ALEX Learning Activity Resources

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ALEX Learning Activities  
   View Standards     Standard(s): [ELA2015] (7) 10 :
10 ) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.7.1]

[ELA2015] (7) 25 :
25 ) Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. [W.7.6]

[ELA2015] (8) 10 :
10 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RI.8.1]

[ELA2015] (9) 10 :
10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]

[ELA2015] (10) 10 :
10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]

[ELA2015] (11) 10 :
10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]

[ELA2015] (12) 10 :
10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]

[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) 23 :
17) Publish content to be available for external feedback.

[DLIT] (8) 23 :
17) Communicate and publish individually or collaboratively to persuade peers, experts, or community about issues and problems.

[HE1] (8) 13 :
13 ) Explain why mixing drugs can cause injury, illness, and death.

[HE1] (9-12) 15 :
15 ) Identify effects on health and behavior regarding the use of chemical substances, including prescription drugs, over-the-counter drugs, illegal drugs, alcohol, and tobacco.

[HE1] (7) 7 :
7 ) Demonstrate decision-making skills as they relate to situations involving health risks.

Examples: responding appropriately to sexual harassment, avoiding physical conflict, objecting to verbal and physical bullying, avoiding inappropriate electronic communication

Subject: English Language Arts (7 - 12), Digital Literacy and Computer Science (7 - 8), Health (7 - 12)
Title: Drugs and the Teen Brain (HyperDoc - Website Creation)
Description:

The students will synthesize information to learn how their brain develops and why using drugs and alcohol is especially risky for teens. Students will use this information to design, create, and publish a Google Site that explains why teens are more at risk for becoming addicted to drugs than adults.

This activity was created as a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [ELA2015] (8) 10 :
10 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RI.8.1]

[ELA2015] (8) 20 :
20 ) Write arguments to support claims with clear reasons and relevant evidence. [W.8.1]

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. [W.8.1a]

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. [W.8.1b]

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. [W.8.1c]

d. Establish and maintain a formal style. [W.8.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.8.1e]

[SS2010] WH8 (8) 4 :
4 ) Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

[ARTS] VISA (8) 15 :
15) Differentiate the ways art is used to reflect, represent, and establish group identity.

Subject: English Language Arts (8), Social Studies (8), Arts Education (8)
Title: Artifact Analysis: Observe, Reflect, Question
Description:

Students apply the observation and critique skills of a visual arts student to analyze ancient artifacts in world history. They share reflections and questions to encourage deeper thinking among each other. Students write their analysis in paragraph form, meeting grade-level or higher organization and content expectations. Students share their observations.

This activity was created as a result of the Arts COS Resource Development Summit.




ALEX Learning Activities: 2

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