ALEX Resources

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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. 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. Classroom Resources (2)

ALEX Lesson Plans  
   View Standards     Standard(s): [DLIT] (9-12) 37 :
31) Create interactive data visualizations using software tools to help others understand real-world phenomena.

[DLIT] (9-12) 31 :
25) Utilize a variety of digital tools to create digital artifacts across content areas.

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

[DLIT] (9-12) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[SC2015] ESS (9-12) 15 :
15 ) Obtain, evaluate, and communicate information to verify that weather (e.g., temperature, relative humidity, air pressure, dew point, adiabatic cooling, condensation, precipitation, winds, ocean currents, barometric pressure, wind velocity) is influenced by energy transfer within and among the atmosphere, lithosphere, biosphere, and hydrosphere.

a. Analyze patterns in weather data to predict various systems, including fronts and severe storms.

b. Use maps and other visualizations to analyze large data sets that illustrate the frequency, magnitude, and resulting damage from severe weather events in order to predict the likelihood and severity of future events.

Subject: Digital Literacy and Computer Science (9 - 12), or Science (9 - 12)
Title: Masters of Disaster (High School)
Description:

Students will research natural disasters and their impact on people.  They will work in teams to design a disaster preparedness guide to share with the community to reduce the impact of a natural disaster utilizing various creativity apps on the iPad.



ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (9-12) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[SC2015] BIOL (9-12) 1 :
1 ) Use models to compare and contrast how the structural characteristics of carbohydrates, nucleic acids, proteins, and lipids define their function in organisms.

Subject: Digital Literacy and Computer Science (9 - 12), Science (9 - 12)
Title: Biological Molecules Mind Map
Description:

Students will create a "mind map" or a concept map using an online concept mapping software to outline the four main types of biological molecules - carbohydrates, lipids, proteins, and nucleic acids. The students' mind map will compare and contrast the four main divisions of biological molecules.

This resource is a result of the ALEX Resource Development Summit.



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

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Using Canva to Create a Brochure for Parent Night
Description:

Canva is a free graphic design tool where users can create cards, newsletters, flyers, brochures, business cards, and more. Canva projects can be printed or downloaded as a PDF document. Canva will be used to create a brochure for a Career Tech Parent Information Night. The brochure will be downloaded as a PDF document, printed, and uploaded to the class learning management system for the teacher to access and submitted to the students' digital portfolio. 

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



ALEX Learning Activities: 2

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ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] VISAN (9-12) 10 :
10) Identify and compare ways in which art influences cultural values and trends.

Examples: World War II propaganda, advertising, or political comics.

[DLIT] (6) 3 :
R3) Assess the validity and identify the purpose of digital content.

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

[DLIT] (7) 3 :
R3) Assess the validity and identify the purpose of digital content.

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

[DLIT] (9-12) 3 :
R3) Assess the validity and identify the purpose of digital content.

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

Subject: Arts Education (9 - 12), Digital Literacy and Computer Science (6 - 12)
Title: Creating Comics
URL: https://aptv.pbslearningmedia.org/resource/media_arts_classroom11/creating-comics/support-materials/
Description:

Reading and creating comic strips and comic books are engaging ways to promote literacy at any grade level and across content areas. The students in this video are members of a high school comic book club and have access to drawing tablets and Adobe Photoshop, so they can achieve sophisticated results. Even without such software, however, teachers can still integrate digital comics into a wide range of teaching situations. This video comes with several support materials that include video discussion questions and project suggestions.

There are a number of comic books, especially contemporary ones, that are not “school appropriate,” so you might want to guide students’ web research on comic books. 


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

[DLIT] (9-12) 11 :
5) Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using current events.

[DLIT] (9-12) 31 :
25) Utilize a variety of digital tools to create digital artifacts across content areas.

[DLIT] (9-12) 37 :
31) Create interactive data visualizations using software tools to help others understand real-world phenomena.

[DLIT] (9-12) 38 :
32) Use data analysis tools and techniques to identify patterns in data representing complex systems.

[DLIT] (9-12) 43 :
37) Evaluate the ability of models and simulations to test and support the refinement of hypotheses.

a. Create and utilize models and simulations to help formulate, test, and refine a hypothesis.

b. Form a model of a hypothesis, testing the hypothesis by the collection and analysis of data generated by simulations.

Examples: Science lab, robotics lab, manufacturing, space exploration.

c. Explore situations where a flawed model provided an incorrect answer.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Computer Science Principles Unit Post AP Chapter 1 Lesson 7: Practice PT - Tell a Data Story
URL: https://curriculum.code.org/csp-18/post-ap/7/
Description:

For this Practice PT students will analyze the data that they have been collecting as a class in order to demonstrate their ability to discover, visualize, and present a trend or pattern they find in the data. Leading up to this lesson, students will have been working in pairs to clean and summarize their data. Students should complete this project individually but can get feedback on their ideas from their data-cleaning partner.

Note: This is NOT the official AP® Performance Task that will be submitted as part of the Advanced Placement exam; it is a practice activity intended to prepare students for some portions of their individual performance at a later time.

Students will be able to:
- create summaries of a dataset using a pivot table.
- manipulate and clean data in order to prepare it for analysis.
- explain the process used to create a visualization.
- design a visualization that clearly presents a trend, pattern, or relationship within a dataset.
- create visualizations of a dataset in order to discover trends and patterns.
- draw conclusions from the contents of a data visualization.

Note: You will need to create a free account on code.org before you can view this resource.


ALEX Classroom Resources: 2

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