The goal of this activity is for students to launch their rockets (foam balls) into outer space using partner parachutes. Students will move with their classmates to send objects upward.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource is a unit plan about infectious diseases. Khan Academy describes the unit as, "There's an intricate dance between humans, viruses, bacteria, molds, and even tiny worms! They want to survive and replicate just like humans do... and this is why they cause infections. From the flu to HIV, we’ll explore the underlying mechanisms that these creepy crawlies use to reproduce and spread."
The unit explains the different types of infectious diseases, how they are transmitted, and how vaccines could prevent the disease. This resource could be used to educate students on personal values and beliefs on individual health practices and behaviors
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
A cooperative game for students that incorporates the seasons (science) and activity. The following link is also needed for the task cards for this activity:
Locomotor, balance, and throwing skills are utilized on these cards.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource is information provided by Jaramy Connors from WhoisHostingThis.com. He says, "With so much content and so little oversite, determining which information is reliable can be a daunting task. But failing to do so could leave you looking foolish or worse. Thankfully, there are some easy steps you can take to evaluate the credibility of a website." The resource provides information, a graphic, and other resources to help educate students on evaluate the accessibility and validity of health information online.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource provides a Volleying and Striking Skills Self-Assessment for grades K-2. Students will draw faces to show how they are doing with a skill.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource provides station cards to print for use for volleying stations. A corresponding volleying self-assessment is listed here: https://openphysed.org/wp-content/uploads/2016/01/P-07-07-Volleying-SelfAssessment.pdf
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource is a 3:28 free video about adolescents communicating effectively. In this video, a secondary school educator teaches her students the skills to become better communicators. Through various reflective activities, they explore nonverbal communication, verbal communication, digital communication, and the importance of being active listeners as well as speakers.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource provides a way to practice striking/volleying skills in a group setting.
Skill: I will strike the balloon upward using a paddle.
Cognitive: I will talk about differences between self and shared space.
Fitness: I will actively engage and work to improve my skill with a paddle.
Personal & Social Responsibility: I will safely move throughout shared space, respecting the personal safety of my classmates.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
Students will work on striking and volleying skills with a partner.
Skill: I will move into position in order to strike (or catch) the balloon.
Cognitive: I will describe what it looks like when partners work independently.
Fitness: I will actively engage and work to improve my striking and volleying skills.
Personal & Social Responsibility: I will make accurate passes so that my partner can improve her/his striking and volleying skills.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
The resource is informational material about refusal skills from the Resource Center for Adolescent Pregnancy Prevention website. The purpose of refusal skills is to give youth the ability to say NO to unwanted sexual advances or risky situations. There are several essential components to an effective refusal or NO statement. Youth need to understand the components that make up an effective NO before they observe or practice the skills.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource provides station cards to practice locomotor and manipulative skills. A self-assessment for these skills can be found using the ALEX resource "Self-Assessment for Locomotor and Manipulative Skills."
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource provides academic language cards that include the definition of cue words for locomotor and manipulative skills and uses the word in a sentence. These cards will help students who need further instructions written and posted around the gym for visual reminders.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
The resource is information from youth.gov about identifying warning signs of unhealthy relationships. It is important to educate youth about the value of respect and the characteristics of healthy and unhealthy relationships before they start to date. Youth may not be equipped with the necessary skills to develop and maintain healthy relationships and may not know how to break up in an appropriate way when necessary. Maintaining open lines of communication may help them form healthy relationships and recognize the signs of unhealthy relationships, thus preventing violence before it starts.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource provides posters that can be printed with the skills and cues that are associated with locomotor and manipulative skills.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource is a Prezi presentation created by Matt Searles. He explains this idea: "You have to balance between your heart and your brain, leaning too much towards one side leads to problems. Sometimes, the best decision isn't the easiest path to take... but, it is the right one in the long term." The Prezi presentation provides barriers to healthy decision making.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource provides a self-assessment for locomotor and manipulative skills for students in K-2. Students will draw a face to show how well they think they did on a skill.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This resource provides information about the benefits of practicing sexual abstinence provided by UC SANTA CRUZ. People are abstinent for many reasons, including preventing pregnancy. Whether you're thinking about being abstinent, you are abstinent, or you're just someone who's curious about it, you may have many questions.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
The resource is informational material about communicating to trusted adults, specifically your parents, about mental health. The information provides strategies on communicating effectively to adolescents parents. The resource is from Mental Health America and gives other resources about mental health. The overview is about how to communicate effectively to parents, but it also includes teachers, relatives, and guidance counselors. This is a great resource on explaining when input from a health professional, counselor, or trusted adult would be helpful.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
The resource provided is a sample lesson plan/guide for grade 6-12 that will help you make the most of your time. This resource shares different ideas for activities when teaching skills for volleyball. The information is very detailed. It provides several options for taking roll in classes while keeping the students active.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
This lesson is intended to introduce students to the concept of privacy rights as guaranteed in section 8 of the Canadian Charter of Rights and Freedoms, which provides that everyone has the right to be secure against unreasonable search and seizure. In light of society’s ever-increasing reliance on electronic devices to store and share personal information, this lesson will focus on privacy rights as they relate to information on cell phones, computers, and social media in a variety of contexts.
Specific Student Learning Objectives:
ï‚· Students will develop an understanding of privacy rights and why a guarantee of privacy is necessary for free and democratic societies (Students will consider the question if you have nothing to hide, why should you care about privacy?).
ï‚· Students will demonstrate an ability to identify and consider competing interests when determining the reasonableness of a search of private information.
Some wording may need to be altered, as some are written in formal English, not American English.
In this lesson, students consider and discuss the trade-offs we all make on a daily basis between maintaining our privacy and gaining access to information services. The lesson begins with a series of guided questions to help students assess their own perceptions of privacy and determine their comfort levels with giving out personal information. This is followed by a series of exercises and case studies that encourage them to delve deeper into privacy issues. As a summative activity, students produce short video essays that reflect those privacy issues they consider to be important.
In this learning experience designed for littles (grades Pre-K through 2nd), Christine Pinto, Kindergarten teacher and co-author of Google Apps for Littles, uses Google Sheets templates to help her students learn basic addition and give them early exposure to equations. Students can "make five", "make ten", "make twenty", following the colors in the Google Sheets cells.
The kids make their models by using single digit numbers according to the color key to color the cells. First, they fill in the blank cells with a color by typing the number that corresponds to the color. For example, they could fill three boxes with green, two with orange. Then they add their equation to the yellow box to show how it makes 5 (3 (green) plus 2 (orange) equals five). Then they check their answer in the blue box following the example.
Learning Outcomes :
Students will be able to create equations that equal 5, 10, or 20.
Students will be able to decompose a number and understand the purpose of the equal sign.
Students will gain a foundational understanding for multiplication.
Students will be able to write mathematical expressions.
Computers have lots of different parts and each has a special job.
Some will be inside the computer and others will be outside. Some parts are attached by wires and others are wireless.
The parts that make up a computer are called "hardware." Programs which tell a computer what to do are called "software." The hardware needs the software to tell it what to do.
Students will identify computer parts in a clickable activity as well as a game.
Computer programs use variables to store information.
Variables could be used to store the score in a game, the number of cars in a car park or the cost of items on a till. They work in a similar way to algebra, where a letter in your code can stand for a number.
Through informational text and video, students will explore many ways computers use variables.
Welcome to Dance Mat Typing, a fun way to learn touch typing.
There are four levels to play, each divided into three stages.
You start by learning the home row keys. Each stage builds on previous lessons, introducing new letters as you progress. You’ll soon be touch typing like an expert! At the end of each level, you can test your typing speed and get a fun reward.
This site offers informational text, video, and interactive activities to help students understand input and output devices.
Input is data that a computer receives. Output is data that a computer sends.
Computers only work with digital information. Any input that a computer receives must be digitized.
Often data has to be converted back to an analog format when it's output, for example, the sound from a computer's speakers.
This webpage provides an introduction to how data is stored in computers, including a brief explanation of the binary numbering system.
Computers can only work with digital information. Everything that they process must first be turned into a digital signal in one of two states: "on" or "off."
At a basic level, a computer processor is a collection of switches which can either be on or off. These switches are known as transistors. The computer processes information by switching transistors on and off automatically.
Information from input devices must be digitized so the information can be processed.
This webpage provides students informational text and interactive tools to explore what makes a database. Students will be introduced to basic database structures.
A database is a computerized system that makes it easy to search, select, and store information. Databases are used in many different places.
Your school might use a database to store information about attendance or to store pupils' and teachers' contact information. A database like this will probably be protected with a password to make sure that people’s personal information is kept safe. Your library might also use a database to keep track of which books are available and which are on loan.
Learn how text, images, and sound are converted into binary so they can be processed by a computer and how images and sound are compressed to create smaller files.
Includes information on ASCII, unicode, binary, pixels, bits, analog, digital, data compression, lossless compression.
The internet contains a wealth of information. This information can be used to learn about new things or to verify facts. However, much of the information on the internet is either biased in some way or incorrect.
Information that is biased or incorrect loses its value. When information has no value, it is of no use to us. We need to be able to distinguish between information that is valuable (of use to us) and that which is not.
Computer-related laws exist to protect users. By being aware of the laws we can stay safe whilst online.
Computers are fantastic - they help us to learn, share, communicate and find entertainment. However, it is also possible for computers to be used to aid illegal activities. An understanding of computer-related laws in the United Kingdom is needed to make sure we stay on the right side of the law.
While this lesson was created in the UK, it creates an opportunity to explore local laws as well as provides excellent talking points.
Networks allow businesses, institutions, and individual users to instantly communicate and share information. They allow smaller organizations to work efficiently by sharing resources.
This webpage explores general network components, LAN and WAN networks, as well as wireless and wired networks.
Data is stored differently depending on its type. Numbers are stored as integers or real numbers, text as string or characters. Lists of the same type of data can be stored in an array.
This webpage examines integer data, real or float data, characters, strings, boolean values, and arrays.
In this activity, pupils will follow an algorithm to draw pictures constructed from 2D shapes. The algorithms they follow will include errors and pupils will use logical reasoning to detect and correct these.
PUPIL OBJECTIVES:
I can use logical reasoning to detect and correct errors in an algorithm.
TEACHING ASSESSMENT OPPORTUNITIES:
Informal, teacher assessment of progress during the main task, class discussions and plenary. Focus on how pupils use logical reasoning to identify errors in an algorithm and fix errors in the algorithm.
Formal, summative assessment of debugging sheets if required.
This is an unplugged activity in which pupils create simple models from modeling dough or draw quick sketches for a partner to guess what they are representing. In doing so they learn that they are ignoring unimportant details and only including that which is most important, and in so doing are abstracting. Pupils link this idea to what is and is not included in simple computer simulations and games.
PUPIL OBJECTIVES:
I can say what is important and I must include.
I can say what is unimportant and I can ignore.
I can say how a computer program (for example, a computer simulation or game) includes what is important.
TEACHING ASSESSMENT OPPORTUNITIES:
Informal teacher assessment of pupils during the main task and plenary. Focus on understanding of:
Thinking what is important to include.
Thinking what can be ignored.
Being aware that thinking about what is ignored or included in computer simulations and games is an important aspect of design.
