I would allow students to explore their ideas, and publish their work with podcasts. They could encourage some linguistic or musically inclined students (from Gardiner’s MI’s) to publish their ideas - either by adding some rhythms or hearing what their sentences sound like.
I really suggest linking onto the “really BAD example” of a podcast from New Zealand -it’s really funny, and shows one way that students can use this in an environmental science class (as well as how NOT to use it...)
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