesson Title:
Connecting with the Issue: Making Learning Personal
Lesson Background:
Students have learned what Photovoice is and how it can be a powerful tool for people to have
their voices heard about important issues in their communities. Students will explore their
personal connection to the research question in this lesson.
Note: The words “female” and “girl” will be omitted from the research questions given to
students, but the words are inserted here to remind the teacher of original RQ being investigated
in this curricular intervention.
1. How does using Photovoice help the teacher learn about [female] students’ interests in
STEAM as it relates to environmental science?
2. How will connecting curriculum to [female] students’ interest influence middle school
students [girls] to have a curiosity in environmental STEAM disciplines?
Lesson Objectives:
1. Students should be able to recognize they each have similar and different perspectives
about they should learn and do at school.
2. Students will publicly speak about their ideas related to the issue.
3. Students will listen to the ideas of others.
Learning Objectives:
1. Learn how to listen to others and gain the perspectives of others even if they disagree.
2. Students will gain knowledge about themselves and how they relate to the issue of what
they should learn in classes at school.
3. Students begin to recognize their voice matters in the issue and become more comfortable
sharing their ideas so they become empowered ask for what they want to learn and obtain
new skills.
Key Words:
Photovoice, Participatory Action Research, Perspective, Student Voice, Empowerment
Grade Level: 6-8 Timing: 120 Minutes (2.5 class periods)
Related Activities: Materials:

Introduction to Photovoice 2 Minute Timer You Tube
Field Journals & Pencils
Self-Stick Flip Chart Paper
Markers
Post-It Notes
Student Voice Video Example:
Tupac 17 year old Interview (start at 18:50)
Photovoice Unit Google Slides numbers 18-21
Setting: Classroom
Standards:
CTE:
Responsibility and Flexibility

7.4 Practice time management and efficiency to fulfill responsibilities
Next Generation Science Standards:

Featured Practice Featured Disciplinary Core Ideas
Crosscutting
Concept
Asking Questions & Defining N/A Links among science,

Problems engineering, technology, and
Engagement in Argument for society
Evidence
Obtaining Evaluating and
Communicating Information
CCSS:
Common Core State Standards (CCSS)

English Language Arts Standards
⚓ Anchor Standards → College and Career Readiness
Reading
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.R.7, & SL.1
Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words and orally.
Speaking and Listening

Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate.
Language
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
ACTIVITY OVERVIEW (Learning Cycle)

Connecting with the Issue: Making Learning Learning Cycle Stages Estimated Time
Personal
Understanding the Issue Prompts Invitation and Reflection 15 Minutes
Quote and Tupac Video Analysis Concept Invention 20 Minutes
Students Prepare Their Connection to the Issue Concept Invention, 15 Minutes

Reflection
Student Presentations Concept Invention 60 + Minutes
Reflection Reflection 10 Minutes
Total 120+/- Minutes
Preparation:
 Cue up Tupac Shakur video at 18:50 to watch his viewpoints on education.
 Write “Quote” on flip-chart paper and hang where students can see it.
Activity
Part I (Day 1)
A. Understanding the Issue: Reflecting on Student Voice and Choice
1. This activity is a (TH)Ink, Pair, Share. Have students do a quick write response to the
prompts below in their field journal. The prompts should be projected on the whiteboard
from the Photovoice Unit slides, slide number 18.
 Prompts:
o How important is it to choose what you learn? Why?
o Should you have a say in what topics you’re learning in your classes?
2. Students share their feelings/ideas with an elbow partner.

3. Students share their ideas with the whole class.
B. Quote and Video Analysis

“The wealth is in THIS room!”
Give the students these instructions:
1. Write your name on the back of a post-it note and what this quote means to you
on the front of the post-it note.
2. Place the post-it note on the white poster paper that says “Quote: The wealth is in
THIS room”.
3. We will discuss your ideas later today in class or tomorrow.
4. Watch this 3 minute segment interview of Tupac Shakur (slide 20) at age 17
describing what he believes should be taught in school.
5. Discussion questions for students (slide #2) [Display the questions belwo on the
whiteboard so students can re-read them and think about their ideas.]:
6. Give the students “Three Before Me” sharing rule. The students may not share
again until three other people share before they add to the discussion.
a. Do you believe Tupac’s teachers saw the wealth in their classrooms?

b. Do you agree with Tupac, should schools redesign the subjects so students
learn what they need in the “real world”?
c. Do you agree with what he suggested students should learn? Which
subjects do you believe students should be able to explore?
d. Do you think Tupac had enough life experience and knowledge at the age
of 17 to know all the skills he would need to achieve his future dreams?
C. Students Prepare their Connection to the Issue

1. Tell the students:
To help you have choices in what you learn in school - or this class, Environmental
Literacy, explore your personal connection to this issue below:
a. How do you connect with this issue?

 Some students are bored in school because teachers do not ask the students what they
want to learn in their classes.
 How would school change for you if you were supported in exploring your curiosity
at school?
2. Write your name and responses to these questions on a notecard. Repeat this instruction.
3. Do not tell the students they are sharing until after you collect their cards. They will
become nervous and not be able to think if they know they will be in the spotlight ahead
of time.
4. While students write down their connection to the issue, walk around the room and
answer questions. Also, read the students post-it note responses on the “Quote” poster.
5. Give students about 7 minutes think and write.

6. When they finish their writing, let the students know, they will have only TWO minutes
to share their thoughts the next day. Collect the cards and shuffle these cards to determine
who will share first the next day.
Part II (Day 2)
D. Two Minute Presentations
1. Students will present their connection to the issue.
2. Have students set up their journals with a notetaking graphic and display the whiteboard.
See slide number 23.
3. Set up the Two-Minute timer (slide # 24).
4. Shuffle the cards to determine the presenter. Give the student their prepared notecard to
share their connection to the issue.
5. Instruct the students to take notes during the student share to see where they share ideas,
differ or gain new perspectives.
E. Reflection (Closure)
Slide #25
1. Have students review the ideas their classmates shared and discuss the following?
a) How many of you shared the same ideas with your classmates?
b) How many of you found new ideas you did not think of before?
c) Whose ideas resonated with you and state why?
d) Whose ideas did you disagree with and state why?
Misconceptions
Students may not understand how important their contributions are to this Photovoice unit of
study.
Students may not believe their voice will be heard and modifications to instruction will be made
to address their interests in STEAM and environmental science.
Assessment
Formative:
Check for understanding during sharing of “Personal Connection to the Issue”
Summative:
N/A
Accommodations:
Adjust lessons according to specific IEP/504 plans.
Monitor student progress and troubleshoot with those who are struggling with understanding
questions.
If students are terrified to present, they may record their presentation in Screencastify and share
with me to display in class. The recording must be done at home, at lunch or break, if students
opt out of a live presentation in class. Check-in with students to let them know of this
accommodation.
Give more time to complete responses for those who need it.
Hand-Outs
None

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Lessons Adapted from YPAR

Unit Title: Photovoice for Student Choice

Grade Level: 6-8 Timing: 120 Minutes (2.5 class periods)

Related Activities: Materials:

Responsibility and Flexibility

Next Generation Science Standards:

Asking Questions & Defining N/A Links among science,

Common Core State Standards (CCSS)

⚓ Anchor Standards → College and Career Readiness

Speaking and Listening

ACTIVITY OVERVIEW (Learning Cycle)

Understanding the Issue Prompts Invitation and Reflection 15 Minutes

Quote and Tupac Video Analysis Concept Invention 20 Minutes

Students Prepare Their Connection to the Issue Concept Invention, 15 Minutes

Student Presentations Concept Invention 60 + Minutes

Reflection Reflection 10 Minutes

Total 120+/- Minutes

2. Students share their feelings/ideas with an elbow partner.

B. Quote and Video Analysis

a. Do you believe Tupac’s teachers saw the wealth in their classrooms?

C. Students Prepare their Connection to the Issue

a. How do you connect with this issue?

5. Give students about 7 minutes think and write.

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