education

1. I will upload this Google Slide in Google Classroom for all students. TW select the option to
make a copy for each student. Within the Google Slides all technology is integrated.
K.Smith 4th Grade Lesson Westward Expansion: Trail of Tears
Web
Tools
Google Classroom, Google Slides, Google Docs, Jamboard, Google Form
Search Engines: GALILEO, Brainpop, resourced from Listly
Digital
Info
Fluency
1. LOCATING INFORMATION EFFICIENTLY: SW use the infographic to learn how to find
information using GALILEO
1.A Learners identify key concepts in a research question 1.B Learners create effective and efficient search
queries 1.E 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: In collaborative groups SW evaluate the quality of the
information as they research the topic, at the end SW discuss how using GALILEO was different
than just typing westward expansion into Google
2.A Learners evaluate the quality of a search result to determine its usefulness in the search process
USING INFORMATION ETHICALLY: SW use the listly curation tool to learn about plagiarism and
copyright, then they will apply what they learned in their reflections
3.A Learners ethically use digital information
*These were pulled from the Digital Information Fluency Model:
https://21cif.com/resources/difcore/index.php
Inquiry Authenticity: The inquiry study originates with a generative topic, problem, or exploration that engages the
students emotionally and intellectually while rooted in the program of studies.
Deep Understanding: The inquiry study leads students to build deep knowledge structured around clearly
stated ‘big ideas’ or controversies central to the topic.
Assessment: Ongoing assessment is woven into the design of the inquiry study providing timely, descriptive
feedback and utilizes a range of methods, including peer and self- evaluation. Assessment guides student
learning and teacher’s instructional planning.
Appropriate Use of Technology: Technology is used in a purposeful manner rooted in disciplined ways of
thinking and doing. The nature of the work determines the appropriate technology being used.
Performances of Learning: The study creates a knowledge-building environment where students support,
challenge, and improve each other’s ideas with the goal of deepening the collective understanding of the topic
Learner Success: accommodations for different learning needs. The design of the study allows for all
learners to find success through the three elements of the Universal Design for Learning framework: students
are provided with multiple means of representation, expression and engagement.
Ethical Citizenship:The study provides opportunities for students to interact with and care about the impact
of their understanding and actions on people in their local and global communities and/or the natural world.
Students are also offered the opportunities to change the own behaviors or impact the behaviors of others.

2. Digital citizenship habits are embedded into the study, including the critical and ethical use of images, text,
information, sounds and video as well as encouraging students to consider their own digital footprint.
*I used the principles of Inquiry Based Learning Rubric:
https://go.view.usg.edu/content/enforced/2494832-CO.390.FRIT7234.50570.20231/Implementing%20Inq
uiry.pdf
Standard
s
GSE:
SS4H3 Explain westward expansion in America
Describe the impact of westward expansion on American Indians; include the Trail of Tears, and the forced
relocation of American Indians to reservations.
AASL Standards:
Think
~Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a
curricular topic.
~Learners identify collaborative opportunities by: . Developing new understandings through engagement in a
learning group.
Create
~Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate
questions.
~Learners participate in personal, social, and intellectual networks by:. Establishing connections with other
learners to build on their own prior knowledge and create new knowledge
Share
~Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 2.
Providing constructive feedback. 3. Acting on feedback to improve.
~Learners exhibit empathy with and tolerance for diverse ideas by: 1. Engaging in informed conversation and
active debate. 2. Contributing to discussions in which multiple viewpoints on a topic are expressed.
Grow
~Learners participate in an ongoing inquiry-based process by:. Using reflection to guide informed decisions
Learners actively participate with others in learning situations by: 1. Actively contributing to group
discussions.
Learning
Targets
Learning Targets:
*I can explain how the westward expansion impacted American Indians.
*I can write an inquiry question and explore my answer by using valid search engines.
*I can apply my research in writing using what I learned about ethical use of information.
Success
Criteria
I will know I have it when:
I have successfully explained how the Trail of Tears impacted American Indians on the google form..
I have answered my inquiry in an ethical manner.
Mini Lesson 1 Mini Lesson 2 Mini Lesson 3
Lesson Trail of Tears Picture
Quadrant Analysis
Directions: Teacher will
(TW) assign the picture
quadrant analysis in
Google Classroom. She
SW use their iWonder
question as a guiding
question for their research
SW watch the brainpop
video to activate their
knowledge
CLOSE Read:
Students read Manifest
Destiny, I Do Believe (a
first-hand account, a letter, of
a lady traveling West on the
Oregon Trail) Their
background knowledge

3. will make a copy for each
student. Students will
(SW) work with their
table group to analyze.
Provide students with the
picture of “The Trail of
Tears” oil painting by
Max D. Stanley (found
via google images).
SW look at Quadrant #1
and jot down what they
see.
SW repeat the process
for the other quadrants.
SW follow the infographic to
find valid, relevant research
using GALILEO to answer
their inquiry question about
the Trail of Tears.
SW use the Jamboard in
google to jot down facts they
learned about the Trail of
Tears
After completing the
Jamboard SW will discuss
how using GALILEO was
different than just typing
westward expansion into
Google: TW scaffold the
students to understand the
validity of GALILEO
Before writing a constructed
response SW review the
curated content on Listly to
learn how to ethically apply
their research without
copyright infringement or
plagiarism.
https://list.ly/l/7HcT
Class discussion/Reflection:
What is plagiarism? Why do
we use quotation marks
when we copy someone’s
exact work?
*Groups will write their
answer on a sticky note, TW
add sticky notes to an
anchor chart.
allows students to connect
with Cordelia and her family
as they prepare for their
journey west.
1st
Read-Teacher Reads
aloud (click on play button
in the Google Slide)
Students circle unknown
words from the text as the
teacher reads aloud
Teacher will read aloud the
following confusing words,
students will knock on the
table if they chose the same
words
-Manifest Destiny
-ambition
-Christianity
-advanced
-missionary
-civilization
Next SW each get a word to
complete a digital frayer
model for in their small
groups
SW can use my attached
digital frayer model or take 5
minutes to create one
SW use the linked Listly
https://list.ly/l/7JBd
to find search engines
appropriate to find definitions
and synonyms for the words
(SW either find an illustration
to represent their word or
they will draw a picture, take
a picture of it with their
chromebook and upload it to
their frayer model)

4. Summari
zer
SW share the doc with
an assigned group, and
compare/contrast their
observations.
As a class, discuss the
picture and what the
students observed.
SW write a reflection in
google classroom reflecting
on their answer to their
inquiry statement. SW share
this reflection with an
assigned partner. They will
give the partner 2 glows and
1 grow
SW present their frayer
model to the class
Assessm
ent
SW come up with an
inquiry question
(iWonder) based on their
observations.
SW complete the google
form to assess if they met
the learning targets for the
lesson
https://forms.gle/RK8nbDiGE
ASMDmgZ9
SW complete a graphic
organizer for the word, as
students present
Mini Lessons Reflection
The academic concepts used in designing and developing my mini lessons were
learners' development through inquiry based learning. Additionally in lesson three the
informational fluency component for this frayer model assessment strategy focuses on
increasing domain knowledge and collaboratively exploring vocabulary through
collaboration and presentation. The design of the lesson placed students' interest and
accountability for learning at the forefront. Students are immediately encouraged to
generate questions based on the lesson activator about the Westward Expansion.
Further, students used that inquiry to diverge into GALILEO, all the while collaboratively
interacting with their groups. Throughout the lesson students are encouraged to reflect
and monitor their learning. The use of Google Classroom, Google Slides, Jamboard,
and Google docs embedded within each lesson is designed to engage, enhance and
extend learning.

5. In the lessons students will use these levels of the Digital Bloom’s Taxonomy:
Remembering, Understanding, Applying, Evaluating and Creating. Students will also
use each part of the SAMR model: Substitution, Augmentation, Modification, and
Redefinition.. The digital curation tools are used to enhance learning by creating
scaffolds to make the understanding easier. The digital tools in google slides/docs also
allows students to engage in active social learning through co-use and
co-engagement/reflection. The SAMR model and the triple E framework were used
throughout the lesson as students interact with different gsuite apps. Students' ability to
ethically use information is embedded as students write a reflection in lesson 2 using
google docs on their inquiry questions and share/give feedback digitally to partners.
The peer evaluation did not help design my mini lessons. Instead, Kendra gave
encouragement toward the lesson and positive feedback. Her scoring indicated full
credit within each domain of the rubric, which I found motivating, giving me a sense of
approval and validity.
My information fluency has changed this semester. To begin the summer course,
I knew more about inquiry than information fluency. I learned my typical search pattern
as an information seeker is a cross between horizontal and squirreling. I typically view a
few pages of an informational site, then I squirrel to another topic within that domain. I
also see myself as a “power” browser. I typically quickly identify key terms and chunk
the content to make quick connections. It often looks like typing a search into Google

6. and browsing the top results for quick answers. Then, bouncing between apps. After
this course, I have learned how to fluently find information effectively. One of my favorite
strategies has been the use of GALILEO. I find scholarly articles bring validity to my
research. Therefore when developing my mini lessons, I was able to produce an
infographic to help students best use GALILEO as a search engine. The SAMR model
and video I also found very useful and helpful when designing a mini lesson. The simple
description of how gsuite can move up the model resonated with my integration of
technology in these lessons. I look forward to using my new knowledge about
infographics, informational fluency and curation, inquiry and technology in the library.

7. FFRIT 7234 Lesson Evaluation
Reviewer’s Name: Kendra Simmons
Lesson Review for Kayla Smith
Date Submitted to Classmate: 6/30/2022
For each item, assign a score of 0=No, 1=Somewhat or 2=Yes. Explain
the score and/or suggest improvements in the comment field. Total the
score for all items, and offer any additional comments.
Engagement in the
learning
Evaluator’s Comments Item Score
The technology allows
students to focus on the
assignment/activity/goals
with less distraction (Time on
Task).
The BrainPop video is a
great activator to help
students focus on the
goals.
2
The technology motivates
students to start the learning
process.
The Trail of Tears picture
activity is a great motivator
to start the learning
process.
2
The technology causes a
shift in the behavior of the
students, where they move
from passive to active social
learners (through co-use or
coengagement).
The Jamboard activity
causes a shift where
students move from
passive to active social
learners.
2
Enhancement of the
learning goals

8. The technology tool
allows students to
develop or
demonstrate a more
sophisticated
understanding of the
learning goals or
content (using
higher-order
thinking skills).
2
The technology creates
supports (scaffolds) to make
it easier to understand
concepts or ideas (e.g.
differentiate, personalize or
scaffold learning)
The Jamboard activity
creates support to make it
easier to understand facts
about The Trail of Tears
2
The technology creates
paths for students to
demonstrate their
understanding of the learning
goals in a way that they
could not do with traditional
tools.
The Google doc and
Graphic organizer allow
students to demonstrate
their understanding.
2
Extending the learning
goals
The technology creates
opportunities for students to
learn outside of their typical
school day. (24/7
connection)
Students are able to
access the information in
their Google classroom.
2
The technology
creates a bridge
between students
school learning and
their everyday life
experiences
(connects learning
goals with real life
experiences).
The group work creates a
bridge between student
school learning and their
every day life experience
as the group works
together and shares their
personal experiences.
2

9. The technology allows
students to build authentic
life soft skills, which they
can use in their everyday
lives.
Using Galileo is a skill
students will need
throughout their
educational career and
could also be useful in
their career paths.
2
READING THE RESULTS
● 13­
18 Points:
Exceptional connection
between learning goals
and tool
● 7­
12 Points: Some
connection between
learning goals and tool
● 6 Points or below:
Low connection
between learning goals
and tool
Overall comments: This is
a great mini lesson. I
really like the photo
activity. I like the
technology tools you
incorporated.
TOTAL:
_18_/18
Adapted from a rubric created by Karen McKinley, based on Liz Kolb’s
Triple E Framework.
RIT 7234 Lesson Evaluation
Reviewer’s Name: Kayla Smith
Lesson Review for Elizabeth Wagner
Date Submitted to Classmate: June 26

10. Engagement in the
learning
Evaluator’s Comments Item Score
The technology allows
students to focus on the
assignment/activity/goals
with less distraction (Time
on Task).
The scaffolding
questions in the lesson
activator sets students
up for learning and gets
them ready for the task
2
The technology motivates
students to start the
learning process.
The use of wakelet and
GALLEO motivates
students to start the
learning process and
allows students to begin
forming inquiry
questions.
2
The technology causes a
shift in the behavior of the
students, where they move
from passive to active
social learners (through
co-use or coengagement).
From the activator to the
first step students go
from passive listeners to
active learners through
research and
collaborative teams
2
Enhancement of the
learning goals
The technology tool
allows students to
develop or
demonstrate a more
sophisticated
understanding of the
learning goals or
content (using
higher-order
thinking skills).
Higher order thinking
occurs as students
generate questions
within their research
and use bubbl.us as a
collaborative mind map.
Additional higher order
thinking occurs as
immediate feedback is
given and corrected by
learners. Using a rubric
as resource also allows
2

11. for critical higher order
thinking.
The technology creates
supports (scaffolds) to
make it easier to
understand concepts or
ideas (e.g. differentiate,
personalize or scaffold
learning)
The use of the curation
tool makes it easier to
understand plagiarism
and copyright
infringement
2
The technology creates
paths for students to
demonstrate their
understanding of the
learning goals in a way that
they could not do with
traditional tools.
The technology
throughout the lesson
helps students
understand learning
goals in a nontraditional
way.
2
Extending the learning
goals
The technology creates
opportunities for students to
learn outside of their typical
school day. (24/7
connection)
Students can access
these resources outside
of the classroom
2
The technology
creates a bridge
between students
school learning and
their everyday life
experiences
(connects learning
goals with real life
experiences).
Working in teams to
create a produce using
a web 2.0 tool creates a
bridge between
students’ school
learning and life
experiences.
2

12. The technology allows
students to build
authentic life soft skills,
which they can use in
their everyday lives.
The collaboration
among learners and
presentations to peers
allows students to build
authentic soft skills that
can be used in everyday
lives.
2
READING THE RESULTS
● 13­
18 Points:
Exceptional
connection between
learning goals and tool
● 7­
12 Points: Some
connection between
learning goals and tool
● 6 Points or below:
Low connection
between learning
goals and tool
Overall comments:
Excellent use of
technology tools to
engage, enhance, and
extend teaching and
learning. You introduced
me to tools like bubbl.us
and diigo. I look forward
to researching
implementation of those
tools. Your lesson is well
organized and easy to
understand, great job! I
enjoyed reviewing your
mini lesson Elizabeth.
TOTAL:
__18___/18
Adapted from a rubric created by Karen McKinley, based on Liz Kolb’s Triple E
Framework.