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 (12)


ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (6) 17 :
11) Differentiate between appropriate and inappropriate digital content and the use of that content.

[ELA2015] (6) 27 :
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]

Subject: Digital Literacy and Computer Science (6), English Language Arts (6)
Title: Is This a Good Source?
Description:

This activity, used in conjunction with any research or project in which the students are using the Internet to gather information, will help students become more aware of the importance of evaluating sources. This activity will also aid students in determining whether a source is credible and appropriate for the topic they are researching. 

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




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (7) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (8) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (9-12) 3 :
R3) Assess the validity and identify the purpose of digital content.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Fact vs. Fiction in the Media
URL: https://aptv.pbslearningmedia.org/resource/fact-vs-fiction-media/fact-vs-fiction-media/
Description:

Sometimes the news is labeled as “fake” because the reader dislikes it or it contradicts their beliefs. However, fake news is when the news information, as well as the news organization itself, may intentionally be completely fabricated. Educators and media literacy advocates are working in the classroom to help students discern fact from fiction in news sources. This video can be played during a lesson on assessing the validity and identifying the purpose of digital content.



   View Standards     Standard(s): [DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (7) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (8) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (9-12) 3 :
R3) Assess the validity and identify the purpose of digital content.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Is It Real? Using Reverse Image Search
URL: https://aptv.pbslearningmedia.org/resource/nmlit17-ela-howtoreverse/is-it-real-using-reverse-image-search-common-sense-education/
Description:

How do you know if an online image is real or not? This video from Common Sense Education provides a handout on useful guidance on using a reverse image search on Google. This resource is part of the News and Media Literacy Collection. This video can be played during a lesson on assessing the validity and identifying the purpose of digital content.



   View Standards     Standard(s): [DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (7) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (8) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (9-12) 3 :
R3) Assess the validity and identify the purpose of digital content.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Why Do Hyperpartisan News Sites Exist?
URL: https://aptv.pbslearningmedia.org/resource/hyperpartisan-news-sites/hyperpartisan-news-sites/
Description:

This story is an installment of PBS NewsHour’s four-part series on “Junk News,” and explores who is behind creating inflammatory news sites, and why. Science correspondent Miles O’Brien profiles a leading purveyor of junk news, Cyrus Massoumi, who has hit the jackpot exploiting the trend toward hyperpartisan news. Why does Massoumi do it? He makes a lot of money and it’s easy.

After watching this video, classrooms may engage in a discussion about who has the responsibility to address the dangers of junk news. Is it the people who make the news, or the people who consume it? See support materials below for guiding questions and additional information about media literacy. This video can be played during a lesson on assessing the validity and identifying the purpose of digital content.



   View Standards     Standard(s): [ARTS] VISAN (9-12) 10 :
10) Identify and compare ways in which art influences cultural values and trends.

Examples: World War II propaganda, advertising, or political comics.

[DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

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

[DLIT] (7) 3 :
R3) Assess the validity and identify the purpose of digital content.

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

[DLIT] (9-12) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (9-12) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Arts Education (9 - 12), Digital Literacy and Computer Science (6 - 12)
Title: Creating Comics
URL: https://aptv.pbslearningmedia.org/resource/media_arts_classroom11/creating-comics/support-materials/
Description:

Reading and creating comic strips and comic books are engaging ways to promote literacy at any grade level and across content areas. The students in this video are members of a high school comic book club and have access to drawing tablets and Adobe Photoshop, so they can achieve sophisticated results. Even without such software, however, teachers can still integrate digital comics into a wide range of teaching situations. This video comes with several support materials that include video discussion questions and project suggestions.

There are a number of comic books, especially contemporary ones, that are not “school appropriate,” so you might want to guide students’ web research on comic books. 



   View Standards     Standard(s): [DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (7) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (8) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (9-12) 3 :
R3) Assess the validity and identify the purpose of digital content.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Confronting Confirmation Bias
URL: https://newseumed.org/tools/lesson-plan/confronting-confirmation-bias
Description:

Students will define confirmation bias, motivated reasoning, and examine accuracy, perspective, credibility, and relevance in sources.  Through articles and an opportunity to research one side of a debate, students will consider how confirmation bias and motivated reasoning shape the way we respond to evidence presented in news and opinion pieces.

You will need a free account to access this resource.



   View Standards     Standard(s): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (6) 17 :
11) Differentiate between appropriate and inappropriate digital content and the use of that content.

[DLIT] (6) 19 :
13) Define personal privacy, digital footprint, and open communication.

Subject: Digital Literacy and Computer Science (6)
Title: Who Are You Online?
URL: https://www.commonsense.org/education/digital-citizenship/lesson/who-are-you-online
Description:

What does it actually mean to "be yourself" or to "be "real"? Those are deep thoughts for any middle-schooler. For kids today, these questions matter online, too. Help your students explore why some people create different or alternate personas for themselves online and on social media.

Students will be able to:
  • reflect on reasons why people might create fake social media accounts.
  • identify the possible results of posting from a fake social media account.
  • debate the benefits and drawbacks of posting from multiple accounts.

Users will need to create a free account to access this resource.



   View Standards     Standard(s): [DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (6) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Digital Literacy and Computer Science (6)
Title: Finding Credible News
URL: https://www.commonsense.org/education/digital-citizenship/lesson/finding-credible-news
Description:

The web is full of questionable stuff, from rumors and inaccurate information to outright lies and so-called fake news. So how do we help students weed out the bad and find what's credible? Help students dig into why and how false information ends up online in the first place and then practice evaluating the credibility of what they're finding online.

Students will be able to:
  • learn reasons that people put false or misleading information on the internet.
  • learn criteria for differentiating fake news from credible news.
  • practice evaluating the credibility of information they find on the internet.

Users will need to create a free account to access this resource. 



   View Standards     Standard(s): [DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (6) 17 :
11) Differentiate between appropriate and inappropriate digital content and the use of that content.

[DLIT] (7) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (8) 3 :
R3) Assess the validity and identify the purpose of digital content.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Evaluating Online News
URL: https://newseumed.org/tools/lesson-plan/bell-ringer-evaluating-online-news
Description:

Start a conversation about fake news and media literacy with this collection of links to fake, real (but surprising or hard to believe), and problematic (where truth and error or spin combine) news stories. Since bogus stories often disappear from the internet (and sometimes real stories, too), you’ll also find an archived link for each story that will remain usable even if the original link breaks.

Access to this content will require a free account. 



   View Standards     Standard(s): [DLIT] (3) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (4) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (5) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (7) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (8) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (9-12) 3 :
R3) Assess the validity and identify the purpose of digital content.

Subject: Digital Literacy and Computer Science (3 - 12)
Title: Digital Content — Finding, Evaluating, Using, and Creating It
URL: https://natlib.govt.nz/schools/digital-literacy/strategies-for-developing-digital-literacy/digital-content-finding-evaluating-using-and-creating-it
Description:

Digital literacy is about finding, evaluating, using, and creating digital content in meaningful and responsible ways. It requires thinking skills and technical abilities. You can use a range of strategies to develop digital literacy in your school.

This site has great resources for how to find digital content, how to evaluate digital content, using digital content in meaningful ways, creating digital content, and responsible use - copyright and attribution. The resources can be selected from the site by teachers and shared with students or students can be directed to this site. 



   View Standards     Standard(s): [DLIT] (3) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (4) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (5) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

Subject: Digital Literacy and Computer Science (3 - 6)
Title: Bias and Reliability
URL: https://www.bbc.com/bitesize/guides/z2g2mp3/revision/1
Description:

The internet contains a wealth of information. This information can be used to learn about new things or to verify facts. However, much of the information on the internet is either biased in some way or incorrect.

Information that is biased or incorrect loses its value. When information has no value, it is of no use to us. We need to be able to distinguish between information that is valuable (of use to us) and that which is not.



   View Standards     Standard(s): [DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (7) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (7) 26 :
20) Evaluate the validity and accuracy of a data set.

[DLIT] (8) 3 :
R3) Assess the validity and identify the purpose of digital content.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 2 Chapter 2 Lesson 12: Sources and Search Engines
URL: https://studio.code.org/s/csd2-2018/stage/12/puzzle/1
Description:

After first completing a web search scavenger hunt, the class learns about the inner workings of search engines and has an opportunity to flex their analytical skills in a search for strange and unlikely animals.

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



   View Standards     Standard(s): [DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (7) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (8) 3 :
R3) Assess the validity and identify the purpose of digital content.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 2 Chapter 1 Lesson 1: Exploring Websites
URL: https://studio.code.org/s/csd2-2018/stage/1/puzzle/1
Description:

This lesson covers the purposes that a website might serve, both for the users and the creators. The class explores a handful of the most-used websites in the United States and discusses how each of those sites is useful for users and how it might also serve its creators.

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



ALEX Classroom Resources: 12

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