ALEX Learning Activity Resources

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ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (6) 22 :
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 20 :
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 20 :
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

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

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

[HE] (6) 1 :
6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[HE] (7) 1 :
7.1.1) Summarize the interrelationship of emotional, social, and physical health.

a. Determine how peers may affect the six dimensions of health.

b. Illustrate how changing family dynamics can affect health.

Examples: divorce, relocating, death

[HE] (8) 1 :
8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :
8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[HE] HED (9-12) 2 :
HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.

a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.

b. Identify warning signs and prevention strategies for suicide.

[HE] HED (9-12) 9 :
HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :
2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :
4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :
9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals
Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
[HUM] ED08 (9-12) 18 :
18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Subject: Digital Literacy and Computer Science (6 - 12), Health Education (6 - 12), Human Services (9 - 12)
Title: How Plugged In Are You?-- Part 1 of Unplug: The Digital Diet Plan
Description:

Students will identify their current daily usage of digital devices through a personal log or estimation. Then, students will read an article and watch the corresponding video which describes a recent report that found the average American spends more than 12 hours a day on a digital device, not including time spent on school work. Students will discuss their opinions with a classmate. The teacher will lead students in a discussion regarding the impact of this digital consumption. Finally, students will brainstorm and discuss other activities they could do in a day if they spent less time on their devices.




   View Standards     Standard(s): [DLIT] (6) 18 :
12) Define digital permanence.

[DLIT] (6) 19 :
13) Define personal privacy, digital footprint, and open communication.

[DLIT] (6) 22 :
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 16 :
10) Analyze different modes of social engineering and their effectiveness.

Examples: Phishing, hoaxes, impersonation, baiting, spoofing.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Presenting....Digital Citizenship through Infographics
Description:

Piktochart is one of many programs that makes it easy for teachers to integrate literacy and technology standards into any lesson.  Visual learners love the way that infographics seem to make data easier to digest.  Infographics are very helpful when a teacher wants to 'chunk' a lesson in to smaller units.  'Chunking' is a method for grouping and organizing information to make it easier to comprehend and remember.  Piktochart can be used to display and present a large amount of information in a visually appealing way.    




   View Standards     Standard(s): [DLIT] (5) 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] (3) 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] (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] (6) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[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] (6) 22 :
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

[DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

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

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

[DLIT] (9-12) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (9-12) 31 :
25) Utilize a variety of digital tools to create digital artifacts across content areas.

Subject: Digital Literacy and Computer Science (3 - 12)
Title: Using Smore to Create Digital 'How-To' Guides
Description:

Smore is a digital flyer creator.  Once a digital flyer is created with Smore, the user can share the flyer with social media sites, email a link or embed the flyer into a webpage.




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

[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.

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

[DLIT] (6) 22 :
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

[DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Digital Literacy and Computer Science (5 - 7)
Title: Digital Disasters
Description:

Animoto helps you create extraordinary videos from your photos, video clips, words and music through an iPad or iPhone.




   View Standards     Standard(s): [ELA2015] (6) 10 :
10 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]

[ELA2015] (6) 19 :
19 ) Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). [RI.6.9]

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

[DLIT] (6) 22 :
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

Subject: English Language Arts (6), Digital Literacy and Computer Science (6)
Title: Using Voki To Create A Unique Book Trailer
Description:

Voki is an online learning resource that allows the user to create a customizable avatar that will star in a short video clip.  The avatar can be placed in a variety of settings, and students can record the script for the avatar to say.  There is also a text to speech component of the program where students can choose a voice style and then type the script for the avatar to perform.




ALEX Learning Activities: 5

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