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Lessons being hosted at: http://mrmacinquirylessons.weebly.com/

Lesson 1

Ethical Use of Information

ISTE Standards for Students

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.

3. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behavior.

Digital Information Fluency:

Efficiently Locate Information: What am I looking for? Where can I find the information?
Effective Evaluation of Information: How good/credible is the Information?
Being Ethical when Using Information: How can I use the information ethically?

Inquiry-Based Learning Principles:

Understanding: Students will learn about being ethical digital citizens as well as how to treat
others respectfully in discussions. At a later date students will be able to communicate using a
blog format.

Performances: As students not just choose multiple choice answers but have to communicate
with each other regarding the Ethics Questionnaire, they are deepening their understanding of the
topic.

Technology: Students can collaborate and share their ideas inside and outside of the classroom.

Citizenship: At this time students will have an opportunity to establish their "digital footprint" by
communicating via the Wiki. At a later time it will be advantageous to allow them better digital
communication via a blog format once the school admin allows access.

Guiding Questions:
What does it mean to be ethical?
Why would we need to use digital resources responsibly?
How can we use digital resources responsibly?

Introduction:
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The teacher will show the BrainPop video, "Plagiarism to the class. Afterwards the class will
have a discussion about what plagiarism means.

Instruction:
After the teacher has explained the assignment to the students, they will be divided up into
groups of 2-3 in order to work. Teacher will use guiding questions to check for prior knowledge.

Work:
Students will be using a variety of sources from a curated list found at: Ethical Use of
Information and instructed to go to their BrainPop and watch 2 other videos: Online
Resources and Citing Sources. Students will be asked to read or view all the RED resources
on the curated list. Students will then begin sharing their responses to an Ethics Questionnaire
on a designated Wiki. Students will have a chance to choose the most appropriate multiple
choice answer, but need to also explain why that is the most appropriate answer. Afterwards the
whole class will come back together and groups chosen at random will be asked to share one of
their answers to the class. The rest of the class will have an opportunity to discuss that question
and reminded that we can disagree but should be kind and courteous in our responses.

Assessment and Summary:

Students will use any medium (paper, skit, song, video, etc.) they feel comfortable using to
convey one point that stood out to them most in this lesson.

Lesson 2
Aquarium Project (Inquiry-based)
Content Standards
MGSE5.NBT.5
Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies
demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.

MGSE5.NBT.6
Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following
methods: strategies based on place value, the properties of operations, and/or the relationship
between multiplication and division. Illustrate and explain the calculation by using equations or
concrete models. (e.g., rectangular arrays, area models)

MGSE5.NBT.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE5.NF.2
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Solve word problems involving addition and subtraction of fractions, including cases of unlike
denominators (e.g., by using visual fraction models or equations to represent the problem). Use
benchmark fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + = 3/7, by
observing that 3/7 < .

MGSE5.NF.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by
using visual fraction models or equations to represent the problem.

ISTE Standards for Students:

1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.

2. Communication and collaboration

Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.

3. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

4. Critical thinking, problem solving, and decision making

Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.

Inquiry-Based Learning Principles:

Performances: As students work out the math and attitudes of the tank they are trying to create,
they will learn not only math concepts but communication skills and how to stay within a budget.

Assessment: With the rubric provided students have a clear understanding as to what they are
required to do in order succeed on this assignment.

Technology: Students have the opportunity to not just follow the guided research. If they feel
comfortable may find other areas to obtain information.

Digital Information Fluency:

Efficiently Locate Information: What am I looking for? Where can I find the information?
Effective Evaluation of Information: How good/credible is the information?
Being Ethical when Using Information: How can I use the information ethically?

Guiding Questions:
What is needed to set up a fish aquarium?
How can I find out more about types of fish to put in an aquarium?
What does it mean to have a budget for a project?
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Introduction:
The teacher will tell the students:
Imagine that your principal asks you to do a special job and gives you these written directions:
Your class will be getting a 30-gallon aquarium. The class will have $25.00 to spend on fish. It
is important for you to do some good research because not all fish get along with each other.
You must also stay within your budget and check to see how many fish you can place in the
aquarium.
The teacher will remind students about the previous lesson, ethical use of resources, with
emphasis on the importance of citing sources.

Instruction and Work:

Students can either be given the information below or follow this link to the digital copy.
You will plan which fish to buy. Use the Choosing Fish for Your Aquarium brochure only as a
guide. You will need to use the curated list to help you choose the fish. The brochure tells you
things you must know about the size of the fish, how much they cost and their special needs.
This is just a guide and you need to determine if this information is accurate. You may search for
other fish but need to include the fishs length, cost, color, special needs/facts.
Choose as many different kinds of fish as you can. Then write a letter to your principal
explaining which fish you have chosen. In your letter, please include:
1. How many of each kind of fish to buy
2. The reasons you chose those fish
3. Show the work that proves that you are not overspending.
4. Show the work that proves that the fish will not be too crowded in the aquarium

When writing your letter, remember to check your spelling and grammar.
You will work in groups to decide which types of fish to purchase, ONLY. Each person must
write their own letter.

Assessment:
Students will be assessed individually on their ability to create an appropriate aquarium and
properly write the letter describing their purchases. The students will use the rubric to make sure
they are on task.

Summary:
Throughout this lesson students will be using various math concepts to organize their data on
setting up a fish aquarium. The research is guided for this lesson however, if they feel
comfortable they may try their own searches to find more appropriate fish for their aquarium set-
up. As a summary students will be asked to comment digitally on the classroom Wiki about their
experiences and what they feel was most interesting about this project.
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Lesson 3

5th Grade Geography Project

Content Standards
SS5G1 The student will locate important places in the United States.
a. Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake,
and Mojave Desert.
b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg,
PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

ISTE Standards for Students:

1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.

2. Communication and collaboration

Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.

3. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

Inquiry-Based Learning Principles:

Understanding: Students will not only find the location of each place or feature but list
facts/features they find important.

Performances: Students will conduct searches of the geographic areas they are responsible for
and create a personal map for themselves.

Assessment: Students will be assessed according to how they are able to create their own
geographical map and also by producing what facts/features they find interesting using either
Glogster, Google Slides, or Wikispaces. If students are familiar with other Web 2.0 tools they
may consult with the teacher to determine if they can be used.

Technology: Students will have an opportunity to discover how to create content on Google
Maps and Earth. Students will be given a short explanation of how to do a web search but will
have an opportunity to practice relevant searching on their own. Students will also create all
materials using online resources.

Digital Information Fluency:

Efficiently Locate Information: What am I looking for? Where can I find the information?
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Effective Evaluation of Information: How good/credible is the information?

Being Ethical when Using Information: How can I use the information ethically?

Guiding Questions:
Why are maps important?
What is the difference between man-made features and natural features of the earth?
How do I go about searching on the internet?

Introduction:
After discussing the guiding questions students will watch The United States - Location, Size
and Regions as a whole class.

The teacher will tell the students:

You have been hired by the President of the United States to prepare a digital presentation of
important locations in America. There are some key places that he wants included in your digital
presentation.

The teacher will remind students about previous lessons, ethical use of resources, with emphasis
on the importance of citing sources.

Instruction and Work:

5th Grade Geography Project (link same as text below)
You have been hired by the President of the United States to prepare a digital presentation of
important locations in America. There are some key places that he wants included in your digital
presentation.
Your task is to create a personal google map with content labels and a digital presentation
describing various important locations in the United States. Those important locations are: Grand
Canyon, Salton Sea, Great Salt Lake, and Mojave Desert, the Chisholm Trail; Pittsburgh, PA;
Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

Each location should be labeled on your personal Google map. Your digital presentation should
include a link to your map, and at least 4 facts you find interesting about that location. Do not
just create a bullet list, pictures and explanations are much better at conveying why it is
interesting. You may also include videos that you find pertinent and informing, but make sure
they are short and concise about the location.
To begin your journey, on this exciting privilege, use the curated resources linked here to begin
your understanding on how to take on this task.
Assessment:
Students will be assessed individually on their personal Google maps and their final product of a
digital presentation on the geographic locations listed. Each location should be represented with
at least 4 facts the student finds interesting. Students will be given the opportunity to share their
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presentations either electronically or in front of the class. Rubric created for students to check
their progress.

Summary:
Throughout this lesson students will be using various inquiry skills and information fluency to
design a Google map labeled with the locations they are required to learn more about. Students
will also experience a less guided search inquiry providing them with more understanding of
how to use search queries. Students will also have an opportunity to create using technology and
then share with others. As a summary students will be asked to comment digitally on the
classroom Wiki about their experiences and what they feel was most interesting about this
project.