ALEX Unit Plan Resources

Back
ALEX Unit Plans  
   View Standards     Standard(s): [MA2019] (3) 17 :
17. Measure lengths using rulers marked with halves and fourths of an inch to generate data and create a line plot marked off in appropriate units to display the data.
[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.
[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
[ELA2015] (3) 27 :
27 ) With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [W.3.6]

[ELA2015] (3) 12 :
12 ) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause and effect. [RI.3.3]

[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.*


Title: Reducing the Impact of a Flood
Unit Plan Overview: In relation to science, students will evaluate a dam design that reduces the impacts of a flood. Students will describe the relationship between scientific ideas or concepts using language that pertains to cause and effect in reference to dam design. Using technology to produce and publish writing, students will interact and collaborate with others on their dam design. In math, students will draw a scaled bar graph to represent dam and flood data over time and then use rulers marked with halves and fourths of an inch to measure lengths and construct their own dam. Students will also interpret various primary sources for reconstructing the past, including documents and photographs about dam designs. This unit was created as a part of the ALEX Interdisciplinary Resource Development Summit.



Go To Top of page