Katie Parker Katie Parker July 9, 2013 FRIT 7234

Inquiry and Information Fluency Mini-Lessons and Curated Resources

o Appropriate content area standards: SS1H1 The student will read about and describe the life of historical figures in American history. a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman), Thomas Jefferson (Declaration of Independence),Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science). b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation). o AASL Standards for the 21st Century Learner:
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed. 2.1.1 Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

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2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.3.1 Connect understanding to the real world. 2.4.3 Recognize new knowledge and understanding. 3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others. 3.3.4 Create products that apply to authentic, real-world contexts. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.8 Use creative and artistic formats to express personal learning. 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. 4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.2 Recognize that resources are created for a variety of purposes. 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.

MINI LESSON 1:
Curated Sources needed for lesson: http://storify.com/Parker89K/ethical-use-of-information Ethical Use of Information Lesson To begin learning about ethical use of information, I will engage the students by showing them a piece of writing written by one of the students in the classroom. I will read the story and talk about what a wonderful piece of writing it is and notice how it doesnt have a name on it. We will discuss why it would be important for writing to have the writers name on it. This will bring us into the discussion about information we find in books and websites that we may want

Katie Parker to notice the writer and make sure we are giving them credit when needed in our work. We will talk about how we cant just copy my story when we are working on writing just like we cant copy what someone else says without saying where we got it from. Next, we will read about plagiarism and watch a video from my curated list of resources found here: http://storify.com/Parker89K/ethical-use-of-information called Plagiarism and Copyright for Kids created in Glogster. We will practice giving credit to one of our information sources from the storify curated list of sources so that we can practice together. Afterwards, we will discuss what the students learned and students will turn and talk about why it is so important to give credit to the person that wrote what we are reading or taking notes from. o Digital Information Fluency: Below are the digital information fluency areas used in the mini lesson: - Using information ethically - How will I Ethically Use the Information? - Universal dispositions affecting Information Fluency o Principles of Inquiry-Based Learning: Below are the principles of inquiry based learning areas used in the mini lesson: Authenticity: Authentic to the real world and to the rest of the unit where students will need to ethically use information throughout. Deep Understanding: Students are practicing together and discussing together to create deeper understanding. Assessment: Assessment through peers, conversations, and a checklist. Appropriate Use of Technology: Using videos and sources from the internet to contribute to the learning of ethical use. Ethical Citizenship: Teaching students how to ethically use information.

o An authentic, engaging, guiding question to focus each lesson: Why would someone care about this topic?

o Student learning activities that use technology to enhance or extend learning: Enhance and Extend o Appropriate assessments that demonstrate deeper learning: Students will have the chance to turn and talk and discuss why it is important to give others credit and why we need this in the outside world. Students can listen to each other and provide verbal feedback through this talk time. The teacher assessment for this mini lesson consists of verbal feedback. I also included a checklist for my records where I can remember to visit the students that need more help on the topic more throughout the unit of study. Ethical use is something that is new to young students and I feel that verbal feedback will be more beneficial than a written assessment where they test

Katie Parker their skills. This is something we are going to have to practice together as we continue the Harriet Tubman unit. As we discuss ethical use of information, I will provide verbal assessment feedback and use a checklist to know where to guide students as we move throughout the Harriet Tubman unit. The checklist will look like the one below. Students Name Joe Ethical Use of Information (check one)
o o Understanding is Clear Understanding is Confused Slightly o Understanding is Vague o Understanding is Clear o Understanding is Confused Slightly o Understanding is Vague

Comments to help guide

Sally

MINI LESSON 2:
Curated Sources needed for lesson: http://www.scoop.it/t/harriet-tubman-by-katie-parker Students will be given a Harriet Tubman booklet. I will tell them that the booklet is something they can write and draw in when we are learning about Harriet Tubman. At the end of the unit, we will have a whole book of things we know about her. I will teach them how to take notes in the booklet and what is considered a note or something we want to write in our booklet. We will then continue the lesson by watching a video about Harriet Tubman to get students excited about our learning about her and her accomplishments. (BrainPop on curated sources) After watching the video, we will complete a KWL chart on our iPad white board app which is projected onto the SMART board. This will show students how to take notes and give them a starting point for their Harriet Tubman booklet. We will then read information about her from our kid friendly websites located on the Scoop It curated list of resources. We will remember how to give websites credit when we are copying word for word what the website says. During this time, students will make notes in their All About Harriet Tubman journal. After we begin this process together, students will be given computer access, books, photographs, and video clips that are located all around the room which will allow them to go off into groups of three and find more information that they want to add to their Harriet Tubman books. Afterwards, students will record on the iPad a 30 second or so footage of their favorite note that they wrote about Harriet Tubman. We will watch it together as a class and discuss.

Katie Parker o Digital Information Fluency: Below are the digital information fluency areas used in the mini lesson: Locating Information Efficiently - What Information Am I Looking For? - Where Will I Find the Information? - How Will I Get There? Evaluating Information Effectively - How Good is the Information? Using information Ethically - How will I Ethically Use the Information?

o Principles of Inquiry-Based Learning: Below are the principles of inquiry based learning areas used in the mini lesson: Authenticity: Students are engaged and learning is relevant to the real world through note taking skills, learning about Harriet Tubman, and reading. Deep Understanding: Learning is around an authentic task, it relates to the standards being addressed, and students are practicing skills. Performances of Understanding: Real ideas and learning is being presented, students are in charge of their own learning. They are engaged and learning is being presented. Assessment: Students are showing their understanding through their writing and drawing in their booklets, they are also showing understanding through the 30 second audio clip of their favorite fact. Students are assessing each other through the use of a selfassessment and collaboration with others. Appropriate Use of Technology: Students are using web resources and the audio app on the iPad. Connecting with Experts: We are using expert resources to guide our thinking and note taking. Student Success: Students are collaborating with others, creating valuable learning, and are engaged in learning tasks. Ethical Citizenship: While note-taking, students are making sure they are giving credit to sources when needed.

o An authentic, engaging, guiding question to focus each lesson: What will students find relevant about this topic?

o Student learning activities that use technology to enhance or extend learning: Enhance and Extend o Appropriate assessments that demonstrate deeper learning: Students are working together in this assignment to find important information that they want to write in their all about books. At the end of the assignment, students will rate themselves on how they think they did finding information, writing it down, and sharing on the iPad. I also will have a rubric to score each student on their abilities in this assignment. Students will be scored on the information they

Katie Parker wrote in their books, whether or not they completed the audio portion, and how they got along with their group. Below is the students self- assessment and rubric. Name: 1. I worked well with my group: Self-Assessment

2. I wrote meaningful notes in my booklet: 3. 4.

5.

I was able to find notes to write or draw: I stayed on task: I found a favorite note and shared it on the iPad:
Comments:

Name: Needs Improvement--1 Student did not work well with the members in his/her group.

Rubric Proficient--2 Student worked well with the members in his/her group and didnt contribute to the conversation. Student wrote some meaningful, legible notes in the All About Harriet Tubman book. Student completed the audio portion of the assignment with some ease and excitement. Student somewhat ethically used information found. Excellent--3 Student worked well with the members in his/her group and contributed to the conversation. Student wrote many meaningful, legible notes in the All About Harriet Tubman book. Student completed the audio portion of the assignment with ease and excitement. Student successfully ethically used information found.

Student wrote few meaningful, legible notes in the All About Harriet Tubman book. Student did not complete the audio portion of the assignment. Student did not successfully ethically used information found. Score: Comments:

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MINI LESSON 3:
Curated Sources needed for lesson: http://edcvs.co/13cDOYs Play is extremely important for young students throughout the learning process. This third mini lesson focuses on Harriet Tubmans life compared to our life today. At this point in the lessons, students have a plethora of information about Harriet Tubman and The Underground Railroad. For this mini lesson, I will gather many props such as clothing, tools, and music for student use in the classroom. I will turn off the lights and just leave low lighting lamps on in the room. I will tell students we are going to be pretending today. We are going to close our eyes and think about everything Harriet Tubman had during her time period and what it looked like around her. I will tell the students that they are in charge of making our room look and sound like what Harriet Tubman might have seen or heard, creating somewhat of a scene from her time period. Students will begin to walk around the room picking up props of fabric, clothing, and tools and create an area that depicts Harriet Tubmans time period and life style. Once students collaborate together and have time to think on their own, we will talk about the different elements in the room and why they were used or placed in a certain space. As we discuss, I will ask students what they see that may be different than how we live and what we have. We will discuss differences and similarities in our lives to Harriet Tubmans. With a partner, students will go to the computer lab and create in kidspiration. They will create a diagram of some kind discussing the similarities and differences between our lives and Harriet Tubmans. Students will be given the curated list of sources where they can explore on the internet to find more information about her. We will share what students have created and students will peer edit given a rubric for each student. o Digital Information Fluency: Below are the digital information fluency areas used in the mini lesson: Locating Information Efficiently - What Information Am I Looking For? - Where Will I Find the Information? - How Will I Get There? Evaluating Information Effectively - How Good is the Information? Using information Ethically - How will I Ethically Use the Information? Universal dispositions affecting Information Fluency

o Principles of Inquiry-Based Learning: Below are the principles of inquiry based learning areas used in the mini lesson: Authenticity: Learning is authentic to the real world and learning is aligned to the topic. Deep Understanding: The learning task is goal oriented and creates time for authentic practice and discussion. Performances of Understanding: Learning has real ideas imbedded and authentic real world problems, the learning task creates diverse thinking.

Katie Parker Assessment: Students will each be given a peer rubric as students share their diagram that they have created, students will rate them according to the rubric provided. This will give students clear feedback. Appropriate Use of Technology: Technology in the use of kidspriation and the edcanvas for students to use with resources allows for students to explore and create. Connecting with Experts: Students will be their own experts as well as using curated sources as a good expert tool for learning. Student Success: Students are learning together and working together throughout the assignment, the learning is relevant, valuable, authentic, and also engaging to students. Ethical Citizenship: As students are working, they are sure to give credit to sources where they receive information from.

o An authentic, engaging, guiding question to focus each lesson: What will students find relevant about this topic?

o Student learning activities that use technology to enhance or extend learning: Enhance and Extend o Appropriate assessments that demonstrate deeper learning: As we share diagrams that studnets have created, students will be peer grading according to the rubric below. This is a great way for students to feel empowered in their own learning as well as the students around them.

Name:

Peer Rubric

1. The diagram caught my eye: 2. 3.

4. 5. Something I liked

There was good information: I learned something new: He/She stayed on topic:

6. Something he/she can work on