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Title: The Life and Contributions of George Washington Carver
Description:
This cross curricular lesson is a look into the life of George Washington Carver and the difficulties he overcame to be an important figure in Alabama and United States history. The students will explore and discuss the contributions he made through his studies and inventions. Students will also explore the structure and parts of a sweet potato plant and a peanut plant.
This is a College and CareerReady Standards showcase lesson plan.
Standard(s): [T1] P&P (2) 2: Identify past and present contributions of a variety of individuals who have overcome difficulties or obstacles to achieve goals. [T1] P&P (2) 3: Discuss historical and current events within the state and the nation that are recorded in a variety of resources. [S1] (2) 5: Identify the relationship of structure to function in plants, including roots, stems, leaves, and flowers. [ELA2013] (2) 3: Describe how characters in a story respond to major events and challenges. [RL.2.3] [ELA2013] (2) 10: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1] [ELA2013] (2) 12: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3] [ELA2013] (2) 29: Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1] [ELA2013] (2) 30: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2] [T1] P&P (2) 5: Explain the relationship between the production and distribution processes.
Subject: English Language Arts (2), or Science (2), or Social Studies (2)
Title: The Life and Contributions of George Washington Carver
Description: This cross curricular lesson is a look into the life of George Washington Carver and the difficulties he overcame to be an important figure in Alabama and United States history. The students will explore and discuss the contributions he made through his studies and inventions. Students will also explore the structure and parts of a sweet potato plant and a peanut plant.
This is a College and CareerReady Standards showcase lesson plan.
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Title: How Many Times Did You Add That?
Description:
After watching the video clip of the Hershey's plant, students will use grid paper to investigate multiplication as repeated addition.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [T1] P&P (2) 5: Explain the relationship between the production and distribution processes. [MA2013] (1) 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [1OA2] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows
12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). [1OA6] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (1) 13: Given a twodigit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. [1NBT5] [MA2013] (1) 14: Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. [1NBT6] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. [2OA3] [MA2013] (2) 4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. [2OA4] [MA2013] (2) 18: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. [2MD5] [MA2013] (3) 4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3OA4] [MA2013] (4) 6: Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. [4NBT1]
Subject: Mathematics (1  4), or Social Studies (2)
Title: How Many Times Did You Add That?
Description: After watching the video clip of the Hershey's plant, students will use grid paper to investigate multiplication as repeated addition.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Thinkfinity Lesson Plans
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Title: Global Breakfast
Description:
The purpose of this Science NetLinks lesson is to look for evidence of global interdependence in the foods that we eat. Students recognize the fact that many of the foods that they eat, and the ingredients that go into making them, are produced in other countries. They speculate about why certain foods are produced in different regions of the world, and what might happen if the production and/or distribution of these goods was to stop.
Standard(s): [T1] P&P (2) 1: Compare features of modernday living to those of the past. [T1] P&P (2) 5: Explain the relationship between the production and distribution processes. [T1] P&P (2) 6: Identify humanmade and natural resources in the world. [T1] P&P (2) 7: Describe ways people throughout the world are affected by their geographic environments. [T1] PPR (3) 5: Identify national and international trading patterns of the United States. [T1] PPR (3) 7: Describe the relationship between locations of resources and patterns of population distribution in the Western Hemisphere. [S1] (3) 13: Describe ways to sustain natural resources, including recycling, reusing, conserving, and protecting the environment. [S1] (4) 5: Describe the interdependence of plants and animals.
Subject: Science, Social Studies Title: Global Breakfast
Description: The purpose of this Science NetLinks lesson is to look for evidence of global interdependence in the foods that we eat. Students recognize the fact that many of the foods that they eat, and the ingredients that go into making them, are produced in other countries. They speculate about why certain foods are produced in different regions of the world, and what might happen if the production and/or distribution of these goods was to stop. Thinkfinity Partner: Science NetLinks Grade Span: 3,4,5
ALEX Learning Assets Save to ALEX 
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Title: Interdependence: How are we connected?
Digital Tool:
National Geographic Global Closet Calculator Web Address URL:
http://education.nationalgeographic.com/education/multimedia/interactive/globalcloset/?ar_a=1 Standard(s):
[T1] P&P (2) 5: Explain the relationship between the production and distribution processes. [T1] PPR (3) 5: Identify national and international trading patterns of the United States. [TC2] (02) 2: Identify applications and operations of various technology systems. [TC2] (35) 7: Explain the influence of technology on society. [TC2] (35) 8: Collect information from a variety of digital sources. [TC2] (35) 11: Use digital tools to analyze authentic problems. Digital Tool Description: The Global Closet Calculator is an interactive tool that allows students to see how we are connected to other countries through the use of resources. The first part of the interactive shows students how their clothes connect them globally. In the second part, the students will have to make critical decisions as they follow the journey of making a pair of blue jeans or an MP3 player.
Title: Interdependence: How are we connected? Digital Tool: National Geographic Global Closet Calculator Digital Tool Description: The Global Closet Calculator is an interactive tool that allows students to see how we are connected to other countries through the use of resources. The first part of the interactive shows students how their clothes connect them globally. In the second part, the students will have to make critical decisions as they follow the journey of making a pair of blue jeans or an MP3 player.
Web Resources
Informational Materials
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Title: Why Does Milk Curdle?
Description:
Milk is comprised of several compounds, primarily fat, protein, and sugar. The protein in milk is normally suspended in a colloidal solution, which means that the small protein molecules float around freely and independently. Curds are a dairy product obtained by curdling (coagulating) milk with rennet or an edible acidic substance such as lemon juice or vinegar, and then draining off the liquid portion. Milk curds are used to make a variety of cheese and dairy products. Milk will curdle in response to high temperatures in the application of cooking. This type of curdling is not harmful and is safe to consume.
http://www.sciencesparks.com/2012/04/27/curdlingmilk/
Standard(s): [T1] P&P (2) 5: Explain the relationship between the production and distribution processes. [AFN] J21 (912) 6: Describe ways scientific research, consumer preferences, and advances in biotechnology influence animal development and production.
Why Does Milk Curdle?
http://www.thekitchn...
Milk is comprised of several compounds, primarily fat, protein, and sugar. The protein in milk is normally suspended in a colloidal solution, which means that the small protein molecules float around freely and independently. Curds are a dairy product obtained by curdling (coagulating) milk with rennet or an edible acidic substance such as lemon juice or vinegar, and then draining off the liquid portion. Milk curds are used to make a variety of cheese and dairy products. Milk will curdle in response to high temperatures in the application of cooking. This type of curdling is not harmful and is safe to consume.
http://www.sciencesparks.com/2012/04/27/curdlingmilk/
Learning Activities
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Title: Why Does Milk Curdle?
Description:
Milk is comprised of several compounds, primarily fat, protein, and sugar. The protein in milk is normally suspended in a colloidal solution, which means that the small protein molecules float around freely and independently. Curds are a dairy product obtained by curdling (coagulating) milk with rennet or an edible acidic substance such as lemon juice or vinegar, and then draining off the liquid portion. Milk curds are used to make a variety of cheese and dairy products. Milk will curdle in response to high temperatures in the application of cooking. This type of curdling is not harmful and is safe to consume.
http://www.sciencesparks.com/2012/04/27/curdlingmilk/
Standard(s): [T1] P&P (2) 5: Explain the relationship between the production and distribution processes. [AFN] J21 (912) 6: Describe ways scientific research, consumer preferences, and advances in biotechnology influence animal development and production.
Why Does Milk Curdle?
http://www.thekitchn...
Milk is comprised of several compounds, primarily fat, protein, and sugar. The protein in milk is normally suspended in a colloidal solution, which means that the small protein molecules float around freely and independently. Curds are a dairy product obtained by curdling (coagulating) milk with rennet or an edible acidic substance such as lemon juice or vinegar, and then draining off the liquid portion. Milk curds are used to make a variety of cheese and dairy products. Milk will curdle in response to high temperatures in the application of cooking. This type of curdling is not harmful and is safe to consume.
http://www.sciencesparks.com/2012/04/27/curdlingmilk/

