The Tikkun Project
Lesson
8
Conducting Primary Research and Building an Action Plan
Concept
A real expert's feedback, combined with structured peer critique, is what turns a research-informed idea into a genuinely actionable plan.
Focus Question
What is the best way to create positive change?
Knowledge & Understanding Goals
Science and Technology, Skills and Connections Strand A, Grade 7: Use evidence from primary research to inform a proposed course of action; collaborate with an external source of expertise.
Thinking & Learning Skills
ATL — Research Skills: Conducting primary research (survey/interview/experiment).
ATL — Social Skills: Structured peer feedback via the SAIL protocol.
Learner Profile: Risk-Takers, Reflective.
Context
This lesson is RINA Step 3 (Conduct Primary Research) and RINA Step 4 (Determine an Effective Course of Action) continuing the iterative naming established since Lesson 2 (Select an Issue) and Lesson 5 (Gather Information and Identify Connections). The formal, full unpacking of RINA as a complete framework is saved for Lesson 9.
Lesson Outline
CONDUCTING THE RESEARCH AND DRAFTING A PLAN
Students conduct the research designed in Lesson 7 and formulate an initial action plan based on their findings. The plan should follow naturally from the specific question asked — if surveyed people were unaware of a product's hazards, an awareness campaign; if school cleaning products were found harmful to local water systems, a petition to the school administration.
LEARNING FROM EXPERTS
Invite a guest from an environmental advocacy organization — David Suzuki Foundation, Jane Goodall Canada, Earth Rangers, Environmental Defense, World Wildlife Fund, or a LEED-certified building organization. Ask the guest to explain their work and the techniques they use to create positive change: awareness-raising, hands-on action, or innovative technology.
REVISING ACTION PLANS WITH STRUCTURED FEEDBACK
Select a few students to present their research question and proposed action to the guest speaker for feedback. Use the SAIL protocol for peer review: Speak — each student shares their plan idea with the group. Ask — the group asks clarifying or probing questions. Ideas — the group offers improvement ideas, which the presenter records without accepting, rejecting, or evaluating in the moment. Learned — the presenter states what they're taking away and any new thinking.
WRAP-UP
Students consider the feedback and modify their initial plan. Note: students implement their plan after this point in the unit; the next lesson addresses sharing and reflecting on the work.
Notes for Teaching and Evaluation
SAIL protocol: separating "Ideas" from immediate acceptance or rejection is what keeps peer feedback genuinely useful rather than defensive — the presenter records every idea before evaluating any of them.
Bringing in a real external expert at this exact point — after research exists but before the plan is finalized — means the expert's feedback has something concrete to respond to, rather than offering generic advice to a still-undefined idea.