ALEX Resources

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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 (4)


ALEX Learning Activities  
   View Standards     Standard(s): [MA2019] REG-7 (7) 19 :
19. Describe the two-dimensional figures created by slicing three-dimensional figures into plane sections.
[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: Mathematics (7), Digital Literacy and Computer Science (7)
Title: Slicing Three-Dimensional Figures and Identifying the Resulting Cross-Sections
Description:

In this activity, students will use the Interactivate Cross Section Flyer Tool to discover the cross-sections that result from slicing three-dimensional figures. Students will use a graphic organizer to collect data on prisms, pyramids, and cylinders.

Cross-Section Graphic Organizer




   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: 2

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ALEX Classroom Resources  
   View Standards     Standard(s): [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] (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: Digital Literacy and Computer Science (7)
Title: Is It News?
URL: https://newseumed.org/tools/lesson-plan/it-news
Description:

Are your students savvy searchers? Can they spot the difference between a straight news article and an opinion piece? Do they recognize bias in their sources … or in themselves?

Do you need 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 simple flowchart and video explain how to differentiate news from other types of information; then students put their news-spotting abilities to the test.

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

[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: Digital Literacy and Computer Science (6 - 7)
Title: Creative Communications
URL: https://www.remc.org/21Things4Students/21/creativecommunications/
Description:

Communication is an art. It involves listening and speaking as well as reading and writing clearly and creatively. Technology provides creative opportunities for expressing yourself digitally.

These Quests provide opportunities to learn about different software applications for creating digital objects or artifacts to communicate your ideas in new and creative ways.


LEARNING OBJECTIVES

When you have completed this activity you will:

  1. know how to use different media tools to communicate complex ideas clearly and effectively [Creative Communicator]

  2. be aware of the advantages and disadvantages of different media tools [Creative Communicator]

  3. know how to select an appropriate technology tool to meet different types of communication [Creative Communicator, Knowledge Constructor]

  4. understand how to use and remix several different technology tools responsibly to communicate information [Empowered Learner, Creative Communicator]

  5. be able to use a design process to plan and create digital artifacts [Innovative Designer]



   View Standards     Standard(s): [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: Digital Literacy and Computer Science (7)
Title: Computer Science Discoveries Unit 1 Chapter 2 Lesson 5: Input and Output
URL: https://studio.code.org/s/csd1-2018/stage/5/puzzle/1
Description:

In this class students consider a number of computing devices to determine what types of inputs and outputs they use. Groups are assigned to a computing device and based on a teacher-provided definition of input and output, list the inputs and outputs of their device. To conclude the lesson, the class examines common activities they do on a computing device and select the inputs and outputs used for that activity from the chart.

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



ALEX Classroom Resources: 4

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