ALEX Resources

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Lesson Plans (3) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (2) 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 (2)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (0) 5 :
5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.

[ELA2015] (0) 31 :
31 ) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a]

b. Continue a conversation through multiple exchanges. [SL.K.1b]

Subject: English Language Arts (K), or Science (K)
Title: Animal Habitats
Description:

In this lesson, students will research a variety of animals, plants, and habitats from Alabama. After researching animals, plants, and habitats from Alabama, small groups of students will be assigned a habitat to create.  After creating the habitat in small groups, the small groups of students will share their habitat with their classmates.

This lesson results from the ALEX Resource Gap Project.




   View Standards     Standard(s): [SC2015] (0) 5 :
5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.

[ELA2015] (0) 25 :
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]

[ELA2015] (0) 38 :
38 ) Begin to demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.K.2]

a. Capitalize the first word in a sentence and the pronoun I. [L.K.2a]

b. Recognize and name end punctuation. [L.K.2b]

c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). [L.K.2c]

d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [L.K.2d]

Subject: English Language Arts (K), or Science (K)
Title: Exploring and Constructing Forest Habitats
Description:

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.




   View Standards     Standard(s): [ELA2015] (0) 30 :
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.K.8]

[SC2015] (0) 5 :
5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.

Subject: English Language Arts (K), or Science (K)
Title: The Needs of Living Things: Constructing a Model Habitat
Description:

Students will begin by brainstorming a list of needs that must be met for an animal to survive in its habitat. Next, the students will observe an ant farm, created by the teacher prior to the lesson, and determine how the ants' needs are being met through their environment. Then, students will create a list of needs that must be met for a plant to survive in its habitat and compare this list to animals' survival needs. Lastly, the teacher will assist students in developing a plan to build a natural habitat conducive to meeting the needs of a plant. At the conclusion of the lesson, the students will construct a plant terrarium. 

This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.




ALEX Learning Activities  
   View Standards     Standard(s): [ARTS] VISA (0) 2 :
2) Explore collaboratively in creative art-making.

Example: Work with a partner to create a project.

[SC2015] (0) 5 :
5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.

Subject: Arts Education (K), Science (K)
Title: If I Ran the Zoo
Description:

This learning activity should be used after a lesson or unit on animals native to Alabama and their habitats. The teacher will read the book If I Ran the Zoo by Dr. Seuss or use the digital resource as a read-aloud of the book. The students will then work with a partner to pretend like they are in charge of the zoo and need to build a new animal habitat for an animal native to Alabama. The students will create a drawing of a habitat for an animal native to Alabama.

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




   View Standards     Standard(s): [SC2015] (0) 5 :
5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.

Subject: Science (K)
Title: Plant Life in a Bottle
Description:

Students will create a classroom terrarium. Everything the plant needs (food, soil, and water) will be placed inside a plastic bottle and the bottle will be sealed. The students will place the bottle in the sunlight and watch the plants grow.

This activity results from the ALEX Resource Gap Project.




ALEX Learning Activities: 2

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (0) 10 :
10 ) With prompting and support, ask and answer questions about key details in a text. [RI.K.1]

[ELA2015] (0) 19 :
19 ) Actively engage in group reading activities with purpose and understanding. [RI.K.10]

[ELA2015] (0) 31 :
31 ) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a]

b. Continue a conversation through multiple exchanges. [SL.K.1b]

[ELA2015] (1) 41 :
41 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [L.1.6]

[ELA2015] (2) 10 :
10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[ELA2015] (2) 14 :
14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[ELA2015] (2) 28 :
28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]

[SC2015] (0) 5 :
5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.

Subject: English Language Arts (K - 2), Science (K)
Title: Digging Up Details on Worms: Using the Language of Science in an Inquiry Study
URL: http://readwritethink.org/classroom-resources/lesson-plans/digging-details-worms-using-917.html
Description:

Foregrounding scientific vocabulary, these integrated lesson plans invite students to research worms in order to create a classroom habitat. Students are first introduced to inquiry notebooks and then use them to record what they already know about worms. Next, students observe the cover of a fiction book about worms and make a hypothesis on whether the book is fact or fiction, and then check their hypotheses after the book is read aloud. Next, after an introduction to related scientific words such as hypothesis, habitat, attribute, predator, and prey, students conduct and record research and findings in their inquiry notebooks. Once they have gathered the necessary information, students plan and build a worm habitat, which becomes the springboard for further scientific exploration, observation, and experimentation.



   View Standards     Standard(s): [SC2015] (0) 3 :
3 ) Distinguish between living and nonliving things and verify what living things need to survive (e.g., animals needing food, water, and air; plants needing nutrients, water, sunlight, and air).

[SC2015] (0) 5 :
5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.

Subject: Science (K)
Title: Butterfly 2: A Butterfly's Home
URL: http://sciencenetlinks.com/lessons/butterfly-2-a-butterflys-home/
Description:

In this lesson, students design their own butterfly gardens to demonstrate which environmental characteristics make up a favorable butterfly habitat. This lesson is the second of two lessons that focus on butterflies and their habitats. The first lesson in this series is "Butterfly 1: Observing the Life Cycle of a Butterfly".



ALEX Classroom Resources: 2

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