ALEX Resources

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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill.

ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (0) 10 :
10 ) Ask questions to obtain information about the purpose of weather forecasts in planning for, preparing for, and responding to severe weather.*

[ELA2015] (0) 33 :
33 ) Ask and answer questions in order to seek help, get information, or clarify something that is not understood. [SL.K.3]

Subject: English Language Arts (K), or Science (K)
Title: Forecasting Severe Weather

This lesson increases student knowledge of severe weather and weather forecasting. It emphasizes the importance of student questioning to obtain information. After the introduction to severe weather is made, students will create their own Tornado in a Bottle, and use this exploration to make further connections.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (0) 18 :
12) Use a variety of digital devices, in both independent and collaborative settings.

Examples: Interactive boards, tablets, laptops, other handheld devices.

[DLIT] (0) 7 :
1) List the sequence of events required to solve problems.

Examples: Tying shoes, making a sandwich, brushing teeth.

[DLIT] (0) 11 :
5) Demonstrate appropriate behaviors for working with others responsibly and kindly.

Examples: Face-to-face collaborative groups or interactions, online interactions, role play.

[DLIT] (0) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[MA2019] (0) 19 :
19. Correctly name shapes regardless of their orientations or overall sizes.
[ELA2015] (0) 32 :
32 ) Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [SL.K.2]

[MA2019] (0) 20 :
20. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
[MA2019] (0) 18 :
18. 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.
[ELA2015] (0) 33 :
33 ) Ask and answer questions in order to seek help, get information, or clarify something that is not understood. [SL.K.3]

Subject: Digital Literacy and Computer Science (K), Mathematics (K), English Language Arts (K)
Title: Build It or Bust! Giving Directions and Reflecting With Video

While students are in pairs and without being able to see each other, student 1 designs and provides oral instructions to student 2 in order for student 2 to recreate a shape and/or structure only student 1 can see. Student 2 can ask clarifying questions, but that is all. This activity builds skills in sequencing, classifying, sorting, orientation, and relative position of objects. It also builds listening skills for oral comprehension and asking and answering concise questions.

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

ALEX Learning Activities: 1

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