ALEX Lesson Plans
Save to ALEX 
Share

Show Details
Title: Geometric Shadows
Description:
Students will identify objects as translucent, transparent, or opaque. Upon seeing the shadow of the opaque object, students will identify the geometric figure created by the shadow.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Standard(s): [S1] (4) 3: Recognize how light interacts with transparent, translucent, and opaque materials. [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (4) 26: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. [4G1] [MA2013] (4) 27: Classify twodimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4G2] [MA2013] (0) 17: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics (K  4), or Science (4)
Title: Geometric Shadows
Description: Students will identify objects as translucent, transparent, or opaque. Upon seeing the shadow of the opaque object, students will identify the geometric figure created by the shadow.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Save to ALEX 
Share

Show Details
Title: Seeds: How They Grow
Description:
The students will be collecting, germinating and planting seeds to show the process of plant growth. The students will be recording the information in their science journal. In addition, the students will be observing the water cycle as the plants grow in the cups.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [ELA2013] (2) 34: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language standards 35 and 37 for specific expectations.) [SL.2.6] [S1] (2) 5: Identify the relationship of structure to function in plants, including roots, stems, leaves, and flowers. [S1] (2) 9: Describe evaporation, condensation, and precipitation in the water cycle. [S1] (3) 7: Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3] [MA2013] (2) 17: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2MD4]
Subject: English Language Arts (2), or Mathematics (K  2), or Science (2  3)
Title: Seeds: How They Grow
Description: The students will be collecting, germinating and planting seeds to show the process of plant growth. The students will be recording the information in their science journal. In addition, the students will be observing the water cycle as the plants grow in the cups.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Save to ALEX 
Share

Show Details
Title: The Horizons of Soil in My Backyard
Description:
Students will work in small groups to dig holes 1 meter deep. Students will work with measurements as they dig and measure. Students will observe the different types of soil and how the soil changes as they dig. Students will write and draw in their journals about the soil horizons. The need for soil as an important natural resource will be discussed. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project, funded by the Malone Family Foundation.
Standard(s): [S1] (2) 7: Identify geological features as mountains, valleys, plains, deserts, lakes, rivers, and oceans. [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3] [MA2013] (2) 17: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2MD4] [SS2010] LWT1 (1) 9: Differentiate between natural resources and humanmade products.
Subject: Mathematics (K  2), or Science (2), or Social Studies (1)
Title: The Horizons of Soil in My Backyard
Description: Students will work in small groups to dig holes 1 meter deep. Students will work with measurements as they dig and measure. Students will observe the different types of soil and how the soil changes as they dig. Students will write and draw in their journals about the soil horizons. The need for soil as an important natural resource will be discussed. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project, funded by the Malone Family Foundation.
Thinkfinity Lesson Plans
Save to ALEX 
Share

Show Details
Title: The Length of My Feet
Description:
This lesson, one of a multipart unit from Illuminations, focuses students attention on the attributes of length and develops their knowledge of and skill in using nonstandard units of measurement. It provides practice with and remediation of the measurable attributes of length. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (1) 17: Tell and write time in hours and halfhours using analog and digital clocks. [1MD3] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3]
Subject: Language Arts,Mathematics Title: The Length of My Feet
Description: This lesson, one of a multipart unit from Illuminations, focuses students attention on the attributes of length and develops their knowledge of and skill in using nonstandard units of measurement. It provides practice with and remediation of the measurable attributes of length. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
Save to ALEX 
Share

Show Details
Title: Get the Turtle to the Pond
Description:
This lesson, from Illuminations, provides opportunities for creative problem solving while encouraging young students to estimate length and angle measure. Students are asked to enter a sequence of LOGO commands to help the turtle get to the pond. Children can write their own solutions using LOGO commands and input them into the computer. The turtle then moves and leaves a trail or path according to the instructions given. Two possible solutions or paths that students might have produced can be seen.
Standard(s): [MA2013] (0) 17: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. [KG1] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3]
Subject: Mathematics Title: Get the Turtle to the Pond
Description: This lesson, from Illuminations, provides opportunities for creative problem solving while encouraging young students to estimate length and angle measure. Students are asked to enter a sequence of LOGO commands to help the turtle get to the pond. Children can write their own solutions using LOGO commands and input them into the computer. The turtle then moves and leaves a trail or path according to the instructions given. Two possible solutions or paths that students might have produced can be seen. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
Save to ALEX 
Share

Show Details
Title: Designing a Virtual Path
Description:
In this lesson, one of a multipart unit from Illuminations, students use their knowledge of numbers, measurement, and geometry to design a virtual path that enables a ladybug to hide under a leaf. They also develop navigational skills by testing to see if their path is accurate and then revising their solutions.
Standard(s): [MA2013] (0) 17: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. [KG1] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3]
Subject: Mathematics Title: Designing a Virtual Path
Description: In this lesson, one of a multipart unit from Illuminations, students use their knowledge of numbers, measurement, and geometry to design a virtual path that enables a ladybug to hide under a leaf. They also develop navigational skills by testing to see if their path is accurate and then revising their solutions. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
Web Resources
Learning Activities
Save to ALEX 
Share

Show Details
Title: Inches and Feet
Description:
You will find a variety of information on this page related to customary and nonstandard units of measurement.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3]
Inches and Feet
http://www.brainpopj...
You will find a variety of information on this page related to customary and nonstandard units of measurement.

