ALEX Resources

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Lesson Plans (2) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (2) 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 (10)


ALEX Lesson Plans  
   View Standards     Standard(s): [DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

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

[SS2010] CIV (7) 6 :
6 ) Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.

•  Explaining rights of citizens as guaranteed by the Bill of Rights under the Constitution of the United States
•  Explaining what is meant by the term rule of law
•  Justifying consequences of committing a civil or criminal offense
•  Contrasting juvenile and adult laws at local, state, and federal levels (Alabama)
[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.

Subject: Digital Literacy and Computer Science (7), or Social Studies (7)
Title: Read All About It! Supreme Court Case Makes Headlines!
Description:

This is a project to conclude the study of the Judicial Branch of our government. The students, working in pairs, will be assigned a landmark Supreme Court case to research in a computer lab setting. They will then construct a one-page newsletter on the case which will include a summary of the case, two pictures, a short biography on one of the justices on the Court at that time, and an editorial describing their reaction to the case.




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

[SS2010] GEOG (7) 4 :
4 ) Evaluate spatial patterns and the demographic structure of population on Earth's surface in terms of density, dispersion, growth and mortality rates, natural increase, and doubling time.

Examples: spatial patterns—major population clusters

demographic structure—age and sex distribution using population pyramids

•  Predicting reasons and consequences of migration, including push and pull factors
Examples: push—politics, war, famine

pull—potential jobs, family

[SS2010] GEOG (7) 5 :
5 ) Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam.

[SS2010] GEOG (7) 7 :
7 ) Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.

Examples: types—linear, clustered, grid

sizes—large urban, small urban, and rural areas

•  Explaining human activities that resulted in the development of settlements at particular locations due to trade, political importance, or natural resources
Examples: Timbuktu near caravan routes; Pittsburgh, Pennsylvania, and Birmingham, Alabama, as manufacturing centers near coal and iron ore deposits; Singapore near a major ocean transportation corridor (Alabama)

•  Describing settlement patterns in association with the location of resources
Examples: fall line settlements near waterfalls used as a source of energy for mills, European industrial settlements near coal seams, spatial arrangement of towns and cities in North American Corn Belt settlements

•  Describing ways in which urban areas interact and influence surrounding regions
Examples: daily commuters from nearby regions; communication centers that service nearby and distant locations through television, radio, newspapers, and the Internet; regional specialization in services or production

[SS2010] GEOG (7) 12 :
12 ) Explain ways geographic features and environmental issues have influenced historical events.

Examples: geographic features—fall line, Cumberland Gap, Westward Expansion in the United States, weather conditions at Valley Forge and the outcome of the American Revolution, role of ocean currents and winds during exploration by Christopher Columbus

environmental issues—boundary disputes, ownership of ocean resources, revitalization of downtown areas

Subject: Digital Literacy and Computer Science (7), or Social Studies (7)
Title: Our World is Like a Rainbow
Description:

Americans continue to adapt to different ethnic and cultural groups who move into their communities. It is vital that children become aware of and appreciate cultural diversities in people. People move to different areas for reasons such as religion, climate, employment, economics, and for a better way of life.




ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (7) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[ELA2015] (7) 26 :
26 ) Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [W.7.7]

Subject: Digital Literacy and Computer Science (7), English Language Arts (7)
Title: Rikki Tikki Tavi Curiosity Research Project
Description:

In this learning activity, students will conduct a short research project using digital sources on a topic from a list of possible topics, to answer self-generated questions.  Students will then write curiosity questions, research the answers, and cite the sources.

This activity was created as a result of the ALEX 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.




ALEX Learning Activities: 2

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ALEX Classroom Resources  
   View Standards     Standard(s): [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] (8) 19 :
13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

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

[DLIT] (9-12) 26 :
20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

Subject: Digital Literacy and Computer Science (7 - 12)
Title: Bot or Not? How Fake Social Media Accounts Could Influence Voting
URL: https://www.pbslearningmedia.org/resource/ccabb2b1-491f-4efe-9590-6302f70899e9/lesson-plan-bot-or-not-how-fake-social-media-accounts-could-influence-voting/
Description:

The invention of social media has provided us with a wide range of opportunities to become more informed on key issues and engage in the democratic process. However, it has also created space for individuals to try to influence public opinion around a particular political agenda through the creation of thousands of phony social media accounts, or computer-generated ‘bots.’

In this PBS NewsHour lesson, students will examine how the invention of the bot on social media websites like Twitter plays a role in influencing public opinion. Students will then invent their own bot to spread awareness about an issue they care about.



   View Standards     Standard(s): [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.

[DLIT] (8) 22 :
16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

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

[DLIT] (9-12) 22 :
16) Identify laws regarding the use of technology and their consequences and implications.

Examples: Unmanned vehicles, net neutrality/common carriers, hacking, intellectual property, piracy, plagiarism.

Subject: Digital Literacy and Computer Science (7 - 12)
Title: Intellectual Property and Trademarks
URL: https://www.uspto.gov/sites/default/files/kids/icreatm_guide_hs.pdf
Description:

The lesson begins on page 26 of the document accessed via the resource link.

Students will:

- be able to define the term "trademark".

- categorize products as generic or brand name.

- identify popular trademarks.

- identify symbols associated with the protection of trademarks.

- utilize a trademark database. 

- create a custom trademark and present it to the class. 



   View Standards     Standard(s): [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.

[DLIT] (9-12) 22 :
16) Identify laws regarding the use of technology and their consequences and implications.

Examples: Unmanned vehicles, net neutrality/common carriers, hacking, intellectual property, piracy, plagiarism.

Subject: Digital Literacy and Computer Science (7 - 12)
Title: Intellectual Property and Copyright
URL: https://www.uspto.gov/sites/default/files/kids/icreatm_guide_hs.pdf
Description:

Lesson begins on page 34 of the document accessed via the resource link.

Students will:

- understand how copyright laws apply to creative works of authorship.

- create a work to be registered.

- define the terms: copyright, public domain, plagiarism.

- identify where on websites copyright notices are displayed and what information is included with the notice.

- identify what copyright does not protect.

-learn how to register a copyright notice.



   View Standards     Standard(s): [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.

[DLIT] (8) 17 :
11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

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

[DLIT] (9-12) 22 :
16) Identify laws regarding the use of technology and their consequences and implications.

Examples: Unmanned vehicles, net neutrality/common carriers, hacking, intellectual property, piracy, plagiarism.

[DLIT] (9-12) 24 :
18) Explain the beneficial and harmful effects that intellectual property laws can have on innovation.

Subject: Digital Literacy and Computer Science (7 - 12)
Title: Intellectual Property Theft
URL: https://www.uspto.gov/sites/default/files/kids/icreatm_guide_hs.pdf
Description:

The lesson begins on page 43 of the document accessed via the resource link.

Students will:

- identify different types of media as intellectual property: writings, music, videos, computer games, etc.

-understand that intellectual property laws protect online and offline material.

-understand that it is stealing from real people if one copies copyright-protected material or downloads material from the internet without permission.

-understand it is against the law to download copyright-protected videos, music, etc. from the internet without permission.

- investigate famous cases of trade secret theft.

- investigate peer-to-peer networks.



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

[DLIT] (7) 19 :
13) Compare and contrast information available locally and globally.

Example: Review an article published in the United States and compare to an article on the same subject published in China.

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

[DLIT] (8) 19 :
13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

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

Subject: Digital Literacy and Computer Science (7 - 12)
Title: Getting to the Source
URL: https://newseumed.org/tools/lesson-plan/getting-source
Description:

A layered graphic helps students understand how a news story goes from raw information – the source – to their newsfeed or text chain; then students zero in on sources in real-life news stories.

You are in need of Fact Finder: Your Foolproof Guide to Media Literacy’s 11 flexible, multimedia lesson plans to tackle these challenges. Eight skill-building lesson plans introduce essential media literacy concepts through engaging explainer videos and colorful infographics that help students revisit, retain and apply the key concepts. The accompanying News or Noise? Media Map provides a collection of examples ready for students to analyze and evaluate with the support of worksheets and discussion prompts. Three reporting lesson plans help students take what they’ve learned and apply it to their own content creation, inspired by the issues that matter to them.

A layered graphic helps students understand how a news story goes from raw information – the source – to their newsfeed or text chain; then students zero in on sources in real-life news stories.

You will need to create a free account to access this lesson plan. 



   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) 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.



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

[DLIT] (6) 8 :
2) Define a process as a function.

Example: Functions or sets of steps combined to produce a process: turning off your alarm + getting out of bed + brushing your teeth + getting dressed = morning routine.

[DLIT] (6) 12 :
6) Identify steps in developing solutions to complex problems using computational thinking.

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

[DLIT] (7) 11 :
5) Solve a complex problem using computational thinking.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 8 :
2) Explain how abstraction is used in a given function.

Example: Examine a set of block-based code and explain how abstraction was used.

[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

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 3 Chapter 1 Lesson 4: Shapes and Randomization (18-19)
URL: https://studio.code.org/s/csd3-2018/stage/4/puzzle/1
Description:

This lesson extends the drawing skills to include width and height and introduces the concept of random number generation. The class learns to draw with versions of the ellipse() and rect() that include width and height parameters and to use the background() block to fill the screen with color. At the end of the progression, the class is introduced to the randomNumber() block and uses the new blocks to draw a randomized rainbow snake.

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



ALEX Classroom Resources: 10

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