ALEX Resources

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Learning Activities (2) 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 (7)


ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (1) 21 :
15) Interpret data displayed in a chart.

Example: Using charts which depict data students interpret the data either verbally or in written form (which has more, less, are equal).

[MA2015] (1) 18 :
18 ) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1-MD4]

[SC2015] (1) 9 :
9 ) Observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year (e.g., more hours of daylight during summer as compared to winter).

[DLIT] (1) 20 :
14) Discuss the purpose of collecting and organizing data.

[DLIT] (1) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (1) 7 :
1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

Subject: Digital Literacy and Computer Science (1), Mathematics (1), Science (1)
Title: Not Enough Hours in the Day? Daylight Data Collection
Description:

Students and teacher collaboratively collect and organize data on the length of days throughout the year and analyze patterns that they see. Students and teacher will create a digital spreadsheet and a connected chart in order to reflect and make observations while analyzing the data represented in chart format.

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




   View Standards     Standard(s): [TC2] (0-2) 9 :
9 ) Identify digital tools used for problem solving.

Examples: spell check, digital graphic organizers, electronic drawing programs, simulation software

[TC2] (0-2) 3 :
3 ) Demonstrate correct posture and finger placement while using a technology system.

[MA2015] (0) 2 :
2 ) Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [K-CC2]

[DLIT] (0) 8 :
2) Demonstrate use of input devices.

Examples: Mouse, touch screen, keyboard.

[DLIT] (0) 18 :
12) Use a variety of digital devices, in both independent and collaborative settings.

Examples: Interactive boards, tablets, laptops, other handheld devices.

[DLIT] (1) 7 :
1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

Subject: Technology Education (K - 2), Mathematics (K), Digital Literacy and Computer Science (K - 1)
Title: Connecting the Dots Counting 21 to 40
Description:

ABCya provides a fun and educational interactive game that teaches students to count by ones from another number other than 1. In this particular connect the dots, students are counting by ones from the number 21 to 40. The game provides scaffolding after wrong attempts and gives accuracy in a percentage when the dots have been connected.




ALEX Learning Activities: 2

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ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (1) 7 :
1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

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

Examples: Unplugged coding activities, sequence of instruction.

[DLIT] (1) 9 :
3) Construct elements of a simple computer program in collaboration with others.

Examples: Block programming, basic robotics, unplugged programming.

[DLIT] (1) 25 :
19) Identify and revise problem-solving strategies to solve a simple problem.

Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.

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

This lesson will prepare students mentally for the coding exercises that they will encounter over the length of this course. In small teams, students will use physical activity to program their classmates to step carefully from place to place until a goal is achieved.

By using physical movement to program their classmates, students will run into issues and emotions similar to what they will feel when they begin coding on a computer. Encountering those stresses in a playful and open environment will help to alleviate intensity and allow students to practice necessary skills before they run into problems on their own.

Students will be able to:
- Define a list of steps (algorithm) to get a friend from their starting position to their goal.
- Translate a list of steps into a series of physical actions.
- Identify and fix errors in the execution of an algorithm.

Note: You must create a free account to access this and use this resource. 



   View Standards     Standard(s): [DLIT] (1) 7 :
1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

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

Examples: Unplugged coding activities, sequence of instruction.

[DLIT] (1) 9 :
3) Construct elements of a simple computer program in collaboration with others.

Examples: Block programming, basic robotics, unplugged programming.

[DLIT] (1) 20 :
14) Discuss the purpose of collecting and organizing data.

[DLIT] (1) 25 :
19) Identify and revise problem-solving strategies to solve a simple problem.

Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.

Subject: Digital Literacy and Computer Science (1)
Title: Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)
URL: https://curriculum.code.org/csf-18/courseb/8/
Description:

Building on the initial "My Robotic Friends" activity, students tackle larger and more complicated designs. In order to program their "robots" to complete these bigger designs, students will need to identify repeated patterns in their instructions that could be replaced with a loop.

This lesson serves as a reintroduction to loops, using the now familiar set of "robot" programming instructions. Students will develop critical thinking skills by looking for patterns of repetition in the movements of classmates and determining how to simplify those repeated patterns using loops.

Students will be able to:
- Identify repeated patterns in code that could be replaced with a loop.
- Write instructions that use loops to repeat patterns.

Note: You must create a free account to access this and use this resource. 



   View Standards     Standard(s): [DLIT] (1) 7 :
1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

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

Examples: Unplugged coding activities, sequence of instruction.

[DLIT] (1) 9 :
3) Construct elements of a simple computer program in collaboration with others.

Examples: Block programming, basic robotics, unplugged programming.

[DLIT] (1) 25 :
19) Identify and revise problem-solving strategies to solve a simple problem.

Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.

Subject: Digital Literacy and Computer Science (1)
Title: Computer Science Fundamentals Unit 3 Course B Lesson 9: Loops with Scrat (2018)
URL: https://curriculum.code.org/csf-18/courseb/9/
Description:

Building on the concept of repeating instructions from "My Loopy Robotic Friends," this stage will have students using loops to get to the acorn more efficiently on Code.org.

Students will be able to:
- Construct a program using structures that repeat areas of code.
- Improve existing code by finding areas of repetition and moving them into looping structures.

Note: You must create a free account to access this and use this resource. 



   View Standards     Standard(s): [DLIT] (1) 7 :
1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

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

Examples: Unplugged coding activities, sequence of instruction.

[DLIT] (1) 9 :
3) Construct elements of a simple computer program in collaboration with others.

Examples: Block programming, basic robotics, unplugged programming.

[DLIT] (1) 25 :
19) Identify and revise problem-solving strategies to solve a simple problem.

Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.

Subject: Digital Literacy and Computer Science (1)
Title: Computer Science Fundamentals Unit 3 Course B Lesson 10: Loops with Laurel (2018)
URL: https://curriculum.code.org/csf-18/courseb/10/
Description:

In this lesson, students continue learning the concept of loops. Here, Laurel the Adventurer uses loops to collect treasure in open cave spaces. A new get treasure block is introduced to help her on her journey.

This lesson gives students more practice with loops and encourages them to put multiple blocks inside of a repeat< as they try to collect as much treasure as possible.

Students will be able to:
- Identify the benefits of using a loop structure instead of manual repetition.
- Break down a long sequence of instructions into the smallest repeatable sequence possible.

Note: You must create a free account to access and use this resource.



   View Standards     Standard(s): [DLIT] (1) 7 :
1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

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

Examples: Unplugged coding activities, sequence of instruction.

[DLIT] (1) 9 :
3) Construct elements of a simple computer program in collaboration with others.

Examples: Block programming, basic robotics, unplugged programming.

[DLIT] (1) 20 :
14) Discuss the purpose of collecting and organizing data.

[DLIT] (1) 25 :
19) Identify and revise problem-solving strategies to solve a simple problem.

Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.

Subject: Digital Literacy and Computer Science (1)
Title: Computer Science Fundamentals Unit 3 Course B Lesson 11: Drawing Gardens with Loops (2018)
URL: https://curriculum.code.org/csf-18/courseb/11/
Description:

Students learn to draw images by looping simple sequences of instructions. In the previous online lesson, loops were used to traverse a maze and collect treasure. Here, students use loops to create patterns. At the end of this stage, students will be given the opportunity to create their own images using loops.

This lesson gives a different perspective on how loops can create things in programming. Students will test their critical thinking skills by evaluating given code and determining what needs to be added in order to solve the puzzle. Students can also reflect on the inefficiency of programming without loops here because of how many blocks the program would require without the help of repeat loops.

Students will be able to:
- Count the number of times an action should be repeated and represent it as a loop.
- Decompose a shape into its largest repeatable sequence.
- Create a program that draws complex shapes by repeating simple sequences.

Note: You must create a free account to access and use this resource. 



   View Standards     Standard(s): [DLIT] (1) 7 :
1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

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

Examples: Unplugged coding activities, sequence of instruction.

[DLIT] (1) 9 :
3) Construct elements of a simple computer program in collaboration with others.

Examples: Block programming, basic robotics, unplugged programming.

[DLIT] (1) 20 :
14) Discuss the purpose of collecting and organizing data.

[DLIT] (1) 25 :
19) Identify and revise problem-solving strategies to solve a simple problem.

Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.

Subject: Digital Literacy and Computer Science (1)
Title: Computer Science Fundamentals Unit 3 Course B Lesson 13: A Royal Battle with Events (2018)
URL: https://curriculum.code.org/csf-18/courseb/13/
Description:

In this online activity, students will have the opportunity to learn how to use events in Play Lab and apply all of the coding skills that they've learned to create an animated game. It's time to get creative and make a game in Play Lab!

Students will start by training the knight to move when an arrow key is pressed, then end with the opportunity to showcase the rest of the skills that they learned throughout this course, including sequence and looping, as part of the final free play puzzle.

Students will be able to:
- Identify actions that correlate to input events.
- Create an animated, interactive story using sequences and event-handlers.
- Share a creative artifact with other students.

Note: You must create a free account to access and use this resource. 



   View Standards     Standard(s): [DLIT] (1) 7 :
1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

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

Examples: Unplugged coding activities, sequence of instruction.

[DLIT] (2) 23 :
17) Explain the purposes of visible input and output components of digital devices.

Examples: Purpose of keyboard, mouse, ports, printers, etc.

Subject: Digital Literacy and Computer Science (1 - 2)
Title: Sorting Networks
URL: https://classic.csunplugged.org/sorting-networks/
Description:

In this activity, students examine how computers sort numbers, gaining an understanding of input, processing, and output.  This activity may be integrated easily across the curriculum as a sorting activity.

This activity was demonstrated during the Exploring Today's Classroom (ETC) Summit.



ALEX Classroom Resources: 7

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