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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (1)


ALEX Lesson Plans  
   View Standards     Standard(s): [SC2015] (2) 5 :
5 ) Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.

[MA2019] (3) 19 :
19. Estimate and measure liquid volumes and masses of objects using liters (l), grams (g), and kilograms (kg).

a. Use the four operations to solve one-step word problems involving masses or volumes given in the same metric units.
[MA2019] (0) 17 :
17. Directly compare two objects with a measurable attribute in common to see which object has "more of" or "less of" the attribute and describe the difference.

Example: Directly compare the heights of two children and describe one child as "taller" or "shorter."
[MA2019] (0) 15 :
15. Classify objects into given categories of 10 or fewer; count the number of objects in each category and sort the categories by count.

a. Categorize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.
[MA2019] (1) 18 :
18. Determine the length of an object using non-standard units with no gaps or overlaps, expressing the length of the object with a whole number.
[MA2019] (1) 16 :
16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.
[MA2019] (2) 17 :
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
[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.
[MA2019] (2) 15 :
15. Measure lengths of several objects to the nearest whole unit.

a. Create a line plot where the horizontal scale is marked off in whole-number units to show the lengths of several measured objects.
[MA2019] (2) 16 :
16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.
Subject: Mathematics (K - 3), or Science (2)
Title: What do Plants Need?
Description:

In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided. Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.




ALEX Unit Plans  
   View Standards     Standard(s): [MA2019] (2) 22 :
22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
[SS2010] LWT2 (2) 3 :
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

[MA2019] (2) 15 :
15. Measure lengths of several objects to the nearest whole unit.

a. Create a line plot where the horizontal scale is marked off in whole-number units to show the lengths of several measured objects.
[MA2019] (2) 17 :
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
[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]


Title: Time After Time
Unit Plan Overview: The unit will focus on ordering common events by times, days, months, steps, or events.  Students will utilize biographies and books on national symbols to read and interpret timelines.  Groups will use historical text and primary sources to create timelines by using rulers to measure equal-spaced points.  Students will also create a timeline to reconstruct the history of their school staff and create individual timelines to reconstruct a history of their own past. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.



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