Mini-lesson #1: Learning about Plagiarism
Mini-lesson #2: Learning about Symbols
Mini-lesson #3: Learning about Chinese Cultural
Mini-lesson #2: Learning about Symbols
Mini-lesson #3: Learning about Chinese Cultural
Guiding Questions:
Mini-Lesson #1: Do you participate in Plagaerism?
Mini-Lesson #2: What would your symbol look like?
What would your symbol say about you?
Mini-Lesson #3: What do Chinese symbols reveal about the Chinese culture?
Mini-Lesson #1: Do you participate in Plagaerism?
Mini-Lesson #2: What would your symbol look like?
What would your symbol say about you?
Mini-Lesson #3: What do Chinese symbols reveal about the Chinese culture?
Catholic Schools Curriculum Standards:
LDF.3.1 Participates in classroom discussions.
LDF3.6 Responds appropriately to various questions on orally presented material.
LC.3.7 Increases vocabulary to demonstrate growth of Interests and knowledge.
1. Identify symbols, historical figures and culture that played a role in American history, Georgia history and the history of the Church.
4 SWBAT identify similarities and differences within cultures and geographic systems.
LDF.3.1 Participates in classroom discussions.
LDF3.6 Responds appropriately to various questions on orally presented material.
LC.3.7 Increases vocabulary to demonstrate growth of Interests and knowledge.
1. Identify symbols, historical figures and culture that played a role in American history, Georgia history and the history of the Church.
4 SWBAT identify similarities and differences within cultures and geographic systems.
Diocese of Savannah Technology Curriculum:
Standard 1: Fundamentals of Technology Students understand the operations and function of technology systems and are proficient in the use of technology.
Standard 2: Social and Ethical Implications of Technology A student recognizes the appropriate uses of information and information technology.
Standard 3: Technology as a Productivity Tool Students use technology tools to enhance learning, to increase productivity and creativity, to construct technology enhanced models, to prepare publications and to produce other creative works.
Standard 4: Technology as a Communication Tool Building on productivity tools, students collaborate, publish and interact with peers, experts and other audiences by using telecommunications and media.
Standard 5: Technology as a Research Tool Students utilize technology based research tools to locate and collect information pertinent to the task, as well as evaluate and analyze information from a variety of sources.
Standard 6: Technology as a Problem Solving/Decision Making Tool Students use technology to make and support decisions in the process of solving real-world problems.
Standard 1: Fundamentals of Technology Students understand the operations and function of technology systems and are proficient in the use of technology.
Standard 2: Social and Ethical Implications of Technology A student recognizes the appropriate uses of information and information technology.
Standard 3: Technology as a Productivity Tool Students use technology tools to enhance learning, to increase productivity and creativity, to construct technology enhanced models, to prepare publications and to produce other creative works.
Standard 4: Technology as a Communication Tool Building on productivity tools, students collaborate, publish and interact with peers, experts and other audiences by using telecommunications and media.
Standard 5: Technology as a Research Tool Students utilize technology based research tools to locate and collect information pertinent to the task, as well as evaluate and analyze information from a variety of sources.
Standard 6: Technology as a Problem Solving/Decision Making Tool Students use technology to make and support decisions in the process of solving real-world problems.
Digital Information Fluency:
Locating Information Efficiently - What Information Am I Looking For? - Where Will I Find the Information? - How Will I Get There?
Learners identify key concepts in a research question.
Learners create effective and efficient search queries.
Learners select digital search tools based on their effectiveness and efficiency.
Learners select and apply appropriate search strategies to effectively and efficiently locate reliable digital information related to their academic learning goal(s).
Evaluating Information Effectively - How Good is the Information?
Learners evaluate the quality of a search result to determine its usefulness in the search process.
Learners evaluate the quality of a search result to determine the reliability of its content.
Learners evaluate the quality of a search result to determine the reliability of its source.
Using information Ethically - How will I Ethically Use the Information?
Learners ethically use digital information.
Universal dispositions affecting Information Fluency
Consistently demonstrates confidence in finding a solution when engaged in the digital information fluency process.
Consistently demonstrates persistence while engaged in the digital information fluency process.
Engages in the digital information fluency process despite distractions.
Demonstrates open-mindedness to a variety of strategies and tools when engaged in the digital information fluency process.
Consistently demonstrates curiosity for exploring ideas when engaged in the digital information fluency process.
Locating Information Efficiently - What Information Am I Looking For? - Where Will I Find the Information? - How Will I Get There?
Learners identify key concepts in a research question.
Learners create effective and efficient search queries.
Learners select digital search tools based on their effectiveness and efficiency.
Learners select and apply appropriate search strategies to effectively and efficiently locate reliable digital information related to their academic learning goal(s).
Evaluating Information Effectively - How Good is the Information?
Learners evaluate the quality of a search result to determine its usefulness in the search process.
Learners evaluate the quality of a search result to determine the reliability of its content.
Learners evaluate the quality of a search result to determine the reliability of its source.
Using information Ethically - How will I Ethically Use the Information?
Learners ethically use digital information.
Universal dispositions affecting Information Fluency
Consistently demonstrates confidence in finding a solution when engaged in the digital information fluency process.
Consistently demonstrates persistence while engaged in the digital information fluency process.
Engages in the digital information fluency process despite distractions.
Demonstrates open-mindedness to a variety of strategies and tools when engaged in the digital information fluency process.
Consistently demonstrates curiosity for exploring ideas when engaged in the digital information fluency process.
AASL Standards for 21st Century Learners:
1. Inquire, think critically, and gain knowledge.
1.1 Skills
1.1.1 Follow an inquirybased process in seeking knowledge in curricular subjects, and make the realworld connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning
1.1.3 Develop and refi ne a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
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.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, confl icting information, and point of view or bias.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2 Dispositions in Action
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superfi cial facts.
1.2.2 Demonstrate confi dence and selfdirection by making independent choices in the selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
1.3 Responsibilities
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
1.4 Self-Assessment Strategies
1.4.1 Monitor own information-seeking processes for eff ectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1.1 Continue an inquirybased research process by applying criticalthinking 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.
2.1.4 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 understandings.
2.2 Dispositions in Action
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3 Responsibilities
2.3.1 Connect understanding to the real world.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
2.4 Self-Assessment Strategies
2.4.2 Refl ect on systematic process, and assess for completeness of investigation.
2.4.3 Recognize new knowledge and understanding.
2.4.4 Develop directions for future investigations.
3. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.1 Conclude an inquirybased research process by sharing new understandings and refl ecting on the learning.
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 eff ectively.
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.
3.2 Dispositions in Action
3.2.1 Demonstrate leadership and confi dence by presenting ideas to others in both formal and informal situations.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
3.3 Responsibilities
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
3.3.2 Respect the diff ering interests and experiences of others, and seek a variety of viewpoints.
3.4 Self-Assessment Strategies
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more eff- ectively in the future.
3.4.2 Assess the quality and eff ectiveness of the learning product.
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.
1. Inquire, think critically, and gain knowledge.
1.1 Skills
1.1.1 Follow an inquirybased process in seeking knowledge in curricular subjects, and make the realworld connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning
1.1.3 Develop and refi ne a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
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.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, confl icting information, and point of view or bias.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2 Dispositions in Action
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superfi cial facts.
1.2.2 Demonstrate confi dence and selfdirection by making independent choices in the selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
1.3 Responsibilities
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
1.4 Self-Assessment Strategies
1.4.1 Monitor own information-seeking processes for eff ectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1.1 Continue an inquirybased research process by applying criticalthinking 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.
2.1.4 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 understandings.
2.2 Dispositions in Action
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3 Responsibilities
2.3.1 Connect understanding to the real world.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
2.4 Self-Assessment Strategies
2.4.2 Refl ect on systematic process, and assess for completeness of investigation.
2.4.3 Recognize new knowledge and understanding.
2.4.4 Develop directions for future investigations.
3. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.1 Conclude an inquirybased research process by sharing new understandings and refl ecting on the learning.
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 eff ectively.
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.
3.2 Dispositions in Action
3.2.1 Demonstrate leadership and confi dence by presenting ideas to others in both formal and informal situations.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
3.3 Responsibilities
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
3.3.2 Respect the diff ering interests and experiences of others, and seek a variety of viewpoints.
3.4 Self-Assessment Strategies
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more eff- ectively in the future.
3.4.2 Assess the quality and eff ectiveness of the learning product.
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.
8 Principles of Inquiry-Based Learning:
Authentic - Throughout this unit, students will learn real life skills and information about the world around them. From learning about plagairism to symbols and ending with the Chinese culture, students will be able to use these skills and information throughout their life.
Deep Understanding - The use of technology will help students develop a better understanding of the information being taught. Students will be able to build their own learning.
Performances of Understanding - Students will be able to convey their understanding through different applications and programs. Students will search for strategies and tools that will support and increase their learning. Students will use and apply these strategies and tools for both required assignments and personal interests.
Assessment - The students will be assessed using a variety of methods from self assessment, peer assessment or teacher assessment. These formal or informal assessments will focus on performance and application. Also, the use of technology will be assessed.
Appropriate Use of Technology - The students will learn to use technology ethically and responsibly. The students will be using technology in a variety of ways to engage, enhance, and extend their learning through visual, auditory, and interactive use of the technology.
Connection with Experts - Students will work with the teacher and experts through the internet to gain a better understanding of how to use technology to support their search for information and how to locate information.
Student Success - Student success will be measured by using different types of formal and informal assessments throughout the unit. Some will focus on the learning and some will focus on the process the students used to arrive at the conclusion.
Ethical/Citizenship - Students will learn about using technology responsibly and ethically as they research and use resources on the internet. For this unit, we will focus on plagiarism.
Deep Understanding - The use of technology will help students develop a better understanding of the information being taught. Students will be able to build their own learning.
Performances of Understanding - Students will be able to convey their understanding through different applications and programs. Students will search for strategies and tools that will support and increase their learning. Students will use and apply these strategies and tools for both required assignments and personal interests.
Assessment - The students will be assessed using a variety of methods from self assessment, peer assessment or teacher assessment. These formal or informal assessments will focus on performance and application. Also, the use of technology will be assessed.
Appropriate Use of Technology - The students will learn to use technology ethically and responsibly. The students will be using technology in a variety of ways to engage, enhance, and extend their learning through visual, auditory, and interactive use of the technology.
Connection with Experts - Students will work with the teacher and experts through the internet to gain a better understanding of how to use technology to support their search for information and how to locate information.
Student Success - Student success will be measured by using different types of formal and informal assessments throughout the unit. Some will focus on the learning and some will focus on the process the students used to arrive at the conclusion.
Ethical/Citizenship - Students will learn about using technology responsibly and ethically as they research and use resources on the internet. For this unit, we will focus on plagiarism.
Engage, Enhance, and Extend Levels:
Throughout this unit, I will be using activities that will engage, enhance, and extend the students' learning. Students, through the use of technology, will be engaged by ingniting their curiostity to learn more. Students, through the use of technology, will enhance their learning by obtaining a deeper understanding of the infomation. Students, through the use of technology, will extend their learning by learning how to use different types of technology which they can use to solve problems outside the classroom.
Throughout this unit, I will be using activities that will engage, enhance, and extend the students' learning. Students, through the use of technology, will be engaged by ingniting their curiostity to learn more. Students, through the use of technology, will enhance their learning by obtaining a deeper understanding of the infomation. Students, through the use of technology, will extend their learning by learning how to use different types of technology which they can use to solve problems outside the classroom.