About work organization
After the Explore step, students chose which question they wanted to work on. Some of them decided to work individually, some others worked in pairs. The general guideline for those who would be searching on the internet was not to be lost in a plethora of information. In primary school, it is often the case when they are assigned school work of this kind that children come up with long, incomprehensible texts copied and printed from internet resources over which they have little control or understanding. I asked that they would rather come up with small texts (3-6 lines) focusing on the question they had chosen. They would also have to be able to present their responses in class, explain new vocabulary to their classmates, and be prepared to answer their questions.
We needed seven forty-minute sessions to complete the project. Time was allocated as follows: Steps 1, 2 and 3 (2 teaching sessions), step 4 (2 sessions), step 5 (2 sessions), step 6 (1 session).
About the questions
Questions for images 1, 4 and 9 were found and adapted from The Mind’s Eye: Using images creatively in language learning (Alan Maley, Alan Duff and Françoise Grellet).
Maley, A, Duff, A, and Grellet, F (1980) The Mind’s Eye: Using pictures creatively in language learning. Cambridge: CUP.
Ogle, D (1986) “K-W-L: A Teaching Model that Develops Active Reading of Expository Text”, The Reading Teacher, Vol. 39, No. 6. International Reading Association: 564-570.
Images 1, 5 and 7 were found in the post Photos of Everyday Life in Pripyat before the Chernobyl Disaster.
Image 2 (Bumper cars riddled with rust) was found in the article The Ghost city of Chernobyl: Eerie pictures that show abandoned disaster zone as world marks 25 years since worst nuclear meltdown in hisory.
Images 3, 4 and 6 are from Pierpaolo Mittica’s project “Chernobyl: The Hidden Legacy”.
Image 8 (Pripyat Kindergarten) by Gerd Lundwig
Image 9 (Pripyat Middle School, gas masks on a classroom floor) by Darren Ketchum.