ALEX Resources

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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (3) 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 (5)


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

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

[SC2015] ES6 (6) 12 :
12 ) Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

a. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).

Subject: Digital Literacy and Computer Science (6), or Science (6)
Title: Masters of Disaster (Middle Grades)
Description:

Students will research natural disasters and their impact on people.  They will work in teams to design a disaster preparedness guide to share with the community to reduce the impact of a natural disaster utilizing various creativity apps on the iPad.




ALEX Learning Activities  
   View Standards     Standard(s): [SS2010] USS6 (6) 3 :
3 ) Identify causes and consequences of World War I and reasons for the United States' entry into the war.

Examples: sinking of the Lusitania, Zimmerman Note, alliances, militarism, imperialism, nationalism

•  Describing military and civilian roles in the United States during World War I
•  Explaining roles of important persons associated with World War I, including Woodrow Wilson and Archduke Franz Ferdinand
•  Analyzing technological advances of the World War I era for their impact on modern warfare
Examples: machine gun, tank, submarine, airplane, poisonous gas, gas mask

•  Locating on a map major countries involved in World War I and boundary changes after the war
•  Explaining the intensification of isolationism in the United States after World War I
Example: reaction of the Congress of the United States to the Treaty of Versailles, League of Nations, and Red Scare

•  Recognizing the strategic placement of military bases in Alabama (Alabama)
[DLIT] (6) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Social Studies (6), Digital Literacy and Computer Science (6)
Title: Life in the Trenches: World War I Interactive Adventure
Description:

Students will explore what life was like in the trenches on the Western Front for World War I soldiers in this interactive online activity. They will have to make choices about how they will handle different situations they are presented with. They have to make a series of decisions as they learn about the hardships these soldiers faced. Certain choices will lead to survival, others will not. They will see types of food, entertainment, and conditions of this horrific war as they navigate through the interactive site.

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




   View Standards     Standard(s): [SS2010] WH8 (8) 1 :
1 ) Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

•  Identifying the founding of Rome as the basis of the calendar established by Julius Caesar and used in early Western civilization for over a thousand years
•  Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.
•  Using vocabulary terms other than B.C. and A.D. to describe time
Examples: B.C.E., C.E.

•  Identifying terms used to describe characteristics of early societies and family structures
Examples: monogamous, polygamous, nomadic

[SS2010] WH8 (8) 2 :
2 ) Analyze characteristics of early civilizations in respect to technology, division of labor, government, calendar, and writings.

•  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys
Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief systems, government and military institutions, economic systems

•  Identifying on a map locations of cultural hearths of early civilizations
Examples: Mesopotamia, Nile River Valley

[SS2010] WH8 (8) 4 :
4 ) Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

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

[DLIT] (7) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (8) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Social Studies (8), Digital Literacy and Computer Science (6 - 8)
Title: Discover Hidden Treasures of Ancient Egypt, Greece, and Rome
Description:

This is an interactive web tool that allows users to explore various aspects of life in ancient civilizations.




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

[MA2019] (6) 24 :
24. Represent numerical data graphically, using dot plots, line plots, histograms, stem and leaf plots, and box plots.

a. Analyze the graphical representation of data by describing the center, spread, shape (including approximately symmetric or skewed), and unusual features (including gaps, peaks, clusters, and extreme values).

b. Use graphical representations of real-world data to describe the context from which they were collected.
[MA2019] (6) 23 :
23. Calculate, interpret, and compare measures of center (mean, median, mode) and variability (range and interquartile range) in real-world data sets.

a. Determine which measure of center best represents a real-world data set.

b. Interpret the measures of center and variability in the context of a problem.
[MA2019] REG-7 (7) 10 :
10. Examine a sample of a population to generalize information about the population.

a. Differentiate between a sample and a population.

b. Compare sampling techniques to determine whether a sample is random and thus representative of a population, explaining that random sampling tends to produce representative samples and support valid inferences.

c. Determine whether conclusions and generalizations can be made about a population based on a sample.

d. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest, generating multiple samples to gauge variation and making predictions or conclusions about the population.

e. Informally explain situations in which statistical bias may exist.
[MA2015] (7) 18 :
18 ) Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7-SP2]

Example: Estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

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

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

[DLIT] (6) 29 :
23) Discuss how digital devices may be used to collect, analyze, and present information.

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

[DLIT] (7) 22 :
16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 29 :
23) Demonstrate the use of a variety of digital devices individually and collaboratively to collect, analyze, and present information for content-related problems.

Subject: English Language Arts (6 - 7), Mathematics (6 - 7), Mathematics (7), Digital Literacy and Computer Science (6 - 7)
Title: Infograms: Show Your Data!
Description:

Infogram allows you to easily take data and create infographics. Use charts as well as pictures to display data into an easy to read and understand and attractive digital poster that can be displayed alone or embedded into a website.




ALEX Learning Activities: 3

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ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (6) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (7) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (8) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (9-12) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Quick Skim or Deep Dive? Picking the Right Search Strategy
URL: https://newseumed.org/tools/lesson-plan/quick-skim-or-deep-dive-picking-right-search-strategy
Description:

A nautically-themed infographic with an accompanying video helps students understand how to tailor the search process to the complexity of the question; then students put their new search strategies to work.

Users must 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) 5 :
R5) Locate and curate information from digital sources to answer research questions.

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

[DLIT] (6) 25 :
19) Track data change from a variety of sources.

Example: Use editing or versioning tools to track changes to data.

[DLIT] (6) 29 :
23) Discuss how digital devices may be used to collect, analyze, and present information.

[DLIT] (6) 36 :
30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[DLIT] (7) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (7) 29 :
23) Demonstrate the use of a variety of digital devices individually and collaboratively to collect, analyze, and present information for content-related problems.

[DLIT] (7) 33 :
27) Identify data needed to create a model or simulation of a given event.

Examples: When creating a random name generator, the program needs access to a list of possible names.

[DLIT] (8) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (8) 23 :
17) Communicate and publish individually or collaboratively to persuade peers, experts, or community about issues and problems.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Visual Learning
URL: https://www.remc.org/21Things4Students/21/2-visual-learning/
Description:

As part of this activity, you will be learning how to create visual organizers and how to create and use QR codes in learning.


LEARNING OBJECTIVES

When you have completed this Thing you will:

  1. Know how to set a personal learning goal and reflect on my progress [Empowered Learner]

  2. Be able to organize and manage information [Knowledge Constructor]

  3. Understand how to use a scientific design process to collect and analyze information [Innovative Designer]

  4. Be able to express myself and share my ideas and work digitally [Creative Communicator]

  5. Be able to collaborate with a group to create an original design [Creative Communicator, Innovative Designer]



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

[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.

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

[DLIT] (7) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (8) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Digital Literacy and Computer Science (5 - 8)
Title: Searching Strategies
URL: https://www.remc.org/21Things4Students/21/9-search-strategies/
Description:

Welcome to Search Strategies! If you are like most people, it is very easy to get lost and spend hours trying to find the correct answer to your question while on the Internet. Never fear, because you are going to learn the best sites for doing your research and you will never again spend hours lost in the huge spiderweb of the Internet.  


LEARNING OBJECTIVES

When you have completed this activity you will:​

  1. know how to search for and evaluate information [Knowledge Constructor]

  2. know the best tools for doing research [Knowledge Constructor]

  3. know how to search safely [Knowledge Constructor]

  4. be able to properly cite resources [Knowledge Constructor]



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

[DLIT] (7) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 2 Chapter 1 Lesson 7: Intellectual Property and Images
URL: https://studio.code.org/s/csd2-2018/stage/7/puzzle/1
Description:

This lesson covers how to use media such as images, video, or music created by others on a website. In addition, students will respect the rights of the creator of that media by reviewing content permissions. After first studying Creative Commons licensing, the class learns how to add images to web pages, and how to give proper attribution when doing so.

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



ALEX Classroom Resources: 5

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