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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (1)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (2) 5 :
5 ) Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.

[MA2015] (3) 17 :
17 ) Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3-MD2]

[MA2015] (0) 15 :
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. [K-MD2]

Example: Directly compare the heights of two children, and describe one child as taller or shorter.

[MA2015] (0) 16 :
16 ) Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [K-MD3]

[MA2015] (1) 16 :
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 same-size 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. [1-MD2]

[MA2015] (1) 18 :
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. [1-MD4]

[MA2015] (2) 14 :
14 ) Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2-MD1]

[MA2015] (2) 17 :
17 ) Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2-MD4]

[MA2015] (2) 22 :
22 ) Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units. [2-MD9]

[MA2015] (2) 23 :
23 ) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10]

Subject: Mathematics (K - 3), or Science (2)
Title: What do Plants Need?
Description:

In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided. Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.




ALEX Unit Plans  
   View Standards     Standard(s): [MA2015] (2) 19 :
19 ) Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. [2-MD6]

[SS2010] LWT2 (2) 3 :
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

[MA2015] (2) 22 :
22 ) Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units. [2-MD9]

[MA2015] (2) 14 :
14 ) Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2-MD1]

[ELA2015] (2) 12 :
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]


Title: Time After Time
Unit Plan Overview: The unit will focus on ordering common events by times, days, months, steps, or events.  Students will utilize biographies and books on national symbols to read and interpret timelines.  Groups will use historical text and primary sources to create timelines by using rulers to measure equal-spaced points.  Students will also create a timeline to reconstruct the history of their school staff and create individual timelines to reconstruct a history of their own past. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.



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