Mcglothinr Mini Lessons and Information Fluency

McGlothinR_FRIT 7234 Mini Lessons_InformationLiteracy
My Mini Lessons are located at the following URL:

https://sites.google.com/site/minilessonfrit7234rmcglothin/
The information listed below is just a back-up copy.
Mini Lesson 1-One

Digital Ethics and Citizenship: Science in the Kitchen Video Diary File Sharing
Unit Overview
Theme: Characteristics of Science and Data Analysis
Title: Science in the Kitchen
Curriculum Areas: Science, Math, Speaking and Listening, and Writing
Grade: 4-5
Description:
Students will engage in Creative Thinking and Problem Solving while incorporating
Advanced Communication Skills as they develop a deeper understanding of the
characteristics of science and how information is analyzed and presented.
Students will use technological tools and Web 2.0 tools to produce a video diary of what they
learned during the Science in the Kitchen: Scientific Method Steps unit.
Students will demonstrate their understanding of the importance of using royalty-free images and
videos for green screen backgrounds in their video presentations.
Science Content Standards:
S4-5CS1: Students will be aware of the importance of curiosity, honesty, openness, and skepticism in
science and will exhibit these traits in their own efforts to understand how the world works.
S4-5CS2: Students will have the computation and estimation skills necessary for analyzing data and
following scientific explanations.
S4-5CS5: Students will communicate scientific ideas and activities clearly.
S4-5CS7: Students will be familiar with the character of scientific knowledge and how it is achieved.
S4-5CS8: Students will understand important features of the process of scientific inquiry.
ISTE Standards-Students
NETS-S: 3. Research and Information Fluency. Students apply digital tools to gather,
evaluate, and use information.
3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety
of sources and media.
3c. Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks.
NETS-S 5. Digital Citizenship. Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior.
5a. Advocate and practice safe, legal, and responsible use of information and technology
5d. Exhibit leadership for digital citizenship
NETS-T: 4a. Teachers understand local and global societal issues and responsibilities in an
evolving digital culture and exhibit legal and ethical behavior in their professional practices
a. Advocate, model, and teach safe, legal, and ethical use of digital information and
technology, including respect for copyright, intellectual property, and the appropriate
documentation of sources
DIGITAL INFORMATION Fluency Model Component
http://21cif.com/resources/difcore/index.html
Using Information Ethically: How will I ethically use the information?
Learners ethically use digital information
Learners decide whether or not to integrate digital information related to a specific information
task
Learners cite the source and/or author for the selected digital information
Principles of Inquiry-Based Learning addressed:
Inquiry Principle #8-Ethical Citizenship
http://teachinquiry.com/index/Citizenship.html
FOCUS QUESTION: When is file sharing legal or illegal?
How do you know what can be downloaded legally and what cannot? (While completing your
Science experiment green screen video diary)
LESSON ACTIVITY
http://www.scoop.it/t/rmcglothindigitalethics
Hoagies Gifted Kids as Digital Citizens
watch Faux Paw video: Dangerous Downloads
http://www.youtube.com/watch?v=N1xFUw3bW10
Todays Meet: back channel a question or a key idea from the video--that can be discussed in
class.
iPads and Glogster or Voki.com
Divide the class into two groups. One group will argue in support of file sharing and the other
will argue against it. Use the iPads or laptops to use the Web 2.0 tool: Glogster or Voki.com to
create a pro or con campaign poster or speech.
Students will watch the video: Faux Paw: Dangerous Downloads; reflect on Todays Meet logged
comments;
Groups will reconvene to modify their pro or con campaign. Did you change your stance based
on the video? Why or why not? Groups will designate a spokesperson and conduct a debate.
The class will then decide if file sharing is legal or illegal...using facts and supporting rules.
Assessment Rubric for Activity

Objectives
Student is involved in
classroom activity
Outstanding
4
Above Average
3
Average
2
Needs
Improvement
1
Completely
engaged
Interested, but
not fully engaged
Not providing
full effort
Not interested in the

topic. Did not
participate.
Student understands the

relevance of the topic to
the larger discussion of
digital citizenship
Student has a
good grasp of both
the topic and
digital citizenship.
Aware of digital
citizenship, but
unsure of
connection
Minimal
understanding of
either the topic or
digital citizenship
Does not understand

either the topic or
digital citizenship
Student understands the

need to use technology
appropriately
Makes the
connection between
appropriate
technology use and
good citizenship
Understands that
appropriate
technology use,
but believes that
some misuse is
acceptable
Student is
having
difficulty how
inappropriate
technology use
affects others.
Student cannot
understand the need
for using technology
appropriately.
Student gained new ideas

or concepts during/
concluding of lesson
Student learned
many new ideas.
Introduced
authentic ideas
to the class.
Student took
away some
ideas
Student
unsure of
concepts and
ideas.
Student seemed
disinterested in the
topic.
Student can come up

with related examples of
topics within digital
citizenship
Student provided
new concepts and
interesting
examples
Student provided
limited examples
with prompting
from teacher
Student has
difficulty
making the
connection, but
shows interest
and effort.
Student is not able to

provide any
examples beyond
what is presented in
the activity.
Points
Earned
TOTAL SCORE:
Courtesy of Ribble, M. (2011). Digital Citizenship in the Classroom. pp. 134

Learners are given the opportunity to use digital tools to produce creative representations of what
they have learned. Students can film themselves and/or their classmates in front of a green
screen. They will use this footage to tell a story of their journey through a particular unit. In
order to insert a background on top of the green screen or add sound/music, students will use
royalty-free images and music that is approved by the instructor.
Prior to embarking upon Video Diary culminating task, students are introduced to many free
websites that can be accessed within the classroom. Along with gaining access to these websites,
students are taught about the importance of copyrights and royalty-free tags. Below, I have listed
several helpful websites and links that are beneficial to incorporating digital citizenship in the
classroom:
Netiquette Rules
http://www.albion.com/netiquette/
Free teleprompter, used on an iPad for the green screen filming
www.cueprompter.com
Free copyright in the classroom poster for teachers
http://edudemic.com/wp-content/uploads/2013/02/teachers-copyright.jpg
Website that offers free, copyright-friendly images for education
http://pics.tech4learning.com/
Website that offers free downloadable images for business, personal, charitable and
educational use. No registration required; a small fee to download larger images.
http://www.freedigitalphotos.net/images/Education_g314.html
Website that offers schools and districts an opportunity to purchase royalty-free music for
large volume use.
http://www.soundzabound.com/
The Nine Elements of Digital Citizenship
http://digitalcitizenship.net/Nine_Elements.html
The Roles and Responsibilities of Digital Citizenship
http://www.nisd.net/digitalcitizen/
Ribble, M. (2011). Digital Citizenship in schools. Washington, DC: International Society for
Technology in Education.
www.riaa.com/physicalpiracy.php?content_selector=piracy_online_the_law
R.I.A.A. is the abbreviation for Recording Industry Association of America. This company represents the
professional recording and distribution of music. The particular link cited above is a web page that
outlines the law against music piracy, or unlawful file sharing, copying and downloading of music.
Mini Lesson Three-2: Science in the Kitchen: Acid vs. Bases

Unit Overview
Title: Science in the Kitchen or Kitchen Science
Lesson Plan
Grade: 4th and 5th
Lesson: What is a Reaction? Acids vs. Bases
Strategy Employed: Cooperative Grouping
Content Standards
S4-5CS2: Students will have the computation and estimation skills necessary for analyzing data and
following scientific explanations.
S4-3CS6 and S4-5CS7: Students will be familiar with the character of scientific knowledge and how it is
achieved.
ISTE NETS Standards

http://www.iste.org/standards/standards-for-students
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
NETS-S 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.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
Digital Information Fluency Model
Locating Information Efficiently: What information am I looking for? Where will I find the information? How
will I get there?
Principles of Inquiry-Based Learning
http://teachinquiry.com/index/Understanding.html
Inquiry Principle #2: Deep Understanding
Focus Question: What is a reaction and why does it happen?
How can I use the Steps of the Scientific Method in solving problems?
Curated Resource URL:

http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-of-matter.htm
http://studyjams.scholastic.com/studyjams/jams/science/matter/acids-and-bases.htm
http://youtu.be/tNvP3-174_M Tim and Moby Acids and Bases Video
Student Learning Activity
Hook
Tell students that they will have to use their powers of observation and team work to complete a task.
Give groups of students covered trays with 15 random items on them.
Give students 10 seconds to remove the cover and study the objects. When time is up, have students
record what they saw on the tray. Repeat the process with 2-3 other trays.
Use Samsung digital camera or Flip Camera to record the process and reactions; record their oral
reactions and observations.
When each team has observed every tray, discuss what each team observed, why particular items stood
out, etc. Explain how observation is important to the next part of the lesson. Groups will replay their
digital recordings to use during the discussion.
Engage with the Content:
Use Tumble Books and Tumble Cloud, E-books school districts online library to:
http://www.tumblebookcloud.com
Read aloud Solids, Liquids, and Gases: From Ice to Bubbles by Carol Ballard p. 21-23. Highlight
important concepts.
Teacher and Student: Discuss vocabulary and questions about the text.
(Use iPads to remotely post vocabulary words and questions about text to Todays Meet online interactive
page. https://todaysmeet.com/
Guide students through the process of The Scientific Method by asking, Can you mix everything in your
kitchen? Have teams discuss the question. Then ask What is a reaction? Review the Scientific Method
activity Team sheet.
Students: Conduct or watch online experiments using the Scientific Method to determine the answer
(online: Steve Spanglers Moving Milk experiment; https://www.stevespanglerscience.com/lab/
experiments/milk-color-explosion)
Teacher and Students: Discuss the results and draw a conclusion.
Students: Complete the interactive graphic organizer Venn Diagram, using iPads or laptops. Upon
completion, email to the teacher or save on your flash drive. http://www.readwritethink.org/files/
resources/interactives/venn_diagrams/
Reflection, Journal and Assessment:
Using ExitTicket Student Response System: http://exitticket.org/real-time-feedback-exit-tickets/
Students: Answer the journal questions:
How can you explain the difference between a physical and chemical change?
What is difference between an acid and a base? Compare and contrast acids, bases and neutral solutions.
Mini Lesson 3-Science in the Kitchen-The Scientific Method Everywhere!

Performance-based lesson and task (assessment)
Unit Overview
Title: Science in the Kitchen or Kitchen Science
Lesson Plan
Grade: 4th and 5th
Lesson: The Scientific Method Everywhere!
Strategy Employed: Performance Task
Content Standards
S4-5CS7: Students will be familiar with the character of scientific knowledge and how it is achieved.
Program Standards (Gifted Standards)

Creative Thinking and Problem Solving:
Critiques environment and uses evidence as basis to identify a problem.
Uses multiple resources including knowledge, personal conjectures, and assumptions to begin collecting
data. Develop generalizations.
Incorporates brainstorming and other idea generating techniques to solve problems or create new products.
Formulates a problem statement by disaggregating the data. Narrow the scope.
Uses analogies, metaphors, and or models to explain concepts.
Tolerates ambiguity when solving problems.
Poses the ability to synthesize ideas with the ability to enhance preexisting ideas and concepts by
rearranging, revising, and reconstructing
Advanced Communication Skills:
Selects appropriate method(s) of communication considering purpose, audience, format, and content.
Makes connections across disciplines to generate original and complex ideas and products.
Formulates and pose questions to engage others in meaningful discussion and reflection.
ISTE NETS Standards
http://www.iste.org/standards/standards-for-students
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
1. Creativity and innovation
NETS-S 1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group expression
Digital Information Fluency Model
Using Information Ethically: How will I ethically use the information?
Principles of Inquiry-Based Learning
http://teachinquiry.com/index/Performances.html
Inquiry Principle #3: Performances of Learning
Inquiry Principle #5: Appropriate Uses of Technology
Focus Question: How can we use the scientific method in our daily lives?
Curated Resources:
http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=3763 OR http://watchknowlearn.org/Video.aspx?
VideoID=19197&CategoryID=1570
http://www.k12reader.com/reading-comprehension/Gr3_Wk21_Scientific_Method.pdf (FOR REVIEW ONLY)
https://www.utexas.edu/courses/bio301d/Topics/Nonscientists/Text.html
http://www.ehow.com/how_8576637_use-scientific-method-everyday-life.html
http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml?from=Parents
Student Learning Activity:
Hook
Show the students an object they are not familiar with (example: prong fasteners, kitchen utensil, etc.).
Ask them to guess the name of the item and its use. Have them generate a hypothesis about what the
object is or does and test the hypothesis. Ask them to generate a conclusion after they test their
hypothesis.
Teacher and Student: Discuss how they used the scientific method to figure out the identity of the item.
Review the parts of the Scientific Method as you discuss.
T: Explain that the Scientific Method is used every day even when we arent aware that we are using it.
Engage with the content
Explain the tasks for the day and discuss any questions that the students have.
Synthesis Task:
1. Performance Task Presentations:
Goal: To create a presentation that explains the topic explored using the scientific method
Role: (Will vary) scientist, advertiser, teacher, CEO, etc.
Audience: (will vary depending on role)
Situation: You have been selected to present your findings on the topic researched to [will vary depending on role
and audience]. Develop a 5-8 minute presentation on the topic explaining how you used the scientific method to
arrive at your conclusion. Be prepared to answer questions from the audience.
Product: Presentation
Expectations (Criteria for Success): See performance task rubric
Science in the Kitchen

Performance Task
Directions:
Select a role, audience, and product type. Create a product that explains the Moving Milk or Acid vs. Base Lemon
scientific inquiry question that you answered through experimentation and research. Make sure your presentation
matches the role and audience you selected.
Scientific Method Inquiry Question:
Role
(Circle one)
Teacher
Scientist
Business owner
Food scientist
Advertising executive
Student
Other: ______________
Audience
(Circle one)
1st grade class
Product
(Circle one)
PowerPoint Presentation
5th grade class
iMovie
A group of scientist
Voki
A food company
Prezi
A group of parents
Stixty
Other: ______________
Glogster
Bookr or storybird
Photo essay
Song/ rap
Play/skit
Timeline
Other Web 2.0 tool__________
Journal and Reflection

Journal: How can we use the scientific method in our daily lives?
Performance Task Rubric or Assessment:
Science in the Kitchen

Performance Task Rubric
Trait
Explanation of How Effectively

Communicates
Demonstrates 2 out of Fails to communicate
the Scientific Method communicates
scientific ideas and
3 of the following:
Was Used
activities clearly;
Communicates
activities clearly;
activities clearly;
proves familiarity
prove familiarity with
proves familiarity
with the character of activities clearly;
the character of
with the character of scientific knowledge proves familiarity
scientific knowledge
scientific knowledge and how it is achieved; with the character of and how it is achieved;
and how it is achieved; demonstrates
scientific knowledge or demonstrate
demonstrates a deep understanding of
and how it is achieved; understanding of
understanding of
important features of demonstrates
important features of
important features of the process of
understanding of
the process of
the process of
scientific inquiry
important features of scientific inquiry
scientific inquiry
the process of
scientific inquiry
Oral Presentation
Consistently uses
Uses direct eye
Demonstrates 2/3 of Does not make eye
direct eye contact;
contact; shows
the following: uses
contact with the
shows strong
enthusiasm (positive direct eye contact;
audience; shows no
enthusiasm (positive feelings) about the
shows enthusiasm
interest in the topic;
feelings) about the
topic; speaks clearly (positive feelings)
and does not speak
topic; and speaks
about the topic; speaks clearly
clearly throughout the
clearly
presentation
Visual Presentation Presentation materials Presentation materials Presentation materials Presentation materials
are ideal for the task/ are appropriate for the are either not
are neither appropriate
audience and
task/ audience and
appropriate for the
for the task/ audience
creatively engaging engaging
task/ audience or
nor engaging
engaging
Use of Technology
The use of technology The use of technology The use of technology The use of technology
was creatively
was integrated and
was partially
was not integrated nor
integrated and
evident in the
integrated and evident evident in the
abundantly evident in presentation
in the presentation
presentation
the presentation

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McGlothinR_FRIT 7234 Mini Lessons_InformationLiteracy

My Mini Lessons are located at the following URL:

Mini Lesson 1-One

Science Content Standards:

McGlothinR_FRIT 7234 Mini Lessons_InformationLiteracy

McGlothinR_FRIT 7234 Mini Lessons_InformationLiteracy

Assessment Rubric for Activity

Not interested in the

Student understands the

Does not understand

Student understands the

Student gained new ideas

Student can come up

Student is not able to

Courtesy of Ribble, M. (2011). Digital Citizenship in the Classroom. pp. 134

McGlothinR_FRIT 7234 Mini Lessons_InformationLiteracy

McGlothinR_FRIT 7234 Mini Lessons_InformationLiteracy

Mini Lesson Three-2: Science in the Kitchen: Acid vs. Bases

ISTE NETS Standards

McGlothinR_FRIT 7234 Mini Lessons_InformationLiteracy

Curated Resource URL:

McGlothinR_FRIT 7234 Mini Lessons_InformationLiteracy

Mini Lesson 3-Science in the Kitchen-The Scientific Method Everywhere!

Program Standards (Gifted Standards)

McGlothinR_FRIT 7234 Mini Lessons_InformationLiteracy

McGlothinR_FRIT 7234 Mini Lessons_InformationLiteracy

Science in the Kitchen

5th grade class

Other Web 2.0 tool__________

Journal and Reflection

McGlothinR_FRIT 7234 Mini Lessons_InformationLiteracy

Performance Task Rubric or Assessment:

Science in the Kitchen

Explanation of How Effectively

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