ALEX Lesson Plan


Wandering Alabama

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  This lesson provided by:  
Author:Wanda Mashburn
System: Etowah County
School: Whitesboro Elementary School
  General Lesson Information  
Lesson Plan ID: 11093


Wandering Alabama


This lesson is a fun fact gathering mission! Alabama is rich in history, museums, natural and manmade attractions, and some just plain wacky attractions. Students will work in collaborative groups to create a guide to sites in Alabama with descriptions, map locations, expenses involved, and other useful information. Come on! Let's explore Alabama!

 Associated Standards and Objectives 
Content Standard(s):
TC2 (3-5)
2. Use various technology applications, including word processing and multimedia software.
  • Using navigational features commonly found in technology applications
  • Identifying digital file types
  • TC2 (3-5)
    8. Collect information from a variety of digital sources.
    Examples: online libraries, multimedia dictionaries
  • Using technology tools to organize information
  • Demonstrating efficient Internet search strategies
  • Example: keyword search
  • Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
  • TC2 (3-5)
    9. Use technology tools to organize, interpret, and display data.
    Examples: spreadsheets, databases, electronic graphing tools
    SS2010 (4) Alabama Studies
    1. Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps.
  • Describing types of migrations as they affect the environment, agriculture, economic development, and population changes in Alabama
  • SS2010 (4) Alabama Studies
    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 (4) Alabama Studies
    5. Describe Alabama's entry into statehood and establishment of its three branches of government and the constitutions.
  • Explaining political and geographic reasons for changes in location of Alabama's state capital
  • Recognizing roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker
  • SS2010 (4) Alabama Studies
    16. Determine the impact of population growth on cities, major road systems, demographics, natural resources, and the natural environment of Alabama during the late twentieth and early twenty-first centuries.
  • Describing how technological advancements brought change to Alabamians, including the telephone; refrigerator; automobile; television; and wireless, Internet, and space technologies
  • Relating Alabama's economy to the influence of foreign-based industry, including the automobile industry
  • Local/National Standards:


    Primary Learning Objective(s):

    Students will state facts about Alabama. Students will create a multimedia presentation identifying specific places in Alabama. Students will use the Internet to locate information about Alabama. Students will create a map showing specific attractions in Alabama.

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    Index cards, vertical files, encyclopedias, textbooks, magazines, reference/resource books, pamphlets, poster board or paper, scissors, markers or crayons, glue, road maps

    Technology Resources Needed:

    Computer(s) with Internet access; printer (preferably color); word processing software; presentation software; network folder, floppy disks, or blank CDs to save work, access to scanner is desirable but not essential


    This activity may be used as an opening school activity to acquaint students with their state or a year's end culmination activity. Students may need instructions on Internet use, search engines, word processing, how to cut and paste to a report or presentation software, and how to save. All students should be reminded of copyright laws and how to cite information from the World Wide Web.
    Teacher should bookmark in advance the sites that are listed in order to maximize computer time.

    1.)Day One:
    Assign students to small groups (3-5 students, including exceptional students in each group). Each group is assigned a particular category of destinations (such as historical, entertainment, recreational/sports, cultural, educational, scenic, or unusual). Information is to be collected for a minimum of 5 destinations. The group should brainstorm places they know that fit the assigned category. The group should then browse the printed literature for confirmation of listings and find additional destinations. The group should then search Internet sites for their particular destinations, searching for the needed information. Have the group write each site on an index card including destination name, web address, reference footnotes, and other pertinent information.

    2.)Day Two:
    Have students continue to search as needed. Then the groups should use their index cards to decide which sites they will promote. Let students revisit the Internet and/or printed literature for any additional information needed on each site and add to the index cards.

    3.)Day Three:
    Students should locate pictures from Internet sites and/or printed sources to print, save or scan for later use. Instruct groups to create a presentation-sized map of Alabama on paper with chosen sites indicated (students may refer to reference materials and/or road maps in locating sites). Other students in the group may begin creating the multimedia presentations. Review the steps of creating a presentation before the students begin. Work closely with the groups to assist with the presentation. (The groups will need a couple of days to complete their multimedia presentations.)

    4.)Day Six:
    Have students create an alphabetized typed list of sites to be presented (complete with pictures and map).

    5.)Day Seven:
    Have students present their multimedia presentations as well as their maps of Alabama. Use the attached rubric to grade the presentations.

    (Birmingham Convention and Visitor's Bureau)
    This site is a visitor's guide to different attractions in Birmingham.

    (Online Highway)
    This site informs viewers of different facts about Alabama.

    (All about Alabama)
    This site has many different facts about Alabama.

    (Discover Alabama)
    This site lists many of Alabama's great attractions.

    (End to End: Wacky Alabama)
    This site has wacky facts about Alabama.

    (Montgomery Convention and Visitors Bureau)
    Things to see and do in Montgomery

    (Mobile Bay Convention and Visitor's Bureau)
    Visitor's guide to different attractions in Mobile.

    (Huntsville/Madison County Convention and Visitor's Bureau)
    Things to see and do in Huntsville

    **Some files will display in a new window. Others will prompt you to download.

    Assessment Strategies

    The attached rubric will be used to assess the group presentations.


    This lesson may be extended to alphabetizing or categorizing all groups' destinations and creating a digital presentation on CD of all Alabama locations to donate to the school library. To extend math skills, students could choose five favorite destinations in Alabama from the comprehensive list compiled by the class and use road maps to calculate mileage traveled to visit all five and approximate cost if traveling by car or bus.



    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.