ALEX Lesson Plan

     

Alabama, The River State

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Linda Hardee
System: Huntsville City
School: Highlands Elementary School
  General Lesson Information  
Lesson Plan ID: 33038

Title:

Alabama, The River State

Overview/Annotation:

This lesson is an introduction to the abundant water resources in Alabama. Concepts include: water is essential for life and water is a natural resource we must preserve and protect. 

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2015 (2015)
Grade: 4
17 ) Use decimal notation for fractions with denominators 10 or 100. [4-NF6]

Example: Rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Insight Unpacked Content
Column Definitions

Evidence of Student Attainment:
Students:
Given a fraction with a denominator of 10 or 100,
  • Write the equivalent fraction using decimal notation.

Given a fraction in decimal notation (tenths or hundredths),
  • Write the equivalent fraction.

Given a fraction in decimal notation,
  • Create a number line diagram and justify the placement of the fraction on the number line.
Knowledge:
Students know:
  • Decimal place value,
  • Decimal notation,
  • Fraction notation.
Skills:
Students are able to:
  • Represent fractional quantities including decimals using visual models,
  • Write fractions including decimals related to visual models.
Understanding:
Students understand that:
  • Two fractions are equivalent if they are the same size share (represent the same amount) of the same whole or name the same point on a number line.
AMSTI Resources:
Year Two Units
Fraction Cards/Decimal Squares:
Inv. 3 - Sess. 3.1-3.7
ACT Aspire Documents:
Curriculum Guide:

M. 4.17.1: Define tenths, hundredths, decimal notation.
M. 4.17.2: Recognize equivalent forms of fractions and decimals.
M. 4.17.3: Recognize that endpoints locate a/b on a number line.
M. 4.17.4: Identify place value of decimals to the tenths and hundredths.
M. 4.17.5: Label fraction parts.
Examples: numerator, denominator, fraction bar
M. 4.17.6: Use place value understanding to round whole numbers to the nearest 10 or 100.
Social Studies
SS2010 (2010)
Grade: 3
Geographic and Historical Studies: People, Places, and Regions
8 ) Identify geographic links of land regions, river systems, and interstate highways between Alabama and other states. (Alabama)

Examples: Appalachian Mountains, Tennessee-Tombigbee Waterway, Interstate Highway 65 (I-65), Natchez Trace Parkway (Alabama)

•  Locating the five geographic regions of Alabama (Alabama)
•  Locating state and national parks on a map or globe (Alabama)
Insight Unpacked Content
Column Definitions

Strand: Economics, Geography, Civics and Government
Course Title: Geographical and Historical Studies: People, Places, and Regions
Evidence of Student Attainment:
Students:
  • Recognize how land regions, river systems, and interstate highways between Alabama and other states are connected.
  • Locate the five geographic regions and state and national parks of Alabama on a map or globe.
Teacher Vocabulary:
  • river systems
  • interstate highways
  • five geographic regions
  • state and national parks
Knowledge:
Students know:
  • How to apply the concepts of map and globe skills.
  • How to identify the five geographical regions of Alabama.
Skills:
Students are able to:
  • Use a map or globe to locate land regions, river systems, interstate highways, and state and national parks.
Understanding:
Students understand that:
  • Land regions, river systems, and interstate highways connect Alabama to other states.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies
SS2010 (2010)
Grade: 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
Insight Unpacked Content
Column Definitions

Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence of Student Attainment:
Students:
Use thematic maps to identify:
  • historical and current economic information
  • political information
  • geographic information
  • weather and climate
  • physical features
  • waterways
  • migration patterns of people
  • transportation
  • land use
  • population
Teacher Vocabulary:
  • agriculture
  • economic development
  • physical-relief maps
Knowledge:
Students know:
  • Many events can impact the population, economic development, and land use in an area.
Skills:
The students are able to:
  • Analyze characteristics of Alabama using physical and thematic maps.
  • Describe the relationship between human migration and population.
Understanding:
Students understand that:
  • Events can impact the population, economic development, and land use in an area.
  • The climate and weather of our state impacts the population, economic development, and land use.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Science
SC2015 (2015)
Grade: 2
9 ) Create models to identify physical features of Earth (e.g., mountains, valleys, plains, deserts, lakes, rivers, oceans).

Insight Unpacked Content
Column Definitions

Scientific and Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Systems
Evidence of Student Attainment:
Students:
  • Develop a model, like a map, to represent the physical features of land and bodies of water in an area.
Teacher Vocabulary:
  • Physical features
  • Models
  • Mountains
  • Valleys
  • Plains
  • Deserts
  • Lakes
  • Rivers
  • Oceans
Knowledge:
Students know:
  • The physical features of Earth can be modeled, as on a map.
  • The relationship between components their model and kinds of land and bodies of water in a given area.
Skills:
Students are able to:
  • Create a model that represents both land and bodies of water in an area.
  • Make connections between their model and the shapes and kinds of land and water in an area.
Understanding:
Students understand that:
  • Models can represent patterns in the natural world like the shapes and kinds of land and bodies of water in an area.
AMSTI Resources:
AMSTI Module:
Soils and Shores
Pebbles, Sand, and Silt, FOSS
Shrinking Shore, ETA/hand2mind
Science
SC2015 (2015)
Grade: 2
10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

Insight Unpacked Content
Column Definitions

Scientific and Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Systems
Evidence of Student Attainment:
Students:
  • Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Teacher Vocabulary:
  • Collect
  • Evaluate
  • Solid
  • Liquid
  • Glaciers
  • Oceans
  • Lakes
  • Rivers
  • Streams
  • Frozen
  • Ponds
Knowledge:
Students know:
  • Water is found in many places on Earth.
  • Water exists as solid ice and in liquid form.
Skills:
Students are able to:
  • Identify which sources of information are likely to provide scientific information.
  • Collect and evaluate data to identify water found on Earth.
Understanding:
Students understand that:
  • There are observable patterns as to where water is found on Earth and what form it is in.
AMSTI Resources:
AMSTI Module:
Soils and Shores
Pebbles, Sand, and Silt, FOSS
Shrinking Shore, ETA/hand2mind

Local/National Standards:

 

Primary Learning Objective(s):

The students will analyze a map of the Rivers of Alabama and a globe of the world, observing all the blue color. (Map keys)

Important vocabulary terms will include watershed and pollution.  

The students will make a written plan to implement changes in their personal water use. 

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Plastic blow-up globe 

 

Technology Resources Needed:

Computer with Internet access

Background/Preparation:

The teacher might find the background material on this website http://www.peelregion.ca/pw/waterstory/pdf/activities/bucket.pdf helpful.  

  Procedures/Activities: 
  1. The teacher will have a beachball style globe and toss it to a student. The student must catch it with open fingers. The student will count the fingers touching water. The numbers will be recorded so the entire class can see. This will continue until five to ten students have had a turn. When totaled, the percentage should fall between 65 and 80. This is the water that covers the earth.
  2. The students will access the maps http://www.outdooralabama.com/sites/default/files/fishing/freshwater/where/rivers/rivers.pdf 
  3. They will find their location and watershed (the area where water drains). They will also follow the path that the water body follows. Most of Alabama water drains south, but the Tennessee River drains north.
  4. Students will use the interactive map http://www.riversofalabama.org/index.htm to show the smaller tributaries.
  5. The student will then complete the survey http://ga.water.usgs.gov/edu/sq3.html for homework.
  6. Trends--what are the causes and effects of this situation and are there any factors or trends that influence this issue?

  Assessment  

Assessment Strategies

The student will summarize their (and family's) water use. They will develop strategies to take better care of our water quality. They can address ways to stop pollution of our waterways.

The student may chart/graph and write about the data they collected.  

Acceleration:

 

Intervention:

Using a straw and a crooked line on a piece of paper, the student will blow a drop of water through the path.

This can help make the connection of the many directions water can follow - just like a river in Alabama.

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.