ALEX Classroom Resources

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 18 :

12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 18 :

12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

There are three basic Quests in this activity. You will be able to find, create, and edit digital images for a digital images selfie project. Your ability to use images in multimedia projects will allow you to express your creativity by communicating or presenting your ideas effectively.

LEARNING OBJECTIVES 

When you have completed this activity, you will:

1. know how to locate and use digital images appropriately [Digital Citizen]

2. understand that digital images can be edited and resized using online resources [Empowered Learner]

3. understand how selfies can impact my digital identity [Digital Citizen]

4. know how to represent myself appropriately online [Creative Communicator]

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 22 :

16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 23 :

17) Publish content to be available for external feedback.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 22 :

16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

[DLIT] (8) 23 :

17) Communicate and publish individually or collaboratively to persuade peers, experts, or community about issues and problems.

Tired of writing all the time? Would you like to express yourself through a presentation instead? During these Quests, you are going to learn how to present your ideas creatively through Google Slides or Microsoft PowerPoint. If you would like to try Prezi as an option use the Gold Quests. 

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know how to use online presentation tools [Empowered Learner]

2. understand the features and attributes of effective presentations [Creative Communicator]

3. know how to use a variety of media to create and collaborate on an effective presentation [Global Collaborator]​

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 35 :

29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Digital storytelling is one of the greatest ways to share and present your story using a variety of media to enhance it. Digital stories can include images, photos, audio, and video. Your task in this Thing is to research digital story examples and think about the story you want to tell. You will also begin to think about the media you might want to use.

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know and use a process for creating a digital story [Innovative Designer]
2. be able to select and use the appropriate digital tool(s) [Digital Citizen, Empowered learner]
3. understand how to use a Storyboard to build and organize your story elements [Computational Thinker]
4. participate in constructive peer feedback to improve the end product to be shared [Creative Communicator]

5. create an original story with different media elements [Knowledge Constructor]

   View Standards     Standard(s): [DLIT] (4) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (4) 8 :

2) Formulate a list of sub-problems to consider while addressing a larger problem.

Examples: Problem - a multi-step math problem; sub-problem - steps to solve.
Problem - light bulb does not light; sub-problem - steps to resolve why.

[DLIT] (4) 10 :

4) Detect and debug logical errors in various basic algorithms.

Example: Trace the path of a set of directions to determine success or failure.

[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) 27 :

21) Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

[DLIT] (5) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[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) 34 :

28) Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

Examples: Design backpack for a specific user's needs; design a method to collect and transport water without the benefit of faucets; design boats that need to hold as much payload as possible before sinking; design models of chairs based on specific user needs.

[DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[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) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[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).

[DLIT] (7) 14 :

8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 7 :

1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

[DLIT] (8) 9 :

3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

[DLIT] (8) 13 :

7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

[DLIT] (8) 35 :

29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

In Game Design, students learn basic video game coding concepts by making different types of games, including racing, platform, launching, and more! 

Game Design 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. 

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[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) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

[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] (6) 29 :

23) Discuss how digital devices may be used to collect, analyze, and present information.

[DLIT] (6) 36 :

30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 7 :

1) Create a function to simplify a task.

Example: Get a writing utensil, get paper, jot notes can collectively be named "note taking".

[DLIT] (7) 8 :

2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

[DLIT] (7) 9 :

3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[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).

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 23 :

17) Publish content to be available for external feedback.

[DLIT] (7) 33 :

27) Identify data needed to create a model or simulation of a given event.

Examples: When creating a random name generator, the program needs access to a list of possible names.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 7 :

1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

[DLIT] (8) 9 :

3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

[DLIT] (8) 10 :

4) Create a function to simplify a task.

Example: 3⁸ = 3*3*3*3*3*3*3*3; =(Average) used in a spreadsheet to average a given list of grades.

[DLIT] (8) 13 :

7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

[DLIT] (8) 35 :

29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Students take what they've learned through Unit 6 Chapter 1 and develop an app of their own design that uses the circuit board to output information.

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

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 9 :

3) Create pseudocode that uses conditionals.

Examples: Using if/then/else (If it is raining then bring an umbrella else get wet).

[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] (6) 29 :

23) Discuss how digital devices may be used to collect, analyze, and present information.

[DLIT] (6) 36 :

30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 8 :

2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

[DLIT] (7) 9 :

3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[DLIT] (7) 10 :

4) Design a complex algorithm that contains sequencing, selection or iteration.

Examples: Lunch line algorithm that contains parameters for bringing your lunch and multiple options available in the lunch line.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 33 :

27) Identify data needed to create a model or simulation of a given event.

Examples: When creating a random name generator, the program needs access to a list of possible names.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 7 :

1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

[DLIT] (8) 13 :

7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

[DLIT] (8) 29 :

23) Design a digital artifact to propose a solution for a content-related problem.

Example: Create a presentation outlining how to create a cost-efficient method to melt snow on roads during the winter.

[DLIT] (8) 35 :

29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Students, working with a partner or team will brainstorm physical devices they wish to prototype. Students have the option to design a new creation or recreate a device they have found in the "real world". Students will complete a planning guide to determine the resources (physical and digital) they will need to create their prototype. Students will design a user interface (typically an app or circuit board) that may control some output device (like a circuit board). It will be necessary for students to develop pseudocode or algorithms to aid in the coding process. Students will need to complete the problem-solving process during this lesson plan which will include testing a revising the prototype.

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

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

This lesson introduces ordered and unordered lists and the associated <ul>, <ol>, and <li> HTML tags. The class practices using the tags then returns to the personal web page project to add a new HTML page that includes the new tags.

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

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 14 :

8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

This lesson introduces CSS as a way to style elements on the page. The class learns the basic syntax for CSS rule-sets and then explores properties that impact HTML text elements. Finally, everyone applies text styles to their personal websites.

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

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 14 :

8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (7) 17 :

11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

This lesson covers classes and custom colors. The class first learns how to specify custom colors using RGB (red, green, blue) values, then applies these colors to a new Four Seasons web page, which uses CSS classes. Using classes, the class adds more styles to the Four Seasons web page, then uses them to style their personal websites.

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

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (6) 36 :

30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (7) 14 :

8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (7) 17 :

11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 23 :

17) Publish content to be available for external feedback.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

In the last few days of the unit, the class finalizes their personal websites, working with peers to get feedback. Then, the students will review the rubric and put the finishing touches on the site. To cap off the unit, everyone shares their projects and how they were developed.

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

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[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] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

The class is asked to consider the "problems" of boredom and self-expression and to reflect on how they approach those problems in their own lives. From there, they will explore how Computer Science in general, and programming specifically, plays a role in either a specific form of entertainment or as a vehicle for self-expression.

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

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 8 :

2) Define a process as a function.

Example: Functions or sets of steps combined to produce a process: turning off your alarm + getting out of bed + brushing your teeth + getting dressed = morning routine.

[DLIT] (6) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (7) 5 :

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

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 8 :

2) Explain how abstraction is used in a given function.

Example: Examine a set of block-based code and explain how abstraction was used.

[DLIT] (8) 9 :

3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

This lesson extends the drawing skills to include width and height and introduces the concept of random number generation. The class learns to draw with versions of the ellipse() and rect() that include width and height parameters and to use the background() block to fill the screen with color. At the end of the progression, the class is introduced to the randomNumber() block and uses the new blocks to draw a randomized rainbow snake.

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

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 14 :

8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (7) 17 :

11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

This lesson continues the introduction to CSS style properties, this time focusing more on non-text elements. The class begins by investigating and modifying the new CSS styles on a "Desserts of the World" page. Afterward, everyone applies this new knowledge to their personal websites.

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