ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (4) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Digital Literacy and Computer Science (3 - 4)
Title: Make a video with Ruff Ruffman!
URL: https://aptv.pbslearningmedia.org/resource/dbd6ed99-fb63-4cb4-bf04-0959ef7a9fe2/make-a-video-with-ruff-ruffman/
Description:

In this activity, students make a video with Ruff Ruffman. After they are done, they complete a worksheet about plagiarism.

This interactive media-based lesson is a guided educational experience that takes students through one or more media segments with focus questions after each to check for comprehension, solicit interpretations and predictions, clarify important points, or provide opportunities for students to make connections to other topics or events. This learning activity can be used during a lesson on producing, reviewing, and revising authentic artifacts that include multimedia using appropriate digital tools.



   View Standards     Standard(s): [ELA2015] (3) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 2-3 text complexity band independently and proficiently. [RL.3.10]

[ELA2015] (3) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]

a. Read on-level text with purpose and understanding. [RF.3.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c]

[ELA2015] (4) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.4.10]

[ELA2015] (4) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.4.4]

a. Read on-level text with purpose and understanding. [RF.4.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.4.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.4.4c]

[ELA2015] (5) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 4-5 text complexity band independently and proficiently. [RL.5.10]

[ELA2015] (5) 21 :
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.5.4]

a. Read on-level text with purpose and understanding. [RF.5.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.5.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.5.4c]

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (4) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: English Language Arts (3 - 5), Digital Literacy and Computer Science (3 - 5)
Title: Reading Idol! Bringing Readers Theatre Center Stage in Your Classroom
URL: http://readwritethink.org/classroom-resources/lesson-plans/reading-idol-bringing-readers-30621.html
Description:

Students have an opportunity to create an outstanding Readers Theatre performance within groups to compete for the title of Reading Idol. Students are given scripts to practice their roles within Readers Theatre. Throughout the week, groups practice repeatedly until the performance day. On the performance day, students take turns performing and evaluating their own work and the performances of other groups before voting on a winning performance. All groups are required to create a podcast of their performance. The Reading Idol winners are also recorded by video and uploaded to the teacher's website for others to view.



   View Standards     Standard(s): [DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 11 :
5) Create an algorithm to solve a problem as a collaborative team.

Examples: Move a character/robot/person through a maze. List steps to build a sandwich.

[DLIT] (3) 29 :
23) Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

Subject: Digital Literacy and Computer Science (3)
Title: Computer Science Fundamentals Unit 5 Course D Lesson 5: Events in Bounce (2018)
URL: https://curriculum.code.org/csf-18/coursed/5/
Description:

In this online activity, students will learn what events are and how computers use them in programs like video games. Students will work through puzzles making the program react to events (like arrow buttons being pressed). At the end of the puzzle, students will have the opportunity to customize their game with different speeds and sounds.

In this lesson, students will develop their understanding of events by making a sports-based game. Students will learn to make their paddle move according to arrow keys and make noises when objects collide. At the very end, they will get to customize their game to make it more unique!

Students will be able to:
- identify actions that correlate to input events.
- create an interactive game using sequence and event-handlers.
- share a creative artifact with other students.

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



   View Standards     Standard(s): [DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 10 :
4) Examine logical reasoning to predict outcomes of an algorithm.

[DLIT] (3) 11 :
5) Create an algorithm to solve a problem as a collaborative team.

Examples: Move a character/robot/person through a maze. List steps to build a sandwich.

[DLIT] (3) 13 :
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

[DLIT] (3) 29 :
23) Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

Subject: Digital Literacy and Computer Science (3)
Title: Computer Science Fundamentals Unit 5 Course D Lesson 6: Loops in Ice Age (2018)
URL: https://curriculum.code.org/csf-18/coursed/6/
Description:

As a quick update (or introduction) to using loops, this stage will have students using the repeat block to get Scrat to the acorn more efficiently.

In this lesson, students will be learning more about loops and how to implement them in Blockly code. Using loops is an important skill in programming because manually repeating commands is tedious and inefficient. With these Code.org puzzles, students will learn to add instructions to existing loops, gather repeated code into loops, and recognize patterns that need to be repeated.

Students will be able to:
- construct a program using structures that repeat areas of code.
- improve existing code by finding areas of repetition and moving them into looping structures.

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



   View Standards     Standard(s): [DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 8 :
2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

[DLIT] (3) 11 :
5) Create an algorithm to solve a problem as a collaborative team.

Examples: Move a character/robot/person through a maze. List steps to build a sandwich.

[DLIT] (3) 13 :
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

[DLIT] (3) 29 :
23) Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

Subject: Digital Literacy and Computer Science (3)
Title: Computer Science Fundamentals Unit 5 Course D Lesson 7: Drawing Shapes with Loops (2018)
URL: https://curriculum.code.org/csf-18/coursed/7/
Description:

This lesson builds on the understanding of loops from previous lessons and gives students a chance to be truly creative. This activity doubles as a debugging exercise for extra problem-solving practice.

This series highlights the power of loops with an array of puzzles meant to get students thinking about why repeat loops are superior to longhand.

Students will be able to:
- identify the benefits of using a loop structure instead of manual repetition.
- differentiate between commands that need to be repeated in loops and commands that should be used on their own.

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



   View Standards     Standard(s): [DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 8 :
2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

[DLIT] (3) 13 :
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

Subject: Digital Literacy and Computer Science (3)
Title: Computer Science Fundamentals Unit 5 Course D Lesson 9: Fancy Shapes Using Nested Loops (2018)
URL: https://curriculum.code.org/csf-18/coursed/9/
Description:

Students will create intricate designs using Artist in today's set of puzzles. By continuing to practice nested loops with new goals, students will see more uses of loops in general. This set of puzzles also offers a lot more potential for creativity with an opportunity for students to create their own design at the end of the stage.

In this online activity, students will create designs in Artist that they can proudly share with their loved ones. The purpose of this activity is to utilize nested loops as a way to inspire students with artistic minds to see coding as another creative outlet. This set of puzzles was built to develop critical thinking skills, an understanding of elementary geometry, and creativity -- all within the scope of nested loops!

Students will be able to:
- combine simple shapes into complex designs with nested loops.
- count the number of times an action should be repeated and represent it as a loop.
- break complex tasks into smaller repeatable sections.

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



   View Standards     Standard(s): [DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 8 :
2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

[DLIT] (3) 13 :
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

[DLIT] (3) 28 :
22) Discuss the design process and use digital tools to illustrate potential solutions.

[DLIT] (3) 29 :
23) Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

Subject: Digital Literacy and Computer Science (3)
Title: Computer Science Fundamentals Unit 5 Course D Lesson 10: Snowflakes With Anna and Elsa (2018)
URL: https://curriculum.code.org/csf-18/coursed/10/
Description:

Now that students know how to layer their loops, they can create so many beautiful things. This lesson will take students through a series of exercises to help them create their own portfolio-ready images using Anna and Elsa's excellent ice-skating skills!

In this series, students will get practice nesting loops while creating images that they will be excited to share. Beginning with a handful of instructions, students will make their own decisions when it comes to creating designs for repetition. They will then spin those around a variety of ways to end up with a work of art that is truly unique.

Students will be able to:
- break apart code into the largest repeatable sequences using both loops and nested loops.
- recognize the difference between using a loop and a nested loop.
- describe when a loop, nested loop, or no loop is needed.

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



   View Standards     Standard(s): [DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 8 :
2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

[DLIT] (3) 11 :
5) Create an algorithm to solve a problem as a collaborative team.

Examples: Move a character/robot/person through a maze. List steps to build a sandwich.

[DLIT] (3) 13 :
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

[DLIT] (3) 29 :
23) Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

Subject: Digital Literacy and Computer Science (3)
Title: Computer Science Fundamentals Unit 5 Course D Lesson 12: Until Loops in Maze (2018)
URL: https://curriculum.code.org/csf-18/coursed/12/
Description:

In this lesson, students will learn about until loops. Students will build programs that have the main character repeat actions until they reach their desired stopping point.

This set of puzzles will work to solidify and build on the knowledge of loops by adding the until conditional. By pairing these concepts together, students will be able to explore the potential for creating complex and innovative programs.

Students will be able to:
- build programs with the understanding of multiple strategies to implement conditionals.
- translate spoken language conditional statements and loops into a program.

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



   View Standards     Standard(s): [DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 8 :
2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

[DLIT] (3) 13 :
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

[DLIT] (3) 29 :
23) Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

Subject: Digital Literacy and Computer Science (3)
Title: Computer Science Fundamentals Unit 5 Course D Lesson 17: Ninjas vs. Pirates Game (2018)
URL: https://curriculum.code.org/csf-18/coursed/17/
Description:

In this online activity, students will have the opportunity to learn how to use events in Play Lab and to apply all of the coding skills they've learned to create an animated game. It's time to get creative and make a game in Play Lab!

Students will use events to make characters move around the screen, make noises, and change backgrounds based on user input. This lesson offers a great introduction to events in programming and even gives a chance to show creativity! At the end of the puzzle sequence, students will be presented with the opportunity to share their projects.

Students will be able to:
- create an animated, interactive game using sequence and events.
- identify actions that correlate to input events.

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



ALEX Classroom Resources: 9

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