ALEX Learning Activity Resources

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ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (4) 19 :
13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

[SS2010] ALA (4) 14 :
14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
Subject: Digital Literacy and Computer Science (4), Social Studies (4)
Title: Beyond the Classroom: A Virtual Field Trip to the Civil Rights Movement
Description:

The Civil Rights Movement had a tremendous impact on Alabama. During a Civil Rights learning unit students will learn a tremendous amount regarding Alabama’s history in making progress towards racial equality. Primary sources can strengthen student understanding.

Google Expedition application, and virtual reality tools of the like, offer students an opportunity for increased comprehension by providing context to the learning content. There is a host of tours to search and engage with in order to break down the classroom walls and offer students an experience beyond the classroom.  Each tour is created with background information and leveled questions for the guide/teacher.

This activity was demonstrated during the Exploring Today's Classroom (ETC) Summit.




   View Standards     Standard(s): [SS2010] ALA (4) 14 :
14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
[TC2] (3-5) 9 :
9 ) Use technology tools to organize, interpret, and display data.

Examples: spreadsheets, databases, electronic graphing tools

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

[DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (4) 19 :
13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

Subject: Social Studies (4), Technology Education (3 - 5), Digital Literacy and Computer Science (4)
Title: A moment in time
Description:

Timetoast is an online tool used to make and share timelines created by individuals. Teachers can use this tool to have students create a timeline of a particular event or span of time.




   View Standards     Standard(s): [SS2010] ALA (4) 8 :
8 ) Explain Alabama's economic and military role during the Civil War.

Examples: economic—production of iron products, munitions, textiles, and ships

military—provision of military supplies through the Port of Mobile, provision of an armament center at Selma

•  Recognizing military leaders from Alabama during the Civil War
•  Comparing roles of women on the home front and the battlefront during and after the Civil War
•  Explaining economic conditions as a result of the Civil War, including the collapse of the economic structure, destruction of the transportation infrastructure, and high casualty rates
[TC2] (3-5) 12 :
12 ) Create a product using digital tools.

Examples: products—digital story, podcast, digital artwork

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

[DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (4) 19 :
13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

Subject: Social Studies (4), Technology Education (3 - 5), Digital Literacy and Computer Science (4)
Title: History Goes High-Tech with Educreations
Description:

Educreations turns your iPad into a recordable whiteboard. Creating a great video tutorial is as simple as touching, tapping and talking.




   View Standards     Standard(s): [TC2] (3-5) 12 :
12 ) Create a product using digital tools.

Examples: products—digital story, podcast, digital artwork

[CG1] (0-12) 93 :
93 ) PS:A2.4 - recognize, accept and appreciate ethnic and cultural diversity

[ELA2015] (3) 28 :
28 ) Conduct short research projects that build knowledge about a topic. [W.3.7]

[ELA2015] (5) 28 :
28 ) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. [W.5.7]

[ELA2015] (4) 28 :
28 ) Conduct short research projects that build knowledge through investigation of different aspects of a topic. [W.4.7]

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (4) 19 :
13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

[DLIT] (5) 22 :
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Subject: Technology Education (3 - 5), Counseling and Guidance (K - 12), English Language Arts (3 - 5), Digital Literacy and Computer Science (3 - 5)
Title: People Around the World
Description:

Animoto is video creation app that allows you to add pictures, text, and sound to create a short video.




   View Standards     Standard(s): [TC2] (0-2) 8 :
8 ) Use digital environments to exchange ideas with individuals or groups.

Examples: other states, other countries

•  Producing digital works collaboratively
Examples: developing shared writing projects, creating language experience stories

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[DLIT] (4) 5 :
R5) Locate and curate information from digital sources to answer research questions.

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

[DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (4) 19 :
13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

[DLIT] (4) 21 :
15) Conduct complex keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

Subject: Technology Education (K - 2), Science (4), Digital Literacy and Computer Science (4)
Title: Plants 101
Description:

A Voicethread is a media tool that allows users to create a media board. The application allows users to add images, text, recordings, and videos. The Voicethreads can also be shared for other users of Voicethread to view and add comments. Students will use Voicethread to design a media board. Students will add pictures of plant structures such as: root, stem, leaves, and flowers. Students will then add pictures of each plant structure along with a description of the structures function. The Voicethread will be used as an assessment of the students understanding of the plants structures functions.




   View Standards     Standard(s): [TC2] (3-5) 12 :
12 ) Create a product using digital tools.

Examples: products—digital story, podcast, digital artwork

[TC2] (6-8) 14 :
14 ) Use digital tools to generate new ideas, products, or processes.

Examples: ideas—predictions, trends

-  products—animation, video

-  processes—models, simulations

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

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

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

[DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (4) 19 :
13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

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

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

[SS2010] USS5 (5) 7 :
7 ) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.

Subject: Technology Education (3 - 8), Digital Literacy and Computer Science (3 - 6), Social Studies (5)
Title: Introducing the American Revolution
Description:

This tool allows students to combine speaking with pictures to share information about a topic with the teacher and the class. It combines the use of visual and audible learning, as well as collaboration with peers.




   View Standards     Standard(s): [ELA2015] (4) 2 :
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]

[ELA2015] (4) 7 :
7 ) Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. [RL.4.7]

[ELA2015] (4) 38 :
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.4.1]

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [L.4.1a]

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. [L.4.1b]

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [L.4.1c]

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [L.4.1d]

e. Form and use prepositional phrases. [L.4.1e]

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* [L.4.1f]

g. Correctly use frequently confused words (e.g., to, too, two; there, their).* [L.4.1g]

[ELA2015] (4) 39 :
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]

a. Use correct capitalization. [L.4.2a]

b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]

c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]

d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]

[TC2] (3-5) 1 :
1 ) Use input and output devices of technology systems.

Examples: input—recording devices, keyboards, touchscreens

-  output—printers

•  Demonstrating ergonomics relative to technology systems
•  Demonstrating correct keyboarding techniques
•  Demonstrating safe removal of storage media
[TC2] (3-5) 5 :
5 ) Practice safe use of technology systems and applications.

Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites

[TC2] (3-5) 8 :
8 ) Collect information from a variety of digital sources.

Examples: online libraries, multimedia dictionaries

•  Using technology tools to organize information
•  Demonstrating efficient Internet search strategies
Example: keyword search

•  Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
[TC2] (3-5) 12 :
12 ) Create a product using digital tools.

Examples: products—digital story, podcast, digital artwork

[DLIT] (4) 21 :
15) Conduct complex keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

[DLIT] (4) 19 :
13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

[DLIT] (4) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (4) 18 :
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

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

Subject: English Language Arts (4), Technology Education (3 - 5), Digital Literacy and Computer Science (4)
Title: Recreate a Book Cover!
Description:

This tool, located on readwritethink.org, can be a useful resource for students. Students can create their own book covers. Students can create a front book cover, a full  dust jacket, or a front and back cover. Students can “draw” their own pictures and can add text to the covers. This tool is relatively easy for students to use, and would be a good tool for any grade.




ALEX Learning Activities: 7

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