ALEX Resources

Narrow Results:
Learning Activities (4) 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): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[HE] (7) 1 :
7.1.1) Summarize the interrelationship of emotional, social, and physical health.

a. Determine how peers may affect the six dimensions of health.

b. Illustrate how changing family dynamics can affect health.

Examples: divorce, relocating, death

[HE] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :
8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[HE] HED (9-12) 2 :
HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.

a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.

b. Identify warning signs and prevention strategies for suicide.

[HE] HED (9-12) 9 :
HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :
2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :
4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :
9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals
Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
[HUM] ED08 (9-12) 18 :
18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Subject: Digital Literacy and Computer Science (6 - 12), Health Education (6 - 12), Human Services (9 - 12)
Title: How Plugged In Are You?-- Part 1 of Unplug: The Digital Diet Plan
Description:

Students will identify their current daily usage of digital devices through a personal log or estimation. Then, students will read an article and watch the corresponding video which describes a recent report that found the average American spends more than 12 hours a day on a digital device, not including time spent on school work. Students will discuss their opinions with a classmate. The teacher will lead students in a discussion regarding the impact of this digital consumption. Finally, students will brainstorm and discuss other activities they could do in a day if they spent less time on their devices.




   View Standards     Standard(s): [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]

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

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[ELA2015] (6) 31 :
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.6.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [SL.6.1b]

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. [SL.6.1c]

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [SL.6.1d]

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[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]

[ELA2015] (7) 30 :
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.7.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.7.1a]

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.7.1b]

c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. [SL.7.1c]

d. Acknowledge new information expressed by others and, when warranted, modify their own views. [SL.7.1d]

[HE] (7) 1 :
7.1.1) Summarize the interrelationship of emotional, social, and physical health.

a. Determine how peers may affect the six dimensions of health.

b. Illustrate how changing family dynamics can affect health.

Examples: divorce, relocating, death

[DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[ELA2015] (8) 26 :
26 ) Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [W.8.7]

[ELA2015] (8) 30 :
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.8.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.8.1a]

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.8.1b]

c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. [SL.8.1c]

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. [SL.8.1d]

[HE] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :
8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

[ELA2015] (9) 26 :
26 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]

[ELA2015] (9) 30 :
30 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]

[ELA2015] (10) 27 :
27 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]

[ELA2015] (10) 31 :
31 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]

[ELA2015] (11) 25 :
25 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]

[ELA2015] (11) 29 :
29 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b]

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c]

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]

[ELA2015] (12) 25 :
25 ) Conduct short as well as more sustained research projects to answer a question, including a self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]

[ELA2015] (12) 29 :
29 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b]

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c]

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]

[HE] HED (9-12) 2 :
HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.

a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.

b. Identify warning signs and prevention strategies for suicide.

[HE] HED (9-12) 9 :
HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :
2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :
4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :
9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals
Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
[HUM] ED08 (9-12) 18 :
18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Subject: English Language Arts (6 - 12), Digital Literacy and Computer Science (6 - 12), Health Education (6 - 12), Human Services (9 - 12)
Title: The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan
Description:

Students will be introduced to five negative consequences of a poor "digital device diet." The teacher will lead students in utilizing the jigsaw literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. The activity will culminate with students creating a presentation in the form of a research paper, poster, or slideshow to demonstrate their knowledge of the five consequences of a poor digital diet and their effect on all aspects of health. 




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

[ELA2015] (6) 36 :
36 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 6 Language standards 37 and 39 for specific expectations.) [SL.6.6]

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[ELA2015] (7) 33 :
33 ) Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.7.4]

[ELA2015] (7) 35 :
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 7 Language standards 36 and 38 for specific expectations.) [SL.7.6]

[HE] (7) 1 :
7.1.1) Summarize the interrelationship of emotional, social, and physical health.

a. Determine how peers may affect the six dimensions of health.

b. Illustrate how changing family dynamics can affect health.

Examples: divorce, relocating, death

[ELA2015] (6) 34 :
34 ) Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4]

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[ELA2015] (8) 33 :
33 ) Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.8.4]

[ELA2015] (8) 35 :
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 8 Language standards 36 and 38 for specific expectations.) [SL.8.6]

[HE] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :
8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

[ELA2015] (9) 33 :
33 ) Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]

[ELA2015] (9) 35 :
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 9 Language standards 36 and 38 for specific expectations.) [SL.9-10.6]

[ELA2015] (10) 34 :
34 ) Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]

[ELA2015] (10) 36 :
36 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 10 Language standards 37 and 39 for specific expectations.) [SL.9-10.6]

[ELA2015] (11) 32 :
32 ) Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL.11-12.4]

[ELA2015] (11) 34 :
34 ) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Grade 11 Language standards 35 and 37 for specific expectations.) [SL.11-12.6]

[ELA2015] (12) 32 :
32 ) Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL.11-12.4]

[ELA2015] (12) 34 :
34 ) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Grade 12 Language standards 35 and 37 for specific expectations.) [SL.11-12.6]

[HE] HED (9-12) 2 :
HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.

a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.

b. Identify warning signs and prevention strategies for suicide.

[HE] HED (9-12) 9 :
HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :
2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :
4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :
9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals
Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
[HUM] ED08 (9-12) 18 :
18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Subject: Digital Literacy and Computer Science (6 - 12), English Language Arts (6 - 12), Health Education (6 - 12), Human Services (9 - 12)
Title: My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
Description:

Students will be introduced to a five-step action plan to reduce their use of digital devices and decrease the negative consequences of a "poor digital diet." Students will analyze the relationship between all aspects of social and emotional health and describe how the use of digital devices can affect their health. Students will write and present a personal pledge to improve their "digital diet," demonstrating their command of the formal English language and presentation skills.




   View Standards     Standard(s): [DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[DLIT] (6) 21 :
15) Identify emerging technologies in computing.

[ARTS] MUS (6) 3 :
3) Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and two chord harmonic musical ideas.

[ARTS] MUS (6) 15 :
15) Select music to listen to and explain the connections to interests or experiences for a specific purpose.

[ARTS] MUS (7) 5 :
5) Describe the rationale for making revisions to music based on evaluation criteria and feedback from others, including teachers and peers.

[ARTS] MTEEI (6-12) 12 :
12) Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.

[ARTS] MHII (6-12) 10 :
10) Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.

Subject: Digital Literacy and Computer Science (6 - 8), Arts Education (6 - 12)
Title: Examine the Benefits of Utilizing the Online Resource “Musescore”
Description:

Musescore is an online music library for instrumentalists. Students may search specific song titles and then choose from various options available at varying levels of difficulty. Students may also listen to a recorded example of the music selected.  Students can choose to publish a composition of their own and make it available to other students through Musescore. The activity will provide students with greater knowledge of the impact of computing as referenced through R3. of the Alabama Course of Study.




ALEX Learning Activities: 4

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ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (8) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

Subject: Digital Literacy and Computer Science (8)
Title: This Just In!
URL: https://www.commonsense.org/education/digital-citizenship/lesson/this-just-in
Description:

With mobile phone alerts, social media updates, and 24/7 news cycles, it's hard to escape the daily flood of breaking news. But do kids really understand what they're seeing when stories first break? Help students analyze breaking news with a critical eye for false or incomplete information, and discuss the downsides of our "always-on" news media culture.

Students will be able to:
  • Define breaking news, and understand why individuals and news outlets want to be first to report a story.
  • Analyze breaking news alerts to identify clues of false or incomplete information.
  • Reflect on the consequences of reacting right away to breaking news alerts.

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



   View Standards     Standard(s): [DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Subject: Digital Literacy and Computer Science (8 - 12)
Title: Search Signals: Understanding Your Top Hits
URL: https://newseumed.org/tools/lesson-plan/search-signals-understanding-your-top-hits
Description:

An infographic and explainer video break down some of the often-invisible ways that search engines —and people — make recommendations; then students hunt for these “search signals” to rank and evaluate real examples.

To access this lesson plan, you will need to create a free account. 



   View Standards     Standard(s): [DLIT] (7) 21 :
15) Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.

Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?

[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] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[DLIT] (8) 21 :
15) Critique computational artifacts, including options for accessibility for all users, with respect to the needs of a global culture.

Subject: Digital Literacy and Computer Science (7 - 8)
Title: Global Collaboration
URL: https://www.remc.org/21Things4Students/21/20-global-collaboration/
Description:

Global collaboration is an increasingly important skill for students and adults. As our world becomes more interconnected, many jobs will require this kind of collaboration. Solving problems that affect our daily lives increasingly calls for global collaboration efforts.

How globally connected are you? You might have relatives that live in another country. Perhaps one of your parents travels to other countries for their job or has video conferences with someone in another part of the world. Maybe you came from a different country than where you live now.

If you are passionate about making a difference in the world, you will certainly need to tap into some global collaboration skills! There is a huge need for global thinkers and collaborators of all ages to work together, now more than ever, to help solve problems and work together on solutions.


LEARNING OBJECTIVES

When you have completed this activity you will:​

  1. be able to identify important skills and characteristics of effective global collaborators [Global Collaborator]
  2. understand why it is necessary to respect the cultures and customs of others [Global Collaborator]
  3. apply these skills in a Global Collaboration [Global Collaborator]
  4. communicate the results of your global experience with others [Creative Communicator]
  5. review a global or national issue and develop ideas for raising awareness or designing solutions [Global Collaborator and Innovative Designer]


   View Standards     Standard(s): [DLIT] (6) 21 :
15) Identify emerging technologies in computing.

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

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[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) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 6 Chapter 1 Lesson 1: Innovations in Computing (18-19)
URL: https://studio.code.org/s/csd6-2018/stage/1/puzzle/1?section_id=1888730
Description:

Students will explore a wide variety of new and innovative computing platforms while expanding their understanding of what a computer can be.

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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