Digging Deeper: Project-Based Inquiry (Gather and Analyzing)

Facilitated by: Sonja Bot

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In this session, we will enter Stage 2 and Stage 3 of the PBI Cycle.
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Activity 1
Review an activity that can use to show students how to:
  • Perform research using an objective and empirical approach [SCAFFOLDING: "Agree/ Disagree" Graphic Organizer [G.O.]
  • Form claims that are supported with evidence. [SCAFFOLDING: Sentence Stems]
Activity 2
Visit your Participant Project Page and work through the Guiding Questions and Pedagogical Considerations
Research your team's compelling question using "CARS" standards
Use a graphic organizer as a guide to synthesize 3 evidence based claims into a conclusion that answers your compelling question.
Fill out the Claims and Evidences Sheet...You are half-way towards changing the world!



ACTIVITY 1

It is important for students to understand that they can only truly get a full perspective on an issue by looking at it from multiple angles.
We will look at one news topic and research the articles on that one topic from different newspapers around the world.
The goal is for students to discover that often the world economy plays out as a zero-sum game, and one's loss is another's gain...


Today's compelling Question is:

Should Sanctions Between Nations Be Banned Because of the Affect on Global Citizens?

In response to the downing of Malaysia Airlines Flight 17 over separatist-held territory in eastern Ukraine, the U.S. and other nations imposed sanctions on Russian economic areas including finance, oil and weaponry.
Western leaders have urged Russia to stop supporting the separatists in their war against Ukrainian authorities. The Kremlin, meanwhile, has denied supporting the rebels.
In the face of the Western sanctions, Russia banned imports of a wide range of U.S. and European foods on Thursday August 7, 2014.
Prime Minister Dmitry Medvedev outlined the products subject to the one-year ban—beef, pork, poultry, fish, fruit, vegetables, cheese, milk and other dairy products from the U.S., Canada, the European Union, Norway and Australia.


· The argument that _ is supported by new research showing that __.

· The argument that _ is refuted/ discredited/ contradicted/ weakened by new research showing that __.

· Previous work on _ by X and Y supports _.

· _ was used to investigate by . The results of this investigation indicate that .

· The discovery that by _is important because it .

· The finding that _is of interest to _ because_ .



Sanctioned_food_exports_to_Russia_bar graph.jpgrussia_sanctions flag chart.jpg

GLOBAL NEWSPAPERS


Sample: Denmark

http://cphpost.dk/news14/national-news14/arla-gifts-15-tonnes-of-cheese-to-the-socially-vulnerable.html

Team 1: Japan

http://www.japantimes.co.jp/opinion/2015/06/28/commentary/world-commentary/pushed-by-sanctions-russia-pivots-to-china/#.Vakl7aSqqko

Team 2: Greece

http://www.ekathimerini.com/162203/article/ekathimerini/news/farmers-anxious-as-russian-food-embargo-looms

Team 3: Turkey

http://www.aa.com.tr/en/s/370643--turkey-could-gain-from-russias-western-food-ban

Team 4: Germany

http://www.dw.com/en/south-america-cashes-in-on-russian-food-ban/a-17842215



ACTIVITY 2

Your students can use the graphic organizer that best suits their type of compelling question.
Can you use one of these to organize your claims and evidence?
Make sure to bookmark or note your sources!
Once organized, you can fill out the Claims and Evidences Sheet.

Graphic Organizers

PROCESS
PROBLEM AND SOLUTION
COMPARE AND CONTRAST
CAUSE AND EFFECT
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GO_Problem and Solution.jpg
GO_Compare and Contrast.jpg
GO_Cause and Effect.jpg


Claims and Evidences Sheet



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