ALEX Learning Activity Resources

   View Standards     Standard(s): [ELA2021] (5) 29 :

29. Summarize in writing a variety of texts, stating their implied and/or explicit main ideas.

a. Use textual evidence to support summarization.

b. Cite appropriately when summarizing.

[DLIT] (5) 5 :

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

[ELA2021] (5) 40 :

40. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use commas to separate items in a series, separate introductory elements from the rest of a sentence, set off tag questions, and indicate direct address.

b. Use underlining, quotation marks, or italics to indicate the titles of different types of works.

c. Spell grade-level words correctly, consulting references as needed.

Thinglink is a digital resource that provides click and learn tags within images and video to enhance learning and take it beyond the textbook or classroom walls!

Students can use this specific Thinglink as a digital source to meet the Alabama Course of Study standards for gathering and recalling relevant information, paraphrasing and creating grammatically correct content, and giving proper credit to digital sources. 

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

   View Standards     Standard(s): [ELA2021] (5) 9 :

9. Express ideas clearly and effectively to diverse partners or groups.

a. Pose and respond to explicit questions in ways that contribute to the discussion and elaborate on the remarks of others.

b. Verbally summarize information read aloud or presented in diverse media and formats.

c. Report orally on a topic or text, sequencing ideas logically and supporting main ideas with appropriate facts and relevant details.

d. Speak clearly at an understandable rate.

[ELA2021] (5) 40 :

40. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use commas to separate items in a series, separate introductory elements from the rest of a sentence, set off tag questions, and indicate direct address.

b. Use underlining, quotation marks, or italics to indicate the titles of different types of works.

c. Spell grade-level words correctly, consulting references as needed.

[ELA2021] (5) 29 :

29. Summarize in writing a variety of texts, stating their implied and/or explicit main ideas.

a. Use textual evidence to support summarization.

b. Cite appropriately when summarizing.

[DLIT] (5) 5 :

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

This online article and infographic from the Institute of Public Speaking explains the components involved in active listening, an important skill for students to develop when communicating and collaborating.

Use of this tool will serve as an aid in helping students to meet Alabama's Course of Study standards for locating, recalling, curating, and correctly summarizing information while also learning about the components of active listening.

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

   View Standards     Standard(s): [SC2015] (5) 11 :

11 ) Create a model to illustrate the transfer of matter among producers; consumers, including scavengers and decomposers; and the environment.

[DLIT] (5) 5 :

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

This Hyperdoc activity helps students understand the role of decomposers in the food chain and in the creation of soil. Students will create their own illustration modeling this process. Students will use the Hyperdoc to watch, view, and interact with information regarding these important decomposers. The students will watch an educational video clip about decomposers and answer a reflection question about their role in the food chain. Students will read and study an infographic on decomposers and draw conclusions about their role in plant growth. Students will explore an interactive website to learn how different composers affect soil creation and create a model of this process. This lesson aligns with 5th grade Alabama Science Course of Study.

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

   View Standards     Standard(s): [SC2015] ES6 (6) 5 :

5 ) Use evidence to explain how different geologic processes shape Earth's history over widely varying scales of space and time (e.g., chemical and physical erosion; tectonic plate processes; volcanic eruptions; meteor impacts; regional geographical features, including Alabama fault lines, Rickwood Caverns, and Wetumpka Impact Crater).

[DLIT] (5) 5 :

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

This lesson gives students the opportunity to explore volcanoes and their impact on our planet. Students will take a virtual field trip of a dormant volcano and answer research questions about its formation and its after-effects. Next, students will discover which volcanoes in the United States are currently active. Finally, students will use an interactive map activity to explore famous eruptions from around the world. They will be given clues about the date and consequences of the eruption. Once they locate the volcano, they will place a virtual pin in its location on the world map. This lesson aligns with 6th grade Alabama Science Course of Study.

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

   View Standards     Standard(s): [ELA2021] (5) 16 :

16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.

[ELA2021] (4) 14 :

14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.

[ELA2021] (3) 18 :

18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

[MA2019] (5) 8 :

8. Add, subtract, multiply, and divide decimals to hundredths using strategies based on place value, properties of operations, and/or the relationships between addition/subtraction and multiplication/division; relate the strategy to a written method, and explain the reasoning used.

a. Use concrete models and drawings to solve problems with decimals to hundredths.

b. Solve problems in a real-world context with decimals to hundredths.

[MA2019] (4) 10 :

10. Use place value strategies to fluently add and subtract multi-digit whole numbers and connect strategies to the standard algorithm.

[MA2019] (3) 11 :

11. Use various strategies to add and subtract fluently within 1000.

[DLIT] (3) 5 :

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

[DLIT] (5) 5 :

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

[DLIT] (4) 5 :

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

This Digital Breakout is a perfect way to enhance a unit of study with animal standards for grades 3-5. It can be used before or after a unit of study or a field trip to the Birmingham Zoo. Students will work creatively and collaboratively to solve academic puzzles to unlock an answer. Academic puzzles are centered around a variety of Course of Study standards that engage students through the Breakout process. This activity can be done as a whole group for students that are not familiar with the Digital Breakout process. This activity can be done in small groups in grades 2-5 with students that are familiar with the Digital Breakout process.  

This Learning Activity was created in partnership with the Birmingham Zoo.