Lessons Adapted from YPAR

Unit Title: Photovoice for Student Choice

Lesson: 4 of 10

Lesson Title:
Photo Scavenger Hunt and Managing Images

Lesson Background:
This lesson will help students practice photography skills. Also, students will learn how to
manage and upload images from a camera or smart phone. This lesson will provide students with
some skill practice prior to their Photovoice data collection. Students will also become
accustomed to sharing why they took certain photos in a specific way or symbolically.

Lesson Objectives:
Students practice to:
1. Compare and contrast photos to analyze their meaning
2. Ethically taking creative photography to tell a story
3. Setting up a Google Team Drive to share files
4. Making a safe and respectful digital footprint and meeting project deadlines

Learning Objectives:
Students will:
1. Learn how to creatively and artistically compose photographs
2. Learn how to set up, upload, and retrieve photos using Google Team Drive
3. Learn how to identify specific photos image number and state why photograph is
important
4. Develop observation skills, while learning to compare and contrast photographs so
photography and analysis skills may be developed
5. Learn safe, legal, and responsible digital media management
6. Practice ethical photography and digital footprint awareness
7. Complete projects within deadline

Key Words:
Ethics, Composition, Frame, Perspective

Grade Level: 6-8 Timing: 100 Minutes (2 class periods)

Related Activities: Materials:

Introduction to Photovoice Digital Cameras (1 per student if possible) or
Ethics in Photography Smart Phone Cameras
Digital Citizenship Sample Photographs Printed of school or past Photovoice Projects
Hall (photography) passes (class set)
Scavenger Hunt Checklist
Photovoice Unit Google Slides slide 10
Lessons Adapted from YPAR

Tips: N/A Setting: Classroom, School Campus, Home, Community

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

3.8 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.

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
Asking Questions & Defining N/A  Links among science,
Problems engineering, technology, and
Obtaining, Evaluating, and society
Communicating Information

CCSS:

Common Core State Standards (CCSS)

English Language Arts Standards
Lessons Adapted from YPAR

⚓ 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.

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.
Lessons Adapted from YPAR

ACTIVITY OVERVIEW (Learning Cycle)

Practicing Photography Learning Cycle Stages Estimated
Time
Introducing the Activity; Discussing Questions Invitation and Reflection 15 Minutes

Photo Scavenger Hunt; Practicing Observing Exploration 20 Minutes

Discuss Scavenger Hunt Experience Reflection 10 Minutes

Create and Share Google Team Drive Exploration 15 Minutes

Upload images to Team Drive & Shared Google Exploration 20 Minutes

Slide Show

Present “Words” & Photographs, Share Why, Reflection 20 Minutes

and Analysis

Total 100 Minutes

Preparation:
A. Display the slides from Photovoice Google Slideshow that has:
1) the directions for the students telling them how to create a Google Team Drive and
2) share the team drive with the teacher
3) directions for uploading images from the camera/smart phone to the team drive
4) Have class-set of hall (photography) passes for students to take photographs at school
5) Scavenger hunt checklist
6) Insert photographs into Google Slides collection from scavenger hunt. Make sure photos are
organized by the scavenger hunt words.

Activity
Lessons Adapted from YPAR

Part I
A. Invitation to Investigation & Reflection (Anticipatory Set)

1. Creatively and artistically display sample photographs on tables prior to students entering
the room.
2. Display sample photo on LCD projector from slideshow.
3. Have students record answers to these questions in their field journals:
a. What are the first words that come to mind?
b. Are these images metaphors or proverbs?
c. Do the images symbolize anything?
d. What feelings do you have as you observe the images?
e. Do these remind you of a concept from science or history?

*These images may evoke symbols of honesty, feeling silly, or ethics in research.

4. Allow students to share their opinions at their tables, then out loud to class. The students
may share the ideas of others too.

B. Photo Scavenger Hunt

1. Today’s goal is to practice taking and composing photos at school of specific items from
the Scavenger Hunt Checklist to become more observant and skilled at taking artistic
photographs.
2. Make sure each student has a hall (photography) pass and understands responsibilities: do
not enter classrooms, do not photograph humans w/o written permission (photo release),
do not post any photos of anyone online, remind students of their digital footprint and
impact on future employment.
3. Make sure each student has a “Scavenger Hunt” checklist for images they must capture at
school.
4. Give explicit instructions for Scavenger Hunt:
a. You will work in pairs.
b. Be creative.
c. Take pictures of concepts on the checklist.
d. You can be symbolic, since you may not find everything literally on the checklist.
e. You may take extra pictures to get the best image you can.
f. You may not interrupt other classes.
g. You cannot stage a moment – be authentic.
h. Photos of human faces without a photo release will be disqualified (not accepted).
i. Photograph humans if faces are obscured or can be seen.
j. Show utmost respect to anyone you photograph.
k. Kindly show Hall/Photography Pass when asked to do so.
l. Do students know what all the words mean in the checklist?

C. Reflection of Scavenger Hunt

Reflection in Field Journal:
Lessons Adapted from YPAR

a. Were there any words you struggled to photograph?

b. Which words were most fun for you photograph?
c. Which words were the easiest to photograph?
d. Which photograph # are you most proud of to share with the class?

Part II (Day 2)
D. Make Team Drive and Share
1. In Pairs, students follow the directions on the screen to make their Team Drive and Share
with their partner and teacher.
2. Students follow the directions on the screen to upload their BEST photographs to the
team drive.

E. Upload Images to Team Drive and Scavenger Hunt Google Slides

1. Have students upload their BEST photos into their Team Drive.
2. Have Students insert their BEST pictures into the shared Google Slide Show by Word
3. Go through each “Word” and photograph.
4. Have the Photographers share WHY they selected those photographs to match the words.

Reflection (Closure)
1. As you listened to your classmates share why they selected certain photos for the
scavenger hunt, respond to the following in you field journals and be prepared to share
your ideas with the whole class:
a. Select the slide # with a photograph that best represents each word/concept
photographed
b. Which slide #’s with photographs were the most creative?
c. Did you notice any patterns in the photos for each word? Were there similar
locations at school that represented that word?
d. What did you learn from others photography skills that you will attempt to
emulate in the future?

Misconceptions
Students may still be confused about guidelines photographing human faces without permission.
Students may not yet understand the concept of composing photography artistically and
creatively.

Assessment
Formative:
Checking for understanding when students share out thinking in class.
Field journals will also be reviewed to check for understanding and student thinking.

Summative:
Students will be assessed on following photography guidelines as they related to photographing
humans, obtaining phot releases as asked and setting up and sharing team drives as directed.

Accommodations:
1. Adjust lessons according to specific IEP/504 plans.
Lessons Adapted from YPAR

2. Monitor student progress and troubleshoot with those who are struggling with technology.
3. Give more time to complete the project for those who need it.
4. If students finish early, have them help other groups build the Google Slide Show

Hand-Outs Below
1. Scavenger Hunt Checklist
2. Hall (Photography) Pass
3. Photo Release Form
Lessons Adapted from YPAR

Scavenger Hunt Checklist Names: __________________

__________________
Directions:
Take pictures that represent the words below.

Ethical Guidelines: If you take a picture of a person, make sure you ask their permission first.
Their face must not show and the picture must be respectfully taken. Do not post any images on
social media of you or any students at school. If a person grants you permission to photograph
their face, you must obtain a signed photo release from the person. Under any circumstances
whatsoever, do not publish the images with faces on social media. All students are minors and
need parental consent for you to share images. This is the beginning of your digital footprint
future employers may be viewing.
Image File #’s What is it? Location How does it
& Word Photographed represent the
word?

1 Technology

2 Science

3 Engineering

4 Art

5 Math

6 Loud

7 Quiet

8 Nature

9 Destroyed

10 Restored
Lessons Adapted from YPAR

Image File #’s What is it? Location How does it

& Word Photographed represent the
word?

11 Interested

12 Bored

13 Littered

14 Cleaned

15 Power

16 Powerless

17 Closed

18 Open

19 Wild

20 Love
Lessons Adapted from YPAR

Hall (Photography) Pass:

1. Fill in Dates and Periods
2. Copy each period on a different color.
3. Email all staff to inform them of students working on project.
4. Students write names on the back in pen.

Photography Pass Photography Pass Photography Pass Photography Pass

Date: Date: Date: Date:
Period: Period: Period: Period:
Teacher: Teacher: Teacher: Teacher:
Photography Pass Photography Pass Photography Pass Photography Pass
Date: Date: Date: Date:
Period: Period: Period: Period:
Teacher: Teacher: Teacher: Teacher:
Photography Pass Photography Pass Photography Pass Photography Pass
Date: Date: Date: Date:
Period: Period: Period: Period:
Teacher: Teacher: Teacher: Teacher:
Photography Pass Photography Pass Photography Pass Photography Pass
Date: Date: Date: Date:
Period: Period: Period: Period:
Teacher: Teacher: Teacher: Teacher:
Photography Pass Photography Pass Photography Pass Photography Pass
Date: Date: Date: Date:
Period: Period: Period: Period:
Teacher: Teacher: Teacher: Teacher:
Photography Pass Photography Pass Photography Pass Photography Pass
Date: Date: Date: Date:
Period: Period: Period: Period:
Teacher: Teacher: Teacher: Teacher:
Photography Pass Photography Pass Photography Pass Photography Pass
Date: Date: Date: Date:
Period: Period: Period: Period:
Teacher: Teacher: Teacher: Teacher:
Photography Pass Photography Pass Photography Pass Photography Pass
Date: Date: Date: Date:
Period: Period: Period: Period:
Teacher: Teacher: Teacher: Teacher:
Photography Pass Photography Pass Photography Pass Photography Pass
Date: Date: Date: Date:
Period: Period: Period: Period:
Teacher: Teacher: Teacher: Teacher:
Lessons Adapted from YPAR

Photo Release Form

I agree to have the photo # ______ used in the Photovoice Research project at school.

I am at least 18 years of age or older: Yes No

Parent/Guardian Signature Participant Signature Age

Print Parent/Guardian Signature Print Participant Name

Photo Release Form

I agree to have the photo # ______ used in the Photovoice Research project at school.

I am at least 18 years of age or older: Yes No

Parent/Guardian Signature Participant Signature Age

Print Parent/Guardian Signature Print Participant Name