ALEX Learning Activity Resources

   View Standards     Standard(s): [LIT2010] HIS (9-10) 1 :

1 ) Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

[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.

[DLIT] (9-12) 5 :

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

Students will research the role of enzymes and how their deficiencies can affect living things.

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

   View Standards     Standard(s): [DLIT] (9-12) 5 :

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

[DLIT] (9-12) 28 :

22) Research the impact of computing technology on possible career pathways.

Examples: Government, business, medicine, entertainment, education, transportation.

Google Keep is a note-taking tool within the Google apps where you can record a link to a web page,  an image, or a quote that you want to save for later. This tool can be used to collect website links when conducting research and notes from the research may be added.

Google Scholar is a search engine for locating research-based journal articles. Students will conduct Google searches for information related to careers that include technology.  Links to websites along with notes for research will be curated in Google Keep.

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

   View Standards     Standard(s): [SC2015] ESS (9-12) 14 :

14 ) Construct explanations from evidence to describe how changes in the flow of energy through Earth's systems (e.g., volcanic eruptions, solar output, ocean circulation, surface temperatures, precipitation patterns, glacial ice volumes, sea levels, Coriolis effect) impact the climate.

[DLIT] (9-12) 5 :

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

[LIT2010] SCI (9-10) 1 :

1 ) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

[MA2015] AL1 (9-12) 4 :

4 ) Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1]

The object of this activity is to demonstrate the concept of climate change. Historical climate data has been used to show a local area in central England to represent an entire time frame. This learning activity incorporates temperature conversions, graphing, graphical analysis and extensions into the Medieval Warm Period. 

This activity results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [SC2015] ESS (9-12) 10 :

10 ) Construct an explanation from evidence for the processes that generate the transformation of rocks in Earth's crust, including chemical composition of minerals and characteristics of sedimentary, igneous, and metamorphic rocks.

[DLIT] (9-12) 5 :

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

[LIT2010] WRI (9-10) 2 :

2 ) Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

This activity covers the rock cycle.  It incorporates the transformation of rocks into sedimentary, igneous and metamorphic. It also incorporates activities for identification of sedimentary, igneous, and metamorphic rocks.  It includes videos (with questions) that reinforce the rock cycle. 

This activity results from the ALEX Resource Gap Project.