ALEX Resources

Narrow Results:
Lesson Plans (3) 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 (7)


ALEX Lesson Plans  
   View Standards     Standard(s): [MA2019] (5) 4 :
4. Read, write, and compare decimals to thousandths.

a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.

Example: 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

b. Compare two decimals to thousandths based on the meaning of the digits in each place, using >, =, and < to record the results of comparisons.
[MA2019] (5) 5 :
5. Use place value understanding to round decimals to thousandths.
[SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

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

Subject: Digital Literacy and Computer Science (5), or Mathematics (5), or Science (5)
Title: Rain Drops
Description:

In this lesson, students will examine the amount of annual and seasonal rainfall in four cities to compare decimals to the hundredths place. Students will add and round digits to the thousandths place. Students will utilize technology by navigating to a specific United States climate website to get relatively current and accurate data.

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




   View Standards     Standard(s): [SS2010] USS5 (5) 3 :
3 ) Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems.

•  Locating on a map American Indian nations according to geographic region
[ELA2015] (5) 28 :
28 ) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. [W.5.7]

[ELA2015] (5) 16 :
16 ) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. [RI.5.7]

[ELA2015] (5) 18 :
18 ) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. [RI.5.9]

[ELA2015] (5) 36 :
36 ) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]

[SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

[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.

[DLIT] (5) 23 :
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Subject: Digital Literacy and Computer Science (5), or English Language Arts (5), or Science (5), or Social Studies (5)
Title: Native Americans: How Their Environment Affected Their Culture
Description:

In this lesson, students will research one Native American group from each of the six main biomes in North America. Students will use their developing technology and language arts skills to find reliable sources on the internet, evaluate and integrate information from these texts, select a suitable digital platform to share their findings, and create a cohesive presentation showcasing their mastery of the learning outcomes. Students will discover the climate, landforms, water, and other natural resources available within each region and how they were used by the natives living there. Students will explore the relationships between the cultures found within each region and its resources. 

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




   View Standards     Standard(s): [SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

Subject: Science (5)
Title: Connect Four
Description:

During this lesson, the students will learn how the Earth's spheres interact with one another in order to support life on planet Earth.

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

*This lesson can be taught over a two- to three-day period. 

 




ALEX Learning Activities  
   View Standards     Standard(s): [SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

Subject: Science (5)
Title: The Water Cycle Adventure
Description:

The Scholastic StudyJams Water Cycle video can be used in the classroom to introduce students to the three steps that make up the water cycle. There is an included link to a quiz to assess the students learning. 




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

[SC2015] ES6 (6) 7 :
7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Subject: Science (5 - 6)
Title: Clouds!: An Interactive Lesson
URL: https://aptv.pbslearningmedia.org/resource/reach-with-stem-clouds/clouds/
Description:

Ready, set, soar! Soar high in the clouds with a sleepy condor who wants to help you learn in this interactive lesson about the water cycle, how it works, and how clouds are formed. In this lesson, students will learn to find and describe the connections between scientific concepts.



   View Standards     Standard(s): [SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

[SC2015] ES6 (6) 12 :
12 ) Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

a. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).

[SC2015] ESS (9-12) 15 :
15 ) Obtain, evaluate, and communicate information to verify that weather (e.g., temperature, relative humidity, air pressure, dew point, adiabatic cooling, condensation, precipitation, winds, ocean currents, barometric pressure, wind velocity) is influenced by energy transfer within and among the atmosphere, lithosphere, biosphere, and hydrosphere.

a. Analyze patterns in weather data to predict various systems, including fronts and severe storms.

b. Use maps and other visualizations to analyze large data sets that illustrate the frequency, magnitude, and resulting damage from severe weather events in order to predict the likelihood and severity of future events.

Subject: Science (5 - 12)
Title: Weather and Climate StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/weather-and-climate.htm
Description:

Weather is the condition of the outside air at any time or place, and it is constantly changing. The climate, on the other hand, gives the big picture, or what the weather is like over a long period of time.

The classroom resource provides a video that will describe the different characteristics of weather and climate. After utilizing this resource, the students can complete the short test to assess their understanding.



   View Standards     Standard(s): [SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

Subject: Science (5)
Title: Clouds and Precipitation StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/clouds-and-precipitation.htm
Description:

Clouds are made of water vapor and dust. When the water gets too heavy, it falls back to the Earth. Clouds are named according to their location and shape, such as cumulus, or puffy, stratus, or blanketed, and cirrus, or high and cold.

The classroom resource provides a slide show that will describe how clouds are formed and how precipitation is created. This resource can provide background information for students before they create their own models. There is also a short test that can be used to assess students' understanding.



   View Standards     Standard(s): [SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

[SC2015] ES6 (6) 13 :
13 ) Use models (e.g., diagrams, maps, globes, digital representations) to explain how the rotation of Earth and unequal heating of its surface create patterns of atmospheric and oceanic circulation that determine regional climates.

a. Use experiments to investigate how energy from the sun is distributed between Earth's surface and its atmosphere by convection and radiation (e.g., warmer water in a pan rising as cooler water sinks, warming one's hands by a campfire).

Subject: Science (5 - 6)
Title: Earth's Atmosphere StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/earths-atmosphere.htm
Description:

The atmosphere is a blanket of gases surrounding the Earth. The gases are classified according to their temperature differences. The weight of those gases pressing down on earth is what creates air pressure.

The classroom resource provides a video that will describe the different layers of Earth's atmosphere, how the atmosphere supports life, and how Earth's weather occurs in the atmosphere. There is also a short test that can be used to assess students' understanding.



   View Standards     Standard(s): [SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

[SC2015] ES6 (6) 13 :
13 ) Use models (e.g., diagrams, maps, globes, digital representations) to explain how the rotation of Earth and unequal heating of its surface create patterns of atmospheric and oceanic circulation that determine regional climates.

a. Use experiments to investigate how energy from the sun is distributed between Earth's surface and its atmosphere by convection and radiation (e.g., warmer water in a pan rising as cooler water sinks, warming one's hands by a campfire).

[SC2015] ESS (9-12) 15 :
15 ) Obtain, evaluate, and communicate information to verify that weather (e.g., temperature, relative humidity, air pressure, dew point, adiabatic cooling, condensation, precipitation, winds, ocean currents, barometric pressure, wind velocity) is influenced by energy transfer within and among the atmosphere, lithosphere, biosphere, and hydrosphere.

a. Analyze patterns in weather data to predict various systems, including fronts and severe storms.

b. Use maps and other visualizations to analyze large data sets that illustrate the frequency, magnitude, and resulting damage from severe weather events in order to predict the likelihood and severity of future events.

Subject: Science (5 - 12)
Title: Air Pressure and Wind StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/air-pressure-and-wind.htm
Description:

Changes in air pressure, caused by air’s height above sea level, temperature, and amount of water vapor, cause wind. The Earth’s rotation also helps. It causes the Coriolis Effect, which makes the wind blow on a curved path.

The classroom resource provides a video that will explain how changes in air pressure create wind in the atmosphere and how the Earth's rotation causes global wind belts to curve. There is also a short test that can be used to assess students' understanding.



   View Standards     Standard(s): [SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

Subject: Science (5)
Title: Lithosphere, Hydrosphere, & Atmosphere StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/lithosphere-hydrosphere-atmosphere.htm
Description:

The lithosphere is all of the rock on earth, and the hydrosphere is all of the water on earth. The last one is the atmosphere: the layers of gas surrounding the earth.


This resource presents a short slideshow about the different "spheres" of Earth and how they interact to support life. After utilizing this resource, the students can complete the short test to assess their understanding.



   View Standards     Standard(s): [SC2015] (5) 14 :
14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

[SC2015] LSC7 (7) 5 :
5 ) Examine the cycling of matter between abiotic and biotic parts of ecosystems to explain the flow of energy and the conservation of matter.

a. Obtain, evaluate, and communicate information about how food is broken down through chemical reactions to create new molecules that support growth and/or release energy as it moves through an organism.

b. Generate a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms.

Subject: Science (5 - 7)
Title: Ecosystems StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.htm
Description:
Look outside your window. Ever wonder how all those things live and grow together in one place? That is an ecosystem, and it is a pretty amazing thing.
 
Each ecosystem is made up of living and non-living things that interact and depend on each other for life. Some examples of ecosystems are deserts, tropical rainforests, and grasslands.

The classroom resource provides a video that will describe how living and non-living things a part of an interactive system. There is also a short test that can be used to assess students' understanding.



ALEX Classroom Resources: 7

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