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 (4)


ALEX Learning Activities  
   View Standards     Standard(s): [SC2015] (2) 4 :
4 ) Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).

[SC2015] (2) 1 :
1 ) Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).

[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) 20 :
14) Collect, create, and organize data in a digital chart or graph.

Subject: Science (2), Digital Literacy and Computer Science (2)
Title: What's the Matter? Solid, liquid, or gas?
Description:

This digital tool is an interactive way to experiment with solids, liquids, and gases. Students are challenged to find the correct category for other examples such as milk, sand, rain, helium, wood and air. Watch what happens when you heat liquids and cool gases.




ALEX Learning Activities: 1

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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) 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.



   View Standards     Standard(s): [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) 9 :
3) Construct elements of a simple computer program using basic commands.

Examples: Digital block-based programming, basic robotics.

[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 15: Looking Ahead With Minecraft (2018)
URL: https://curriculum.code.org/csf-18/coursec/15/
Description:

This lesson was originally created for the Hour of Code, alongside the Minecraft team. Students will get the chance to practice ideas that they have learned up to this point, as well as getting a sneak peek at conditionals!

If puzzles will work to solidify and build on the knowledge of loops and introduce conditionals. By pairing these two concepts together, students will be able to explore the potential for creating fun and innovative programs in a new and exciting environment.

Students will be able to:
- define circumstances when certain parts of a program should run and when they shouldn't.
- determine whether a conditional is met based on criteria.

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



   View Standards     Standard(s): [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.

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

In this lesson, students will relate the concept of algorithms back to everyday activities. After discussing their steps, students will make paper planes using an algorithm. The goal here is to start building the skills to translate real-world situations to online scenarios and vice versa.

This lesson exists to help students see that an "algorithm" is just a list of steps that someone can take to finish a task. Students will also learn that the order of the individual steps can make a difference in the final product. This should help lay a foundation of understanding for arranging blocks into programs.

Students will be able to:
- decompose large activities into a series of smaller events.
- organize sequential events into their logical order.

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



   View Standards     Standard(s): [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.

Subject: Digital Literacy and Computer Science (2)
Title: Computer Science Fundamentals Unit 4 Course C Lesson 5: Collecting Treasure with Laurel (2018)
URL: https://curriculum.code.org/csf-18/coursec/5/
Description:

In this series of puzzles, students will continue to develop their understanding of algorithms and debugging. With a new character, Laurel the Adventurer, students will create sequential algorithms to get Laurel to pick up treasure as she walks along a path.

In this lesson, students will be practicing their programming skills using a new character, Laurel the Adventurer. When someone starts programming they piece together instructions in a specific order using something that a machine can read. Through the use of programming, students will develop an understanding of how a computer navigates instructions and order. Using a new character with a different puzzle objective will help students widen their scope of experience with sequencing and algorithms in programming.

Students will be able to:
- order movement commands as sequential steps in a program.
- represent an algorithm as a computer program.
- develop problem-solving and critical thinking skills by reviewing debugging practices.

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



ALEX Classroom Resources: 4

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