Mini-Lesson Assessment for FRIT 7234

1. MINI LESSON 1
Current Electricity
Name: Lauren Sinclair
Subject: Science
Grade Level:
Date: February 28, 2014
8
CONTENT STANDARDS:
S8P5. Students will recognize characteristics of gravity, electricity, and
magnetism as major kinds of forces acting in nature.
b. Demonstrate the advantages and disadvantages of series and parallel circuits
and how they transfer energy.
ISTE-NETS:
3. Research and information fluency. Students apply digital tools to gather,
evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
d. Process data and report results
5. Digital citizenship. Students understand human, cultural, and societal issues
related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and
technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
AUTHENTICITY:
As the task for a grade eight electricity assessment, students will plan and design parallel
and series circuits. Students will research both types of circuits deciding which type would be
better to use in their home or business.

2. OBJECTIVES:
•
Students will be able to successfully create series and parallel circuits.
•
Students will be able to explain how circuits work in terms of electricity.
•
Students will successfully Skype with an expert electrician.
•
Students will practice digital citizenship throughout the lesson.
MATERIALS / RESOURCES NEEDED:
1. Device to use the internet
 Livebinders http://www.livebinders.com/play/play?id=1269918
2. Circuits Experiment Worksheet
3. Wires, Batteries, Light Bulbs
ACTIVITIES AND PROCEDURES:
•
•
•
Teacher will begin the lesson by asking the students engaging question
about electricity within their home. Ex. “When the lights go out at your
house what do you think has happened?” “What is the purpose of the
breaker box?” “Ladies, if you plug in too many appliances in the bathroom
what will happen to the outlets?” “If the lights are turned off in the
bathroom do the lights in the kitchen automatically go off too?” The
questions are meant to get the students thinking in terms of electricity.
Youtube video on electricity. Teacher and students will discuss the video
after watching it.
The students will then visit the Livebinder website. They are to explore all
tabs looking for information that is beneficial to their learning of parallel
and series circuits. The students will need to ask themselves questions
about the information they are reading. The teacher will guide the students
through the first tab. The teacher will ask “Is this the information needed
to learn about circuits?” “If not, where will I find the information needed
to learn about circuits?” After the teacher has guided the students through
the first tab the students will be expected to complete the remaining tabs
on their own. They may use a partner if they need help. The final tab is a
PHET Simulations tab. This is an interactive site that allows them to
create different kinds of circuits. The students will have to use prior
knowledge and what they have learned from the other recourses to build
the circuits. If they build a circuit incorrectly it will catch fire.

3. •
Class discussion over the resources used to teach the students about
circuits. The students will refer back to the websites when discussing
circuits. They will take notes and use the correct citation for the notes.
•
Students will then create their own personal parallel and series circuits.
Students will not be able to have any help when creating the circuits.
While creating the circuit, the teacher will ask “How do you know you
have created a parallel circuit?” “How do you know you have created a
series circuit?” While completing the circuits lab students will complete
the Circuits Experiment Worksheet.
•
Once the circuits have been built, the classes will Skype with the school
electrician. We will show the electrician the circuits we have built and he
will explain circuits in more detail along with electrical safety.
EVALUATION AND ASSESSMENT:
Students will demonstrate their learning by creating an online lab report. They will have
the choice to use any web 2.0 tool of their choice to prove they know how circuits work.
The students will create a presentation that covers the essentials of a lab report. In their
lab report they must refer back to the resources they used while learning about parallel
and series circuits. They must include the correct citations and give credit where credit is
due.
The teacher will provide verbal feedback throughout the lesson by asking questions and
probing students to check for understanding. The teacher will provide written feedback
on the Electrical Circuits worksheet.

4. MINI LESSON 2
Magnetism
Name: Lauren Sinclair
Subject: Science
Grade Level:
Date: March 3, 2014
8
CONTENT STANDARDS:
S8P5. Students will recognize characteristics of gravity, electricity, and
magnetism as major kinds of forces acting in nature.
c. Investigate and explain that electric currents and magnets can exert
force on each other.
ISTE-NETS:
2. Communication and collaboration. Students use digital media and environments
to communicate and work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners
of other cultures
d. Contribute to project teams to produce original works or solve problems
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.

5. 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
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship. Students understand human, cultural, and societal issues
related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and
technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
AUTHENTICITY:
As the task for a grade eight magnetism assessment, students will create a floating train.
Students will research magnetism and electricity in order to build the train. All materials will
be provide, but it is up to the students to decide how to piece everything together.
OBJECTIVES:
•
Students will be able to successfully create a floating train.
•
Students will be able to explain what makes the train float and move.
•
Students will successfully participate in a blogging exercise.
•
Students will practice digital citizenship throughout the lesson.
MATERIALS / RESOURCES NEEDED:
1. Device to use the internet
 Symbaloo.com http://www.symbaloo.com/mix/magnetism

Weebly.com http://llsinclair.weebly.com
2. Materials for Floating Train activity
ACTIVITIES AND PROCEDURES:
•
Teacher will begin the lesson by demonstrating “floating magnets.” The
students already have prior knowledge of magnets. Floating magnets will

6. •
be used to activate prior knowledge. Students will discuss magnet poles
and domains.
The students will then visit the symabloo website. They are to explore all
tiles. There are tiles thrown into the symbaloo webmix that do not provide
the students with the correct information. The students are to explore all
tiles and decide which information will be valuable to them when creating
the floating train. A tile is provide, PHET Simulations, which allows the
students to “see” how electricity and magnetism work together. This will
be useful for the students when building the floating train.
•
After the students have explored each tile, the teacher will lead the class in
a discussion pointing out the tiles that did not provide the students with
credible information.
•
The students will then work in groups to build the floating train. The
students will have to use prior knowledge of magnets and electricity, as
well as the information they have learned from the resources provided in
the lesson to successfully make a floating train. If they do not build the
train correctly it will not move. While building the train the teacher will
ask the students questions and provide verbal feedback.
EVALUATION AND ASSESSMENT:
Once the floating trains have been successfully completed, the classes will
participate in a blog (http://llsinclair.weebly.com). The students will need to click on the
magnetism tab found on the weebly home page. They will respond to the blog post and
comment on each other’s postings. The students must correctly cite all information. The
teacher will provide examples of correct and incorrect citations.
The teacher will provide verbal feedback throughout the lesson by asking questions and
probing students to check for understanding. The teacher will provide written feedback
on weebly postings. The teacher will be checking for understanding of the relationship
between magnetism and electricity, as well as ethical citizenship.

7. MINI LESSON 3
Electricity & Magnetism/ Digital Information Fluency
Name: Lauren Sinclair
Subject: Science
Grade Level:
Date: March 4, 2014
8
CONTENT STANDARDS:
S8P5. Students will recognize characteristics of gravity, electricity, and
magnetism as major kinds of forces acting in nature.
b. Demonstrate the advantages and disadvantages of series and parallel
circuits and how they transfer energy.
c. Investigate and explain that electric currents and magnets can exert
force on each other.
ISTE-NETS:
1. Creativity and innovation. 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
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities

8. 2. Communication and collaboration. Students use digital media and environments
to communicate and work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners
of other cultures
d. Contribute to project teams to produce original works or solve problems
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
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship. Students understand human, cultural, and societal issues
related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and
technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
AUTHENTICITY:
In order to demonstrate their understanding of electricity and magnetism the students will act
as researchers (scientist). The students will research the theories behind electricity and
magnetism and how the two work together.
OBJECTIVES:
•
Students will be able to explain the relationship between electricity and
magnetism.
•
Students will successfully create a web 2.0 presentation.

9. •
Students will practice ethical citizenship throughout the lesson.
MATERIALS / RESOURCES NEEDED:
1. Device to use the internet
 List.ly http://list.ly/list/EfE-ethical-use-in-the-21st-century

Symbaloo.com http://www.symbaloo.com/mix/magnetism

Livebinders http://www.livebinders.com/play/play?
id=1269918

Weebly.com http://llsinclair.weebly.com

Youtube http://www.youtube.com/watch?v=tUSaQ5-mDRI

Web 2.0 tools
ACTIVITIES AND PROCEDURES:
•
•
Teacher will begin the lesson by demonstrating showing a youtube video.
http://www.youtube.com/watch?v=tUSaQ5-mDRI . The teacher will
discuss with the class why they are viewing a plagiarism video. The
students will discuss the punishment that can be associated with
plagiarism.
After discussing plagiarism, the teacher will direct the students to the
list.ly (http://list.ly/list/EfE-ethical-use-in-the-21st-century)for them to
explore different sources relating to ethical use of technology and
resources. The student will take notes as they explore each site.
•
After the students have explored the resources, the class will discuss the
importance of digital citizenship. The teacher will also explain the
importance of posting something that you can never officially delete.
•
The teacher will then have the students get into pairs to begin their
research. The students will pretend to be researchers who are searching to
find the reasons to relationship between electricity and magnetism. They
students will need to give credit where credit is due.
•
The students may need to refer back to the curated list of resources used
for ethical use, electricity, and magnetism.

10. EVALUATION AND ASSESSMENT:
The students will work in groups of two to create a web 2.0 presentation of the
information they have gathered about the relationship between electricity and magnetism.
The students will be able to use any web 2.0 tool of their choice. Students should
properly site each source used. They must use a minimum of ten different sources. The
students should include pictures, explanations, and examples of electricity and magnetism
working together. Students will be able to use web chat to collaborate with experts on
electricity and magnetism. The teacher must approve the web chats before partaking in
them. The students will present their presentation in front of the class.
The teacher will provide verbal feedback throughout the lesson by asking questions and
probing students to check for understanding of the relationship between electricity and
magnetism and ethical citizenship. The teacher will provide written feedback on the
presentations the students create.