ALEX Resources

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Lesson Plans (3) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (1) Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (3)

ALEX Lesson Plans  
   View Standards     Standard(s): [SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[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] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

[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] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (3), or Social Studies (3)
Title: Natural Disasters
Description:

Each student becomes an expert on a natural disaster, investigating and discovering how they can prepare for it.  Students initially create traditional motivational posters using paper, pencils, markers, and crayons.  Then, students create an electronic version to motivate others to prepare for natural disasters.  Next, students create storyboards/scripts and digital stories on a natural disaster of their choosing to inform others of ways to prepare for natural disasters. 

This lesson was created as part of a collaboration between Alabama Technology in Motion and ALEX.  



   View Standards     Standard(s): [ELA2021] (3) 19 :
19. Determine the explicit or implied main idea and supporting details of a text.

a. Explain how supporting details contribute to the main idea, using textual evidence.

b. Recount or summarize the key ideas from the text.

[ELA2021] (3) 23 :
23. Identify and use text features in informational passages to locate information.

Examples: headings, photographs, illustrations, labels, charts, graphs, legends

a. Explain how text features support details in the text.

b. Explain how illustrations contribute to meaning in a story.

c. Interpret text features used in written and digital formats.
[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

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

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (3), or English Language Arts (3), or Social Studies (3)
Title: Preparing for Natural Disasters: Tornado
Description:

The lesson will begin by students performing a think-aloud as they consider the similarities of five words:  tornado, shelter, basement, underground, and safe room. Students will use a pros and cons graphic organizer as they read articles on three different types of tornado shelters: underground shelters, part of the house shelters, and prebuilt shelters. The students will find the advantages and disadvantages of each type of structure. At the end of the lesson, the teacher will create a table that lists all the shelters and the pros and cons of each. Students will then determine which shelter they feel is most efficient in an "exit slip" response. 

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.



   View Standards     Standard(s): [SS2010] GHS (3) 2 :
2 ) Locate the continents on a map or globe

•  Using vocabulary associated with geographical features of Earth, including hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier
•  Locating major mountain ranges, oceans, rivers, and lakes throughout the world (Alabama)
[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[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] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (3), or Social Studies (3)
Title: Oh, The Geographic Features We Can Explore! Using QR Codes and Google Slides
Description:

In this lesson, students will work collaboratively to create a presentation showcasing the various geographic features around the world and use the appropriate academic vocabulary.  Students will present their group slide to the class.  Students will independently write a compare and contrast paragraph about two geographic features.

 



ALEX Unit Plans  
   View Standards     Standard(s): [SC2015] (3) 15 :
15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.*

[SC2015] (3) 14 :
14 ) Collect information from a variety of sources to describe climates in different regions of the world.

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[MA2019] (3) 16 :
16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.
[ELA2021] (3) 19 :
19. Determine the explicit or implied main idea and supporting details of a text.

a. Explain how supporting details contribute to the main idea, using textual evidence.

b. Recount or summarize the key ideas from the text.

[ELA2021] (3) 23 :
23. Identify and use text features in informational passages to locate information.

Examples: headings, photographs, illustrations, labels, charts, graphs, legends

a. Explain how text features support details in the text.

b. Explain how illustrations contribute to meaning in a story.

c. Interpret text features used in written and digital formats.
[ELA2021] (3) 34 :
34. Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.
[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[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] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.


Title: Increasing Public Safety During Tornadoes
Unit Plan Overview: After collecting information on climates in different geographic regions through digital sources, text, and illustrations, students will understand various natural disasters, as well as how and why they occur. Next, students will research the cause and effects of tornadoes and write a cause and effect two-paragraph essay. For the third lesson, students will research different designs of storm shelters and determine which storm shelter they feel has the best design. Students will research states with most occurrences of tornadoes and determine the ten states with the highest average of tornadoes over a certain time period and create bar and picture graphs of their findings. Students will research and use information from lesson three to sketch and create an engineering prototype of a structure which addresses a particular type of storm damage.   This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.


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ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

[ELA2021] (3) 23 :
23. Identify and use text features in informational passages to locate information.

Examples: headings, photographs, illustrations, labels, charts, graphs, legends

a. Explain how text features support details in the text.

b. Explain how illustrations contribute to meaning in a story.

c. Interpret text features used in written and digital formats.
Subject: Digital Literacy and Computer Science (3), English Language Arts (3)
Title: How Internet Searches Work
Description:

Students will be introduced to how an Internet search works by experts in the field and practice conducting basic keyword searches.

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



ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

[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] (5) 25 :
19) Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (3 - 5)
Title: RUFF RUFFMAN: Searching and You!
URL: https://aptv.pbslearningmedia.org/resource/ruff14-pd-search/searching-and-you/
Description:

Learn to use internet search engines like a detective, in this animated video from RUFF RUFFMAN: HUMBLE MEDIA GENIUS. The much-loved character Ruff Ruffman is back, this time with a guide to exploring the web using internet search engines. Sharing tactics that include verifying the authenticity of Web sites, and refining a search, Ruffman guides students in the responsible use of a twenty-first-century skill. This resource is part of the RUFF RUFFMAN: HUMBLE MEDIA GENIUS Collection. This video can be played during a lesson on conducting basic keyword searches to produce valid appropriate results and evaluating results for accuracy, relevance, and appropriateness.


   View Standards     Standard(s): [DLIT] (2) 18 :
12) Conduct basic keyword searches to gather information.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

[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] (5) 25 :
19) Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (2 - 5)
Title: RUFF RUFFMAN: Ask Ruff Ruffman: Poodle Edition
URL: https://aptv.pbslearningmedia.org/resource/ruff14-pd-poodleqa/ask-ruff-poodle-edition/
Description:

Hear advice on how to use search engines responsibly from the much-loved character Ruff Ruffman, in this animated video from RUFF RUFFMAN: HUMBLE MEDIA GENIUS. With his uniquely comical style, Ruff helps guide students in responsibly navigating this twenty-first-century skill. This resource is part of the RUFF RUFFMAN: HUMBLE MEDIA GENIUS Collection. This video can be played during or to introduce a lesson on basic keyword searches to gather information.


   View Standards     Standard(s): [DLIT] (2) 18 :
12) Conduct basic keyword searches to gather information.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

[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] (5) 25 :
19) Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (2 - 5)
Title: RUFF RUFFMAN: Ask Ruff Ruffman: Squeaky Toy Edition
URL: https://aptv.pbslearningmedia.org/resource/ruff14-pd-squeakqa/ask-ruff-squeaky-toy-edition/
Description:

Focusing on searching safely on the internet, the much-loved character Ruff Ruffman addresses some of the questions kids have about technology and media use, in this animated video from RUFF RUFFMAN: HUMBLE MEDIA GENIUS. With his uniquely comical style, Ruff helps guide students in responsibly navigating this twenty-first-century skill. This resource is part of the RUFF RUFFMAN: HUMBLE MEDIA GENIUS Collection. This video can be played when introducing a lesson on basic keyword searches to gather information.


ALEX Classroom Resources: 3

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