ALEX Learning Activity Resources

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ALEX Learning Activities  
   View Standards     Standard(s): [SS2010] WH8 (8) 7 :
7 ) Describe the widespread impact of the Roman Empire.

Example: spread of Roman law and political theory, citizenship and slavery, architecture and engineering, religions, sculptures and paintings, literature, and the Latin language

•  Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine
•  Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall
[DLIT] (8) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Social Studies (8), Digital Literacy and Computer Science (8)
Title: Breaking News: Then and Now
Description:

After studying the primary reasons for the Fall of Rome, students will collaborate to create a video where they compare/contrast the events that led to the Fall of Rome and what is happening in the United States today. Is America following in their footsteps?

*This activity may take several days for students to complete.

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




   View Standards     Standard(s): [ELA2015] (8) 25 :
25 ) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. [W.8.6]

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: English Language Arts (8), Digital Literacy and Computer Science (8)
Title: Publishing a Page in a Poetry E-Book
Description:

This lesson should be used at the end of a poetry unit or lesson. Students will use technology tools, including the internet, word processing tools, and Canva to produce a page of original poetry which will be published in a collaborative e-book. 

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




   View Standards     Standard(s): [ELA2015] (8) 26 :
26 ) Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [W.8.7]

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

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: English Language Arts (8), Social Studies (8), Digital Literacy and Computer Science (8)
Title: Virtual Museum Project: Classical Greece
Description:

The students, working in partners, will use a Google Slides template to create a virtual museum on topics related to Classical Greece that identifies cultural contributions of Classical Greece. The students will self-generate questions and research the answers to the questions. The students will evaluate their peers and provide feedback on the virtual museums. The students will use the peer evaluation and feedback to make improvements to their museums. The students will share their virtual museums with the class.

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




   View Standards     Standard(s): [ELA2015] (8) 23 :
23 ) 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 20-22 above.) [W.8.4]

[ELA2015] (8) 25 :
25 ) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. [W.8.6]

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 22 :
16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

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

Subject: English Language Arts (8), Digital Literacy and Computer Science (8)
Title: E-Cigarettes Public Service Announcement
Description:

After reading, analyzing, and discussing the article “E-Cigarettes: A Dangerous Trend” and using the hyperdoc, students will synthesize information to learn the dangers of e-cigarettes and design, create, and publish a Public Service Announcement video that explains the dangers of e-cigarettes.

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




   View Standards     Standard(s): [SC2015] PS8 (8) 6 :
6 ) Create a model, diagram, or digital simulation to describe conservation of mass in a chemical reaction and explain the resulting differences between products and reactants.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Science (8), Digital Literacy and Computer Science (8)
Title: Cartoon Chemistry
Description:

This activity provides the students with a visual description of the four types of chemical reactions using cartoon illustrations and then allows them time to interact with their peers so they will understand the components of each reaction. Students will also create a flip-book for the following reactions: synthesis, decomposition, single, and double replacement in order to describe the conservation of mass. Finally, students will use a digital tool to produce a "Cartoon Chemistry" artifact which will allow them to demonstrate their understanding of chemical reactions.

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




   View Standards     Standard(s): [DLIT] (7) 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.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Build Your Own Digital Footprint
Description:

Students will review content that should not be shared online. Students will then create a digital portfolio to be published online so that the student is in control of the information tied to his/her identity.

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




   View Standards     Standard(s): [MA2015] ALC (9-12) 5 :
5 ) Determine approximate rates of change of nonlinear relationships from graphical and numerical data. (Alabama)

a. Create graphical representations from tables, equations, or classroom-generated data to model consumer costs and to predict future outcomes. (Alabama)

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

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

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

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

Subject: Mathematics (9 - 12), Digital Literacy and Computer Science (8 - 12)
Title: Math Lesson Performance
Description:

CuteCUT is a video creation app. You can import your video and do all of your work in one place. The interface seems to be directed more toward students with a little different look to it from most video apps. Unique here is the ability to choose a portrait or landscape orientation for your project. Students or adults using this app will get basic editing skills for movies, pictures and sound. They will like the video tutorials included in the app. An easy interface will help the learning curve that comes with this app.




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

[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) 22 :
16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Digital Art Project Resource Page
Description:

This online flyer was created as a graphics resource for a digital art project. The flyer contains photos and examples that students may use when creating their digital art projects.




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

[DLIT] (6) 18 :
12) Define digital permanence.

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

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

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

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 17 :
11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

[DLIT] (8) 18 :
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

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

[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.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Social Media Responsibility
Description:


   View Standards     Standard(s): [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) 22 :
16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

[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 (7 - 12)
Title: Disaster Awareness PSA
Description:

iMovie is a moviemaking app that allows students to make beautiful HD movies anywhere with everything they need to tell a digital story through an iPad or iPhone.




ALEX Learning Activities: 11

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