Q3. Speaking Out About Global Issues
In previous Quests, you learned why Global Collaboration skills are important and you took an opportunity to develop some communication and cultural skills. Now we are going to look at some global issues that students and adults can work on together.
Global citizens can do many things to help with these issues, such as campaigning to raise awareness and action, inventing new solutions or innovating through new practices. Global Collaborators work with others and often with experts to making the world a better place.
In this Quest, you will look at inventing, innovating, and campaigning around one of the United Nations Sustainable Goals. These are 17 goals adopted by the UN (United Nations) to improve living conditions all around the planet. Once you have researched this goal, you will practice your speaking skills by creating and sharing a short video about it by using a video recording tool as your teacher directs. The video can be reviewed by other students as well as shared with other classrooms in your school or around the world. You will contribute to a campaign for awareness by the end of the Quest!
United Nations: The United Nations (UN) is an international organization formed in 1945 to increase political and economic cooperation among its member countries and search for solutions to common world problems.
UN Sustainable Goal: A UN Sustainable Goal is one of 17 goals set by the United Nations with a target date of 2030 to help eliminate poverty and provide solutions to environmental problems.
Invent: To invent is to create something new; in this case, something that will help solve a problem.
Innovate: To innovate is to make changes in something established to help solve a problem. Changes can be in behavior or processes.
Campaign: A campaign is to create a media-driven product, such as a public service video, and email or Go Fund Me drive, or social media effort to raise awareness or change behavior.
Synchronous Communication: Synchronous communication is to talk to another person or a group of people live in a real-time conversation, either face-to-face or using a webcam.
Asynchronous Communication: Asynchronous Communication is to talk with another person or group of people by posting an idea online and getting responses at a later time. This could happen with a discussion board or by posting videos.
Monotone: Monotone is to speak in a flat voice that does not modulate, and that doesn't convey enthusiasm or interest
I Can Statements
- explain a UN Sustainable Goal and summarize the importance of the goal
create a short video that explains this to others
use excellent speaking and recording techniques to make others aware of the issue and what needs to be done
1. Watch the video on the World’s Largest Lesson to learn about what one student can do to make a difference. Think about this: how can students innovate, invent, and campaign to make a difference in the world?
2. Flip through this online book to read a paragraph summary of each of the 17 UN Sustainable goals. Your teacher will assign you one to investigate further with a partner. You will be creating a short video about this goal with a partner a little later in the Quest. One of you will introduce the goal on your video and one of you will explain why it matters.
Assignment options (check with your teacher):
- Sign up with a partner for which Global Goal you will explore OR
- Your teacher will assign a Global Goal to each partner pair
- Several pairs can work on the same Global Goal and periodically collaborate to share their learning
Video Preparation - Outlining & Scripting
3. Outline your video: Use the drop-down arrow next to Goals on the menu on this UN page About Sustainable Development to find out more about the issue you are exploring. Review some facts and figures, read through the goal targets, and take some notes for your video. Also look at the posters on The World’s Largest Lesson to get a quick “snapshot” view of your issue.
- Work cooperatively with your partner to make sure you do not repeat your partner’s information.
- If you are introducing the issue, your goal is to explain the problem to your audience.
- If you are explaining why it matters, you are using some facts and figures from these websites to help your audience understand the scope of the problem and possibly sharing what work needs to be done on the issue.
4. Create a storyboard or an outline and write a short script to prepare for your video, identifying who will say which part.
- The sentence starters on the Speaking Skills Checklist may help you organize your thoughts.
- Each of your parts in the video should be a minute or less in length, so edit it carefully and practice several times until it flows well with a total time under two minutes.
- The total length of your video should be under two minutes, with a target goal of about a minute and a half total to keep the attention of your audience.
- Your script should include: introducing yourself (first name only) before beginning your narration. Your teacher will review your script before you move to the practice stage. Practice it several times until you and your partner can preset it,
- Ask your teacher to review it when you feel you are done, and before making your video.
5. Use your outline to write a short script to explain what you are going to say in your video. The sentence starters on the Speaking Skills Checklist may help you organize your thoughts.
Speaking Skills Checklist and Practice
6. Review this Flipgrid rubric to help you plan on making an amazing video.
Then: Practice, practice, and practice some more. Review this Speaking Skills Checklist (copy it to your own drive, or download it as a Word file) and have your partner use it when you practice and do the same for each other.
- Each of you will use the checklist for the other during the practices until you both feel it is flowing well.
- Practice the transition between one of you to the other. Decide how the first person will introduce the second one. For example, “For more information about ending poverty, my partner Sam will share some surprising information.”
7. Select an appropriate and available recording tool. Check out the Video Recording information in 21things4students 17. Q3. Creative Communications; videos options. One recommendation is for your teacher to set up a classroom account using Flipgrid (student getting started guide). Check with your teacher to select an appropriate video creation tool.
8. Record your practice and review it, using the same checklist rubric in Step 6. Decide what you need to do to improve your performance on this video and continue practicing until you and your teacher feel you are ready to record.
9. Record your video. You and your partner will share the webcam for your video. You can switch places or both stay in the webcam view together. If you need to redo it to improve it, then do so.
10. Share your final video with your teacher and follow directions on how to share it with other classmates for feedback.
11. Feedback is very important. Not only do you want to communicate your complex ideas clearly and effectively, but to provide constructive feedback.
Constructive Feedback is a tool that is used to build things up, not break things down. It lets the other person know that you are on their side.
Review the slides below, and refer to the Commenting on Asynchronous Conversations document.
12. Review and comment thoughtfully on at least three other videos in your class shared with you through Flipgrid or in another way your teacher suggests.
13. How could you use this class video collection to raise awareness in your school or community about the UN Goals?
Completing this Quest
In order to successfully complete this Quest you will submit the following resources as your teacher directs:
- Creation of an outline for the video
- Write a script for your video
- Use of a ranking scale (+ check -) to practice speaking skills while rehearsing your video
- Creation of a two minute or less video on Flipgrid or another tool
Check off this Quest on the 21t4s roadmap
Competencies & Standards
MITECS Michigan Integrated Technology Competencies for Students, and
1a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
6d. Students publish or present content that customizes the message and medium for their intended audiences.
1a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.