Partner your students based on their knowledge. An example of one way to form partners could be based on similarity in student interest on the topic of Global Warming. Using video cameras, let the students interview their project partner asking the following questions:
1. What is Global Warming?
2. Does it affect you? If so, how?
When done switch and interview again. Share videos with classroom and post interviews to blog (call it “Take 1”).
Please view the following videos with your students. You will see experts interpreting Global Warming through 4 strands: environmental, societal, economic, and political.
Share the following articles and websites with your students. Ask them if they can find any evidence from these materials to verify the claims they made within their classroom learning community.
Articles:
Are all Forests Created Equal？
Climate Variability, Global Change, Immunity, and the Dynamics of Infectious Diseases
Provide your students the 25-point rubric that assesses the students’ definitions of global warming. Have a whole class discussion before they start working on the rubric to guide them through the meaning and application of this rubric. Students write a blog post critiquing the answers they provided during the revised interview session. If their post passes the rubric (score of 15 or above), proceed to Go Public, if not return to Research and Revise and continue to work until the standard is met.
Ask your students to re-film their interviews using knowledge gained from research (call it “Take 2”). The interview will use the same questions as presented in the “generate ideas” portion of the cycle. Post the Take 2 videos to the “public” section of the content management system.