ALEX Resources

Narrow Results:
Lesson Plans (4) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (7) 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): [SS2010] USS5 (5) 3 :
3 ) Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems.

•  Locating on a map American Indian nations according to geographic region
[ELA2015] (5) 28 :
28 ) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. [W.5.7]

[ELA2015] (5) 16 :
16 ) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. [RI.5.7]

[ELA2015] (5) 18 :
18 ) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. [RI.5.9]

[ELA2015] (5) 36 :
36 ) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]

[SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

[DLIT] (5) 22 :
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Subject: Digital Literacy and Computer Science (5), or English Language Arts (5), or Science (5), or Social Studies (5)
Title: Native Americans: How Their Environment Affected Their Culture
Description:

In this lesson, students will research one Native American group from each of the six main biomes in North America. Students will use their developing technology and language arts skills to find reliable sources on the internet, evaluate and integrate information from these texts, select a suitable digital platform to share their findings, and create a cohesive presentation showcasing their mastery of the learning outcomes. Students will discover the climate, landforms, water, and other natural resources available within each region and how they were used by the natives living there. Students will explore the relationships between the cultures found within each region and its resources. 

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.




   View Standards     Standard(s): [SS2010] USS5 (5) 8 :
8 ) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

•  Describing principles contained in the Declaration of Independence
•  Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Haym Solomon, and supporters from other countries to the American Revolution
•  Explaining contributions of ordinary citizens, including African Americans and women, to the American Revolution
•  Describing efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress
•  Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown
•  Recognizing reasons for colonial victory in the American Revolution
•  Explaining the effect of the Treaty of Paris of 1783 on the development of the United States
[ELA2015] (5) 4 :
4 ) Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. [RL.5.4]

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Subject: Digital Literacy and Computer Science (5), or English Language Arts (5), or Social Studies (5)
Title: Declaring Independence
Description:

Students will develop an understanding of the purpose of the Declaration of Independence by synthesizing the grievances listed by the founding fathers.




   View Standards     Standard(s): [SS2010] USS5 (5) 7 :
7 ) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.

[SS2010] USS5 (5) 8 :
8 ) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

•  Describing principles contained in the Declaration of Independence
•  Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Haym Solomon, and supporters from other countries to the American Revolution
•  Explaining contributions of ordinary citizens, including African Americans and women, to the American Revolution
•  Describing efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress
•  Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown
•  Recognizing reasons for colonial victory in the American Revolution
•  Explaining the effect of the Treaty of Paris of 1783 on the development of the United States
[DLIT] (5) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

[DLIT] (5) 25 :
19) Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (5), or Social Studies (5)
Title: Technology Timeline! Major Events and Battles of the American Revolution
Description:

The students will be able to identify certain major events and battle of the American Revolutionary War. Creativity and collaboration are included when making timelines. The students should understand that events happen in chronological order and they can be represented using a timeline.




   View Standards     Standard(s): [DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

[DLIT] (5) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[SS2010] USS5 (5) 7 :
7 ) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.

Subject: Digital Literacy and Computer Science (5), or Social Studies (5)
Title: A Step Into the Boston Massacre
Description:

In this lesson, the students will learn about the Boston Massacre and how this event led to the American Revolution. The students will understand that when governments are unjust, sometimes people revolt. The students will compare and contrast the two sides of the American colonists in the 1770’s, “Colonists Should Fight the British for Independence” versus “Colonists Should Not Fight the British for Independence.” In addition, the students will create a web video on one event that led to the American Revolution. This lesson is designed to integrate technology, such as WeVideo, with social studies.




ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Subject: Digital Literacy and Computer Science (5)
Title: Creating and Publishing a Google Site
Description:

Global collaborators will be taken through the steps to create their own Google site to use as an online portfolio.

This Nearpod lesson can be teacher led or student paced. Students will need to have a Google account to log into to use this resource.

This activity results from the ALEX Resource Development Summit.




   View Standards     Standard(s): [ELA2015] (5) 7 :
7 ) Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). [RL.5.7]

[ARTS] MED (5) 1 :
1) Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others.

[DLIT] (5) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 22 :
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

[DLIT] (5) 26 :
20) Collaborate locally and globally using online digital tools under teacher supervision.

Subject: English Language Arts (5), Arts Education (5), Digital Literacy and Computer Science (5)
Title: Cracking the Secret Code in Media Arts
Description:

Analyzing a commercial for a high-interest product, students will identify the elements and principles of design used to convey the message and ideal of a company through a digital collaborative space. Students will generate many, varied, and unusual ways to communicate their own message, matching the company's ideals, through a different use of elements and principles of design.

This is the third activity in a series of four to meet Media Arts Standard 5.1:

Using Productive Thinking in Media Arts
Identifying and Choosing a Message in Media Arts
Cracking the Code in Media Arts
Storyboarding in Media Arts

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




   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[SC2015] (5) 9 :
9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

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

[DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (5) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 22 :
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Subject: Science (4 - 5), Digital Literacy and Computer Science (4 - 5)
Title: Exploring Parts of Plants with Evernote
Description: Evernote is an online storage system allowing users to create, search, and present on one workspace. Description provided by evernote.com.


   View Standards     Standard(s): [ELA2015] (5) 3 :
3 ) Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). [RL.5.3]

[DLIT] (5) 22 :
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

[DLIT] (5) 26 :
20) Collaborate locally and globally using online digital tools under teacher supervision.

Subject: English Language Arts (5), Digital Literacy and Computer Science (5)
Title: Google Docs: Compare and Contrast characters in
Description:

Google Docs/Google Drive allows users to create and share documents, pictures, music, videos, and so much more.




   View Standards     Standard(s): [DLIT] (5) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 22 :
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

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

[DLIT] (6) 22 :
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

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

Subject: Digital Literacy and Computer Science (5 - 7)
Title: Digital Disasters
Description:

Animoto helps you create extraordinary videos from your photos, video clips, words and music through an iPad or iPhone.




   View Standards     Standard(s): [SS2010] USS5 (5) 7 :
7 ) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.

[DLIT] (5) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (5) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 22 :
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Subject: Social Studies (5), Digital Literacy and Computer Science (5)
Title: Create Comic Relief about Revolutionary War Heroes
Description:

ToonDoo is a digital comic creator that allows you to add backgrounds, characters, props and speech bubbles. You can tell a story through pictures.




   View Standards     Standard(s): [ELA2015] (0) 3 :
3 ) With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]

[ELA2015] (0) 11 :
11 ) With prompting and support, identify the main topic and retell key details of a text. [RI.K.2]

[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) 3 :
3 ) Describe characters, settings, and major events in a story, using key details. [RL.1.3]

[ELA2015] (1) 11 :
11 ) Identify the main topic and retell key details of a text. [RI.1.2]

[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] (1) 35 :
35 ) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

[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]

[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] (3) 5 :
5 ) Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [RL.3.5]

[ELA2015] (3) 32 :
32 ) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]

[ELA2015] (4) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

[ELA2015] (4) 16 :
16 ) Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [RI.4.7]

[ELA2015] (5) 5 :
5 ) Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. [RL.5.5]

[ELA2015] (5) 36 :
36 ) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]

[ELA2015] (6) 3 :
3 ) Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3]

[ELA2015] (6) 35 :
35 ) Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]

[ELA2015] (7) 3 :
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

[ELA2015] (7) 34 :
34 ) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]

[ELA2015] (8) 2 :
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2]

[ELA2015] (8) 34 :
34 ) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]

[ELA2015] (9) 3 :
3 ) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]

[ELA2015] (9) 34 :
34 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]

[ELA2015] (10) 3 :
3 ) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]

[ELA2015] (10) 35 :
35 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]

[ELA2015] (11) 3 :
3 ) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

[ELA2015] (11) 33 :
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

[ELA2015] (12) 3 :
3 ) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

[ELA2015] (12) 33 :
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

[DLIT] (2) 20 :
14) Collect, create, and organize data in a digital chart or graph.

[DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (4) 22 :
16) Gather and organize data to answer a question using a variety of computing and data visualization methods.

Examples: Sorting, totaling, averaging, charts, and graphs.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

[DLIT] (6) 7 :
1) Remove background details from an everyday process to highlight essential properties.

Examples: When making a sandwich, the type of bread, condiments, meats, and/or vegetables do not affect the fact that one is making a sandwich.

Subject: English Language Arts (K - 12), Digital Literacy and Computer Science (2 - 6)
Title: Interactive Plot Diagram
Description:

This organizational tool for grades K-12 uses the plot diagram pyramid to map events in a story.  You can choose beginning, middle, and end for younger learners or exposition, climax, and resolution for older learners.  The mapping tool allows readers to recreate a story you have taught in class, or writers to map out the ideas for an original piece. 




ALEX Learning Activities: 7

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