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My Voice Activity: KWHL /Assessing prior knowledge and moving forward

Asking good questions -- that get to the heart of a problem -- gives students a sense of direction in their exploration. This activity is designed to help students brainstorm the questions that can guide their research into the causes and effects of a social problem.

Description: Students will use the KWHL chart to determine what they know, what they want to know, how they will find answers to their questions, and ultimately, what they learned along the way.

Materials:
1. Handout – KWHL
2. Post-It notes (optional)
3. A large KWHL poster (to be displayed in classroom throughout project)

Objectives – Students will be able to:
1. Explain their ideas about a social issue
2. Analyze their peers’ assumptions about a social issue
3. List questions they have about a social issue.
4. Identify potential sources of information for researching the issue

Procedures:
1. Remind students of the issue that was selected as their service-learning topic.
2. Explain that they should begin their service-learning project by thinking about what they already
know about the topic. Ask students “What do you know about (insert issue)? List the first things that come to mind when you hear the term (insert issue).”
3. Allow students 3-4 minutes to respond to prompt. If using Post-It notes, distribute two or three to
each student. Otherwise students should record their answers on a KWHL chart.
4. Each student will share at least one response with the class. Allow students to come to the board and
post their responses in the K column of the KWHL chart, or one person can record responses as students read them aloud. Students should listen carefully to each response so ideas are not repeated.
5. After all students have shared, go through the list and allow time for discussion. Consider the
following: Can we group our ideas/assumptions about this issue? Are there any ideas that we all share? Any ideas about which we disagree considerably? Where do we get our ideas about this issue – from personal experience, the media, our family or friends, etc?
6. Explain to students that part of the service-learning project is to go beyond their assumptions and to learn more about a social issue through research and investigation.
7. Allow students 3-4 minutes to write down (W) questions they want to find answers to.
8. Share and discuss in the same way. Then, as a group brainstorm (H) how students will find answers
to their questions. Remind students to think not only of sources such as books, newspapers, or the internet, but also people in their community who have been impacted by or are knowledgeable about the issue.
9. After the K, W and H columns have been completed. Decide if common themes emerge from the
questions students want to answer. Think about the knowledge and skills students will need to acquire in order to meet their service goals. Keep these ideas in mind when forming the essential question and project objective(s).

Assessments:
1. Was a range of ideas included in the KWHL chart?
2. Did students reflect in a meaningful way to their classmates’ comments?

Curriculum Standards: Writing, Speaking, Listening

Extension/Homework:
Research: Students begin to search for answers to some of the questions listed in the W column.

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