ALEX Resources

Narrow Results:
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 (2)


ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (2) 20 :
14) Collect, create, and organize data in a digital chart or graph.

[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) 27 :
21) Manipulate data to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.

Subject: Digital Literacy and Computer Science (2 - 5)
Title: Comparing and Contrasting
Description:

The Venn diagram app allows students to compare and contrast any topic. The diagram can then be saved to the camera roll on the iPad as well as emailed as a PDF file.




ALEX Learning Activities: 1

Go To Top of page
ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (3) 13 :
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

[DLIT] (4) 13 :
7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

[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] (4) 25 :
19) Use data from a simulation to answer a question collaboratively.

[DLIT] (5) 8 :
2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

[DLIT] (5) 12 :
6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

[DLIT] (5) 14 :
8) Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.

Examples: Set initial value of a variable, updating variables.

[DLIT] (5) 27 :
21) Manipulate data to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.

[DLIT] (5) 32 :
26) Connect data from a simulation to real-life events.

[DLIT] (6) 11 :
5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

[DLIT] (6) 14 :
8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (7) 12 :
6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 13 :
7) Create a program that updates the value of a variable in the program.

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

Subject: Digital Literacy and Computer Science (3 - 7)
Title: Sports
URL: https://csfirst.withgoogle.com/c/cs-first/en/sports/overview.html
Description:

Students use computer science to simulate extreme sports, make their own fitness gadget commercial, and create commentary for a big sporting event.

Sports is a complete theme designed to be completed over eight, 45-75 minute, sessions. For each activity, students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons,” which are mini-coding challenges that build on top of the core project.

Be sure to review the Materials tab for the lesson plan, starter guide, and more.

Users will need a Google account to use this resource.



   View Standards     Standard(s): [DLIT] (3) 13 :
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

[DLIT] (4) 13 :
7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

[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] (4) 25 :
19) Use data from a simulation to answer a question collaboratively.

[DLIT] (5) 8 :
2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

[DLIT] (5) 12 :
6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

[DLIT] (5) 14 :
8) Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.

Examples: Set initial value of a variable, updating variables.

[DLIT] (5) 27 :
21) Manipulate data to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.

[DLIT] (6) 11 :
5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

[DLIT] (6) 14 :
8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (7) 12 :
6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 13 :
7) Create a program that updates the value of a variable in the program.

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

[DLIT] (8) 9 :
3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

[DLIT] (8) 11 :
5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

[DLIT] (8) 13 :
7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

Subject: Digital Literacy and Computer Science (3 - 8)
Title: Music & Sound
URL: https://csfirst.withgoogle.com/c/cs-first/en/music-and-sound/overview.html
Description:

In Music & Sound, students use the computer to play musical notes, create a music video, and build an interactive music display while learning how programming is used to create music.

Music is a complete theme designed to be completed over eight, 45-75 minute, sessions. For each activity, students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons,” which are mini-coding challenges that build on top of the core project.

Be sure to review the Materials tab for the lesson plan, starter guide, and more.

Users will need a Google account to use this resource.



ALEX Classroom Resources: 2

Go To Top of page