ALEX Resources

Narrow Results:
Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (5) 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): [ELA2021] (11) 6 :
6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
[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.
[SS2010] US11 (11) 4 :
4 ) Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization and economic and political changes. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Identifying the role of militarism, alliances, imperialism, and nationalism in World War I
•  Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League of Nations
•  Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, including greater opportunities for the rise of fascist states in Germany, Italy, and Spain
•  Comparing short- and long-term effects of changing boundaries in pre- and post-World War I in Europe and the Middle East, leading to the creation of new countries
[SS2010] US11 (11) 10 :
10 ) Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)
Subject: English Language Arts (11), or Social Studies (11)
Title: "Cheer, Cheer, for the 'Red, White, and Blue!'" University and High School Students' Contributions and Participation During the World Wars
Description:

Students will examine and evaluate both college and high school students' support of and involvement in the World Wars. Students will research both photographic and textual resources in order to produce factual information about how students reacted to World Wars 1 and 2. This lesson will culminate in a student-driven Socratic Seminar-style discussion which will allow the students to verbally articulate their findings from the resources provided.

This lesson was created in partnership with the Alabama Department of Archives and History.




ALEX Learning Activities  
   View Standards     Standard(s): [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] (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.
Subject: English Language Arts (11 - 12)
Title: A Final Trip to the PAARC
Description:

This is a final activity for demonstrating students' understanding of how to evaluate sources for credibility. After reviewing the PAARC model Slide Show and Infographic, and after having students evaluate sources in a small group, this activity is designed to be used to assess individual students' understanding of the objective. Students will follow the links to three sources and use the PAARC model to provide guidance on the credibility of the sources. Students will make notes on the provided graphic organizer and determine if the sources provided are legitimate. The chosen sources all relate to F. Scott Fitzgerald, an author widely studied in eleventh grade. Students need to keep in mind the following question: Would this source be appropriate to use in a research paper?

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




   View Standards     Standard(s): [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] (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.
Subject: English Language Arts (11 - 12)
Title: Continued Visit to the PAARC: Evaluating Multi-Genre Sources for Credibility
Description:

In this learning activity, student will research The American Dream (a relevant 11th-grade concept) using resources to determine if the resource is credible; however, this learning activity can be adjusted as needed. The students will use the linked infographic for reference as they work in groups to research, locate, cite, link, and evaluate five different sources that could be used to support a paper on a provided topic.

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




   View Standards     Standard(s): [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] (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.
Subject: English Language Arts (11 - 12)
Title: A Walk in the PAARC: Evaluating Source Credibility
Description:

This is a slide show that can be used for whole-class instruction or as a guideline for the appropriate questions to ask when evaluating the credibility of sources for purpose, accuracy, authority, relevance, and currency. The slides guide students to work in pairs and evaluate two provided sources for potential use as evidence on the provided topic. Student observations are recorded on graphic organizers.

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.
[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.

Subject: English Language Arts (6 - 12), Digital Literacy and Computer Science (6 - 12), Health Education (6 - 12), Human Services (9 - 12)
Title: The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan
Description:

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): [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] (10) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (11) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[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.
Subject: English Language Arts (9 - 11)
Title: Let's Take a Trip to Your Museum- A Virtual Museum Research Project
Description:

Knowing students learn most effectively when relevant and authentic learning opportunities such as field trips are provided, this activity challenges students to research introductory information as assigned to produce a virtual museum. Students will work collaboratively to produce such and will present to their peers in order for all students to “travel” to each other’s museums. This activity allows students to take ownership of their learning by determining the significant details of their assigned topic.  

This resource was created as a part of the ALEX Resource Development Summit.




ALEX Learning Activities: 5

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2021] (11) 8 :
8. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.
[ELA2021] (11) 13 :
13. Synthesize multiple sources of information (including diverse media), evaluate the credibility and accuracy of each source, and share information orally.
[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) 27 :
27. Synthesize research results, using responsible, ethical practices to gather information, and write clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.
[ELA2021] (11) 29 :
29. Compose clear, coherent writing that incorporates information from a variety of scholarly and non-scholarly sources and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem.
[ELA2021] (11) 30 :
30. Synthesize research using responsible and ethical practices to create and orally present clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.
[ELA2021] (12) 8 :
8. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.
[ELA2021] (12) 13 :
13. Evaluate the credibility and accuracy of sources from diverse media and/or formats and then use multiple suitable sources of information to develop an idea or further a position.
[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) 27 :
27. Synthesize research results, using responsible, ethical practices to gather information, and write clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.
[ELA2021] (12) 29 :
29. Compose clear, coherent writing that incorporates information from a variety of scholarly and non-scholarly sources and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem.
[ELA2021] (12) 30 :
30. Synthesize research using responsible and ethical practices to create and orally present clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.
Subject: English Language Arts (11 - 12)
Title: A Blast From the Past With Nuclear Chemistry
URL: http://www.readwritethink.org/classroom-resources/lesson-plans/blast-from-past-with-31054.html
Description:

After students have studied the basics of fusion and fission as well as the splitting of the atom, groups of three choose a nuclear chemistry topic to research, finding the “what, how, where, and why” of their subject. After conducting their research, students use the free Web 2.0 tool Timetoast to construct an online timeline that features fifteen important facts with images and captions about their topic. Students then use the timelines to present their newly acquired knowledge to the class.



ALEX Classroom Resources: 1

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