ALEX Resources

Narrow Results:
Lesson Plans (2) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (4) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill.


ALEX Lesson Plans  
   View Standards     Standard(s): [DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[TC2] (6-8) 5 :
5 ) Use basic features of word processing, spreadsheets, databases, and presentation software.

Examples: word processing—reports, letters, brochures

-  spreadsheets—discovering patterns, tracking spending, creating budgets

-  databases—contact list of addresses and telephone numbers

-  presentation software—slideshow

[TC2] (6-8) 6 :
6 ) Select specific digital tools for completing curriculum-related tasks.

Examples: spreadsheet for budgets, word processing software for essays, probes for data collection

[TC2] (6-8) 9 :
9 ) Practice responsible and legal use of technology systems and digital content.

Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites

•  Identifying examples of computer crime and related penalties
Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying

-  penalties—fines, incarceration

•  Citing sources of digital content
[TC2] (6-8) 11 :
11 ) Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.

Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases

-  collecting—probeware, graphing calculators

-  organizing—graphic organizers, spreadsheets

-  evaluating—reviewing publication dates, determining credibility

-  synthesizing—word processing software, concept-mapping software

[SS2010] CIV (7) 6 :
6 ) Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.

•  Explaining rights of citizens as guaranteed by the Bill of Rights under the Constitution of the United States
•  Explaining what is meant by the term rule of law
•  Justifying consequences of committing a civil or criminal offense
•  Contrasting juvenile and adult laws at local, state, and federal levels (Alabama)
[DLIT] (7) 22 :
16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

Subject: Digital Literacy and Computer Science (7), or Social Studies (7), or Technology Education (6 - 8)
Title: Read All About It! Supreme Court Case Makes Headlines!
Description:

This is a project to conclude the study of the Judicial Branch of our government. The students, working in pairs, will be assigned a landmark Supreme Court case to research in a computer lab setting. They will then construct a one-page newsletter on the case which will include a summary of the case, two pictures, a short biography on one of the justices on the Court at that time, and an editorial describing their reaction to the case.




   View Standards     Standard(s): [DLIT] (7) 22 :
16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[TC2] (6-8) 9 :
9 ) Practice responsible and legal use of technology systems and digital content.

Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites

•  Identifying examples of computer crime and related penalties
Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying

-  penalties—fines, incarceration

•  Citing sources of digital content
[TC2] (6-8) 11 :
11 ) Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.

Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases

-  collecting—probeware, graphing calculators

-  organizing—graphic organizers, spreadsheets

-  evaluating—reviewing publication dates, determining credibility

-  synthesizing—word processing software, concept-mapping software

[SS2010] GEOG (7) 4 :
4 ) Evaluate spatial patterns and the demographic structure of population on Earth's surface in terms of density, dispersion, growth and mortality rates, natural increase, and doubling time.

Examples: spatial patterns—major population clusters

demographic structure—age and sex distribution using population pyramids

•  Predicting reasons and consequences of migration, including push and pull factors
Examples: push—politics, war, famine

pull—potential jobs, family

[SS2010] GEOG (7) 5 :
5 ) Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam.

[SS2010] GEOG (7) 7 :
7 ) Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.

Examples: types—linear, clustered, grid

sizes—large urban, small urban, and rural areas

•  Explaining human activities that resulted in the development of settlements at particular locations due to trade, political importance, or natural resources
Examples: Timbuktu near caravan routes; Pittsburgh, Pennsylvania, and Birmingham, Alabama, as manufacturing centers near coal and iron ore deposits; Singapore near a major ocean transportation corridor (Alabama)

•  Describing settlement patterns in association with the location of resources
Examples: fall line settlements near waterfalls used as a source of energy for mills, European industrial settlements near coal seams, spatial arrangement of towns and cities in North American Corn Belt settlements

•  Describing ways in which urban areas interact and influence surrounding regions
Examples: daily commuters from nearby regions; communication centers that service nearby and distant locations through television, radio, newspapers, and the Internet; regional specialization in services or production

[SS2010] GEOG (7) 12 :
12 ) Explain ways geographic features and environmental issues have influenced historical events.

Examples: geographic features—fall line, Cumberland Gap, Westward Expansion in the United States, weather conditions at Valley Forge and the outcome of the American Revolution, role of ocean currents and winds during exploration by Christopher Columbus

environmental issues—boundary disputes, ownership of ocean resources, revitalization of downtown areas

Subject: Digital Literacy and Computer Science (7), or Social Studies (7), or Technology Education (6 - 8)
Title: Our World is Like a Rainbow
Description:

Americans continue to adapt to different ethnic and cultural groups who move into their communities. It is vital that children become aware of and appreciate cultural diversities in people. People move to different areas for reasons such as religion, climate, employment, economics, and for a better way of life.




ALEX Learning Activities  
   View Standards     Standard(s): [HE1] (7) 7 :
7 ) Demonstrate decision-making skills as they relate to situations involving health risks.

Examples: responding appropriately to sexual harassment, avoiding physical conflict, objecting to verbal and physical bullying, avoiding inappropriate electronic communication

[HUM] ED02 (7) 6 :
6 ) Compare positive and negative peer pressure.

Examples: positive—involving friends in community service, tutoring peers

-  negative—bullying, teasing, gossiping

•  Determining causes of teen conflict
[TC2] (6-8) 9 :
9 ) Practice responsible and legal use of technology systems and digital content.

Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites

•  Identifying examples of computer crime and related penalties
Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying

-  penalties—fines, incarceration

•  Citing sources of digital content
[DLIT] (5) 16 :
10) Identify appropriate and inappropriate uses of communication technology and discuss the permanence of actions in the digital world.

[DLIT] (5) 20 :
14) Analyze the impact of social media on individuals, families, and society.

Subject: Health (7), Human Services (7), Technology Education (6 - 8), Digital Literacy and Computer Science (5)
Title: Bullying
Description:

This Bully survey allows students to use their experiences as a basis of understanding what constitutes anti-social behavior so they can cease the behavior or get adult assistance if needed.




   View Standards     Standard(s): [TC2] (6-8) 14 :
14 ) Use digital tools to generate new ideas, products, or processes.

Examples: ideas—predictions, trends

-  products—animation, video

-  processes—models, simulations

[TC2] (6-8) 9 :
9 ) Practice responsible and legal use of technology systems and digital content.

Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites

•  Identifying examples of computer crime and related penalties
Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying

-  penalties—fines, incarceration

•  Citing sources of digital content
[TC2] (6-8) 6 :
6 ) Select specific digital tools for completing curriculum-related tasks.

Examples: spreadsheet for budgets, word processing software for essays, probes for data collection

[TC2] (6-8) 12 :
12 ) Use digital tools to communicate and collaborate at all levels from interpersonal to global.

Examples: instant messages, e-mail, blogs, wikis, collaborative authoring tools, online learning communities

•  Demonstrating digital file transfer
Examples: attaching, uploading, downloading

[DLIT] (6) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 22 :
16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 23 :
17) Publish content to be available for external feedback.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 22 :
16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

Subject: Technology Education (6 - 8), Digital Literacy and Computer Science (6 - 8)
Title: Digital Art Project Resource Page
Description:

This online flyer was created as a graphics resource for a digital art project. The flyer contains photos and examples that students may use when creating their digital art projects.




   View Standards     Standard(s): [TC2] (6-8) 9 :
9 ) Practice responsible and legal use of technology systems and digital content.

Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites

•  Identifying examples of computer crime and related penalties
Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying

-  penalties—fines, incarceration

•  Citing sources of digital content
[DLIT] (6) 16 :
10) Describe the causes and effects of illegal use of intellectual property as it relates to print and digital media, considering copyright, fair use, licensing, sharing, and attribution.

Subject: Technology Education (6 - 8), Digital Literacy and Computer Science (6)
Title: Exploring and Understanding Copyright
Description:

This site includes important information about copyright. Explanations are given for the following topics: What is copyright, why is it important to me, which works are protected and which are not, who owns the copyright, what is copyright infringement, when do I need permission to copy, how long does copyright protection last, how to obtain copyright protection and when and how do you register a copyright.

Students will use the site to gain deeper understanding of copyright in literature, music, art, the theater, motion pictures, and other forms of intellectual property. 




   View Standards     Standard(s): [TC2] (6-8) 2 :
2 ) Publish digital products that communicate curriculum concepts.

Examples: Web pages, videos, podcasts, multimedia presentations

[TC2] (6-8) 8 :
8 ) Identify safe uses of social networking and electronic communication.

•  Recognizing dangers of online predators
•  Protecting personal information online
[TC2] (6-8) 9 :
9 ) Practice responsible and legal use of technology systems and digital content.

Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites

•  Identifying examples of computer crime and related penalties
Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying

-  penalties—fines, incarceration

•  Citing sources of digital content
[TC2] (6-8) 12 :
12 ) Use digital tools to communicate and collaborate at all levels from interpersonal to global.

Examples: instant messages, e-mail, blogs, wikis, collaborative authoring tools, online learning communities

•  Demonstrating digital file transfer
Examples: attaching, uploading, downloading

[TC2] CA2 (9-12) 8 :
8 ) Practice safe uses of social networking and electronic communication.

•  Recognizing dangers of online predators
•  Protecting personal information online
Example: recognizing risk of identity theft

[TC2] CA2 (9-12) 9 :
9 ) Practice ethical and legal use of technology systems and digital content.

•  Explaining consequences of illegal and unethical use of technology systems and digital content
Examples: cyberbullying, plagiarism

•  Interpreting copyright laws and policies with regard to ownership and use of digital content
•  Citing sources of digital content using a style manual
Examples: Modern Language Association (MLA), American Psychological Association (APA)

[DLIT] (6) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 18 :
12) Define digital permanence.

[DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 17 :
11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

[DLIT] (8) 18 :
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

[DLIT] (9-12) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Subject: Technology Education (6 - 12), Digital Literacy and Computer Science (6 - 12)
Title: Social Media Responsibility
Description:


ALEX Learning Activities: 4

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