Last night I wrote a post about a viral video (popping popcorn with cellphones) and how it reminds us that we need to teach kids to be skeptical consumers of information.  I thought I would follow with an example of how this video could be used in the classroom.  The example uses McCain’s 4D problem solving approach (Define, Design, Do, Debrief). I’m sure this example could be used in many places within an instructional sequence.  Personally, I think it would be a great way to introduce the electromagnetic spectrum.  As in introduction, it would provide a hook, a real-world connection, and fit my ABC philosophy (Activity Before Content).

 Setting the Stage

Show the video  and explain that it has been making its way around the web.  In fact, you (the teacher) were talking with some of your friends about the video.  Alicia is pretty sure it is a fake.  However, Sherri thinks it is true.  She claims, “I’ve heard that cellphone waves can cause brain damage.  I think the video is possible.  Imagine, if you can pop popcorn, what it must be doing to your brain!”

What do you (students) think?

Discuss

Many of your students may have seen the video on YouTube and the ensuing debunking videos.  If students bring this up, tell them that Sherri doesn’t believe the debunkers - she thinks it is a conspiracy by cellphone makers to cover up the dangers.

How can we find out?

Define

At this point, ask your students to come up with a plan to determine if cell phones can pop popcorn.  If you (or students) have access to cell phones, you can try to replicate the video.  However, remind students that it is very difficult to exactly replicate what was done - are you sure you have the exact same phones?  Students need to also do some research.

Provide students with the minimal amount of scaffolding that they need to be successful.  You may want to prompt them with questions like -

  • How do you normally cook popcorn?
  • Is the video more like cooking popcorn in a microwave or an oven?
  • Why does popcorn pop?
  • How does a microwave oven work?
  • How do cellphones work? (what is “cellphone radiation?”)

Design

At this point, students should determine a plan for how they will obtain the infomation they need.  Student teams should define tasks and timelines for individuals.

Do

Student teams should execute their plain.

Debrief

What did they find?  Is it possible to pop popcorn with a cellphone? Students shoud state their knowledge claim and support it with evidence.  For students that are not comfortable using this, the following template may provide some scaffolding:

Write the following as a paragraph-

  • Claim: Cellphones (can / can not) be used to pop popcorn.
  • Evidence:  How does popcorn pop?, How do microwaves pop popcorn? What frequency range do microwaves use? What is cellphone radiation? What frequency range do cellphones use?

You can provide an opportunity for students to be creative and use technology in their debriefing.  They could simply write their conclusion or they could create a podcast (even using the classroom phone [updated 6/16]), mashup, poster, or video. It may also be interesting to use Voicethread  to have students attach their conclusion to a screenshot from the video.

 Going Further-

If this is an introduction to electromagnetic radiation, have students explain what they learned about microwaves and cellphone radiation.