Manda Cawthon

FRIT7234
Mini-Lessons
1st Grade Social Studies Mini-Lesson 1 (ethical use of information)
Georgia Standards of Excellence ISTE Standards for Students
SS1H1 Read about and describe the life of
historical Empowered Learner
figures in American history. 1c. Students use technology to seek feedback
a. Identify the contributions made by that informs and improves their practice and
these to demonstrate their learning in a variety of
figures: Benjamin Franklin ways.
(inventor/author/statesman),
Thomas Jefferson, Meriwether Digital Citizen
Lewis and William 2c. Students demonstrate an understanding of
Clark with Sacagawea, Theodore and respect for the rights and obligations of
Roosevelt, using and sharing intellectual property
George Washington Carver, and
Ruby Creative Communicator
Bridges. 6b. Students create original works
b. Describe how everyday life of
or responsibly repurpose or remix digital
these historical
resources into new creations.
figures is similar to and different
from
everyday life in the present.
SS1CG1 Describe how the historical
figures in
SS1H1a display positive character
traits such as:
fairness, respect for the
environment, courage,
equality, tolerance, perseverance,
and commitment.
Learning Targets Essential Questions
I can explain why I shouldnt copy someone Why is it important to not copy someone elses
elses work. work?
I can create an original video. How can I create original work?
Digital Information Fluency Principles Key Vocabulary
Addressed: Plagiarism
Using information ethically Copyright

Principals of Inquiry Based Learning

addressed:
Authenticity, Deep Understanding, Assessment,
Appropriate use of technology, Student
Success, Ethical Citizenship

Information Processing Skills:

n/a
Map/Globe Skills:
n/a
Manda Cawthon
FRIT7234
Mini-Lessons
Literacy/Text Connection Technology Connection
n/a Curated Resource List:
https://www.tes.com/lessons/dba8Ivyhr_4gUA/ethical-
use-of-information-elementary
Opening-ENGAGE
Imagine that you worked really hard on an informational report about your favorite animal. You
remembered to capitalize and punctuate all of your sentences. You have a great topic sentence and 5
really interesting facts. You even remembered to write a conclusion sentence. You are especially proud
of your illustrations. How long do you think it would take you to write that report? Now, imagine that
your friend thought your report looked really good and put his or her name on it and turned it in? How
would you feel? Allow students to share their thoughts.
Work Session-Explore, Explain, Elaborate ENHANCE
Today we are going to learn about why it is important not to copy someone elses work. Using the
interactive whiteboard write the words plagiarism and copyright.
Plagiarism is copying someone elses work. Copyright is the law that says you cant copy someone
elses work.

Discuss types of products people can create. (artwork, books, reports, videos, music, etc.)
Think-Pair-Share: Why shouldnt you copy someone elses work?

Watch this YouTube Copyright School: http://watchknowlearn.org/Video.aspx?VideoID=32498. Class

discussion about what Russell did wrong and what he learned from his mistakes. (copying a video,
making a video of a live performance, reusing content, you should create original content)

As we learn about new things in first grade we will write reports, create videos, create original songs,
and many other exciting activities. We all have to be careful to create new things and not copy
someone elses work. If we use someone elses work to get ideas, like facts for a report, we always
have to remember to tell where we found the information.
Closing- Assessment, EXTEND
Read about Great White Sharks, http://kids.nationalgeographic.com/animals/great-white-
shark/#great-white-shark-surface.jpg

Project Informational Report #1 on interactive whiteboard. Read aloud with the class. Mention that
the words are hard for the students to read.

Project Informational Report #2 on whiteboard. Read aloud with the class. Notice that this is easier to
read and understand.

Give each student a sticky note. They should write a 1 or 2 on the sticky note, indicating which report
is not plagiarized. Once everyone has written their number, students with a 1 go to left side of the
room and students with a 2 go to the right side of the room. Allow volunteers to prove why they
think they are correct. #2 is the correct answer.

Homework: Watch a video about something that interests you. Create a short original video telling
about what you learned. Upload the video to your Seesaw (digital portfolio)
Manda Cawthon
FRIT7234
Mini-Lessons

Informational Report #1
When a great white shark is born, along with up to a dozen siblings, it immediately swims away from
its mother. Baby sharks are on their own right from the start, and their mother may see them only as
prey. At birth the baby shark is about 5 feet (1.5 meters) long already; as it grows it may reach a
length three times that.

Informational Report #2

Great white sharks are big fish that live in the ocean. When they are babies they are called pups. The
mama sharks do not take care of the pups when they are born. The mamas might even eat the babies!
The great white shark pups eat other fish. When they grow up they like to eat sea lion and seals.

National Geographic Kids (http://kids.nationalgeographic.com/animals/great-white-shark/#great-white-

shark-surface.jpg)
Manda Cawthon
FRIT7234
Mini-Lessons

1st Grade Social Studies Mini-Lesson 2

Georgia Standards of Excellence ISTE Standards for Students
SS1H1 Read about and describe the life of
historical Digital Citizen
figures in American history. 2c. Students demonstrate an understanding of and
a. Identify the contributions made by respect for the rights and obligations of using and
these sharing intellectual property
figures: Benjamin Franklin
(inventor/author/statesman), Knowledge Constructor
Thomas 3a Students plan and employ effective research
Jefferson, Meriwether Lewis and strategies to locate information and other
William resources for their intellectual or creative pursuits.
Clark with Sacagawea, Theodore
Roosevelt, 3b Students evaluate
George Washington Carver, and Ruby the accuracy, perspective, credibility and relevance of
Bridges. information, media, data or other resources.
b. Describe how everyday life of
these historical Creative Communicator
figures is similar to and different from 6d Students publish or present content
everyday life in the present. that customizes the message and medium for their
SS1CG1 Describe how the historical intended audiences.
figures in
SS1H1a display positive character
traits such as:
fairness, respect for the environment,
courage,
equality, tolerance, perseverance,
and commitment.
Learning Targets Essential Questions
I can analyze historical images. What can you infer from looking at historical images?
I can tell why Thomas Jefferson is an Why is Thomas Jefferson an American hero?
American hero.
I can research and share what I learned.
Digital Information Fluency Principles Key Vocabulary
Addressed: Historical image
Locating information efficiently Analyze
Evaluating information effectively
Using information ethically
Universal dispositions affecting information
fluency
Principals of Inquiry Based Learning
addressed:
Authenticity, Deep understanding,
assessment, appropriate use of technology,
student success, performances of
understanding, ethical citizenship
Manda Cawthon
FRIT7234
Mini-Lessons

Information Processing Skills:

IPS1 compare similarities and differences
IPS5 identify and use primary and secondary
sources

Map/Globe Skills:
n/a
Literacy/Text Connection Technology Connection
A Picture Book of Thomas Jefferson, by David Curated Resource List: Thomas Jefferson historical
A. Adler images Popplet http://popplet.com/app/#/4152895

A Picture Book of Thomas Jefferson

https://youtu.be/5YWIwf4zXL4

Monticello website
http://home.monticello.org/
Opening-ENGAGE
Gather students to view the historical images in the Thomas Jefferson Popplet. Ask students what
they notice about the image. Who do you think this person is? Why do you think he is important?
What do you notice about his clothes? Do you think he is from long ago or today? How do you think
you are similar to or different from the person in the picture? Record students comments in the
Popplet.
Work Session-Explore, Explain, Elaborate ENHANCE
Introduce Thomas Jefferson by reading A Picture Book of Thomas Jefferson, by David A. Adler (watch
YouTube video of story). Class discussion about who Thomas Jefferson was.

Students work in small groups (Be sure to include a strong reader in each group). Assign each group a
topic to research on the Monticello website, http://home.monticello.org/ . (Thomas Jefferson,
Declaration of Independence, A Day in the Life, Thomas Jefferson at a Glance, Monticello). Each group
should write down 3 facts they learned from their research and create an illustration. Remind
students about the importance of not plagiarizing.
Use the IPad to create a video. Each group will show their illustration and tell the facts they learned
about their assigned topic. Once all groups have recorded their part of the video, share the video with
the whole class. Upload to Seesaw.
Closing- Assessment, EXTEND
After viewing the video, allow students to discuss with their friends what they know about Thomas
Jefferson. Walk around listening, observing, and encouraging higher order thinking. (formative
assessment)

Homework/Extension: With your parents help find a new resource about Thomas Jefferson online. Be
sure to explore the website to see if it is reliable. Are there real historical images? Is the website too
silly? Do you see some facts that you already know? Add the link to the website to our Seesaw blog.
Manda Cawthon
FRIT7234
Mini-Lessons
1st Grade Social Studies
Georgia Standards of Excellence
SS1H1 Read about and describe the life of
historical
figures in American history.
a. Identify the contributions made
by these
figures: Benjamin Franklin
(inventor/author/statesman),
Thomas Jefferson, Meriwether
Lewis and William
Clark with Sacagawea, Theodore
Roosevelt,
George Washington Carver, and
Ruby
Bridges.
b. Describe how everyday life of
these historical
figures is similar to and different
from
everyday life in the present.
SS1CG1 Describe how the
historical figures in
SS1H1a display positive character
traits such as:
fairness, respect for the
environment, courage,
equality, tolerance, perseverance,
and commitment.
Mini-Lesson 3
ISTE Standards for Students
Digital Citizen
2c. Students demonstrate an understanding of and
respect for the rights and obligations of using and
sharing intellectual property
Knowledge Constructor
3a Students plan and employ effective research
strategies to locate information and other resources for
their intellectual or creative pursuits.
3b Students evaluate the accuracy, ,perspective,
credibility and relevance of information, media, data or
other resources.
Creative Communicator
6a Students choose the appropriate platforms and
tools for meeting the desired objectives of their creation
or communication.
6d Students publish or present content
that customizes the message and medium for their
intended audiences.

Learning Targets Essential Questions

I can research and share what I learned. Why is Thomas Jefferson an important part of history?
I can tell why Thomas Jefferson is How can you research to find answers to your questions
important. using the internet?
Digital Information Fluency Principles Key Vocabulary
Addressed: President
Locating information efficiently Inventor
Using information ethically Independence
Universal dispositions affecting
information fluency

Principals of Inquiry Based Learning

addressed:
Authenticity, Deep understanding,
assessment, appropriate use of
technology, student success,
Manda Cawthon
FRIT7234
Mini-Lessons
performances of understanding, ethical
citizenship

Information Processing Skills:

IPS1 compare similarities and differences
IPS5 identify and use primary and
secondary sources

Map/Globe Skills:
n/a

Literacy/Text Connection Technology Connection

n/a Curated Resource List
Thomas Jefferson primary sources jackdaw
https://www.thinglink.com/scene/935999707979710465

Opening-ENGAGE
Yesterday, we looked at some historical images of Thomas Jefferson and did some research. Today, we
are going to explore a little more. Did you know that Thomas Jefferson was an inventor? Who has an
idea of what he may have invented? Did you know that people today like to quote Thomas Jefferson
and say some of the same things he used to say? Did you know that Thomas Jefferson is on the side of
a mountain?! Its true and today you are going on a scavenger hunt to answer these questions and
some others. Now, put on your explorer hats and lets go on an adventure to find out more about
Thomas Jefferson.
Work Session-Explore, Explain, Elaborate ENHANCE
Students work in groups to complete the Thomas Jefferson scavenger hunt using the Thomas
Jefferson Thinglink jackdaw. Answers will be written on the groups answer chart. All of the answers
can be found by following the links in the jackdaw. Walk around the room to monitor group work and
assist when needed.
Closing- Assessment, EXTEND
Once all groups have had sufficient time to complete the activity, the answer charts will be placed
around the room so that they can be easily seen. Students and teacher will perform a gallery walk to
see how the answers compare. Discuss any discrepancies.

Homework/Extension: Explore the Thomas Jefferson Primary Sources jackdaw. Choose one resource
to explore with your parents. Complete one of the following activities:
Create a poster sharing 2 new facts you learned about Thomas Jefferson. You can create your
poster with or without technology. Add the poster to your Seesaw portfolio by saving your
digital image or by taking a picture of your handmade poster.
Go to http://www.abcya.com/word_clouds.htm and create a word cloud with words
associated with Thomas Jefferson. Save and add the word cloud to your Seesaw digital
portfolio.
Manda Cawthon
FRIT7234
Mini-Lessons

Names ___________________________________________________________ Date ______________

Question Answer
Name on thing that Thomas Jefferson invented.

What is the name of the mountain with

Thomas Jeffersons face on it?

What is the name of the very important

document that Thomas Jefferson helped write
that said the colonies did not want to be part of
England anymore?

When was the Declaration of Independence

written?

What is one thing you know about Thomas

Jeffersons house?

Write one Thomas Jefferson quote.

When was Thomas Jefferson the President of

the United States of America?

Who did Thomas Jefferson send on an

expedition?

Write a question for your classmates to answer.