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Mini Lessons

Name: Bryandra Bell FRIT 7234 Summer 2019

Grade Level: Kindergarten Content Area- Social Studies: Segregation

Mini Lesson 1: Segregation and Equality/Inequality

Content Area Standards:

 SSKH3 Correctly use words and phrases related to chronology and time. (Note: These
elements should be integrated into discussions about historical events and figures.)
f. Past, present, future
 SSKH1 Identify the national holidays and describe the people and/or events celebrated.
e. Martin Luther King, Jr. Day
 ELAGSEKW6: With guidance and support from adults, use a variety of tools to produce
and publish writing, including digital tools in collaboration with peers.
 ELAGSEKW8: With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question

ISTE Standards or AASL Standards:

Global Collaborator: Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.
7b. Students use collaborative technologies to work with others, including peers, experts
or community members, to examine issues and problems from multiple viewpoints.
Creative Communicator: Students communicate clearly and express themselves creatively for
a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to
their goals.
6d. Students publish or present content that customizes the message and medium for
their intended audiences.
Empowered Learner: Students leverage technology to take an active role in choosing,
achieving and demonstrating competency in their learning goals, informed by the learning
sciences.
1c. Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
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Digital Information Fluency:

1.C Learners effectively and efficiently select digital collections based on their
characteristics.
1.E Learners select and apply appropriate search strategies to effectively and efficiently
locate reliable digital information related to their academic learning goal(s).

Principals of Inquiry Based Learning:

 Authenticity
 Assessment
 Appropriate Use of Technology

Guiding Question (EQ):

 What is segregation and how did it affect people in the past?

 How did Martin Luther King Jr. and others fight against segregation in the past?

Curated Resources Link:

https://www.smore.com/hjv35

Learning Activities using technology (Engage, Enhance, Extend):

The teacher will introduce the topic of segregation and ask students if they have any prior

knowledge of this topic. The teacher will introduce and explain the vocabulary (Segregation,

Past, Equality/Inequality). The teacher will also explain the activity, the expectations as well

as how students will be assessed during this lesson. Then, the teacher will discuss

segregation, Martin Luther King Jr./MLK Day and other historical figures and use images,

video and text to help explain this concept (See Digital Instructional Materials below).
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The teacher will also explain that Dr. Martin Luther King Jr., (as well as other people) fought

to end segregation and the need for equal rights sharing why we celebrate MLK day.

Digital Instruction Materials

Videos:
 “Jim Crow Law”
https://kids.britannica.com/kids/search/videos?query=segregation&includeLevelOne=1
&page=1
 “Martin Luther King Jr.”
https://jr.brainpop.com/socialstudies/biographies/martinlutherkingjr/
 “Ruby Bridges” https://jr.brainpop.com/socialstudies/biographies/rubybridges/
Text: https://kids.britannica.com/kids/article/Martin-Luther-King-Jr/353339/250758-toc
Images: https://kids.britannica.com/kids/article/Jim-Crow-laws/599873

Students will answer the overall essential questions but also will be presented with an inquiry

question that will encourage exploration/inquiry on the topic and solve a real-world problem.

(Inquiry Question: Segregation showed inequality of the past. Some people still show

inequality today. What are solutions you can create for this present problem?

Engage: Students will discuss scenarios they have seen around them of people showing

inequality. Then, students will work in groups to collaborate and use inquiry skills to create

an infographic to teach others about segregation and to answer the inquiry question (solutions

to the problem) by using tools such as Smore, Adobe Spark or Canva. Groups will actively

engage in using the curated resources provided (above) to help them as they explore the topic

and collaborate. Groups will also be guided to use Britannica Kids, GALILEO Kids and

Google Image search to help them as they demonstrate Digital Information Fluency skills in

searching for information on the topic (students use Boolean strategy). Groups will use

pictures and words/sentences in their infographic with guidance and support from the teacher

and/or paraprofessional as needed. The infographic will include information that answers the

inquiry question, shares information and demonstrates leaning. The teacher and groups of

students will use a checklist assessment during the lesson and constant feedback will be

provided from the teacher and peers throughout the lesson to promote the Growth Mindset.
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Students will post their infographic on Edmodo to share/present to the class.

Enhance: Other groups will view and post comments to add more contributions that further

add to the conversations, learning and understanding.

Extend: Outside of school, students can post videos and photos they have taken that show

themselves and other people demonstrating solutions to the problem in the community.

(This will also promote life-long learning.)

Assessment:

Checklist: Students will be assessed using a checklist which will allow them the ability to

self-assess themselves, provide peer evaluation based on the checklist criteria and for the

teacher to use to assess. The checklist will outline the requirements which will include

collaboration, data/content, demonstration of digital fluency, facts and solutions that help

answer the essential and inquiry questions listed above.

Example Checklist

Infographic Checklist
Criteria Feedback
+ Exceeds Meets N Needs Improvement
___ We all worked together as a group and shared our ideas
(collaboration)
____ We effectively used digital tools to search for information
(Digital Fluency)
___We created solutions to the problem (by using inquiry skills)

___ We clearly presented the data/content in the infographic.

____ We posted meaningful comments to other groups (Edmodo)

___ We posted other content from the community outside of

school (Edmodo)
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Mini Lesson 2: Inquiry: Segregation

Content Area Standards:

 SSKH3 Correctly use words and phrases related to chronology and time. (Note: These
elements should be integrated into discussions about historical events and figures.)
f. Past, present, future
 SSKH1 Identify the national holidays and describe the people and/or events celebrated.
e. Martin Luther King, Jr. Day
 ELAGSEKW6: With guidance and support from adults, use a variety of tools to produce
and publish writing, including digital tools in collaboration with peers.
 ELAGSEKW8: With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question

ISTE Standards or AASL Standards:

Global Collaborator: Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.
7b. Students use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.
Creative Communicator: Students communicate clearly and express themselves creatively for
a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to
their goals.
6d. Students publish or present content that customizes the message and medium for
their intended audiences.
Empowered Learner: Students leverage technology to take an active role in choosing,
achieving and demonstrating competency in their learning goals, informed by the learning
sciences.
1c. Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.

Digital Information Fluency:

1.C Learners effectively and efficiently select digital collections based on their
characteristics.
1.E Learners select and apply appropriate search strategies to effectively and efficiently
locate reliable digital information related to their academic learning goal(s).
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Principals of Inquiry Based Learning:

 Deep Understanding
 Assessment
 Appropriate Use of Technology

Guiding Question (EQ):

 How can we use experiences from the past to improve the present?
 How can we show equality in the present and the future?

Curated Resources Link:

https://padlet.com/bb23436/i8x5qrg8mztb

Learning Activities using technology (Engage, Enhance, Extend):

The teacher will review the topic of segregation and begin a review student-led discussion

among the students about the topic to set the stage for the activity. The teacher will

introduce and explain the vocabulary (Present, Future). Then, the teacher will also explain

the activity, the expectations as well as how students will be assessed during this lesson. To

encourage curiosity, the teacher will show a video clip called “Kids Talk about

Segregation” which discusses the current existence of segregation and student discussions.

(See Digital Instructional Materials below).

Digital Instruction Material
Video: https://www.youtube.com/watch?v=Sff2N8rez_8

Engage: Groups will collaborate to create their own inquiry question about segregation

during the past and present that will lead them in inquiry and real-world problem solving

on the topic. This will help give students more sense of ownership in their leaning and

inquiry process. (Inquiry Question: Student group created).

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The teacher will use the essential questions (see above) as well as provide guidance and

support to groups as they are creating their own inquiry question. The teacher will

introduce the curated resources (provided above). Students will work in groups to

collaborate and use inquiry skills to create their own Padlet page to present content about

their own inquiry question and their solutions for real-world problem solving to

demonstrate learning. Groups will actively navigate the curated resources provided to

help them as they explore and collaborate. Groups will also be guided to use Discover,

Britannica Kids and GALILEO Kids to help them as they demonstrate Digital

Information Fluency skills in searching for information on the topic (students use

“browse by subject” strategy). The teacher and groups of students will use the rubric

assessment during the lesson to assess others and self-assess. Constant feedback will be

provided from the teacher and peers throughout the lesson to promote the Growth

Mindset.

Enhance: Other groups will view the Padlet pages of their peer groups and post

comments that provide feedback and add more to the discussion to demonstrate

additional learning and understanding.

Extend: Outside of school, students can post photos they take or descriptions of the

experiences of others in the neighborhood or community that depict solutions to the

inquiry question they created. (This will also promote life-long learning.)
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Assessment:

Rubric for collaboration and problem solving: The students will be assessed using a rubric

which will allow them the ability to self-assess themselves, provide peer evaluation based on

the rubric criteria and for the teacher to use to assess. The rubric will outline the requirements

which will include collaboration, content, demonstration of digital fluency, and problem

solving.
Example Rubric for Collaboration and Problem Solving

Rubric for Collaboration and Problem Solving

Criteria 3 (Meets) 2 (Acceptable) 1 (Needs 0
Improvement) (Unacceptable)
Collaboration We showed We showed We struggled to We were
respect and respect and be respectful disrespectful
worked worked with and/or we put and/or did not
effectively with group members. forth little effort. put forth effort
group members. Some members We had little to work with
had some input. contribution. group members.
We did not do
our part.
Content We presented We presented We struggled to Our presentation
the content from content clearly. present content was incomplete,
our inquiry clearly. or we did not
search clearly have one.
and effectively.
Digital Fluency We used We used search We struggled We did not use
efficient search strategies and with search any search
strategies and tools. strategies and strategies and/or
tools. tools. tools.
Problem We engaged in We engaged in We engaged in We engaged in
Solving inquiry, created inquiry, created inquiry, inquiry and the
(inquiry) our question and a question and attempted to solution was
created more created a create a question incomplete, or
than one solution solution to a and the solution we did not have
to a problem. problem. was unclear. one.
Feedback
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Mini Lesson 3: Plagiarism/Ethical Use

Content Area Standards:

 SSKH3 Correctly use words and phrases related to chronology and time. (Note: These
elements should be integrated into discussions about historical events and figures.)
f. Past, present, future
 SSKH1 Identify the national holidays and describe the people and/or events celebrated.
e. Martin Luther King, Jr. Day
 SSKCG2 Describe examples of positive character traits exhibited by good citizens such as
honesty, patriotism, courtesy, respect, pride, and self-control.
 ELAGSEKW6: With guidance and support from adults, use a variety of tools to produce
and publish writing, including digital tools in collaboration with peers.
 ELAGSEKW8: With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question

ISTE Standards or AASL Standards:

Global Collaborator: Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.
7b. Students use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.
Creative Communicator: Students communicate clearly and express themselves creatively for
a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to
their goals.
6d. Students publish or present content that customizes the message and medium for
their intended audiences.
Digital Citizen: Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in ways that
are safe, legal and ethical.
2c. Students demonstrate an understanding of and respect for the rights and obligations
of using and sharing intellectual property.

Digital Information Fluency:

3.A Learners ethically use digital information

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Principals of Inquiry Based Learning:

 Authenticity
 Deep Understanding
 Assessment
 Appropriate Use of Technology

Guiding Question (EQ):

 How can I give credit to the work of others?

 How can I use past experiences for the future?

Curated Resources Link:

https://www.tes.com/lessons/Q7J32813-4gmxA/bryandra-bell-ethical-use-of-information-

resources-kindergarten

Learning Activities using technology (Engage, Enhance, Extend):

The teacher will review the topic of segregation and begin a review student-led discussion among

the students to have them review what they have been learning and exploring. The teacher will

introduce and explain the vocabulary (Equality, Plagiarism). Then, the teacher will also

introduce the new the activity, allow for sharing of prior knowledge on the topic from students,

share the expectations as well as explain how students will be assessed during this lesson. Next,

the teacher will show a picture of a painting of Ruby Bridges with the teachers name next to it

(See image below). The teacher will explain the importance of giving credit to whom content

belongs to in order to avoid plagiarism. If not, this would be like placing the teacher’s name next

to the painting that the teacher did not create. (Explain that credit should include name, date,

copyright info, etc.)

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Students will answer the overall essential questions but also will be presented with an inquiry

question that will encourage exploration/inquiry on the topic and solve a real-world problem.

(Inquiry Question: How can we make sure to give credit to others?)

Engage: Students will discuss if someone has ever taken credit for their own work. Students

will discuss the importance of ethically using information by always giving credit to others,

yet sometimes people do not always do this. Students will work in groups to create recorded

voice interviews that help provide solutions. Groups will actively engage in using the curated

resources provided (above) to help them for the inquiry process as they explore the topic and

collaborate. Groups will also be guided to use Discover, Britannica Kids and GALILEO Kids

to help them as they demonstrate Digital Information Fluency skills in searching for

information on plagiarism and create solutions to this problem (students use “browse by

database” and “browse by type “strategies). Students will interview their peers (make 1 to2-

minute voice recordings) to post on Seesaw, Flipgrid or Edmodo. The teacher and groups of

students will use a reflection assessment during the lesson to assess others and self-assess.

Constant feedback will be provided from the teacher and peers to promote the Growth

Mindset during the reflection process.

Enhance: Other groups will listen to the voice recording posts of their peer groups and post

comments and provide feedback on the product to add more to the learning and

understanding. They will also share how they agree or disagree with the solutions and why.

Extend: Outside of school, students can conduct and post 2-minute videos of interviews from

experts in the community, parents or neighbors that share experiences that depict solutions to

the inquiry question. (Post on Seesaw, Flipgrid or Edmodo)

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Interviewees will also add their experiences with segregation in the past and how they can

use their experiences to contribute to a better future. To give credit, students will include the

name of the person, time and date. (2-minute video). (This will also promote life-long

learning.)

Assessment:

Self-reflection: The self-reflection assessment will give students the ability to self-assess

themselves, include peer evaluation and used for the teacher to assess. The self-reflection

assessment will list the components which will include collaboration, content, demonstration

of digital fluency, and problem solving. With guidance and support, students will be able to

write and illustrate their reflection commentary.

Example of Self-Reflection Assessment

Self-Reflection Assessment

Components How did I effectively demonstrate each

component?

Collaboration

Content

Digital Fluency

Problem Solving (inquiry)

Feedback
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References

Georgia Department of Education. (2019). Georgia Standards of Excellence. Retrieved from

https://www.georgiastandards.org/Georgia-Standards/Pages/default.aspx

Greenstein, L. (2012). Beyond the Core. [PDF File]. Retrieved from

https://go.view.usg.edu/d2l/le/content/1844584/viewContent/30706867/View?ou=184458

Information Fluency. (2019). Digital Information Fluency Model. Retrieved from

http://21cif.com/resources/difcore/index.php

International Society for Technology in Education (ISTE). (2019). Standards for Students.

Retrieved from https://www.iste.org/standards/for-students

Karen-Kolb, L. (2013). Engage, Enhance and Extend [PDF File]. International Society for

Technology in Education. Retrieved from

https://go.view.usg.edu/d2l/le/content/1844584/viewContent/30706856/View

Norman Rockwell. “The Problem We All Live With (Ruby Bridges).” Retrieved from

https://www.allmodern.com/East-Urban-Home--The-Problem-We-All-Live-With-Ruby-

Bridges-by-Norman-Rockwell-Photographic-Print-ESRB6882-L1318-

K~ESRB6882.html?refid=GX270390375832-

ESRB6882_20364296_20364297&mktvid=GX&mktcid=442725676&mktstrid=5529034

6237&mktcrid=270390375832&device=c&ptid=444506773661&targetid=pla-

444506773661&network=g&ireid=36315862&PiID%5B%5D=20364296&PiID%5B%5

D=20364297&gclid=Cj0KCQjwjYHpBRC4ARIsAI-
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3GkGs1HrdVUQZujnM00EXsJB57zwZEQRhaJn_WT6R5fOEj7Zaz0t-

L6waAgNHEALw_wcB

Principles of Inquiry-Based Learning [PDF File]. (n.d.). Retrieved from

file:///C:/Users/bryan/Downloads/Principles_of_Inquiry-Based_Learning.pdf