ALEX Resources

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Lesson Plans (3) A detailed description of the instruction for teaching one or more concepts or skills. Classroom Resources (7)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (2) 2 :
2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

[SC2015] (1) 5 :
5 ) Design a solution to a human problem by using materials to imitate how plants and/or animals use their external parts to help them survive, grow, and meet their needs (e.g., outerwear imitating animal furs for insulation, gear mimicking tree bark or shells for protection).*

[MA2019] (2) 20 :
20. Measure to determine how much longer one object is than another, expressing the length difference of the two objects using standard units of length.
Subject: Mathematics (2), or Science (1 - 2)
Title: What if I Had Bat Ears? A STEM Challenge
Description:

After reading, What if You Had Animal Ears? by Sandra Markle, students will plan, design, and create bat-like ears from various materials for a STEM challenge. Students will test their models and redesign them to improve the effectiveness of their models to increase their own ability to hear by mimicking the external parts of a bat's ear. The students will measure and collect data from tests and compare results between the design and the redesign. This lesson can be completed in two 45 minute sessions or one 90 minute session. 

This lesson plan was created in partnership with the Birmingham Zoo. 




   View Standards     Standard(s): [SC2015] (2) 2 :
2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

Subject: Science (2)
Title: Finding Suitable Solutions
Description:

Students will be exposed to three different scenarios. The scenarios will require that students hypothesize two solutions, test their hypotheses, document the results, and document the property that proved the effectiveness of the material chosen. An example of a scenario would be, “When provided toilet paper, tissue paper and paper towels, which material would be most effective in cleaning spilled water, and what property makes it so effective?” Students will then present the data collected in a Google Slides presentation. The lesson's total duration is about six days.

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

 




   View Standards     Standard(s): [SC2015] (2) 2 :
2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

[SC2015] (2) 11 :
11 ) Examine and test solutions that address changes caused by Earth's events (e.g., dams for minimizing flooding, plants for controlling erosion).*

Subject: Science (2)
Title: Who Can Stop the Rain?
Description:

The purpose of the lesson is to identify suitable porous materials for the sidewalk. The students should test and evaluate the material that best reduces erosion caused during excessive rainfall.

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 Classroom Resources  
   View Standards     Standard(s): [SC2015] (2) 1 :
1 ) Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).

[SC2015] (2) 2 :
2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

Subject: Science (2)
Title: Properties of Materials | Hero Elementary™
URL: https://aptv.pbslearningmedia.org/resource/properties-of-materials-media-gallery/hero-elementary/
Description:

In these Hero Elementary activities, children explore the variety of materials that make up the world around them. Through investigating and describing the properties of materials in their everyday world, children’s ideas about the way materials are and the ways that materials respond to tests give them insight into the complex idea of matter.



   View Standards     Standard(s): [SC2015] (2) 2 :
2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

Subject: Science (2)
Title: Properties and Uses | Hero Elementary™
URL: https://aptv.pbslearningmedia.org/resource/properties-and-uses-media-gallery/hero-elementary/
Description:

In these Hero Elementary activities, children learn about materials that make up the world around them. They investigate and describe the properties of materials in their world. They find out which materials have properties that will make them work well for a specific purpose.



   View Standards     Standard(s): [SC2015] (2) 1 :
1 ) Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).

[SC2015] (2) 2 :
2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

Subject: Science (2)
Title: Classifying Matter | Hero Elementary™
URL: https://aptv.pbslearningmedia.org/resource/classifying-matter-media-gallery/hero-elementary/
Description:

In these Hero Elementary activities, children learn about different materials that make up the world around them. They observe and describe the properties of the materials. They compare how materials are alike and different. They sort materials into groups based on their properties. What children learn about the properties of solids and liquids can help them make sense of their world.



   View Standards     Standard(s): [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]

[SC2015] (2) 2 :
2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

Subject: English Language Arts (2), Science (2)
Title: Comparing Solids
URL: https://www.readworks.org/article/Comparing-Solids/9eedc4f4-0dfe-4db5-8fd2-395eb245c81f#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. The students and teacher can 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 be used to introduce students to the physical properties of different materials, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity will provide important background information before students collecting and evaluating their own data regarding physical properties of matter. 

 



   View Standards     Standard(s): [ELA2015] (2) 3 :
3 ) Describe how characters in a story respond to major events and challenges. [RL.2.3]

[ELA2015] (2) 12 :
12 ) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]

[ELA2015] (2) 29 :
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

[SC2015] (2) 2 :
2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

Subject: English Language Arts (2), Science (2)
Title: Materials 1: Materials and Manufacturing
URL: http://sciencenetlinks.com/lessons/materials-1-materials-and-manufacturing/
Description:

This lesson is the first of a two-part series on the properties and uses of different materials. In this lesson, the familiar tale of The Three Little Pigs is used as an introduction to materials and manufacturing. Students examine the properties, limitations, and durability of a variety of materials, then evaluate which of the materials would be best for building a model house. If used in its entirety, this lesson could take several science class times.



   View Standards     Standard(s): [ELA2015] (0) 8 :
8 ) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [RL.K.9]

[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] (2) 3 :
3 ) Describe how characters in a story respond to major events and challenges. [RL.2.3]

[ELA2015] (2) 12 :
12 ) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]

[ELA2015] (2) 29 :
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

[SC2015] (0) 6 :
6 ) Identify and plan possible solutions (e.g., reducing, reusing, recycling) to lessen the human impact on the local environment.*

[SC2015] (2) 2 :
2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

Subject: English Language Arts (K - 2), Science (K - 2)
Title: Materials 2: Recycled Materials
URL: http://sciencenetlinks.com/lessons/materials-2-recycled-materials/
Description:

This lesson is the second of a two-part series on the properties and uses of different materials. It can be a continuation of the study of materials from the first lesson Materials 1: Materials and Manufacturing, or it can be a stand-alone lesson on recycling. In this lesson, students are introduced to the idea that some materials can be recycled. They will investigate the types of materials that can be reused, as well as potential uses for each type of recyclable material. Students will refer back to the story of The Three Little Pigs and discuss what happens after the story ends. They will discuss what the pigs will do with the mess that is left behind when the houses were blown down.



ALEX Classroom Resources: 6

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