Neighborhood Advocacy Podcast

Parks: Local Research

SAMPLE LESSON

IN THIS LESSON

60 MIN

GRADES

6-8TH

TIME

Considering the impact of access to local parks on youth

Students will be introduced to the podcast project and analyze the prompt as a check for understanding. They will discuss the meaning of the word advocacy and watch a video about teens advocating for access to a neighborhood park. After that, students will research about parks in Nashville and their neighborhood to make a personal connection to the topic.


OBJECTIVES

  • I can discuss the meaning of the word advocacy and an example of youth advocacy.

  • I can use research skills to understand how Nashville and my neighborhood are impacted by access to parks.

  • SSP.01 Collect data and information from a variety of primary and secondary sources, including: printed materials (e.g., literary texts, newspapers, political cartoons, autobiographies, speeches, letters, personal journals), graphic representations (e.g., maps, timelines, charts, photographs, artwork), artifacts, media and technology sources

    SSP.02 Critically examine a primary or secondary source in order to: Extract and paraphrase significant ideas and relevant information, distinguish the difference between fact and opinion, draw inferences and conclusions, recognize author’s purpose, point of view, and bias, assess the strengths and limitations of arguments

    SSP.03 Synthesize data from multiple sources in order to: Recognize differences among multiple accounts, establish validity by comparing and contrasting multiple sources, frame appropriate questions for further investigation

  • Collaborative Discussion

    6-8.SL.CC.1 Prepare for collaborative discussions on grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing one’s own ideas clearly.

    Research

    6.W.RBPK.7 Conduct research to answer a question, drawing on multiple sources and refocusing the inquiry when appropriate.

    7.W.RBPK.7 Conduct research to answer a question, drawing on multiple sources and generating additional related, focused questions for further research and investigation.

    8.W.RBPK.7 Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused questions that allow for multiple avenues of exploration.

  • SEL Indicators

    3B.4 Works collaboratively with peers to complete a job, task, or address a need

    4A.1 Practices reflective listening

    4A.2 Demonstrates ability to perform different roles in a cooperative group to achieve group goals

STANDARDS

LESSON SLIDES

LESSON VIDEO

Procedure

    1. Have students independently answer the following question: What do you already know about podcasts? Have you ever listened to a podcast or overheard a family member listening to one?

    2. Ask students to share their answers with the class.

    3. Discuss the “What is a Podcast?” slide.

    1. Read the project prompt aloud: During this unit, your group will write and record an 8-10 minute podcast to share what you have learned with other young people. Your podcast will explain the importance of parks, discuss your ideas and opinions about problems you see with parks in your neighborhood, and suggest potential solutions to improve local parks.

    2. Review the PAST technique for analyzing the prompt.

      - Purpose: Why will I be doing?

      - Audience: Who will be listening?

      - Subject: What will I be speaking about?

      - Type: What form will my work take?

    3. As a group, ask students to underline each part of the prompt using a different color.

    1. Use the vocabulary slide to discuss the word advocacy and ask students to briefly discuss each of the questions:

      • What does advocacy mean in your own words?

      • Can you think of examples of advocacy?

      • How will your podcast be a form of advocacy?

    2. Watch the “Teen Advocates for a Neighborhood Park” video from PBS Learning Media and then discuss the following questions:

      • What problem did the teen advocacy group notice in their community?

      • How did they get support from other people in the community to address this problem?

      • What was the solution? What impact did this have on the community?

      • Was the solution permanent? What is one of the challenges this shows?

    1. Pass out the Local Parks Research handout and computers and have students complete the activity in small groups.

    2. If there is time after everyone has finished, ask students to share what surprised them or what they thought was interesting during the analysis.

    1. Have students fill out the Daily Reflection for Day 1, which asks the following: What do you believe are the two most interesting or relevant facts from your neighborhood research that you could use in your podcast?

Materials

Advocacy Podcast Day 1 Presentation

Day 1 Launch

Video: Teen Advocates for a Neighborhood Park

Local Parks Research

Day 1 Reflection

Computers

Differentiation

Students will be guided through the project prompt as a check for understanding. They will have the opportunity to use a variety of sources during their research to learn about the topic, including videos, Google Maps, and the ParkScore Index. Teachers can group or pair students during lesson activities to support all learners and can plan to facilitate a teacher-led group for students who might need additional support.