ALEX Resources

Narrow Results:
Lesson Plans (2) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (11) 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 (2)


ALEX Lesson Plans  
   View Standards     Standard(s): [CE] (0-12) 2 :
2 ) Patriotism

[CE] (0-12) 3 :
3 ) Citizenship

[CE] (0-12) 1 :
1 ) Courage

[CG1] (0-12) 33 :
33 ) A:C1.5 - understand that school success is the preparation to make the transition from student to community member

[ELA2015] (2) 27 :
27 ) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]

[ELA2015] (2) 29 :
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

[ELA2015] (2) 30 :
30 ) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]

[ELA2015] (2) 31 :
31 ) Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [SL.2.3]

[SS2010] LWT2 (2) 2 :
2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
•  Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

[DLIT] (2) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (2) 18 :
12) Conduct basic keyword searches to gather information.

[DLIT] (2) 19 :
13) Create a research-based product using online digital tools.

Subject: Character Education (K - 12), or Counseling and Guidance (K - 12), or Digital Literacy and Computer Science (2), or English Language Arts (2), or Social Studies (2)
Title: What Makes a Leader?
Description:

In this lesson, students will learn about various leadership qualities and historical American leaders. Each student will research an American leader of their choice and create a presentation about their life and impact on our country using the iPad app Educreations. Students will then participate in a class discussion about their thoughts on the researched leaders and how they can show leadership in their everyday lives. 




   View Standards     Standard(s): [DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[ELA2015] (2) 8 :
8 ) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [RL.2.9]

[ELA2015] (2) 22 :
22 ) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [W.2.1]

a. Write free verse poetry to express ideas. (Alabama)

[ELA2015] (2) 24 :
24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]

[ELA2015] (2) 31 :
31 ) Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [SL.2.3]

Subject: Digital Literacy and Computer Science (2), or English Language Arts (2)
Title: Who's Side Are You On? 
Description:

In this lesson, students will compare and contrast two versions of The Three Little Pigs. Students will use the Story Kit app on iPads in groups to recreate the story of The Three Little Pigs and The True Story of the Three Little Pigs. Students will write a brief explanation of which story they believe is true and why. Students will "judge" in "court" which version of the story is true based on evidence provided.




ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Digital Literacy and Computer Science (2)
Title: My Name Poem - Formatting Text in a Document
Description:

This activity will teach or reinforce students how to format their text in a word processing program using font size, bold, underline, italics, and center while writing an acrostic poem.

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




   View Standards     Standard(s): [DLIT] (0) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[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] (0) 19 :
13) Use a design process in a guided setting to create an artifact or solve a problem.

Example: Problem - understanding locations on the school campus. Solution - draw paper or digital maps of the school.

[DLIT] (1) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (1) 23 :
17) Use digital devices with a variety of operating systems.

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

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Digital Literacy and Computer Science (K - 2)
Title: Beginning of School Introductions
Description:

This tool will be used to allow the students to introduce themselves by creating a background and allowing the sock puppet to speak for them.  They will also include voice to tell a little about themselves.




   View Standards     Standard(s): [SC2015] (3) 11 :
11 ) Construct an argument from evidence to explain the likelihood of an organism's ability to survive when compared to the resources in a certain habitat (e.g., freshwater organisms survive well, less well, or not at all in saltwater; desert organisms survive well, less well, or not at all in woodlands).

a. Construct explanations that forming groups helps some organisms survive.

b. Create models that illustrate how organisms and their habitats make up a system in which the parts depend on each other.

c. Categorize resources in various habitats as basic materials (e.g., sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).

[SC2015] (2) 7 :
7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[DLIT] (2) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Science (2 - 3), Digital Literacy and Computer Science (2 - 3)
Title: Speaking of Habitats
Description:

Voki enables users to express themselves in their own voice using a talking character/avatars. You can customize your Voki to look like you or take on the identity of people or characters… animals, monsters, etc. Your Voki can speak with your own voice, which is added via microphone, upload, or phone.  In addition, Voki will create a voice for your avatars from the text you enter. Voki lives on your websit, blog, or social network profile. You will also be able to download it to most video supported phones.




   View Standards     Standard(s): [SS2010] LWT2 (2) 6 :
6 ) Identify states, continents, oceans, and the equator using maps, globes, and technology.

•  Identifying map elements, including title, legend, compass rose, and scale
•  Identifying the intermediate directions of northeast, southeast, northwest, and southwest
•  Recognizing technological resources such as a virtual globe, satellite images, and radar
•  Locating points on a grid
[DLIT] (2) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (2) 11 :
5) Cite media and/or owners of digital content at an age-appropriate level.

Example: Basic website citation.

[DLIT] (2) 15 :
9) Use a variety of digital tools to connect with other learners.

Examples: Online conferences, blogs, collaborative documents.

[DLIT] (2) 18 :
12) Conduct basic keyword searches to gather information.

[DLIT] (2) 19 :
13) Create a research-based product using online digital tools.

Subject: Social Studies (2), Digital Literacy and Computer Science (2)
Title: Where in the World?
Description:

Smore is a service for creating webpages, brochures, and online flyers. There are many design and content options. Students can add elements like images, videos, sounds, events, and locations to their pages by simply dragging them and dropping them on the page.

Students will be assigned different countries and make brochures about them using Smore. They will be required to have images of their assigned countries’ national flags, historical figures, and leaders. They will also be required to have national anthem background music and a short informative video about their countries. Their brochures will share what continent the country is on, what major oceans surround it, and what native language is spoken.




   View Standards     Standard(s): [DLIT] (0) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (1) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (4) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Digital Literacy and Computer Science (K - 4)
Title: Making Inanimate Objects Talk
Description:

Using any image from your device camera roll, draw a mouth and record informational text to produce a fun, informative, short video. The app is appropriate for ages 5-95. No account is required and work can be exported to the device camera roll. Once the app is installed on the device, no internet connection is required. 




   View Standards     Standard(s): [ELA2015] (0) 36 :
36 ) Speak audibly and express thoughts, feelings, and ideas clearly. [SL.K.6]

[ELA2015] (1) 37 :
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.1.1]

a. Print all uppercase and lowercase letters. [L.1.1a]

b. Use common, proper, and possessive nouns. [L.1.1b]

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). [L.1.1c]

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [L.1.1d]

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [L.1.1e]

f. Use frequently occurring adjectives. [L.1.1f]

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). [L.1.1g]

h. Use determiners (e.g., articles, demonstratives). [L.1.1h]

i. Use frequently occurring prepositions (e.g., during, beyond, toward). [L.1.1i]

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [L.1.1j]

[ELA2015] (2) 8 :
8 ) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [RL.2.9]

[ELA2015] (2) 35 :
35 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.2.1]

a. Use collective nouns (e.g., group). [L.2.1a]

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [L.2.1b]

c. Use reflexive pronouns (e.g., myself, ourselves). [L.2.1c]

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). [L.2.1d]

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. [L.2.1e]

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). [L.2.1f]

[ELA2015] (2) 37 :
37 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.2.3]

a. Compare formal and informal uses of English. [L.2.3a]

[ELA2015] (3) 37 :
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.3.1]

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.1a]

b. Form and use regular and irregular plural nouns. [L.3.1b]

c. Use abstract nouns (e.g., childhood). [L.3.1c]

d. Form and use regular and irregular verbs. [L.3.1d]

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [L.3.1e]

f. Ensure subject-verb and pronoun-antecedent agreement.* [L.3.1f]

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [L.3.1g]

h. Use coordinating and subordinating conjunctions. [L.3.1h]

i. Produce simple, compound, and complex sentences. [L.3.1i]

[DLIT] (0) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (0) 14 :
8) Present information from a variety of digital resources.

[DLIT] (1) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (1) 15 :
9) Use a variety of digital tools collaboratively to connect with other learners.

Examples: Video calling, blogs, collaborative documents.

[DLIT] (1) 19 :
13) Create a research-based product collaboratively using online digital tools.

Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sources.

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (2) 19 :
13) Create a research-based product using online digital tools.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Subject: English Language Arts (K - 3), Digital Literacy and Computer Science (K - 3)
Title: Parts of Speech
Description:

This educational app is a Mad libs type story creation game to reinforce parts of speech knowledge. 




   View Standards     Standard(s): [ELA2015] (2) 5 :
5 ) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]

[ELA2015] (2) 6 :
6 ) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. [RL.2.6]

[ELA2015] (2) 7 :
7 ) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. [RL.2.7]

[ELA2015] (2) 12 :
12 ) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]

[ELA2015] (2) 23 :
23 ) Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2]

[ELA2015] (2) 24 :
24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: English Language Arts (2), Digital Literacy and Computer Science (2)
Title: Tell the Story
Description:

The Storykit app allows users to create stories using their own pictures, words and text.




   View Standards     Standard(s): [ELA2015] (0) 26 :
26 ) Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [W.K.3]

[ELA2015] (0) 28 :
28 ) With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.K.6]

[ELA2015] (1) 26 :
26 ) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [W.1.3]

[ELA2015] (1) 28 :
28 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.1.6]

[ELA2015] (2) 24 :
24 ) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]

[ELA2015] (2) 26 :
26 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.2.6]

[DLIT] (0) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

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

Examples: Mouse, touch screen, keyboard.

[DLIT] (1) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (2) 15 :
9) Use a variety of digital tools to connect with other learners.

Examples: Online conferences, blogs, collaborative documents.

Subject: English Language Arts (K - 2), Digital Literacy and Computer Science (K - 2)
Title: StoryBird
Description:

Storybird is a website where you can create and publish books that you write. The site has many illustrations that you can use with the book that you have written. You can also read other people’s creations and give feedback on them. You can also receive feedback from other people about your creations. Storybird can be used in writing and teaching the students about technology. It can expand the students’ creativity by giving them a chance to create something that is all their own and publish it. This will also get students excited about reading and writing.




   View Standards     Standard(s): [SS2010] LWT2 (2) 2 :
2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
•  Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

[DLIT] (2) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (2) 11 :
5) Cite media and/or owners of digital content at an age-appropriate level.

Example: Basic website citation.

[DLIT] (2) 18 :
12) Conduct basic keyword searches to gather information.

[DLIT] (2) 19 :
13) Create a research-based product using online digital tools.

Subject: Social Studies (2), Digital Literacy and Computer Science (2)
Title: What is the significance?
Description:

Animoto is a digital tool that allows students to take videos and pictures and mesh them together to create an overall video. There are multiple tools available to help students enhance their video.




   View Standards     Standard(s): [ELA2015] (2) 23 :
23 ) Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2]

[ELA2015] (2) 35 :
35 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.2.1]

a. Use collective nouns (e.g., group). [L.2.1a]

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [L.2.1b]

c. Use reflexive pronouns (e.g., myself, ourselves). [L.2.1c]

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). [L.2.1d]

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. [L.2.1e]

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). [L.2.1f]

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: English Language Arts (2), Digital Literacy and Computer Science (2)
Title: Poppin' Procedural Text
Description:

In this activity, the students will use Prezi to create a presentation for an overview of their original procedural text. Prezi is an online program used to produce professional quality presentations. Using Prezi as a medium to display or present the procedural text helps to address technology standards as well as writing and language standards. 




   View Standards     Standard(s): [DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (2) 19 :
13) Create a research-based product using online digital tools.

Subject: Digital Literacy and Computer Science (2 - 3)
Title: Journey to the Center of the Earth Meets the Internet
Description:

Weebly is a great technological tool that allows the user to design their own website. This tool is great for students because it introduces them to the technological aspects of web design. It allows the user to design the website with various themes to choose from. The site also allows the user to add photos, videos, and other audio players to their website. Social media such as Facebook and Twitter can also be linked to the website. Webpages for the site can also be created and managed to include blogs and comments about anything the user desires.




ALEX Learning Activities: 11

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ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (2) 8 :
2) Create an algorithm for other learners to follow.

Examples: Unplugged coding activities, illustrate sequence of a process such as baking a cake.

[DLIT] (2) 9 :
3) Construct elements of a simple computer program using basic commands.

Examples: Digital block-based programming, basic robotics.

[DLIT] (2) 10 :
4) Identify bugs in basic programming.

Examples: Problem-solving, trial and error.

Subject: Digital Literacy and Computer Science (2)
Title: Computer Science Fundamentals Unit 4 Course C Lesson 12: Build a Flappy Game (2018)
URL: https://curriculum.code.org/csf-18/coursec/12/
Description:

In this special stage, students get to build their own Flappy Bird game by using event handlers to detect mouse clicks and object collisions. At the end of the level, students will be able to customize their game by changing the visuals or rules.

Events are very common in computer programs. In this lesson, students will further develop their understanding of events by making a Flappy Bird game. Students will learn to make their character move across the screen, make noises, and react to obstacles based on user-initiated events.

Students will be able to:
- match blocks with the appropriate event handler.
- create a game using event handlers.
- share a creative artifact with other students.

Note: You will need to create a free account on code.org before you can view this resource.



   View Standards     Standard(s): [DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (2) 7 :
1) Create and sort information into useful order using digital tools.

Examples: Sort data spreadsheets A-Z, simple filters, and tables.

[DLIT] (2) 8 :
2) Create an algorithm for other learners to follow.

Examples: Unplugged coding activities, illustrate sequence of a process such as baking a cake.

[DLIT] (2) 9 :
3) Construct elements of a simple computer program using basic commands.

Examples: Digital block-based programming, basic robotics.

[DLIT] (2) 10 :
4) Identify bugs in basic programming.

Examples: Problem-solving, trial and error.

[DLIT] (2) 24 :
18) Investigate the design process and use digital tools to illustrate potential solutions to a problem, given guidance and support

Examples: Create a presentation, drawing or graphic, audio tool, or video.

Subject: Digital Literacy and Computer Science (2)
Title: Computer Science Fundamentals Unit 4 Course C Lesson 14: Chase Game with Events (2018)
URL: https://curriculum.code.org/csf-18/coursec/14/
Description:

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

Here, students will further develop their understanding of events using Play Lab. Students will use events to make characters move around the screen, make noises, and change backgrounds based on user input. At the end of the puzzle sequence, students will be presented with the opportunity to share their projects.

Students will be able to:
- create an animated, interactive game using sequence and event-handlers.
- identify actions that correlate to input events.

Note: You will need to create a free account on code.org before you can view this resource.



ALEX Classroom Resources: 2

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