Title: Exploring and Constructing Forest Habitats
In this lesson, students will explore and construct forest habitats of plants and animals native to Alabama. In the beginning, students will activate their prior knowledge by reviewing the definition of a habitat and discussing what they know about forests to create a KWL chart. Next, the book A Forest Habitat by Bobbie Kalman is used to further the students learning of the components that comprise a forest habitat and how those components interact with one another. The students will demonstrate their learning through animal sorts, habitat construction, and informational writing using the conventions of Standard English such as capitalization and punctuation. For the conclusion, the students will peer edit their writing using the provided writing anchor chart before presenting their learning to others.
This lesson was created as part of the ALEX Gap Project.
Standard(s): [ELA2015] (0) 38: Begin to demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.K.2]
Title: Lesson 3: Recycle, Recycle, Recycle
This lesson may be taught as part of the Unit Plan - Solutions to Lessen Human Impact on the Environment. In this lesson, students will participate in creating a recycle drive for a classroom project. Students will create the notification for parents for the recycle drive to help collect items to be recycled. Students will decide by voting on which items they will recycle. Students will bring recyclable items to the classroom for the project. Recyclable materials will be sorted, weighed, and graphed to compare the different items.
This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.
Standard(s): [MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]
Title: Find the Fat
Students will experiment with and evaluate healthy and unhealthy foods. Students will take digital pictures and view during a class discussion about fat content in foods. Students will watch a video about healthy eating and exercise and respond to the experience through writing and drawing.
This is a College- and Career-Ready Standards showcase lesson plan.
Standard(s): [ELA2015] (0) 36: Speak audibly and express thoughts, feelings, and ideas clearly. [SL.K.6]
Title: Science Writing with Author Lois Ehlert
This is an interdisciplinary language development unit addressing science and language arts standards designed for English Language Learners. In the week-long unit students will learn the life cycle of plants and discuss various uses for plants. They will also use the writing of a renowned children's author, Lois Ehlert, as a model for their own writing. During the final project students will follow the writing process. The lesson format follows the Sheltered English Instructional Observation Protocol (SIOP).
Standard(s): [ELA2015] (0) 28: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.K.6]
Title: Label It!
During this lesson, students will work to create word cards or "labels" to identify parts of the computer. Students will use basic letter sounds to help spell the correct words. Students will demonstrate their new knowledge by labeling parts of a computer.
Standard(s): [TC2] (0-2) 5: Practice responsible use of technology systems and applications.
Title: Phonological Awareness/Rhyming
During this lesson students will be introduced to rhyme in a variety of ways. Students will use picture cards, practice rhyming on the Internet, and listen to a book with rhyme. At the end of the lesson, student should be able to recognize rhyming words.
Standard(s): [ELA2015] (0) 2: With prompting and support, retell familiar stories, including key details. [RL.K.2]
Title: Leo Lionni's A Color of His Own
Students will summarize a Leo Lionni story through drawing and writing. Students will also mix the three primary colors to make secondary colors.
Standard(s): [AED] VA (0) 4: Identify line, shape, color, texture, and repetition in works of art.
Title: Collaborative Stories 2: Revising
Using a collaborative story written by students, the teacher leads a shared-revising activity to help students consider content when revising, with students participating in the marking of text revisions.
Standard(s): [ELA2015] (1) 35: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]
Title: Going on a Shape Hunt: Integrating Math and Literacy
Students participate in a scavenger hunt for shapes; reading, writing, and discussion of shapes encourage literacy and math skills.
Standard(s): [ELA2015] (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]
Title: All About Our Town: Using Brochures to Teach Informational Writing
Students explore their towns' landmarks, symbols, and people; look at brochures and other informational tools; practice writing for a specific audience and revising; and work collaboratively to create a brochure.
Standard(s): [ELA2015] (5) 28: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. [W.5.7]
Title: Investigating Animals: Using Nonfiction for Inquiry-based Research
Inspired by their curiosity about animals, students work together to research an animal of their choice and present the information they gather to an authentic audience.
Standard(s): [ELA2015] (1) 15: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. [RI.1.6]
Title: Rain, Ice, Steam: Using Reading to Support Inquiry About the Water Cycle
Water is always moving in a continuous cycle from liquid to solid to gas and back again. Students study this never-ending cycle through shared readings, center activities, and experiments.
Standard(s): [ELA2015] (2) 38: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]
Title: Catching the Bug for Reading Through Interactive Read-Alouds
Students learn about story structure, new vocabulary, and a variety of reading strategies by participating in an interactive read-aloud of Miss Bindergarten Stays Home From Kindergarten by Joseph Slate.
Standard(s): [ELA2015] (2) 32: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. [SL.2.4]
Title: Persuasive Writing: What Can Writing in Family Message Journals Do for Students?
This lesson engages children in using writing to their families as a persuasive tool to get what they want and need.
Standard(s): [ELA2015] (2) 37: Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.2.3]
Title: From Fact to Fiction: Drawing and Writing Stories
Students gather factual information about frogs and toads to create nonfiction and fiction stories. Drawing is used for prewriting.
Standard(s): [ELA2015] (2) 25: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [W.2.5]
Title: Story Creator
Story Jumper Web Address URL:
[ELA2015] (0) 25: Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2]Digital Tool Description: Story Jumper is an online publishing website that allows kids to create their own story books. You have the tools needed to create a title page, dedication page, choose a theme for your book, upload pictures, or simply use the clip art gallery provided. This tool can be used in the classroom as an english language arts activity. By having students create their own books, teachers can express the importance of correct grammar and proper sentences. This tool can be used for any grade level. In kindergarten the students could have a more picture-book based story with few words and in sixth grade students could write a book about a famous historical leader from the Civil War.
Title: Draw a Goat with the Number 4!
HarpToons Web Address URL:
[ELA2015] (0) 25: Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2]Digital Tool Description: HarpToons are interactive drawing videos that teach how to draw using a letter or number; this video will be used to begin a lesson on procedural knowledge.
Title: All About Me
Doodlecast Web Address URL:
[ELA2015] (0) 25: Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2]Digital Tool Description: Doodlecast for Kids is an iPad app that allows students to create short whiteboard videos. Students can create short videos by drawing on a blank whiteboard. Students can record their voices as they draw on the whiteboard. Students who are struggling to start their stories can use one of the twenty-three story prompts offered by Doodlecast for Kids. A student’s video can be up to three minutes long. Videos can be saved to a student's iPad camera roll and or uploaded to YouTube.
There is a cost for this app of $2.99 (unless there is school funding available).
Title: The Smithsonian Institution was founded in 1846.
After exploring an exhibit online, students use the information they learned to write '' A Day in the Life'' narratives that tell about a person, animal, or object they saw in the exhibit.
Standard(s): [ELA2015] (5) 39: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]
Title: Tell a Migration Story...With Interviews
In this Xpeditions student activity, students become reporters for the local newspaper and conduct interviews with someone who has migrated to their community. After they finish their interviews, students share what they have learned about their interviewees experiences, memories, and feelings about coming to live in their new community.
Standard(s): [SS2010] HGEO (9-12) 2: Identify world migration patterns caused by displacement issues.