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Lesson Plans (4) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (1) 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): [SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (3), or Social Studies (3)
Title: Natural Disasters
Description:

Each student becomes an expert on a natural disaster, investigating and discovering how they can prepare for it.  Students initially create traditional motivational posters using paper, pencils, markers, and crayons.  Then, students create an electronic version to motivate others to prepare for natural disasters.  Next, students create storyboards/scripts and digital stories on a natural disaster of their choosing to inform others of ways to prepare for natural disasters. 

This lesson was created as part of a collaboration between Alabama Technology in Motion and ALEX.  



   View Standards     Standard(s): [ELA2015] (3) 11 :
11 ) Determine the main idea of a text; recount the key details and explain how they support the main idea. [RI.3.2]

[ELA2015] (3) 14 :
14 ) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5]

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

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

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (3), or English Language Arts (3), or Social Studies (3)
Title: Preparing for Natural Disasters: Tornado
Description:

The lesson will begin by students performing a think-aloud as they consider the similarities of five words:  tornado, shelter, basement, underground, and safe room. Students will use a pros and cons graphic organizer as they read articles on three different types of tornado shelters: underground shelters, part of the house shelters, and prebuilt shelters. The students will find the advantages and disadvantages of each type of structure. At the end of the lesson, the teacher will create a table that lists all the shelters and the pros and cons of each. Students will then determine which shelter they feel is most efficient in an "exit slip" response. 

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.



   View Standards     Standard(s): [SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

Subject: Social Studies (3)
Title: Be Prepared! You're the Teacher--How Will You Teach Others to be Prepared for an Emergency?
Description:

Students will create a commercial, song, poster or skit to inform others about what to do to prepare for a natural disaster.  Students will complete an online activity about disaster preparedness.



   View Standards     Standard(s): [DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

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

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

Subject: Digital Literacy and Computer Science (3), or Social Studies (3)
Title: Master of Disaster (Elementary Grades)
Description:

Students will research natural disasters and their impact on people.  They will work in teams to design a disaster preparedness guide to share with the community to reduce the impact of a natural disaster utilizing various creativity apps on the iPad.



ALEX Unit Plans  
   View Standards     Standard(s): [SC2015] (3) 15 :
15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.*

[SC2015] (3) 14 :
14 ) Collect information from a variety of sources to describe climates in different regions of the world.

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[MA2019] (3) 16 :
16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.
[ELA2015] (3) 11 :
11 ) Determine the main idea of a text; recount the key details and explain how they support the main idea. [RI.3.2]

[ELA2015] (3) 16 :
16 ) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [RI.3.7]

[ELA2015] (3) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]

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

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.


Title: Increasing Public Safety During Tornadoes
Unit Plan Overview: After collecting information on climates in different geographic regions through digital sources, text, and illustrations, students will understand various natural disasters, as well as how and why they occur. Next, students will research the cause and effects of tornadoes and write a cause and effect two-paragraph essay. For the third lesson, students will research different designs of storm shelters and determine which storm shelter they feel has the best design. Students will research states with most occurrences of tornadoes and determine the ten states with the highest average of tornadoes over a certain time period and create bar and picture graphs of their findings. Students will research and use information from lesson three to sketch and create an engineering prototype of a structure which addresses a particular type of storm damage.   This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.


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ALEX Learning Activities  
   View Standards     Standard(s): [SC2015] (3) 15 :
15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.*

[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.*

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Science (K - 3), Social Studies (3), Digital Literacy and Computer Science (3)
Title: Educreating a Disaster Plan
Description:

Educreations allows you to create and record lessons for students to view independently.  In addition, it give students a creative media they can use to prepare presentations for their teachers and classmates.



ALEX Learning Activities: 1

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