ALEX Resources

   View Standards     Standard(s): [DLIT] (2) 12 :

6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

[DLIT] (2) 6 :

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

[ELA2021] (2) 26 :

26. Compare and contrast important details presented by two texts on the same topic or theme.

a. Compare and contrast different versions of the same story by different authors, from different cultures, or from different points of view.

Examples: The Three Little Pigs and The True Story of the Three Little Pigs; Cinderella and The Rough-Face Girl

b. Compare and contrast story elements of literary texts.

Examples: characters, settings, sequence of events, plots

In this activity, students will learn the characteristics of bats. The students will be able to see that different texts can present points in different ways. The introduction to the lesson will begin with a video clip of bats. They will listen to two stories one fiction and the other nonfiction. They will listen to learn the characteristics of bats from both stories. Students will turn and talk with a partner after each book to discuss characteristics they learned about bats. Once they have heard both stories they will complete a Venn Diagram comparing and contrasting the two books. Students will use a digital learning management system to publish their writing and share it with their classmates. They will have the chance to read other students' posts and reply back with meaningful text connections. This lesson would work well around Halloween.

   View Standards     Standard(s): [SS2010] LWT2 (2) 6 :

6 ) Identify states, continents, oceans, and the equator using maps, globes, and technology.

•  Identifying map elements, including title, legend, compass rose, and scale

•  Identifying the intermediate directions of northeast, southeast, northwest, and southwest

•  Recognizing technological resources such as a virtual globe, satellite images, and radar

•  Locating points on a grid

[ELA2021] (2) -5 :

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

[ELA2021] (2) 2 :

2. Present information orally using complete sentences, appropriate volume, and clear pronunciation.

a. Use oral language for different purposes: to inform, to entertain, to persuade, to clarify, and to respond.

b. Use complex sentence structures when speaking.

c. Ask and answer questions to seek help, clarify meaning, or get information.

[DLIT] (2) 15 :

9) Use a variety of digital tools to connect with other learners.

Examples: Online conferences, blogs, collaborative documents.

[DLIT] (2) 12 :

6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

[DLIT] (2) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

Students will participate in a collaborative guessing game with another classroom from a "mystery place" somewhere on the globe through a video conference. This game helps students learn about geography, culture, and the similarities and differences of how children live all over the world. Students are to prepare questions ahead of time to help them pinpoint their location. These questions are not only focused on geography but culture as well. While honing their questioning and conversation skills each class takes turns answering questions about each other until their location has been pinpointed.

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

   View Standards     Standard(s): [DLIT] (2) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 12 :

6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

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   View Standards     Standard(s): [DLIT] (2) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 12 :

6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

[DLIT] (2) 13 :

7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

User will need to create a free account to access this resource. 

   View Standards     Standard(s): [DLIT] (2) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 12 :

6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

[DLIT] (2) 13 :

7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

[DLIT] (2) 14 :

8) Interpret ways in which computing devices have influenced people's lives.

Example: Discuss tasks completed daily in which some type of device is used to make the tasks easier (calculator, microwave to quickly heat food, mobile phone for instant communication).

We are all connected via the internet! By learning the Rings of Responsibility, students explore how the internet connects us to people in our community and throughout the world. Help your students think critically about the different ways they connect with others, both in-person and online.

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   View Standards     Standard(s): [DLIT] (2) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 12 :

6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

[DLIT] (2) 13 :

7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

Users will need to create a free account to access this resource. 

   View Standards     Standard(s): [DLIT] (2) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 11 :

5) Cite media and/or owners of digital content at an age-appropriate level.

Example: Basic website citation.

[DLIT] (2) 12 :

6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

Users will need to create a free account to access this resource. 

   View Standards     Standard(s): [DLIT] (2) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (2) 12 :

6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

[DLIT] (2) 13 :

7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

This lesson helps children to recognize that it is essential to tell a trusted adult if something online makes them feel angry, sad, or scared.

Students learn that other people can sometimes act like bullies when they are online. They will explore what cyber-bullying means and what they can do when they encounter it. After reading a scenario about mean online behavior, students discuss what cyber-bullying is, how it can make people feel, and how to respond. Finally, they use their knowledge to create a simple tip sheet on cyber-bullying in their journal.

Students may not ever have the misfortune of experiencing cyber-bullying, but we want to make sure that the students are prepared for and knowledgeable about it, in case they ever witness it during an online situation. Students will learn how to identify cyber-bullying and what steps they should take to make it stop. This may become helpful in later puzzles when students have the opportunity to share their work. If someone negatively responds to a student's work, this lesson will provide them with the tools that they need to handle the situation.

Students will be able to:
- analyze online behaviors that could be considered cyber-bullying.
- explain how to deal with a cyber-bullying situation.
- recognize the importance of engaging a trusted adult if the student experienced cyber-bullying.

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