ALEX Learning Activity Resources

ALEX Learning Activities  
   View Standards     Standard(s): [ELA2015] (1) 23 :
23 ) Read with sufficient accuracy and fluency to support comprehension. [RF.1.4]

a. Read on-level text with purpose and understanding. [RF.1.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.1.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.1.4c]

Subject: English Language Arts (1)
Title: Accelerated Reader Word Cloud
Description: Wordle is a tool for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text.This tool can be used for any standard. Students are able to focus on a certain aspect and use facts or adjectives to describe the aspect in words.

   View Standards     Standard(s): [ELA2015] (6) 11 :
11 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]

[ELA2015] (6) 13 :
13 ) Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). [RI.6.3]

[ELA2015] (6) 17 :
17 ) Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. [RI.6.7]

[SS2010] USS6 (6) 2 :
2 ) Describe reform movements and changing social conditions during the Progressive Era in the United States.

•  Relating countries of origin and experiences of new immigrants to life in the United States
Example: Ellis Island and Angel Island experiences

•  Identifying workplace reforms, including the eight-hour workday, child labor laws, and workers' compensation laws
•  Identifying political reforms of Progressive movement leaders, including Theodore Roosevelt and the establishment of the national park system
•  Identifying social reforms of the Progressive movement, including efforts by Jane Adams, Clara Barton, and Julia Tutwiler (Alabama)
•  Recognizing goals of the early civil rights movement and the purpose of the National Association for the Advancement of Colored People (NAACP)
•  Explaining Progressive movement provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the Constitution of the United States
[SS2010] USS6 (6) 4 :
4 ) Identify cultural and economic developments in the United States from 1900 through the 1930s.

•  Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age
Examples: Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston (Alabama)

•  Identifying contributions of turn-of-the-century inventors
Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright (Alabama)

•  Describing the emergence of the modern woman during the early 1900s
Examples: Amelia Earhart, Zelda Fitzgerald, Helen Keller, Susan B. Anthony, Margaret Washington, suffragettes, suffragists, flappers (Alabama)

•  Identifying notable persons of the early 1900s
Examples: Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes (Alabama)

•  Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations
Examples: higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924

Subject: English Language Arts (6), Social Studies (6)
Title: The Ellis Island Experience: Portal to Progress
Description: Mindomo is a highly versatile mind-mapping tool. In this learning asset Mindomo is used as a resource for analyzing the steps immigrants went through in order to successfully gain entrance to America.

   View Standards     Standard(s): [ELA2015] (12) 22 :
22 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.) [W.11-12.4]

[ELA2015] (12) 24 :
24 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]

[ELA2015] (12) 33 :
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

[TC2] CA2 (9-12) 9 :
9 ) Practice ethical and legal use of technology systems and digital content.

•  Explaining consequences of illegal and unethical use of technology systems and digital content
Examples: cyberbullying, plagiarism

•  Interpreting copyright laws and policies with regard to ownership and use of digital content
•  Citing sources of digital content using a style manual
Examples: Modern Language Association (MLA), American Psychological Association (APA)

[TC2] CA2 (9-12) 13 :
13 ) Demonstrate collaborative skills using curriculum-related content in digital environments.

Examples: completing assignments online; interacting with experts and peers in a structured, online learning environment

[TC2] CA2 (9-12) 16 :
16 ) Create a product that integrates information from multiple software applications.

Example: pasting spreadsheet-generated charts into a presentation

[ELA2015] (12) 2 :
2 ) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]

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

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

Subject: English Language Arts (12), Technology Education (9 - 12), Digital Literacy and Computer Science (9 - 12)
Title: Themes Beyond Fallen Angels
Description: Prezi is an Internet-based creative slide show creation and presentation tool that is available primarily by Internet. 

   View Standards     Standard(s): [TC2] (0-2) 7 :
7 ) Use digital tools to access and retrieve information.

Examples: online libraries, multimedia dictionaries, search engines, directories

•  Evaluating accuracy of digital content
Example: determining fact versus opinion

[DLIT] (0) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (0) 14 :
8) Present information from a variety of digital resources.

[DLIT] (0) 15 :
9) Create a research-based product collaboratively using online digital tools, given specific guidance.

Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sources as a group or with a partner.

[DLIT] (1) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (1) 15 :
9) Use a variety of digital tools collaboratively to connect with other learners.

Examples: Video calling, blogs, collaborative documents.

[DLIT] (2) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (2) 18 :
12) Conduct basic keyword searches to gather information.

Subject: Technology Education (K - 2), Digital Literacy and Computer Science (K - 2)
Title: How do you Lino?
Description: This website is a digital cork board where students can share their ideas through virtual sticky notes and pictures. This website can be used to get ideas flowing at the beginning of the lesson. The teacher can present a topic and the kids can write notes/questions/comments and post pictures relating to the topic of what they think it is. This can also be used for students who are working on a group project together. They are able to put there ideas out on the cork board so they can collaborate and make decisions.

   View Standards     Standard(s): [SC2015] HAP (9-12) 7 :
7 ) Use models to determine the relationship between the structures in and functions of the cardiovascular system (e.g., components of blood, blood circulation through the heart and systems of the body, ABO blood groups, anatomy of the heart, types of blood vessels).

a. Engage in argument from evidence regarding possible prevention and treatment options related to the pathology of the cardiovascular system (e.g., myocardial infarction, mitral valve prolapse, varicose veins, arteriosclerosis, anemia, high blood pressure).

b. Design and carry out an experiment to test various conditions that affect the heart (e.g., heart rate, blood pressure, electrocardiogram [ECG] output).

Subject: Science (9 - 12)
Title: With Every Beat of My Heart
Description: This video presents an overview of the circulatory system. It could be used as an intro or a review.  Great places to stop and engage students. It introduces students to parts of the heart, traces the path of blood through the heart and the rest of the body, discusses the difference in oxygenated and deoxygenated blood, gives the functions of coronary arteries, and differentiates between systole and diastole.  The video is also available via wn: *Note: This url has several videos on the circulatory system. The one referenced is the first that is listed. 

ALEX Learning Activities: 5

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