ALEX Resources

   View Standards     Standard(s): [ELA2021] (6) 11 :

11. Utilize written, visual, digital, and interactive texts to generate and answer literal, interpretive, and applied questions.

[DLIT] (6) 1 :

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

[DLIT] (8) 1 :

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

[ELA2021] (6) -6 :

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

[HE] (6) 1 :

6.1.1) Describe the interrelationship between social and emotional health in adolescence.

a. . Identify how positive relationships can enhance each dimension of health.

b. Explain how stress can affect personal health.

[DLIT] (7) 1 :

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

[DLIT] (7) 20 :

14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

[ELA2021] (7) 11 :

11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.

[ELA2021] (7) -6 :

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

[HE] (7) 1 :

7.1.1) Summarize the interrelationship of emotional, social, and physical health.

a. Determine how peers may affect the six dimensions of health.

b. Illustrate how changing family dynamics can affect health.

Examples: divorce, relocating, death

[DLIT] (8) 20 :

14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[ELA2021] (8) 25 :

25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Examples: a day or two, a single sitting

[ELA2021] (8) -6 :

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

[HE] (8) 1 :

8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.

a. Determine how social influences can affect physical health.

b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.

[HE] (8) 8 :

8.2.3) Analyze the influences of technology on personal and family health.

Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools

[DLIT] (9-12) 1 :

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

[DLIT] (9-12) 17 :

11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

[ELA2021] (9) 24 :

24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.

[ELA2021] (9) -5 :

R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.

[ELA2021] (10) 24 :

24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.

[ELA2021] (10) -5 :

R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.

[ELA2021] (11) 24 :

24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.

a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.

[ELA2021] (11) -5 :

R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.

[ELA2021] (12) 24 :

24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.

a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.

[ELA2021] (12) -3 :

R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.

[HE] HED (9-12) 2 :

HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.

a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.

b. Identify warning signs and prevention strategies for suicide.

[HE] HED (9-12) 9 :

HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.

Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships

[HUM] ED07 (9-12) 2 :

2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.

Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving

[HUM] ED07 (9-12) 4 :

4 ) Evaluate positive and negative impacts of technology on health.

Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders

-  negative—decreased level of health-enhancing physical activity, inflationary expense of health care services

[HUM] ED07 (9-12) 9 :

9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.

•  Applying decision-making strategies to achieve and improve personal health goals

Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely

[HUM] ED08 (9-12) 18 :

18 ) Assess ways technology impacts individuals and families throughout the life cycle.

Students will be introduced to five negative consequences of a poor "digital device diet." The teacher will lead students in utilizing the jigsaw literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. The activity will culminate with students creating a presentation in the form of a research paper, poster, or slideshow to demonstrate their knowledge of the five consequences of a poor digital diet and their effect on all aspects of health. 

   View Standards     Standard(s): [DLIT] (7) 5 :

R5) Locate and curate information from digital sources to answer research questions.

[ELA2021] (7) 11 :

11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.

In this learning activity, students will conduct a short research project using digital sources on a topic from a list of possible topics, to answer self-generated questions.  Students will then write curiosity questions, research the answers, and cite the sources.

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

   View Standards     Standard(s): [ELA2021] (7) -6 :

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

[ELA2021] (7) 11 :

11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.

Students will engage in collaborative discussions as they compare and contrast the short story and film version of “Rikki Tikki Tavi” by completing before, during, and after viewing activities.

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

   View Standards     Standard(s): [ELA2021] (6) 11 :

11. Utilize written, visual, digital, and interactive texts to generate and answer literal, interpretive, and applied questions.

[ELA2021] (7) 11 :

11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.

There are three levels of comprehension when engaging in active reading. Leveled reading is a way to comprehend, interpret, and apply difficult texts by working at the literal, interpretive, and applied levels. Leveled reading helps readers to go beyond the surface of a text in a structured, step-by-step way. 

This document will explain the three levels of comprehension: literal, interpretative, and application. In addition, it will describe tasks that students can complete to address each level of comprehension, and it includes sentence stems teachers can use to create questions to address each level.

   View Standards     Standard(s): [SC2015] LSC7 (7) 7 :

7 ) Use empirical evidence from patterns and data to demonstrate how changes to physical or biological components of an ecosystem (e.g., deforestation, succession, drought, fire, disease, human activities, invasive species) can lead to shifts in populations.

[ELA2021] (7) 11 :

11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.

The teacher will present two pieces of informational text from the website, ReadWorks. Students will interact with these non-fiction texts by annotating the text digitally. The students will answer the questions associated with the articles as an assessment. This learning activity will describe two different threatened species, one plant, and one animal species, and explain how changes in the species' ecosystem led to a population shift. 

   View Standards     Standard(s): [ELA2021] (6) 1 :

1. Identify and explain an author's rhetorical choices, including point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.

[ELA2021] (6) 2 :

2. Make inferences and draw logical conclusions from the content and structures of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.

[ELA2021] (6) 5 :

5. Evaluate the development of central and supporting ideas in recorded or live presentations by examining the speaker's rhetorical choices regarding point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings.

[ELA2021] (6) 23 :

23. Use an audio or audio-visual source of information to obtain the answer to a question.

[ELA2021] (7) -4 :

R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

[ELA2021] (7) -3 :

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

[ELA2021] (7) 7 :

7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.

[ELA2021] (7) 11 :

11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.

[ELA2021] (8) -6 :

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

In this unit, students explore a variety of resources—texts, images, sounds, photos, and other artifacts—to learn more about the Holocaust. Beginning with journal writings and a picture book to introduce the central issues, the unit focuses on student-centered inquiry. Students explore a range of print and non-print resources through extensive online inquiry activities. Progressing from individual work to a group learning project, the unit culminates in publishing the group's findings in topic-based newspapers. 

The lesson includes complete lists of picture books, read-aloud books, reference texts, and online sites and collections that allow teachers to customize the activities to fit the available resources and students' specific research interests.