Jennifer D.

White
FRIT 7234
Mini-Lessons
Mini-Lesson 1
AASL Standards for the 21st-Century Learner Goals
Standard:
Standard 1- Inquire, think critically, and gain knowledge.
Standard 2- Draw conclusions, make informed decisions, apply knowledge to new
situations, and create new knowledge.
Standard 3-Share knowledge and participate ethically and productively as members
of our democratic society.
Skills Indicators:
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.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize
information.
2.1.6 Use the writing process, media and visual literacy, and technology skills to
create products that express new understanding.
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.
Dispositions Indicator:
2.2.4 Demonstrate personal productivity by completing products to express
learning.
Responsibilities Indicators:
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.
1.3.5 Use information technology responsibly.
2.3.1 Connect understanding to the real world.

Jennifer D. White
FRIT 7234
3.3.4 Create products that apply to authentic, real-world contexts.
Self-Assessment Strategies Indicator:
3.4.2 Assess the quality and effectiveness of the learning product.
Digital Information Fluency
Locate Students will determine what they are looking for and find information to
help them answer the essential question.
Evaluate Students will evaluate the quality of resources they use in addition to the
resources provided in the curated collection.
Use Students will use the information ethically to create the website.
Principles of Inquiry-Based Learning
Authenticity Plagiarism is a real-world issue and can have negative effects on
students if they do not understand it.
Deep Understanding The website creation and content required on the web pages
gives students the opportunity to acquire deep learning.
Performance of Learning Students will show their learning on the website.
Assessment The website will serve as evidence of learning and understanding.
Use of Technology Students will use a web-hosting site to create a website. They
will use their mobile device to create the website.
Ethical Citizenship Students will properly use and cite all information on the
website.
Guiding Question
What is plagiarism and how do I avoid it?
Curated Collection
http://list.ly/list/ffv-what-is-plagiarism
Lesson Objectives

Students will further their knowledge of properly quoting, paraphrasing,

citing, and summarizing sources.
Students will create a website explaining plagiarism, paraphrasing, quoting,
summarizing, and citing sources.

The teacher will explain plagiarism, paraphrasing, quoting, and summarizing

sources. The teacher will provide the class with an original sentence and show the

Jennifer D. White
FRIT 7234
students how to paraphrase the sentence and how to quote the sentence. The
teacher will provide the class with an original paragraph and show the students how
to summarize the text. The teacher will also explain the basics of citing sources.
The students will then begin creating a website. They may use Weebly, Wix, or
Google Sites. Each student will review the resources in the Listly curated collection.
Students will also find their own resources. The student will create a separate web
page to define and explain plagiarism, paraphrasing, quoting, and summarizing.
The students will create an original text and provide an example of each element on
the appropriate page. The students will create a web page for citing sources. They
will provide resources to help with citation creation. Finally, students will create a
blog page for their website. On this page students will create a post about a court
case concerning plagiarism. Students will explain the case and provide their opinion
on the outcome of the case. After all of the websites are final, students will provide
the teacher with the website URL. The teacher will create a Listly page with all of
the URLs. Students will be required to respond to three of their classmates blog
posts. Students will give their own opinion of the case and respectfully agree or
disagree with their classmates.
Students will work on their website during class time and at home. Student may
use their mobile device and/or a Chromebook from the classroom set. Students will
properly cite sources used throughout their website.
Keren-Kolb
The use of technology extends the learning because students will be able to extend
their learning beyond the classroom. Students can work on the website outside of
school. Students are able to form and express their opinions via technology.
Assessment
Students will be assessed by checking the website for accuracy. This rubric will be
used to evaluate the website.
Element
Design &
Layout

Grammar &
Spelling

Unacceptable 1
pt.
The design is not
appealing to the
eyes and the
layout is hard to
follow.

There are
numerous
spelling and

Acceptable 2
pts.
The design is
somewhat
appealing to the
eyes and the
layout is
somewhat easy
to follow.
There are a few
spelling and
grammar errors.

Target 3 pts.
The design is
appealing to the
eyes and the
layout easy to
follow.

There are no
spelling or
grammar errors.

Total

Jennifer D. White
FRIT 7234
Content
Accuracy

Required
Content

Blog Post

Web Site and

Blog is Public

grammar errors.
The content is
confusing or
contains more
than one factual
error.

Website it missing
more than one
piece of the
required content.
Blog post is not
included in the
website.

Both the website

and blog are not
public.

Most of the
content is
accurate, but
there is one
piece of
information that
might be
inaccurate.
Website is
missing one
piece of the
required content
Blog post
discusses a
plagiarism court
case, but does
not provide
personal opinion.

Both the website

and blog are
public. Others
cannot comment
on the blog.

All content is
accurate. There
are no factual
flaws.

Website includes
all required
content.
Blog post
discusses a
plagiarism court
case. Discusses
outcome of the
court case and
provides
personal opinion
about the
outcome.
Both the website
and blog are
public. Others
can comment on
the blog.

Total

____/18

Mini-Lesson 2
Georgia Performance Standard:
S4E3. Students will differentiate between the states of water and how they relate to
the water cycle
c. Investigate how clouds are formed.
AASL Standards for the 21st-Century Learner Goals
Standard:
Standard 1- Inquire, think critically, and gain knowledge.

Jennifer D. White
FRIT 7234
Standard 2- Draw conclusions, make informed decisions, apply knowledge to new
situations, and create new knowledge.
Standard 3-Share knowledge and participate ethically and productively as members
of our democratic society.
Skills Indicators:
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects,
and make the real-world connection for using this process in own life.
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.
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.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
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 understanding.
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.
Dispositions Indicator:
2.2.4 Demonstrate personal productivity by completing products to express
learning.
3.2.3 Demonstrate teamwork by working productively with others.

Jennifer D. White
FRIT 7234
Responsibilities Indicators:
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.
1.3.5 Use information technology responsibly.
2.3.1 Connect understanding to the real world.
3.3.4 Create products that apply to authentic, real-world contexts.
Self-Assessment Strategies Indicator:
3.4.2 Assess the quality and effectiveness of the learning product.
Digital Information Fluency
Locate Students will determine what they are looking for and find information to
help them answer the essential question.
Evaluate Students will evaluate the quality of resources they use in addition to the
resources provided in the curated collection.
Use Students will use the information ethically to create the Google Slides
presentation.
Principles of Inquiry-Based Learning
Authenticity The formation of clouds and the different cloud types are important
parts of weather. Student knowledge of clouds and cloud types could help them
predict weather which affects their outdoor activities. This real-world connection
should spark interest and curiosity.
Deep Understanding The assignment will provide students with the opportunity to
gain a deep understanding of cloud formation and cloud types.
Performance of Learning Students will show their learning in the Google Slides
presentation.
Assessment The Google Slides presentation and the oral presentation will serve as
evidence of learning and understanding.
Use of Technology Students will use a Chromebook and/or mobile device, and
Google Slides to show their learning and understanding.
Ethical Citizenship When creating the Google Slides presentation, students will use
information ethically.
Guiding Question
How do clouds form and what are the characteristics of the different cloud types?

Jennifer D. White
FRIT 7234
Curated Collection
http://www.scoop.it/t/clouds-by-jennifer-white-2
Lesson Objectives

Students will further their knowledge of cloud formation.

Students will recognize and describe the various cloud types.
Students will collaborate and share a Google Slides presentation.

Prior to this lesson, students have already had lessons on how water changes from
solid (ice) to liquid (water) to gas (water vapor/steam) and how it changes from gas
to liquid to solid. Students have already had a lesson on identifying temperatures at
which water becomes a solid and at which temperature water becomes a gas.
The teacher will present the essential question to the students. The teacher will
introduce the topic of cloud formation and cloud types by showing a BrainPop video
about clouds and weather. The teacher will briefly discuss how clouds form and
explain the different types of clouds (cirrus, cumulus, stratus, and nimbus).
Students will then be assigned a group. The group will consist of three students.
Each group will be responsible for creating a Google Slides presentation to explain
how clouds form and explain the different types of clouds. Students will be required
to take pictures of clouds outside and identify the clouds. The images and
identification must be included in the Google Slide. Students will also be required to
research and discuss three different cloud combinations (ex. Cirrostratus,
nimbostratus, etc.). The teacher will provide the URL of a Scoop.it curated
collection of resources the students can use, but they may also find their own
resources. Students will use Google Slides for the presentation. They may use their
own mobile device or they may use the classroom set of Chromebooks for the
assignment. The use of Google Slides will allow the students to collaborate and
work on the assignment together at school and away from school. The students will
be required to give an oral presentation of their completed project.
Keren-Kolb
The use of technology extends learning because students will be able to complete
the assignment outside of the classroom. Students will be able to use their mobile
devices to collaborate on the Google Slides presentation, and they will be able to
use their mobile device to capture pictures of various cloud types.
Assessment
Students will be assessed by checking the slide show for accuracy as well as oral
presentation. This rubric will be used to evaluate the Google Slides presentation
and the oral presentation.
Element

Unacceptable 1

Acceptable 2

Target 3 pts.

Total

Jennifer D. White
FRIT 7234
Design &
Layout

Grammar &
Spelling

Content
Accuracy

4 Cloud Types

Combination
Clouds

Original Cloud
Images

Eye Contact
during Oral
Presentation

Verbal Skills
during Oral
Presentation

pt.
The design is not
appealing to the
eyes and the
layout is hard to
follow.

There are
numerous
spelling and
grammar errors.
The content is
confusing or
contains more
than one factual
error.

Only two or fewer

cloud types are
correctly
identified and
explained.
Includes 1 or
fewer examples
of combination
clouds.
Includes no
original images of
clouds.
No direct eye
contact with the
audience. Reads
directly from
notes or Google
Slides.
Voice is not loud
and clear and
shows no
enthusiasm.

pts.
The design is
somewhat
appealing to the
eyes and the
layout is
somewhat easy
to follow.
There are a few
spelling and
grammar errors.
Most of the
content is
accurate, but
there is one
piece of
information that
might be
inaccurate.
Only 3 cloud
types are
correctly
identified and
explained.
Includes 2
examples of
combination
clouds.
Includes original
images of clouds
but incorrectly
identifies them.
Uses some direct
eye contact with
the audience.
Often refers to
notes or Google
Slides.
Uses loud, clear
voice but shows
no enthusiasm or
shows
enthusiasm but

The design is
appealing to the
eyes and the
layout easy to
follow.

There are no
spelling or
grammar errors.
All content is
accurate. There
are no factual
flaws.

All 4 cloud types

are correctly
identified and
explained.
Includes 3
examples of
combination
clouds.
Includes original
images of clouds
and correctly
identifies them.
Direct eye
contact with the
audience.
Seldom looks at
notes or Google
Slides.
Uses loud, clear
voice and shows
enthusiasm.

Jennifer D. White
FRIT 7234
does not use a
loud, clear voice.
Total

____/24

Mini-Lesson 3
Georgia Performance Standard:
S4E3. Students will differentiate between the states of water and how they relate to
the water cycle
d. Explain the water cycle (evaporation, condensation, and precipitation).
AASL Standards for the 21st-Century Learner Goals
Standard:
Standard 1- Inquire, think critically, and gain knowledge.
Standard 2- Draw conclusions, make informed decisions, apply knowledge to new
situations, and create new knowledge.
Standard 3-Share knowledge and participate ethically and productively as members
of our democratic society.
Skills Indicators:
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.
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.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
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 understanding.
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.

Jennifer D. White
FRIT 7234
Dispositions Indicator:
2.2.4 Demonstrate personal productivity by completing products to express
learning.
Responsibilities Indicators:
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.
1.3.5 Use information technology responsibly.
2.3.1 Connect understanding to the real world.
3.3.4 Create products that apply to authentic, real-world contexts.
Self-Assessment Strategies Indicator:
3.4.2 Assess the quality and effectiveness of the learning product.
Digital Information Fluency
Locate Students will determine what they are looking for and find information to
help them answer the essential question.
Evaluate Students will evaluate the quality of resources they use in addition to the
resources provided in the curated collection.
Use Students will use the information ethically to create an infographic.
Principles of Inquiry-Based Learning
Authenticity The water cycle is a never ending process that can affect outdoor
activities for everyone. Therefore, it should increase student interest due to the
real-world connection.
Deep Understanding The assignment will provide students with the opportunity to
gain a deep understanding of the water cycle.
Performance of Learning Students will show their learning in an infographic.
Assessment The infographic will serve as evidence of learning and understanding.
The sharing of the infographic to classmates and the teacher allows for peer
feedback.
Use of Technology Students will use a Chromebook, mobile device, and Piktochart
to show their learning and understanding.
Ethical Citizenship When creating the infographic, students will use information
ethically.
Guiding Question

Jennifer D. White
FRIT 7234
What role does evaporation, condensation, precipitation, and runoff play in the
water cycle?
Curated Collection
http://www.bagtheweb.com/b/i3nMh7
Lesson Objectives

Students will further their knowledge of the water cycle.

Students will create an infographic describing the water cycle.

Prior to this lesson, students have already had lessons on how water changes from
solid (ice) to liquid (water) to gas (water vapor/steam) and how it changes from gas
to liquid to solid. Students have already had a lesson on identifying temperatures at
which water becomes a solid and at which temperature water becomes a gas. The
students have already has a lesson on how clouds are formed and the different
types of clouds.
The teacher will introduce the water cycle to the students by showing a Scholastic
Study Jam video that explains the movement of water through the Earths
atmosphere. The teacher will present the guiding question to the students.
Students will then be given an assignment of creating an infographic to explain the
role of evaporation, condensation, precipitation, and runoff (collection). The teacher
will provide the students with a curated collection of resources created using Bag
the Web. Students may also find their own resources. Students will create the
infographic using a classroom Chromebook or their mobile device and the Web 2.0
tool Piktochart. Students will work on the assignment in the classroom and outside
of the classroom. Students will share their completed infographic with the teacher
and their classmates via Google Drive. Students and teachers will provide feedback
via a Google Doc. Teachers will evaluate the infographic of each student. Each
student will be assigned 3 to 4 of their classmates infographic for evaluation.
Keren-Kolb
The use of technology will extend learning because students can extend their
learning beyond the classroom using their mobile device. Students are able to
provide peer feedback outside of the classroom.
Assessment
Students will be assessed by checking the infographic for accuracy as well as peer
evaluation. This rubric will be used to evaluate the infographic.
Element

Unacceptable 1
pt.

Acceptable 2
pts.

Target 3 pts.

Total

Jennifer D. White
FRIT 7234
Design &
Layout

The design is not

appealing to the
eyes and the
layout is hard to
follow.

Grammar &
Spelling

There are
numerous
spelling and
grammar errors.
The content is
confusing or
contains more
than one factual
error.

Content
Accuracy

Water Cycle
Stages

Sharing

Feedback

Total

Only two or fewer

stages of the
water cycle are
correctly
identified and
explained.
The infographic is
not properly
shared with the
teacher and all
assigned
classmates.
Feedback is
disrespectful.

The design is
somewhat
appealing to the
eyes and the
layout is
somewhat easy
to follow.
There are a few
spelling and
grammar errors.

The design is
appealing to the
eyes and the
layout easy to
follow.

Most of the
content is
accurate, but
there is one
piece of
information that
might be
inaccurate.
Only 3 stages of
the water cycle
are correctly
identified and
explained.

All content is
accurate. There
are no factual
flaws.

The infographic
is properly
shared with the
teacher and/or
assigned
classmates, but
not all of them.
Provides
feedback to
some assigned
classmates and
feedback is
respectful.

The infographic
is properly
shared with the
teacher and all
assigned
classmates.

There are no
spelling or
grammar errors.

All 4 stages of
the water cycle
are correctly
identified and
explained.

Provides
feedback to all
assigned
classmates and
feedback is
respectful.
____/18

Jennifer D. White
FRIT 7234