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.


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] BIOL (9-12) 8 :
8 ) Develop and use models to describe the cycling of matter (e.g., carbon, nitrogen, water) and flow of energy (e.g., food chains, food webs, biomass pyramids, ten percent law) between abiotic and biotic factors in ecosystems.

[DLIT] (9-12) 11 :
5) Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using current events.

[DLIT] (9-12) 16 :
10) Resolve or debug errors encountered during testing using iterative design process.

Examples: Test for infinite loops, check for bad input, check edge-cases.

[DLIT] (9-12) 31 :
25) Utilize a variety of digital tools to create digital artifacts across content areas.

Subject: Digital Literacy and Computer Science (9 - 12), or Science (9 - 12)
Title: Obey The Law: Using Computer Coding to Create an Interactive Energy Pyramid
Description:

During this activity, the students will use drag and drop computer code to create an interactive ecological energy pyramid model that shows how the 10% law applies to the energy available at each trophic level.  As part of the hour of code, students can use this activity to participate in the Hour of Code week during their biology class.  

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




   View Standards     Standard(s): [SC2015] BIOL (9-12) 7 :
7 ) Develop and use models to illustrate examples of ecological hierarchy levels, including biosphere, biome, ecosystem, community, population, and organism.

[SC2015] BIOL (9-12) 8 :
8 ) Develop and use models to describe the cycling of matter (e.g., carbon, nitrogen, water) and flow of energy (e.g., food chains, food webs, biomass pyramids, ten percent law) between abiotic and biotic factors in ecosystems.

Subject: Science (9 - 12)
Title: Biomes of the World
Description:

This is a technology-based Biology lesson on the Biomes of the world. Students will work in groups and research their designated terrestrial biome. Students will research abiotic and biotic factors about their biome. Students will create a digital presentation of their biome using Haiku Deck. The presentation will summarize how the abiotic and biotic factors interact in their biome.  Students will then use the collected data from the presentations to create food chains and food webs for their designated biomes. 

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




   View Standards     Standard(s): [SC2015] BIOL (9-12) 8 :
8 ) Develop and use models to describe the cycling of matter (e.g., carbon, nitrogen, water) and flow of energy (e.g., food chains, food webs, biomass pyramids, ten percent law) between abiotic and biotic factors in ecosystems.

Subject: Science (9 - 12)
Title: An Astro-Ventrous Water Cycle!
Description:

In this lesson students create a laboratory simulation of the water cycle. Indicating the change in states of matter and the flow of energy.  Students also compare and contrast the cycle of matter with the flow of energy. 

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): [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.

[SC2015] BIOL (9-12) 8 :
8 ) Develop and use models to describe the cycling of matter (e.g., carbon, nitrogen, water) and flow of energy (e.g., food chains, food webs, biomass pyramids, ten percent law) between abiotic and biotic factors in ecosystems.

Subject: Science (6 - 12)
Title: Where Does the Carbon Go?
Description:

The Carbon Cycle Game models the path that a carbon atom might take as it cycles through the earth and its atmosphere. Students visit six different reservoirs and learn facts about the carbon atom in each reservoir. Students are presented with questions after the carbon atom moves from a reservoir. They must visit all six reservoirs, answering questions as they move through the cycle.

This activity results from the ALEX Resource Gap Project.




ALEX Learning Activities: 1

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