Jessica Brown

Mini-Lessons FRIT 7234

Mini-Lesson One: Ethics

Essential Question
Content Standards (GELDS)
ISTE Standards
AASL Standards
Curated Resources
Digital Information Fluency Focus
Principle of Inquiry Based Learning Focus
Student Learning Activities
Technology
Assessment
What is plagiarism and how can I make sure to not do it?
CD-SS2.4a Identifies and follows rules of the classroom
community and displays competence in engaging in appropriate
social behavior
CD-SS4.4d Explores the uses of technology and understands its
role in the environment
Digital Citizen 2c demonstrate an understanding of and respect
for the rights and obligations of using and sharing intellectual
property
VI. Engage B2 Acknowledging authorship and demonstrating
respect for the intellectual property of others.
http://www.pearltrees.com/jessica84/frit-7234-
curation/id25239668
3A. Learners ethically use digital information
Authenticity, Deep Understanding, Assessment, Ethical
Citizenship
Bring a student up to the front of the room, and show one of her
work samples. Tell the class “(Student A) drew this. She worked
hard on it.” Ask another student to come up to the front of the
room. Tell the class, “we’re going to pretend that (Student B) is
not a nice person. This is just pretend. Student B comes along
and says that this is his picture. Is that true?” Allow class to say
no. “Is it nice?” Allow them to say no. “Why isn’t it nice?” Allow
multiple answers. Explain that when someone creates
something, it is theirs. If you create something together, it
belongs to all of you. Explain that you can’t take credit for
someone else’s work: pictures, projects, songs, poems, anything.
If you do it is called plagiarism. Watch “Funny but Teaches About
Plagiarism” on YouTube on Promethean Board. To show
understanding of plagiarism, give ethical scenarios. Have
students give thumbs up if it is acceptable and thumbs down if it
is not. Ex. Suzie draws a picture for Jenny, and Jenny gives it to
the teacher as her own.
YouTube video on Promethean Board: “Funny but Teaches
About Plagiarism”
Thumbs up and Thumbs down
Jessica Brown
Mini-Lessons FRIT 7234

Mini-Lesson Two: Community Places

Essential Question
Content Standards (GELDS)
CD-SS3.4b Identifies and describes aspects of his/her community
ISTE Standards
AASL Standards
Curated Resources
Digital Information Fluency Focus
Principle of Inquiry Based Learning Focus Authenticity, Deep Understanding, Assessment, Student Success,
Student Learning Activities
this with multiple students. Tell them that they are going to work
Technology
Assessment
What buildings are in our community?
CD-SS3.4a Creates simple representations of home, school and
community
CD-SS4.4d Explores the uses of technology and understands its
role in the environment
Creative Communicator 6c communicate complex ideas clearly
and effectively by creating or using a variety of digital objects
such as visualizations, models or simulations
Global Collaborator 7c contribute constructively to project
teams, assuming various roles and responsibilities to work
effectively toward a common goal
I. Inquire B.3 Generating products that illustrate learning.
III. Collaborate D.1 Actively contributing to group discussions.
https://pin.it/kjl7stdvnzp7vw
1.E Learners select and apply appropriate search strategies to
effectively and efficiently locate reliable digital information
related to their academic learning goal(s)
Performances of Understanding
Ask if anyone knows what a community is. Allow answers. Show
pictures of a couple of buildings in our community on the
Promethean board. Students raise a hand to tell one that they
have visited. Discuss how these places are in our community.
Explain that a community is where we live, go to school, and
play. Ask them to name another place in our community. Do a
Google image search with them on the Promethean board to
find pictures of each place they mention. Point out the different
results that come up and whether they are helpful or not. Do
in groups of threes to create a building in our community out of
Magna-Tiles. Tell them that they have to decide together on
what building to create. Remind them that everyone must
participate so that it is everyone’s work. Split them into groups
of threes, and walk around as they work. Give them feedback as
they work together. As they finish, take a video of each group’s
building as they explain what they built. Allow the group to
follow your directions to upload the video onto the class Adobe
Spark slideshow project titled “Our Community.”
Promethean board, Google images, iPad, Adobe Spark
Able to explain on video about the Magna-Tile building their
group has created
Jessica Brown
Mini-Lessons FRIT 7234

Mini-Lesson Three: Community Helpers

Essential Question
Content Standards (GELDS)
ISTE Standards
AASL Standards
Curated Resources
Digital Information Fluency Focus
Principle of Inquiry Based Learning Focus
Student Learning Activities
Technology
Assessment
Who works in our community?
CD-SS4.4b Describes the roles and responsibilities of a variety of
occupations
CD-SS4.4d Explores the uses of technology and understands its
role in the environment
Creative Communicator 6b create original works or responsibly
repurpose or remix digital resources into new creations
Global Collaborator 7c contribute constructively to project
teams, assuming various roles and responsibilities to work
effectively toward a common goal
I. Inquire B.3 Generating products that illustrate learning
I. Inquire C.4 Sharing products with an authentic audience
https://list.ly/l/35nJ
1.E Learners select and apply appropriate search strategies to
effectively and efficiently locate reliable digital information
related to their academic learning goal(s)
Authenticity, Deep Understanding, Assessment, Appropriate Use
of Technology, Student Success
Read Clothesline Clues to Jobs People Do by Kathryn Heling.
Have students guess each community helper by the clues. Tell
them that just like in our book, people work in our community.
Tell them that today they are going to make community helpers
to go with the buildings we made. On the Promethean board,
show the slideshow of the videos they created in the previous
lesson. Stop after each video, and ask that group what
community helper works there. Do a Google image search with
them on the Promethean board to find pictures of each helper
they mention. Point out the different results that come up and
whether they are helpful or not. Once all groups have shared,
split them back into their groups. Tell them that they are going
to make the community helper that goes with their buildings
using craft materials (crayons, paper shapes, fabric, collage
materials, etc.). Remind them about doing their own work. Walk
around as they work to give feedback. When they are finished,
they will use the iPad to take a picture of their helper. Remind
them to get the whole community helper in the picture. Allow
them to follow your directions to upload the picture behind the
building videos in the Adobe Spark slideshow project “Our
Community.” Once the project is complete, it will be added to
the teacher’s website for parents to see.
Promethean board, Adobe Spark, iPad, teacher webpage
Finished community helper is the correct helper for their
building