ALEX Classroom Resources

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

[DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (3) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

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

[DLIT] (5) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (1 - 5)
Title: Energy Vampires
URL: https://aptv.pbslearningmedia.org/resource/arct14.sci.grnvampire/energy-vampires/
Description:

An "energy vampire" is an electronic device that drinks power even when it is not being used. Like computers in standby mode or chargers that are done charging. Spooky, huh? Take a look at this slideshow, from The Greens, and slay the energy vampires in your house! The Greens is a website for kids from WGBH about sustainability and green living.



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (3) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

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

[DLIT] (5) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (2 - 5)
Title: RUFF RUFFMAN: Texting and You!
URL: https://aptv.pbslearningmedia.org/resource/ruff14-pd-text/texting-and-you/
Description:

Watch Ruff Ruffman show that while texting can be fun, creative, and a great way to stay in touch, it also has some drawbacks, in this animated video from RUFF RUFFMAN: HUMBLE MEDIA GENIUS. This video can be played to introduce a lesson on identifying, demonstrating, and applying personal safe use of digital devices.



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (3) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

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

[DLIT] (5) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (2 - 5)
Title: RUFF RUFFMAN: Photos and You!
URL: https://aptv.pbslearningmedia.org/resource/ruff14-pd-photos/photos-and-you/
Description:

Explore many of the ups and downs of digital photography by watching this animated video from RUFF RUFFMAN: HUMBLE MEDIA GENIUS. The much-loved character Ruff Ruffman is back, offering advice about sharing photographs and guiding students on the appropriate use of this twenty-first-century skill. This resource is part of the RUFF RUFFMAN: HUMBLE MEDIA GENIUS Collection. This video comes with a student guide that details the benefits and privacy issues of digital photos. This video can be played to introduce a lesson on identifying, demonstrating, and applying personal safe use of digital devices.



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (3) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

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

[DLIT] (5) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (2 - 5)
Title: RUFF RUFFMAN: Privacy and You!
URL: https://aptv.pbslearningmedia.org/resource/ruff16-pd-privacy/wgbh-ruff-ruffman-privacy-and-you/
Description:

Hear advice on internet privacy from the much-loved character Ruff Ruffman, in this animated video from RUFF RUFFMAN: HUMBLE MEDIA GENIUS. With his uniquely comical style, Ruff helps students acquire some key twenty-first-century skills. This resource is part of the RUFF RUFFMAN: HUMBLE MEDIA GENIUS Collection. This video can be played during a lesson on identifying and demonstrating personal safety use of digital devices.



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (3) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

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

[DLIT] (5) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (2 - 5)
Title: RUFF RUFFMAN: Ask Ruff Ruffman: Monkey Boy Edition
URL: https://aptv.pbslearningmedia.org/resource/ruff14-pd-monkeyqa/ask-ruff-monkey-boy-edition/
Description:

Focusing on texting, the much-loved character Ruff Ruffman addresses some of the questions kids have about responsible use of technology and media use, in this animated video from RUFF RUFFMAN: HUMBLE MEDIA GENIUS. With his uniquely comical style, Ruff helps guide students in responsibly navigating this twenty-first-century skill. This resource is part of the RUFF RUFFMAN: HUMBLE MEDIA GENIUS Collection. This video can be played when introducing a lesson on how to identify, demonstrate, and apply personal safe use of digital devices.



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 12 :
6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

Subject: Digital Literacy and Computer Science (2)
Title: We, the Digital Citizens
URL: https://www.commonsense.org/education/digital-citizenship/lesson/we-the-digital-citizens
Description:

Students explore the amazing possibilities that come with using technology. They'll also learn from the Digital Citizens, who take a pledge to be safe, responsible, and respectful when traveling through the online world.

Students will be able to:
  • Understand that being a good digital citizen means being safe and responsible online.
  • Take a pledge to be a good digital citizen.

Users will need to create a free account before accessing this resource. 



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 13 :
7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

Subject: Digital Literacy and Computer Science (2)
Title: Device-Free Moments
URL: https://www.commonsense.org/education/digital-citizenship/lesson/device-free-moments
Description:

Technology use isn't always a distraction, but there are definitely times when it's best to keep devices away. Help students learn when it's appropriate to use technology and when it's not -- and practice making family rules for device-free time at home.

Students will be able to:
  • Recognize the ways in which digital devices can be distracting.
  • Identify how they feel when others are distracted by their devices.
  • Identify ideal device-free moments for themselves and others.

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



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 13 :
7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

Subject: Digital Literacy and Computer Science (2)
Title: That's Private!
URL: https://www.commonsense.org/education/digital-citizenship/lesson/thats-private
Description:

Staying safe online is a lot like staying safe in the real world. By helping a Digital Citizen sign up for a new app, students learn about the kinds of information they should keep to themselves when they use the internet -- just as they would with a stranger in person.

Students will be able to:
  • Recognize the kind of information that is private.
  • Understand that they should never give out private information online.

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



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 12 :
6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

[DLIT] (2) 13 :
7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

Subject: Digital Literacy and Computer Science (2)
Title: Digital Trails
URL: https://www.commonsense.org/education/digital-citizenship/lesson/digital-trails
Description:

Does what you do online always stay online? Students learn that the information they share online leaves a digital footprint or "trail." Depending on how they manage it, this trail can be big or small, and harmful or helpful. Students compare different trails and think critically about what kinds of information they want to leave behind.

Students will be able to:
  • Learn that the information they share online leaves a digital footprint or "trail"
  • Explore what information is OK to be shared online

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



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 12 :
6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

[DLIT] (2) 13 :
7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

[DLIT] (2) 14 :
8) Interpret ways in which computing devices have influenced people's lives.

Example: Discuss tasks completed daily in which some type of device is used to make the tasks easier (calculator, microwave to quickly heat food, mobile phone for instant communication).

Subject: Digital Literacy and Computer Science (2)
Title: Who Is In Your Online Community?
URL: https://www.commonsense.org/education/digital-citizenship/lesson/who-is-in-your-online-community
Description:

We are all connected via the internet! By learning the Rings of Responsibility, students explore how the internet connects us to people in our community and throughout the world. Help your students think critically about the different ways they connect with others, both in-person and online.

Students will be able to:
  • Compare and contrast how they are connected to different people and places, in person and on the internet
  • Demonstrate an understanding of how people can connect on the internet

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



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 12 :
6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

[DLIT] (2) 13 :
7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

Subject: Digital Literacy and Computer Science (2)
Title: Putting a STOP to Online Meanness
URL: https://www.commonsense.org/education/digital-citizenship/lesson/putting-a-stop-to-online-meanness
Description:

The internet is filled with all kinds of interesting people, but sometimes, some of them can be mean to each other. With this role play, help your students understand why it's often easier to be mean online than in person, and how to deal with online meanness when they see it.

Students will be able to:
  • Understand what online meanness can look like and how it can make people feel
  • Identify ways to respond to mean words online, using S-T-O-P

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



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 11 :
5) Cite media and/or owners of digital content at an age-appropriate level.

Example: Basic website citation.

[DLIT] (2) 12 :
6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

Subject: Digital Literacy and Computer Science (2)
Title: Let's Give Credit!
URL: https://www.commonsense.org/education/digital-citizenship/lesson/lets-give-credit
Description:

With so much information at our fingertips, students learn what it means to "give credit" when using content they find online. Taking on the role of a detective, students learn why it's important to give credit and the right ways to do it when they use words, images, or ideas that belong to others.

Students will be able to:
  • Explain how giving credit is a sign of respect for people's work
  • Learn how to give credit in their schoolwork for the content they use from the internet

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



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 12 :
6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

[DLIT] (2) 13 :
7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

Subject: Digital Literacy and Computer Science (2)
Title: Computer Science Fundamentals Unit 4 Course C Lesson 13: Screen Out the Mean (2018)
URL: https://curriculum.code.org/csf-18/coursec/13/
Description:

This lesson helps children to recognize that it is essential to tell a trusted adult if something online makes them feel angry, sad, or scared.

Students learn that other people can sometimes act like bullies when they are online. They will explore what cyber-bullying means and what they can do when they encounter it. After reading a scenario about mean online behavior, students discuss what cyber-bullying is, how it can make people feel, and how to respond. Finally, they use their knowledge to create a simple tip sheet on cyber-bullying in their journal.

Students may not ever have the misfortune of experiencing cyber-bullying, but we want to make sure that the students are prepared for and knowledgeable about it, in case they ever witness it during an online situation. Students will learn how to identify cyber-bullying and what steps they should take to make it stop. This may become helpful in later puzzles when students have the opportunity to share their work. If someone negatively responds to a student's work, this lesson will provide them with the tools that they need to handle the situation.

Students will be able to:
- analyze online behaviors that could be considered cyber-bullying.
- explain how to deal with a cyber-bullying situation.
- recognize the importance of engaging a trusted adult if the student experienced cyber-bullying.

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



   View Standards     Standard(s): [DLIT] (2) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 2 :
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

[DLIT] (2) 4 :
R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

[DLIT] (2) 10 :
4) Identify bugs in basic programming.

Examples: Problem-solving, trial and error.

Subject: Digital Literacy and Computer Science (2)
Title: Computer Science Fundamentals Unit 4 Course C Lesson 3: Debugging in Maze (2018)
URL: https://curriculum.code.org/csf-18/coursec/3/
Description:

Debugging is an essential element of learning to program. In this lesson, students will encounter puzzles that have been solved incorrectly. They will need to step through the existing code to identify errors, including incorrect loops, missing blocks, extra blocks, and blocks that are out of order.

Students in your class might become frustrated with this lesson because of the essence of debugging. Debugging ;is a concept that is very important to computer programming. Computer scientists have to get really good at facing the bugs in their own programs. Debugging forces the students to recognize problems and overcome them while building critical thinking and problem-solving skills.

Students will be able to:
- predict where a program will fail.
- modify an existing program to solve errors.
- reflect on the debugging process in an age-appropriate way.

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



ALEX Classroom Resources: 14

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