Lessons Adapted from YPAR

Unit Title: Photovoice for Student Choice

Lesson: 7 of 10

Lesson Title:
Photograph & Data Analysis

Lesson Background:
The students will analyze the data and begin to develop codes for: science, technology,
engineering, art, math, and environmental science. The students will begin to look to see where
they share commonalities with their peers and where there are differences in their assets and
issues (interests and disinterests in STEAM and environmental studies). Students use their
Photovoice data sheets and images to group trends. Students should begin to notice patterns in
the data even more. They should start to recognize where their interest and disinterest areas. In
this lesson, they will begin to see what their peers are interested or disinterested in as well.

Lesson Objectives:
1. Identify STEAM Environmental Science discipline interests and strengths (assets).
2. Identify STEAM Environmental Science discipline areas they want to grow in learning or
find boring (issues).
3. Use the SHOWeD process to narrate their photos and explain the meaning behind the
images.
4. Identify the patterns in the data.
5. See where students’ stories fit or differ as compared to their peers.
6. Students respect privacy of others as they analyze data and respect confidentiality.

Learning Objectives:
Students will:
1. Use time effectively working as a team.
2. Compare and contrast their photo data set to their peers.
3. Students will reflect to identify similarities and differences.

Key Words:
Photovoice, Participatory Action Research, Perspectives, Ethical Behavior, Confidentiality,
Photo Release Form, Data, Trends, Patterns, Analysis, Results
Lessons Adapted from YPAR

Grade Level: 6-8 Timing: 105 Minutes (2+ Periods)

Related Activities: Materials:

Introduction to Photovoice; Connecting with
Research Issues, Ethical Research and
Photography, Photographing and Analyzing
Stories, Photographing (Dis)Interests
Photovoice Data Sheets (Completed)
Flipchart Poster Paper
Printed Photographs from student data
Sheet protectors for the photographs
Gallery Walk Data Sheets
Table Tents

Setting: Classroom

Standards:
CTE:
Communication
2.4 Demonstrate elements of written and electronic communication, such as accurate spelling,
grammar, and format.
2.5 Communicate information and ideas effectively to multiple audiences using a variety of
media and formats.
2.6 Advocate and practice safe, legal, and responsible use of digital media information and
communications technologies.

Career Planning and Management

3.2 Evaluate personal character traits, such as trust, respect, and responsibility, and understand
3.8 Understand how digital media are used by potential employers and postsecondary agencies to
evaluate candidates.

Responsibility and Flexibility

7.4 Practice time management and efficiency to fulfill responsibilities
7.5 Apply high-quality techniques to product or presentation design and development.

Ethics and Legal Responsibilities

8.4 Explain the importance of personal integrity, confidentiality, and ethical behavior in the
workplace.
8.7 Conform to rules and regulations regarding sharing of confidential information, as
determined by Agriculture and Natural Resources sector laws and practices.

Leadership and Teamwork

9.10 Understand how to organize and structure work, individually and in teams, for effective
performance and the attainment of goals.
Lessons Adapted from YPAR

Next Generation Science Standards:

Featured Practice Featured Disciplinary Core Ideas
Crosscutting
Concept

Asking Questions & Defining Patterns Links among science,

Problems engineering, technology, and
Obtaining Evaluating and society
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.5
Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.

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.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Lessons Adapted from YPAR

Science & Technical Subjects Grades 6 - 8

Key Ideas and Details:
CCSS.ELA-LITERACY.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks.

Craft and Structure:

CCSS.ELA-LITERACY.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-LITERACY.RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a
text.

CCSS.ELA-LITERACY.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.

ACTIVITY OVERVIEW (Learning Cycle)

Ethics in Research and Research Learning Cycle Stages Estimated Time
Photography

A. Photo Reading Refresher Invitation and Reflection 15 Minutes

B. Assembling Ideas: Data Merge Application, Reflection 30 Minutes

C. Photograph Analysis Preparation Exploration 10 Minutes

D. Photograph Reading Gallery Walk Exploration; Concept 50 Minutes

Invention; Reflection

Total 105 Minutes

Preparation:
 Flip chart posters with data tables that match the Photovoice Data Sheet from Lesson 6.
Each poster is titled: Science, Technology, Engineering, Art, and Math.
 Make sure students complete their Photovoice Data Sheets; if not they need to do this
first
 Display Slide 37 from Photovoice Google Slide Show
Lessons Adapted from YPAR

 Print the photos out identified from the data sheets for Day 2
 Table Tents: Science, Technology, Engineering, Art, Math

Activity
Part I (Day 1)
A. Photo Reading Refresher
Slide # 37
 Engage students in reflecting on the sample photographs through inquiry.
1. What can we learn about the person who took these photos?
2. What do you think interests in and disinterests this person?
3. Do you relate to these photographs in any way? How?
 Let students share what they are thinking to the whole class after they record some
ideas in their field journal.

B. Assembling Ideas: Data Merge

Slide # 38
1. Show students the data tables on the slide show and the flip chart posters hanging around
the room.
2. Ask the students to show how they think the class data sheets (flip chart posters) should
be filled in; then confirm their understanding and make clarifications
3. You can assign students to monitor the completion of the posters to ensure
accurate/complete data.
4. Students will go to each poster based on their photographs and complete the poster data
set.
5. Ask students if they started to notice any patterns – if they read what their peers put up on
the poster data sheets.

Part II (Day 2)

C. Photograph Reading Gallery Walk

Prepare students for a Gallery Walk and Whole Class Data Collection.
 Do interests first, then disinterests next.

1. Show the students how to write the image numbers for their photographs on the left
margins. Students put the images in sheet protectors.
2. Have the students groups the photographs by: Science, Technology, Engineering, Art,
and Math.
3. Each table will host a discipline: Science, Technology, Engineering, Art, and Math.
4. Students should put their images on these tables with the table tents marked: Science,
Technology, Engineering, Art, and Math.
5. Place the collective class data sheet flip chart poster for each image near the table
hosting the photographs.
6. Students will work in groups rotating to tables and comparing their images to those of
their peers.
Lessons Adapted from YPAR

7. Students should complete a Gallery Walk Data Sheet that asks these questions: What
are the similarities to my interests? What are the differences in interests? What new
things can I add to interests that I did not realize I was interested in before or I forgot
about the topic?
8. Students will be given a 5 minute (may need adjusting) limit at each station.
9. Model “think aloud” at a station to show students how to answer the questions.

 Again - Do interests first, then disinterests next.

 Have the students help set up the images and next set of posters.

Misconceptions
Students may think they have to be interested in something.

Assessment
Formative:
Gallery walk data sheets; Monitor completions and check for understanding while students are at
their first five minute station.

Summative:
N/A; Preparing data for final project.

Accommodations:
Adjust lessons according to specific IEP/504 plans.
Monitor student progress and troubleshoot with those who are struggling with understanding
how to analyze the scenarios.

Hand-Outs
Gallery Walk Data Sheets
Lessons Adapted from YPAR

(Page 1 of 2)
Gallery Walk Data Sheets (Note: May want to print this “Landscape”)

Interests
Science Technology
What are the similarities to my interests? What are the similarities to my interests?

What are the differences in interests? What are the differences in interests?

How many images are here: How many images are here:
Engineering Art
What are the similarities to my interests? What are the similarities to my interests?

What are the differences in interests? What are the differences in interests?

How many images are here:
Math
What are the similarities to my interests?
How many images are here:
New Interests
What new things can I add to interests that I
did not realize I was interested in before or I
forgot about the topic?

Science Technology
What are the differences in interests?

Engineering Art

Math
How many images are here:
Lessons Adapted from YPAR

(Page 2 of 2)
Disinterests
Science Technology
What are the similarities to my disinterests? What are the similarities to my disinterests?

What are the differences in disinterests? What are the differences in disinterests?

How many images are here: How many images are here:
Engineering Art
What are the similarities to my disinterests? What are the similarities to my disinterests?

What are the differences in disinterests? What are the differences in disinterests?

How many images are here:
Math
What are the similarities to my disinterests?
How many images are here:
Disinterests
Which things are your classmates
disinterested in that you think you could
spark an interest?

What are the differences in disinterests?

How many images are here:

Which areas do students have the most interest? (Hint: compare photograph quantity at each
station)

Which areas seem to have the least amount of interest?