ALEX Resources

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Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (3)


ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (1) 10 :
4) Demonstrate age-appropriate methods for keeping personal information private.

Example: Keep passwords confidential, use anonymous profile picture or avatar, develop user names that are non-identifying or do not include actual name.

[ELA2015] (1) 31 :
31 ) Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.1.1a]

b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]

c. Ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

[DLIT] (1) 2 :
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

[ELA2015] (1) 32 :
32 ) Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [SL.1.2]

[DLIT] (1) 12 :
6) Identify appropriate and inappropriate behaviors for communicating in a digital environment.

Examples: Cyberbullying, online etiquette.

[DLIT] (1) 13 :
7) Recognize that a person has a digital identity.

Subject: Digital Literacy and Computer Science (1), English Language Arts (1)
Title: Digital Footprints: "Who Are You?" vs. "Where Are You?"
Description:

Through class conversation and research, students determine the difference between private and personal information and what is okay to share in a digital environment. Students will also discuss the two ways to leave a digital footprint: one that tells others who you are and one that tells others where you are.

This activity was created as a result of the DLCS COS Resource Development Summit.




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (1) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (1) 2 :
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

Subject: Digital Literacy and Computer Science (1)
Title: Internet Traffic Light
URL: https://www.commonsense.org/education/digital-citizenship/lesson/internet-traffic-light
Description:

Staying safe online is a lot like staying safe in the real world. Using a fun traffic light activity, students learn how to identify "just right" content, giving them the green light to learn, play, and explore the internet safely.

Students will be able to:
  • understand that being safe online is similar to staying safe in real life.
  • learn to identify websites and apps that are "just right" and "not right" for them.
  • know how to get help from an adult if they are unsure about a website.

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   View Standards     Standard(s): [DLIT] (1) 2 :
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

[DLIT] (1) 4 :
R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

[DLIT] (1) 8 :
2) Order events into a logical sequence or algorithm.

Examples: Unplugged coding activities, sequence of instruction.

Subject: Digital Literacy and Computer Science (1)
Title: Computer Science Fundamentals Unit 3 Course B Lesson 2: Sequencing with Scrat (2018)
URL: https://curriculum.code.org/csf-18/courseb/2/
Description:

This lesson will give students an idea of what to expect when they head to the computer lab. It begins with a brief discussion introducing them to computer lab manners, then they will progress into using a computer to complete online puzzles.

The main goal of this lesson is to build experience with computers. By covering the most basic computer functions such as clicking, dragging, and dropping, we are creating a more equal playing field in the class for future puzzles. This lesson also provides a great opportunity to introduce appropriate computer lab behavior.

Students will be able to:
- Model proper computer lab behaviors
- Experiment with standard block-based programming actions such as: clicking, drag and drop, etc.

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   View Standards     Standard(s): [DLIT] (1) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (1) 2 :
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

[DLIT] (1) 10 :
4) Demonstrate age-appropriate methods for keeping personal information private.

Example: Keep passwords confidential, use anonymous profile picture or avatar, develop user names that are non-identifying or do not include actual name.

[DLIT] (1) 12 :
6) Identify appropriate and inappropriate behaviors for communicating in a digital environment.

Examples: Cyberbullying, online etiquette.

[DLIT] (1) 13 :
7) Recognize that a person has a digital identity.

Subject: Digital Literacy and Computer Science (1)
Title: Computer Science Fundamentals Unit 3 Course B Lesson 3: Your Digital Footprint (2018)
URL: https://curriculum.code.org/csf-18/courseb/3/
Description:

In collaboration with Common Sense Education - Website, this lesson helps students learn about the similarities of staying safe in the real world and when visiting websites. Students will also learn that the information they put online leaves a digital footprint or “trail.” This trail can be big or small, helpful or hurtful, depending on how they manage it.

Common Sense Education has created this lesson to teach kids the importance of understanding the permanence of something posted on the internet. By relating footprints on a map to what a student might post online, students will make important connections between being tracked by a physical footprint on a path and being tracked based on information posted online.

Students will be able to:
- Understand that being safe when they visit websites is similar to staying safe in real life.
- Learn to recognize websites that are safe for them to visit.
- Recognize if they should ask an adult they trust before they visit a particular website.
- Explore what information is appropriate to be put online.

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ALEX Classroom Resources: 3

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