ALEX Learning Activity 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): [ELA2021] (11) -5 :

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

[ELA2021] (11) 12 :

12. Collaborate on writing tasks in diverse groups, making necessary compromises to accomplish a goal, sharing responsibility for collaborative work, and showing respect for the individual contributions of each group member.

This learning activity should be used after students have analyzed and examined three informational texts in order to answer the Big Question, "What does it mean to be an American?" Students will then use textual evidence from one text in order to produce a found poem as a whole class. This activity provides students the opportunity to approach poetry in a non-threatening manner, while also asking students to look past only explicit meaning in texts. Found poetry is the literary equivalent of a collage, so students respond to this activity positively because of its creative nature.    

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

   View Standards     Standard(s): [ELA2021] (11) -5 :

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

In this anticipation activity, students will either agree or disagree with statements related to the themes of Kate Chopin's "Story of an Hour." This provides an opportunity for a strong discussion regarding the themes of Chopin's work in general, but specifically with this short story. 

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

   View Standards     Standard(s): [ELA2021] (11) -5 :

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

[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)

[ELA2021] (11) 21 :

21. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.

This learning activity uses a video of Dr. Seuss' satirical story of segregation and discrimination. The overall message is presented as a cartoon that magnifies the ideas of identity and differences. This activity requires students to analyze a case in which the author uses directly stated and implied ideas to make a point. 

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

   View Standards     Standard(s): [SS2010] US11 (11) 14 :

14 ) Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Tracing the federal government's involvement in the modern Civil Rights Movement, including the abolition of the poll tax, the nationalization of state militias, Brown versus Board of Education in 1954, the Civil Rights Acts of 1957 and 1964, and the Voting Rights Act of 1965

•  Explaining contributions of individuals and groups to the modern Civil Rights Movement, including Martin Luther King, Jr.; James Meredith; Medgar Evers; Thurgood Marshall; the Southern Christian Leadership Conference (SCLC); the Student Nonviolent Coordinating Committee (SNCC); the Congress of Racial Equality (CORE); the National Association for the Advancement of Colored People (NAACP); and the civil rights foot soldiers

•  Appraising contributions of persons and events in Alabama that influenced the modern Civil Rights Movement, including Rosa Parks, Autherine Lucy, John Patterson, George C. Wallace, Vivian Malone Jones, Fred Shuttlesworth, the Children's March, and key local persons and events (Alabama)

•  Describing the development of a Black Power movement, including the change in focus of the SNCC, the rise of Malcolm X, and Stokely Carmichael and the Black Panther movement

•  Describing the economic impact of African-American entrepreneurs on the modern Civil Rights Movement, including S. B. Fuller and A. G. Gaston (Alabama)

[ELA2021] (11) -5 :

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

This lesson activity focuses on Civil Rights movements in 1963 and should be used as a discussion topic for collaborative discussions (one-on-one, in groups, and teacher-led) in English Language Arts. The students will watch the video, PBS-The Children's March, followed by a collaborative discussion with diverse partners in which students will clearly and persuasively express their ideas about the video. This activity involves the use of cell phones, but a lesson variation is available.

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