Lessons Adapted from YPAR

Unit Title: Photovoice for Student Choice

Lesson: 9 of 10

Lesson Title:
Writing Your STEAMy Nature Story!

Lesson Background:
Students are preparing to put their presentation together. They have written their first draft of
what their interests are and disinterest are in STEAM. Now they need to share a little bit about
themselves and who they are at a deeper level. This is important because their values and what
they want to do are central to the story and why what they want to learn is important to their
growth. The students will now use an image of themselves and narrate what they hope to know,
what they hope to do, and the values that will guide them along their journey. They students will
also examine their connection to nature.

Lesson Objectives:
1. Identify what knowledge students hope to gain while on their early college and career
exploration path.
2. Identify what students hope to do (skills) to support them on their early college and
career path.
3. Identify their values that will guide them along their early college and career path.
a. Students will complete these three objectives by annotating an image of
themselves.
4. Identify connection to nature.
5. Summarize the way students see themselves and incorporate the information into their
story using their annotated image.
6. Choose how they will present their story: Digital Poster (Google Slide), Tri-fold Poster
Cardboard Poster, Narrated Google Slide Story, or Photo Voice, Mini Autobiographical
Documentary

Learning Objectives:
Students will:
1. Explore and claim the knowledge, skills, and values that are guiding their early college
and career paths
2. Learn the technology tools needed to annotate their self-portrait in a Google Slide
3. Edit work for improvement

Key Words:
Photovoice, Participatory Action Research, Perspectives, Ethical Behavior, Confidentiality,
Photo Release Form, Coding, Data, Trends, Themes, Storytelling

Grade Level: 6-8 Timing: 95 Minutes (2+ Periods)

Related Activities: Materials:

Lessons Adapted from YPAR

Photovoice; Connecting with Research Chromebooks

Issues, Ethical Research and Photography, Google Slide
Photographing and Analyzing Stories, Data Photovoice Unit Google Slides
Summary of Stories Students’ Self Portrait (Photograph)

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

3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career
decision making.
3.2 Evaluate personal character traits, such as trust, respect, and responsibility, and understand
the impact they can have on career success.
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.
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.
Lessons Adapted from YPAR

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. Who am I? Invitation and Reflection 15 Minutes

B. Annotated Portrait Reflecting 30 Minutes

C. Preparing Presentation: Who are We and Reflecting 50 Minutes

How do I Fit in?

Total 95 Minutes

Preparation:
 A few days before homework, ask students to email a photographed self-portrait to
themselves. They can have a friend or family member take the photograph they want to
use. Note: if students do not want a photo of themselves, they may use a stick figure
instead.
 Contact Public Library for Exhibit; Alternatively arrange exhibit at school; Make
invitations

Activity
Part I (Day 1)
A. Who am I?
Slide #47
1. Project the stick figure on the whiteboard with the questions: “How do you see
yourself? What do you hope to know? What do you hope to do? What are your values
that guide you?
Lessons Adapted from YPAR

2. Students will draw the stick figure in their journal and annotate the stick figure
pointing to these areas (brain, hands, heart) to symbolize their knowledge, skills, and
values.

B. Annotated Portrait
Slides 47- 49
1. Students will create a Google Slide
2. Save as: LastName_Portrait
3. Share the Google Slide with the teacher
4. Insert self-portrait (download from your email)
5. Students annotate the self-portrait just as they did the stick figure to show how they
see themselves and connect their interests/disinterests.
6. Encourage them to add new annotations to their portrait as new ideas come to mind
beyond their stick figure annotations.
7. Students need to answer these questions: What is your connection to nature? What is
your goal, hope, and dream for what comes next after this picture?

Part II (Day 2)
C. Preparing Presentation: Who are We & How do I Fit in?
Slide 50
 Students will choose groups and then start to brainstorm how they are going to piece
together all their stories using the information below.
1. Students choose a group: 3-4 people
2. Choose either Google Slides narrated with Screencastify, Narrated Voice Thread,
3. Mini Documentary, or suggest a reasonable alternative (to be approved by teacher)
4. Whole group selects 10 STEAM images total; 5 interests & 5 disinterests
5. Each person adds their story to the presentation (Google Doc)
6. Each person adds their annotated portrait (Google Slide)
7. Each person connects themselves to the class story as a whole; compare and contrast
how you fit into the class story
8. Be creative and have fun

Misconceptions
Students may not believe they have the power to advocate for change.
Students may not see Photovoice as a legitimate research methodology for advocacy.
Students may not be able to transfer their interests to other contexts.
Students may not be able see research as a cyclical process.

Assessment
Formative:
Annotated Self-Portrait

Summative:
Presentation
Lessons Adapted from YPAR

Accommodations:
Adjust lessons according to specific IEP/504 plans.
Monitor student progress and assist with technology
Make sure groups are balanced
Provide more time as needed

Hand-Outs
N/A