ALEX Resources

Narrow Results:
Lesson Plans (2) 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): [ELA2015] (1) 30 :
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8]

[MA2019] (1) 16 :
16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.
[SC2015] (1) 2 :
2 ) Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light).

Subject: English Language Arts (1), or Mathematics (1), or Science (1)
Title: Light and Sight – Why We Need Light to See
Description:

In this lesson, students will investigate objects’ appearance in varying levels of light to help them construct an explanation that objects can only be seen when light is available to illuminate them. Students will discuss why objects look different in a dark room and graph their preferences for sleeping with a light on or off. Then, they will investigate how an object’s appearance changes in different lighting conditions in small group centers. Finally, they will model the moon’s path around the sun to see how light from the sun causes the moon’s appearance to change as it orbits Earth. At the conclusion of the lesson, students will use their experiences as evidence to explain that light is essential for sight.

This lesson results from the ALEX Resource Gap Project.

 




   View Standards     Standard(s): [ELA2015] (1) 38 :
38 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.1.2]

a. Capitalize dates and names of people. [L.1.2a]

b. Use end punctuation for sentences. [L.1.2b]

c. Use commas in dates and to separate single words in a series. [L.1.2c]

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [L.1.2d]

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. [L.1.2e]

[ELA2015] (1) 36 :
36 ) Produce complete sentences when appropriate to task and situation. (See Grade 1 Language standard 37 for specific expectations.) [SL.1.6]

[ELA2015] (1) 35 :
35 ) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

[ELA2015] (1) 34 :
34 ) Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4]

[ELA2015] (1) 30 :
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8]

[ELA2015] (1) 28 :
28 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.1.6]

[DLIT] (1) 19 :
13) Create a research-based product collaboratively using online digital tools.

Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sources.

[DLIT] (1) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

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

[ELA2015] (1) 37 :
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.1.1]

a. Print all uppercase and lowercase letters. [L.1.1a]

b. Use common, proper, and possessive nouns. [L.1.1b]

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). [L.1.1c]

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [L.1.1d]

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [L.1.1e]

f. Use frequently occurring adjectives. [L.1.1f]

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). [L.1.1g]

h. Use determiners (e.g., articles, demonstratives). [L.1.1h]

i. Use frequently occurring prepositions (e.g., during, beyond, toward). [L.1.1i]

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [L.1.1j]

Subject: Digital Literacy and Computer Science (1), or English Language Arts (1)
Title: Getting to Know You
Description:

The students will go on an in-school scavenger hunt to get to know the many kinds of people that make up an elementary school community. They will work in small groups and use digital cameras to take pictures of the workers they find. By completing the scavenger hunt, the students will gain a better understanding of how we are all dependent on one another in a small community.




ALEX Learning Activities  
   View Standards     Standard(s): [MA2019] (1) 2 :
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using concrete objects, drawings, or equations with a symbol for the unknown number to represent the problem.
[ELA2015] (0) 9 :
9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

[ELA2015] (1) 30 :
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8]

[DLIT] (1) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (2) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Mathematics (1), English Language Arts (K - 1), Digital Literacy and Computer Science (1 - 3)
Title: Zoo Summer Camp Mystery
Description:

This activity is a digital breakout to enhance a unit with animal standards or for classes that have a field trip to the Birmingham Zoo. It can be used before or after the field trip or during the unit. It is an activity that will build collaborative and critical thinking. It can be used as a whole group activity for K-2 classrooms or for teachers/classrooms that are not familiar to digital breakouts. It can be an activity for small groups in K-5 rooms if students are familiar with digital breakouts. 

This Learning Activity was created in partnership with the Birmingham Zoo. 




ALEX Learning Activities: 1

Go To Top of page