ALEX Resources

   View Standards     Standard(s): [MA2015] (5) 21 :

21 ) Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. [5-MD4]

[DLIT] (5) 32 :

26) Connect data from a simulation to real-life events.

In this learning activity, students will visit a website that introduces the concept of volume and cubic units. The website shows objects with different shapes, but the same cubic units in volume. Students must identify objects that have a specific cubic unit from choices given. They work their way through four levels as the number of cubic units they are asked to identify increases. This lesson aligns with 5th grade Alabama Math Course of Study.

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

   View Standards     Standard(s): [DLIT] (5) 31 :

25) Analyze the concepts, features, and behaviors illustrated by a simulation.

Examples: Object motion, weather, ecosystem, predator/prey.

[DLIT] (5) 32 :

26) Connect data from a simulation to real-life events.

It’s time to use interactive tools to your advantage. Interactive websites are designed to help you learn through simulations and interaction. You will be learning about interactive websites through a series of three Quests. Good luck!

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know about interactive websites and resources [Empowered Learner]

2. understand the different types of interactive learning [Empowered Learner]

3. understand how to use geographical information [Computational Thinker]

   View Standards     Standard(s): [DLIT] (3) 13 :

7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

[DLIT] (4) 13 :

7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

[DLIT] (4) 22 :

16) Gather and organize data to answer a question using a variety of computing and data visualization methods.

Examples: Sorting, totaling, averaging, charts, and graphs.

[DLIT] (4) 25 :

19) Use data from a simulation to answer a question collaboratively.

[DLIT] (5) 8 :

2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

[DLIT] (5) 12 :

6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

[DLIT] (5) 14 :

8) Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.

Examples: Set initial value of a variable, updating variables.

[DLIT] (5) 27 :

21) Manipulate data to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.

[DLIT] (5) 32 :

26) Connect data from a simulation to real-life events.

[DLIT] (6) 11 :

5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

[DLIT] (6) 14 :

8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (7) 12 :

6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 13 :

7) Create a program that updates the value of a variable in the program.

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

Students use computer science to simulate extreme sports, make their own fitness gadget commercial, and create commentary for a big sporting event.

Sports is a complete theme designed to be completed over eight, 45-75 minute, sessions. For each activity, students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons,” which are mini-coding challenges that build on top of the core project.

Be sure to review the Materials tab for the lesson plan, starter guide, and more.

Users will need a Google account to use this resource.