ALEX Resources

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Learning Activities (2) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill.

ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (1) 21 :
15) Interpret data displayed in a chart.

Example: Using charts which depict data students interpret the data either verbally or in written form (which has more, less, are equal).

[MA2019] (1) 16 :
16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.
[SC2015] (1) 9 :
9 ) Observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year (e.g., more hours of daylight during summer as compared to winter).

[DLIT] (1) 20 :
14) Discuss the purpose of collecting and organizing data.

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

[DLIT] (1) 7 :
1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

Subject: Digital Literacy and Computer Science (1), Mathematics (1), Science (1)
Title: Not Enough Hours in the Day? Daylight Data Collection
Description:

Students and teacher collaboratively collect and organize data on the length of days throughout the year and analyze patterns that they see. Students and teacher will create a digital spreadsheet and a connected chart in order to reflect and make observations while analyzing the data represented in chart format.

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



   View Standards     Standard(s): [MA2019] (1) 2 :
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using concrete objects, drawings, or equations with a symbol for the unknown number to represent the problem.
[ELA2021] (0) 2 :
2. Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.
[ELA2021] (1) 42 :
42. Participate in shared research and writing projects to answer a question or describe a topic.

a. Recall information from experiences to contribute to shared research and writing projects.

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

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

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Mathematics (1), English Language Arts (K - 1), Digital Literacy and Computer Science (1 - 3)
Title: Zoo Summer Camp Mystery
Description:

This activity is a digital breakout to enhance a unit with animal standards or for classes that have a field trip to the Birmingham Zoo. It can be used before or after the field trip or during the unit. It is an activity that will build collaborative and critical thinking. It can be used as a whole group activity for K-2 classrooms or for teachers/classrooms that are not familiar to digital breakouts. It can be an activity for small groups in K-5 rooms if students are familiar with digital breakouts. 

This Learning Activity was created in partnership with the Birmingham Zoo. 



ALEX Learning Activities: 2

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