ALEX Resources

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Lesson Plans (8) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (1)  Learning Activities (5) 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): [SS2010] GHS (3) 2 :
2 ) Locate the continents on a map or globe

•  Using vocabulary associated with geographical features of Earth, including hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier
•  Locating major mountain ranges, oceans, rivers, and lakes throughout the world (Alabama)
[ELA2015] (3) 2 :
2 ) Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL.3.2]

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (3), or English Language Arts (3), or Social Studies (3)
Title: Mapping the Travels of Paul Bunyan Through Alabama, Too!
Description:

During this lesson, students will recount a Paul Bunyan tall tale, an entertaining way to identify bodies of water and landforms in the United States. Although Paul Bunyan's Tales did not focus on Alabama, students will create their own narratives after viewing photographs of major mountain ranges, rivers, and lakes throughout Alabama (ACOS 3.2). This lesson will utilize older maps of the United States and Alabama, which are used to remind us that this folk tale was handed down orally until the early 1900s when a newspaper printed several accounts of the tall tale.

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




   View Standards     Standard(s): [ELA2015] (3) 11 :
11 ) Determine the main idea of a text; recount the key details and explain how they support the main idea. [RI.3.2]

[ELA2015] (3) 14 :
14 ) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5]

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (3), or English Language Arts (3), or Social Studies (3)
Title: Preparing for Natural Disasters: Tornado
Description:

The lesson will begin by students performing a think-aloud as they consider the similarities of five words:  tornado, shelter, basement, underground, and safe room. Students will use a pros and cons graphic organizer as they read articles on three different types of tornado shelters: underground shelters, part of the house shelters, and prebuilt shelters. The students will find the advantages and disadvantages of each type of structure. At the end of the lesson, the teacher will create a table that lists all the shelters and the pros and cons of each. Students will then determine which shelter they feel is most efficient in an "exit slip" response. 

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




   View Standards     Standard(s): [MA2019] (3) 16 :
16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.
[SC2015] (3) 14 :
14 ) Collect information from a variety of sources to describe climates in different regions of the world.

[DLIT] (3) 23 :
17) Describe examples of data sets or databases from everyday life.

Examples: Library catalogs, school records, telephone directories, or contact lists.

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Digital Literacy and Computer Science (3), or Mathematics (3), or Science (3)
Title: Is My State at Risk for a Tornado?
Description:

This is a third-grade math lesson on the topic of tornadoes and natural disasters. Students will enter data from an internet search on the number of tornadoes occurring in each state into a spreadsheet. Students will analyze and determine which states are the most active in tornado occurrences and create bar graphs and a scaled picture graph from the data collected. 

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




   View Standards     Standard(s): [SS2010] GHS (3) 12 :
12 ) Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of Lady Justice, the United States flag, and the national anthem.

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Digital Literacy and Computer Science (3), or Social Studies (3)
Title: Let's Tour Lady Liberty!
Description:

In this lesson, students will embark on a virtual field trip to the Statue of Liberty. This exciting tour will enable students to make observations related to the statue's iconic history. These observations will allow students to gain an appreciation of the size of the statue, what the statue represents, and how it is an important symbol to our country.




   View Standards     Standard(s): [SS2010] GHS (3) 2 :
2 ) Locate the continents on a map or globe

•  Using vocabulary associated with geographical features of Earth, including hill, plateau, valley, peninsula, island, isthmus, ice cap, and glacier
•  Locating major mountain ranges, oceans, rivers, and lakes throughout the world (Alabama)
[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (3), or Social Studies (3)
Title: Oh, The Geographic Features We Can Explore!  Using QR Codes and Google Slides 
Description:

In this lesson, students will work collaboratively to create a presentation showcasing the various geographic features around the world and use the appropriate academic vocabulary.  Students will present their group slide to the class.  Students will independently write a compare and contrast paragraph about two geographic features.

 




   View Standards     Standard(s): [ELA2015] (3) 4 :
4 ) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [RL.3.4]

[ELA2015] (3) 34 :
34 ) Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. [SL.3.4]

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Subject: Digital Literacy and Computer Science (3), or English Language Arts (3)
Title: Fun With Idioms
Description:

This lesson is designed to help students become comfortable with idioms.  Students will work closely with idioms to discover meanings and present them to the class.  Students will use technology to present the information.




   View Standards     Standard(s): [DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

Subject: Digital Literacy and Computer Science (3), or Social Studies (3)
Title: Master of Disaster (Elementary Grades)
Description:

Students will research natural disasters and their impact on people.  They will work in teams to design a disaster preparedness guide to share with the community to reduce the impact of a natural disaster utilizing various creativity apps on the iPad.




   View Standards     Standard(s): [DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[ELA2015] (3) 19 :
19 ) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 2-3 text complexity band independently and proficiently. [RI.3.10]

[ELA2015] (3) 28 :
28 ) Conduct short research projects that build knowledge about a topic. [W.3.7]

Subject: Digital Literacy and Computer Science (3), or English Language Arts (3)
Title: Do You Have a Babushka?
Description:

This lesson will familiarize students with the author Patricia Polacco. Students will use appropriate resources to gather information about Polacco, categorize the information, and record it in a graphic organizer (concept map).




ALEX Unit Plans  
   View Standards     Standard(s): [SC2015] (3) 15 :
15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.*

[SC2015] (3) 14 :
14 ) Collect information from a variety of sources to describe climates in different regions of the world.

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[MA2019] (3) 16 :
16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.
[ELA2015] (3) 11 :
11 ) Determine the main idea of a text; recount the key details and explain how they support the main idea. [RI.3.2]

[ELA2015] (3) 16 :
16 ) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [RI.3.7]

[ELA2015] (3) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.


Title: Increasing Public Safety During Tornadoes
Unit Plan Overview: After collecting information on climates in different geographic regions through digital sources, text, and illustrations, students will understand various natural disasters, as well as how and why they occur. Next, students will research the cause and effects of tornadoes and write a cause and effect two-paragraph essay. For the third lesson, students will research different designs of storm shelters and determine which storm shelter they feel has the best design. Students will research states with most occurrences of tornadoes and determine the ten states with the highest average of tornadoes over a certain time period and create bar and picture graphs of their findings. Students will research and use information from lesson three to sketch and create an engineering prototype of a structure which addresses a particular type of storm damage.   This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.



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ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[SC2015] (3) 11 :
11 ) Construct an argument from evidence to explain the likelihood of an organism's ability to survive when compared to the resources in a certain habitat (e.g., freshwater organisms survive well, less well, or not at all in saltwater; desert organisms survive well, less well, or not at all in woodlands).

a. Construct explanations that forming groups helps some organisms survive.

b. Create models that illustrate how organisms and their habitats make up a system in which the parts depend on each other.

c. Categorize resources in various habitats as basic materials (e.g., sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).

[ELA2015] (3) 22 :
22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons. [W.3.1]

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.1a]

b. Provide reasons that support the opinion. [W.3.1b]

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [W.3.1c]

d. Provide a concluding statement or section. [W.3.1d]

[ELA2015] (3) 29 :
29 ) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8]

Subject: Digital Literacy and Computer Science (3), Science (3), English Language Arts (3)
Title: Will Life Sustain on Mars?
Description:

This learning activity explores the likelihood of an organism's ability to survive on Mars. Students will view the website https://spaceplace.nasa.gov/mars-2020/en/ to gather information and write opinion pieces titled "Can Life be Sustained on Mars?".  Students should be able to support their argument with evidence for or against the likelihood of an organism's ability to survive when compared to the resources on Mars. Students must have knowledge of how to write an opinion piece prior to this activity. Prior knowledge regarding what organisms must have in order to survive is needed.

This resource was created as a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

[ELA2015] (3) 14 :
14 ) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5]

Subject: Digital Literacy and Computer Science (3), English Language Arts (3)
Title: How Internet Searches Work
Description:

Students will be introduced to how an Internet search works by experts in the field and practice conducting basic keyword searches.

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




   View Standards     Standard(s): [MA2019] (1) 2 :
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using concrete objects, drawings, or equations with a symbol for the unknown number to represent the problem.
[ELA2015] (0) 9 :
9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

[ELA2015] (1) 30 :
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8]

[DLIT] (1) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (2) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Mathematics (1), English Language Arts (K - 1), Digital Literacy and Computer Science (1 - 3)
Title: Zoo Summer Camp Mystery
Description:

This activity is a digital breakout to enhance a unit with animal standards or for classes that have a field trip to the Birmingham Zoo. It can be used before or after the field trip or during the unit. It is an activity that will build collaborative and critical thinking. It can be used as a whole group activity for K-2 classrooms or for teachers/classrooms that are not familiar to digital breakouts. It can be an activity for small groups in K-5 rooms if students are familiar with digital breakouts. 

This Learning Activity was created in partnership with the Birmingham Zoo. 




   View Standards     Standard(s): [SC2015] (3) 11 :
11 ) Construct an argument from evidence to explain the likelihood of an organism's ability to survive when compared to the resources in a certain habitat (e.g., freshwater organisms survive well, less well, or not at all in saltwater; desert organisms survive well, less well, or not at all in woodlands).

a. Construct explanations that forming groups helps some organisms survive.

b. Create models that illustrate how organisms and their habitats make up a system in which the parts depend on each other.

c. Categorize resources in various habitats as basic materials (e.g., sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).

[SC2015] (2) 7 :
7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[DLIT] (2) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (2) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Science (2 - 3), Digital Literacy and Computer Science (2 - 3)
Title: Speaking of Habitats
Description:

Voki enables users to express themselves in their own voice using a talking character/avatars. You can customize your Voki to look like you or take on the identity of people or characters… animals, monsters, etc. Your Voki can speak with your own voice, which is added via microphone, upload, or phone.  In addition, Voki will create a voice for your avatars from the text you enter. Voki lives on your websit, blog, or social network profile. You will also be able to download it to most video supported phones.




   View Standards     Standard(s): [ELA2015] (3) 8 :
8 ) Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [RL.3.9]

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Subject: English Language Arts (3), Digital Literacy and Computer Science (3)
Title: What's the Difference?
Description:

Edmodo is a social media tool used in the classroom. Teachers can create accounts and add students to specific groups. The group leader can assign homework, quizzes, or send out reminders, and students are allowed to post to the teacher’s wall and turn in assignments. This lesson will use Edmodo to assign a group podcast. The students will be using Podomatic to upload their podcasts. Podomatic allows students to record, upload, and edit their podcasts. 




ALEX Learning Activities: 5

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