ALEX Resources

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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. Classroom Resources (3)


ALEX Lesson Plans  
   View Standards     Standard(s): [ELA2015] (5) 10 :
10 ) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.5.1]

[SC2015] (5) 10 :
10 ) Construct and interpret models (e.g., diagrams, flow charts) to explain that energy in animals' food is used for body repair, growth, motion, and maintenance of body warmth and was once energy from the sun.

Subject: English Language Arts (5), or Science (5)
Title: Pass the Solar Energy, Please!
Description:

Students know that humans and other animals must eat food to have the energy to grow, maintain body temperature, heal, and move, but do they realize that all the energy in food was once energy from the sun? In this lesson, students will participate in a simulation regarding the transfer of energy from the sun to plants, the conversion of solar energy into chemical energy during photosynthesis, and the transfer of energy between organisms when one organism eats another.  Then they will use websites, close reading of nonfiction passages, and vocabulary-building activities to prepare them to construct their own models of the transfer of energy in a food chain to show that energy in animals' food was once energy from the sun.  




   View Standards     Standard(s): [ELA2015] (5) 10 :
10 ) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.5.1]

[ELA2015] (5) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]

[SC2015] (5) 12 :
12 ) Defend the claim that one factor determining the apparent brightness of the sun compared to other stars is the relative distance from Earth.

Subject: English Language Arts (5), or Science (5)
Title: Is the Sun the Biggest Star?
Description:

Young students may think the sun is the biggest and brightest star in the universe since it appears to be the brightest star in the sky when viewed from Earth.  In this lesson, students will use flashlights to construct a model of the difference in stars' appearances due to their distance from Earth.  Then they will use the Internet to research the sun and stars to create a poster, picture book, or digital presentation to explain that the sun is not the biggest or brightest star--it only appears that way due to its proximity to Earth.  

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




ALEX Learning Activities  
   View Standards     Standard(s): [ELA2015] (5) 8 :
8 ) Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. [RL.5.9]

[ELA2015] (5) 9 :
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 4-5 text complexity band independently and proficiently. [RL.5.10]

[ELA2015] (5) 10 :
10 ) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.5.1]

[DLIT] (5) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 22 :
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

Subject: English Language Arts (5), Digital Literacy and Computer Science (5)
Title: Extra Extra Read All About It!
Description:

ReadWriteThink Printing Press offers four different ways for students to publish their writing.




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (5) 10 :
10 ) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.5.1]

[SC2015] (5) 16 :
16 ) Collect and organize scientific ideas that individuals and communities can use to protect Earth's natural resources and its environment (e.g., terracing land to prevent soil erosion, utilizing no-till farming to improve soil fertility, regulating emissions from factories and automobiles to reduce air pollution, recycling to reduce overuse of landfill areas).

Subject: English Language Arts (5), Science (5)
Title: Recycle
URL: https://www.readworks.org/article/Recycle/06b799d4-d06a-4dba-81e3-76f63d95645d#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can introduce students to the concepts of recycling and conservation, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. 



   View Standards     Standard(s): [ELA2015] (5) 10 :
10 ) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.5.1]

[SC2015] (5) 17 :
17 ) Design solutions, test, and revise a process for cleaning a polluted environment (e.g., simulating an oil spill in the ocean or a flood in a city and creating a solution for containment and/or cleanup).*

Subject: English Language Arts (5), Science (5)
Title: Paradise Lost
URL: https://www.readworks.org/article/Paradise-Lost/ae164a9a-91c7-44b4-bfcb-f81a1c27bd22#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can provide the background information needed for students to design a solution for cleaning a polluted environment, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. 



   View Standards     Standard(s): [ELA2015] (5) 10 :
10 ) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.5.1]

[SC2015] (5) 15 :
15 ) Identify the distribution of freshwater and salt water on Earth (e.g., oceans, lakes, rivers, glaciers, ground water, polar ice caps) and construct a graphical representation depicting the amounts and percentages found in different reservoirs.

Subject: English Language Arts (5), Science (5)
Title: Using Fresh Water
URL: https://www.readworks.org/article/Using-Fresh-Water/bb4d5150-8910-40d1-8d63-b3bcbc543044#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity will describe the freshwater distribution on the Earth's surface and provide a graphical representation of freshwater reservoirs. This activity can serve as reinforcement after students have already learned this concept or be used as an assessment at the conclusion of a lesson. 



ALEX Classroom Resources: 3

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