Learning Activities

Prior to this activity, students should have learned to spell basic words. They’ve also more than likely recently learned various greetings and basic questions. In this activity, they put these skills together using a medium with which they are very familiar. It also enables them to discover that teenagers in other countries also text and use abbreviations. Although this activity is about writing, it is communicative because it takes two people to make it happen.

This activity was created as a result of the World Languages Course of Study Resource Development Summit.

Similarity and contrast are essential to the aesthetic experience. In this lesson, students will organize pictures based on contrasting themes.  Since many people are visually oriented, working with pictures is an effective way to gain an understanding of form before working with sound.

The students will experience the aesthetic impact of AB, ABA, and ABACABA (rondo) form. First, the students will collect and organize pictures with common and contrasting themes. (For example, a student would download pictures from the Internet of dogs that are sitting and dogs that are running.) Then, the students will create a digital slideshow of the pictures in an AB form and in an ABA form. (PC users can use free software such as Shotcut and Mac users can use a similar software program such as iMovie). Finally, the students will download an additional set of pictures unrelated to the other two to create a third theme. (For example, a student would add pictures of cats.) With these three themes, the student can create a slideshow in ABACABA (rondo) form.

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

In this learning activity, students will collaboratively create a Google Form to collect data about the measurements of random objects found within the classroom. The goal of the learning activity is to (1) introduce students to using informal language (short, tall, heavy, light, etc.) to describe an object's height and weight, (2) how to collect data, (3) how to analyze data to find trends, patterns, and other important information about the objects. The teacher will lead the students in the process of creating a Google Form to collect data and then use the data in a spreadsheet to create charts to find trends and patterns about the objects analyzed within the classroom. This learning activity would be a great opportunity for students to practice the informal vocabulary used to describe attributes of the measurement of objects.

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

Students will learn about music tempos andante, allegro, and largo using an online presentation lesson connecting the tempos to the speed of animals. They will then choose their own animal to represent each tempo, draw a picture, and explain their choice.

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

Students will be introduced to a technology tool that enables Neil Harbisson, who is color blind, to “see” colors by listening to an audio tone that is assigned to a color, which is sent to him via bone conductivity.

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

For this learning activity, students will be using a virtual bulletin board called Padlet to create a digital artifact that incorporates research and inquiry skills. Students will also use the Internet to locate digital sources that are related to a topic and include various multimedia components into the Padlet in order to enhance the final project.

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

Students will collect and analyze data from the website, Broadband Now, to understand that not everyone has the same level of access to technology in the U.S. based on their geographic location. Data will be collected for each U.S. state and discussed with a partner and the whole class.

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

Students will be introduced to how an Internet search works by experts in the field and practice conducting basic keyword searches.

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

In this activity, the students will read an article that explores the relationship between synthetic and natural materials. Next, the students will watch a short video clip related to synthetic materials in order to understand the impact these resources can have on society. As they watch the video, the students will assess its validity and purpose by using a graphic organizer.

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

Students will understand and explain the security technologies of encryption and public keys and construct a complex system of numbers and/or letters to represent information.

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

In conjunction with reading Out of My Mind by Sharon Draper, students will explore the world of assistive technologies and how they are impacting our world today. Students will begin by using EdWordle and create a piece of word art to show their understanding of the main character in the book. They will then explore how assistive technologies influenced our understanding of the main character through reading an informational article about assistive technologies. 

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

The purpose of this lesson is to introduce students to the concept of coding through unplugged activities that require students to (1) give directions, (2) listen and follow directions, and (3) understand and apply knowledge of directional vocabulary such as right, left, up, down, in, out, above, and below. Through the unplugged coding activity, students will create an algorithm, or sequence steps, to complete a maze to gain the skills of completing a task by breaking down a task into smaller steps.The connection with computer coding with the activity is to introduce students to the concept that computers follow directions just as we do. We can use code to communicate with a computer in order to give it directions to complete a task. Through a discussion on how a computer understands the code, students can relate the way a computer understands code to how they understood the directions given to them during the activity to complete the maze.

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

In this learning activity, students will watch a video to review right, acute, and obtuse angles.  Students will create various angles using strips of construction paper.  Finally, students will measure their newly created angles with a protractor.

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

After watching How Computers Work: Hardware and Software, students will gain an understanding of the difference between hardware and software by experts from Amazon, Xbox, and Microsoft. Students will complete the worksheet "What is the difference between hardware and software?" as they watch/listen to the video. Students will develop open-ended questions regarding hardware and software that they want to know more about.

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

In this learning activity, students will visit the American Museum of Natural History website to learn about fireflies and how they communicate. They will compare the communication pattern of fireflies to Morse Code used by humans and practice communicating with fireflies through an interactive game. Finally, students will collaboratively create their own "code" to communicate with other students and send a message across the classroom using the Google Science Journal app. The Google Science Journal app gives real-time access to data from electronic motion, light, and sound sensors that are built into the device.

This activity results from the ALEX Resource Gap Project.

In this learning activity, the students will review the elements of a comic strip. Students will collaboratively create their own comic strip demonstrating step by step procedures to solve a math equation involving fractions. Finally, students will create their final comic strip in Make Beliefs Comix website. A copy of each group's comic strip will be printed and posted on the classroom bulletin board for class viewing. 

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

In this learning activity, students will discover how spider webs are made by watching a short video.  Students will compare photographs of spider webs and look for patterns.  Finally, students will create a 3-dimensional patterned spider web using geometric shapes and lines.

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

In this activity, students will visit the GoNoodle website and learn a catchy tune about patterns. Students will then demonstrate their knowledge of patterns by collaboratively creating and designing their own pattern and tune in a Flipgrid post.

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

Similarity and contrast are essential to the aesthetic experience. In this lesson, students will identify, download, and edit, two contrasting pieces of music to experience the aesthetic impact of AB, ABA, and ABACABA (rondo) form. First, the students will identify two pieces of music with contrasting characteristics on Free Music Archive (for example, one work is performed at a fast tempo, while the other at a slow tempo). Then, the students will download the sound files and import them into a digital audio editing software program (for example, Audacity). The student will use the editing features in the software to create a 60-second soundtrack that demonstrates AB form and one that demonstrates ABA form. Finally, the students will import an additional piece of music. With these three pieces of music, the students will create a soundtrack in ABACABA (rondo) form that is 60 seconds long.

This activity was created as a result of the Arts COS Resource Development Summit2.

Similarity and contrast are essential to the aesthetic experience. In this lesson, students will create a digital slideshow with a soundtrack that contains contrasting themes.  The students will experience the aesthetic impact of AB, ABA, and ABACABA (rondo) form. First, the students will collect and organize pictures into contrasting themes. (For example, a student would download pictures from the Internet of dogs that are sitting and dogs that are running.) Then, they will find and download two music pieces to be used as soundtracks for the pictures. The students will use the pictures and music to create a digital slideshow in an AB form and also in an ABA form. (PC users can use free software such as Shotcut and Mac users can use a similar software such as iMovie). Finally, the students will add an additional set of pictures and music track that are different from the other two themes to create a third theme. (For example, a student would add pictures of cats.) With these three themes, the student will create a slideshow in ABACABA (rondo) form.

This activity was created as a result of the Arts COS Resource Development Summit2.

Students will choose a real estate property for rent or sale in a target language-speaking city to research. After choosing a property, students will record information that they can understand from the website, such as price, size, number of rooms, year of construction, date of availability, location, and special features. Students will be using the interpretive mode of communication, as well as strengthening their understanding of products and practices of the culture.

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

Students will research sights to see in a German-speaking city on an official tourism website in the target language. Students will create a suggested travel itinerary for a weekend visit to the city. (This lesson includes 2 phases, uploaded as separate learning activities.)

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

Students will choose a restaurant in a target language city to research and visit virtually. Students will then write a review of the restaurant and finally complete an unrehearsed conversation with a classmate about their experiences during their virtual visit. (This lesson includes 3 phases, uploaded as separate learning activities.)

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

Students will view target language movie trailers to identify main themes and significant details and select a movie that interests them. The students will identify information such as director, main actors, genre, opening date, and plot topics.

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

Students will take turns either being a patient or a doctor and conduct an unrehearsed dialogue as if they were on a brief visit to the doctor for a common illness or injury.

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

Students will write a narrative essay in past tense in the target language about a holiday that they celebrated.

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

In this learning activity, students will collaboratively play an interactive online scavenger hunt for geometric figures including quadrilateral, trapezoid, rhombus, parallelogram, rectangle, square, right triangle, acute triangle, obtuse triangle, angles (right, acute, and obtuse), parallel lines, and perpendicular lines using the GooseChase app.  

This activity results from the ALEX Resource Gap Project.

This learning activity shows how energy is transferred from one object to another and can engage students in a discussion related to kinetic energy. The students will observe an animation and record the movement of the objects much like that of a "Rube Goldberg" contraption that sets a chain of events in motion to complete a task. The students will then answer a series of questions related to the animation and apply concepts associated with the law of conservation of energy. 

This activity was created as a result of the GAP Project Resource Summit.

This learning activity will engage the students both visually and rhythmically by displaying examples of key terms used in an opinion essay.  The musical presentation uses the word "OREO" as a mnemonic device to help the students to recall the organizational structure of their paper. It demonstrates to the class the importance of forming good Opinions which are supported by logical >Reasons as well as specific Opinion.

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

This learning activity will allow students to observe Newton's First Law of Motion as they watch a video clip. While the video plays, the students will define vocabulary associated with the first law and record the information on a foldable (unbalanced force, mass, inertia, and weight). Then, the students will participate in a series of activities that will demonstrate Newton's First Law of Motion. For example, in the activity "Flick a Note Card", students should observe that the coin is at rest on the card, then once a force makes it move, it falls into a cup. The students will explain a series of activities in the middle of the foldable. Finally, the students will share their results and discuss how Newton's First Law relates to their own personal experiences.

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

Students will research security questions and create an artifact (poster, brochure, web page, video, etc.) highlighting information that should never be shared on social media or other public forums to warn users of tactics used by social engineers to gather personal data.

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

Students will view a video outlining ways to identify the security of a web page. Students will then seek online examples of secure and non-secure web pages, listing what information could be in danger should one choose to use a particular site.

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

Students will review content that should not be shared online. Students will then create a digital portfolio to be published online so that the student is in control of the information tied to his/her identity.

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

Students will use elements of music such as tempo, dynamics, and vocal exploration to retell a familiar story, including key details. The students will use music to show expression of the characters in the story. 

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

The students will use the iNotice 3 strategy to identify subject matter and describe relevant details.

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