ALEX Resources

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Lesson Plans (1) 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 (1)

ALEX Lesson Plans  
   View Standards     Standard(s): [SS2010] GHS (3) 3 :
3 ) Describe ways the environment is affected by humans in Alabama and the world. (Alabama)

Examples: crop rotation, oil spills, landfills, clearing of forests, replacement of cleared lands, restocking of fish in waterways

•  Using vocabulary associated with human influence on the environment, including irrigation, aeration, urbanization, reforestation, erosion, and migration
[SS2010] GHS (3) 11 :
11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

•  Comparing maps of the past to maps of the present
[SS2010] ALA (4) 2 :
2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims
•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa
•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture
[SS2010] USS5 (5) 1 :
1 ) Locate on a map physical features that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges.

•  Locating on a map states and capitals east of the Mississippi River
•  Identifying natural harbors in North America
Examples: Mobile, Boston, New York, New Orleans, Savannah (Alabama)

[SS2010] USS5 (5) 2 :
2 ) Identify causes and effects of early migration and settlement of North America.

[ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 4 :
4) Demonstrate an understanding of the safe and proficient use of materials, tools, equipment, and studio space.

[ARTS] VISA (3) 10 :
10) Speculate about processes and purposes an artist used to create a work of art.

Example: Observe and compare similar themes in artwork from historical and contemporary eras.

[ARTS] VISA (3) 14 :
14) Create works of art based on observations of surroundings.

[ARTS] VISA (4) 4 :
4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (4) 15 :
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 4 :
4) Demonstrate proper care and use of materials, tools, and equipment while creating art.

[ARTS] VISA (5) 10 :
10) Compare one's interpretation of a work of art with the interpretation of others.

[ARTS] VISA (5) 13 :
13) Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.

Subject: Arts Education (3 - 5), or Social Studies (3 - 5)
Title: Alabama's Pine Barren

Students will read a description of the pine barrens by Basil Hall and analyze the text by using the 3-2-1 strategy. Students will discuss the life and work of Basil Hall, including his travels and journaling in North America. They will observe how a camera lucida functions and debate whether using a camera lucida is "cheating" in art. Next, students will venture outside to create a sketch of their environment while appropriately utilizing materials. They will compare and contrast their products to the sketches of Basil Hall and critique each other's work. 

This lesson was created in partnership with the Alabama Department of Archives and History.

ALEX Learning Activities  
   View Standards     Standard(s): [ARTS] VISA (4) 4 :
4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

[SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

Subject: Arts Education (4), Science (4)
Title: Introduction to Glass Fusing

Students will learn that some art has a purpose other than being art. Many common everyday items can be considered art based on the manner in which they are designed. Students will make a glass dish, using previous instruction on design and learn the basics of glass fusing. During the lesson, students will also learn the need to practice safe working practices so as not to place themselves or others in danger. Lastly, students will learn about the transference of energy or heat in objects and how that energy can impact their final form.

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

ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (4) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (4) 4 :
4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

Subject: English Language Arts (4), Arts Education (4)
Title: Levels of Space

Students will identify and draw landscape elements for the foreground, middle ground, and background.  They will use a stylus to make a scratchboard landscape drawing.  They will compose a story about a journey through their landscape.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

ALEX Classroom Resources: 1

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