Lessons Adapted from YPAR

Unit Title: Photovoice for Student Choice

Lesson: 5 of 10

Lesson Title:
POV: Point of View in Photography

Lesson Background:
Students have learned Photovoice is a Participatory Action Research (PAR) methodology. They
have a better understanding or what it means to work as a team and the different roles they may
play in supporting each other as they collect and analyze data. Students should also realize there
are multiple perspectives when analyzing images. When taking photographs of people, students
should have a good understanding of ethical behavior, such as confidentiality. The students have
practiced composing photographs artistically and creatively to match an image with a theme. In
this lesson, the students will practice reading images from a class photo-bank and extract
evidence from the images to see if they can tell a story from photographs. Students learn the
SHOWeD, used in Photovoice methodology. The students will practice using this process to help
them extract information from the pictures they are analyzing.

Lesson Objectives:
1. “Read” photographs and collect evidence to tell a story.
2. Use the SHOWeD protocol to extract data from the photographs.

Learning Objectives:
Students will:
1. Learn how to analyze photos to see how they tell a story.
2. Practice pulling data from sample photographs using the SHOWEeD method

Key Words:
Photovoice, Participatory Action Research, Perspectives, Ethical Behavior, Confidentiality,
Photo Release Form, SHOWeD
Grade Level: 6-8 Timing: 90 Minutes (2 Periods)

Related Activities: Materials:

Introduction to Photovoice; Connecting with
Research Issues, Ethical Research and
Photography
4 Large Sample Photographs (Photo-
Banks from Yearbook Team Drive,
Students)
POV SHOWeD Data Sheet
Photovoice Unit Google Slides #30 - 35

Setting: Classroom
Lessons Adapted from YPAR

Standards:
CTE:
Communication
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

3.8 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

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.

Next Generation Science Standards:

Featured Practice Featured Disciplinary Core Ideas
Crosscutting
Concept

Obtaining, Evaluating, and N/A Links among science,

Communicating Information engineering, technology, and
society
Lessons Adapted from YPAR

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.

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.6-8.7
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).
Lessons Adapted from YPAR

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. What’s Up? Invitation and Reflection 15 Minutes

B. What’s the story? Exploration, Concept 25 Minutes

Invention, Application

C. POV Reflection Concept Invention, 10 Minutes

Reflection

D. Focus on You! What SHOWeD Up? Exploration, Concept 30 Minutes

Invention, Application

E. SHOWeD Review and Data Reflection Reflection 10 Minutes

Total 90 Minutes

Preparation:
 Print and hang 4 large photographs around the room for SHOWeD analysis
 Ask student to bring 3-5 of their own photographs (have back-ups just in case)

Activity
Part I (Day 1)
A. What’s Up?
Slide # 30
1. Give students the following prompt and photograph to write about in the field journal:
a. How good are you at reading a situation? Can you accurately know how someone
is feeling or what they are thinking by looking at them?
b. How do you interpret what is going on when you look at pictures? What are the
clues you see that tell you a story?

B. What’s the story?

Slide #31-32
1. Display image on slide 31.
2. Whole Class: Discuss the image using evidence:
a. What do you notice about this picture? Evidence?
b. What is this picture about?
c. What does this picture remind you of?
d. What do you think about?
Lessons Adapted from YPAR

e. What does this picture make you feel?

3. Multiple Perspectives: Record student responses and group by similarities and
differences. Ask students if they notice how they had similar and different perspectives.
Ask them is this is important when conducting research using pictures to tell a story?
4. Does the picture tell the whole story without a narrative?
5. Have students form Pairs.
6. Gallery Walk: Students will rotate in pairs to the four large pictures hung on the walls.
7. Students will complete the POV Data Sheet as they rotate.
8. Students should write down both partners perspectives – stay open to other’s ideas.
9. Select several pairs to stand up and share their point of view.
10. If students get stuck on an image, ask questions instead of suggesting what they should
see.

C. POV Reflection
Whole Class Share Slide #33

1. What did you think of how other people understood the pictures?
2. Did anything change your mind or add to your viewpoint after you heard your classmates
point of view?
3. Could you connect to the emotion in any of the photos? Why or Why not?

Part II (Day 2)

D. Focus on you! What SHOWeD UP?

Slide #34
1. Yesterday we did the first three stages of analyzing photographs to find out what the
story is. See slide #34.
2. Discuss: What we See, What is Happening, How is it connect to Our Lives with students.
3. Have them take out their POV Data Sheets.
4. Use images students want to share. They can use their own, use a partner’s, and they can
choose to work alone or in pairs.
5. Use the “Day 2” side of the POV Data Sheets.
6. Tell student to practice the same process using their photographs brought in from
homework. If they did not bring photographs, then they will need to use some from a
classmate or the class photo-bank.
7. If students know what happened right before the picture was taken, ask them to add that
information into their data set.

E. SHOWeD Review and Reflection

Reflect on the students’ experiences. Slide #35

1. Which photographs were easier to analyze and collect data? Why or why not?
2. What can these photographs show and what is missing?
3. What can we do to these photographs to give the audience more context (the story) when
we know what the photographs are about?
4. What are benefits and limitations to using photographs to tell a story?
Lessons Adapted from YPAR

Misconceptions
Students may not think there are things we may be able to learn from other people yet – OUR
lives from the SHOWeD process may take time for them to build empathy

Assessment
Formative:
Check for understanding during class discussions.
Analyze the POV Data Sheets to see if the students are collecting accurate data.
Determine how students may need help for the next lesson analyzing the POV Data Sheets
Check for student engagement and determine if lessons need to be compacted.

Summative:
N/A

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

Hand-Outs
POV Data Sheet (Day 1 & Day 2 – print 2 sided)
Lessons Adapted from YPAR

POV (Point of View) Data Sheet Partners Names: &

(Day 1)

Complete the table below by analyzing four images with your partner. Be as detailed as possible
with your data collection. What do the pictures show?

SEE HAPPENING OUR LIVES

Image What is the first People Present? What is this What does this
# thing you notice If so, What do you picture about? picture make
about this picture? imagine the you feel &
What do you person/people are think about &?
SEE? thinking?
1

SHOWeD Process
See: What do you see? Happening: What is happening in these photographs?
Our Lives: How do these photographs connect to our life?
Lessons Adapted from YPAR

POV (Point of View) Data Sheet Partners Names: &

(Day 2)

Complete the table below by analyzing four images with your partner. Be as detailed as possible
with your data collection. What do the pictures show?

SEE HAPPENING OUR LIVES

Image What is the first People Present? What is this What does this
# thing you notice If so, What do you picture about? picture make
about this picture? imagine the you feel &
What do you person/people are think about &?
SEE? thinking?
1

SHOWeD Process
See: What do you see? Happening: What is happening in these photographs?
Our Lives: How do these photographs connect to our life?