ALEX Resources

   View Standards     Standard(s): [SC2015] PSC (9-12) 14 :

14 ) Propose and defend a hypothesis based on information gathered from published materials (e.g., trade books, magazines, Internet resources, videos) for and against various claims for the safety of electromagnetic radiation.

[LIT2010] SCI (9-10) 1 :

1 ) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

[LIT2010] WRI (9-10) 1 :

1 ) Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

[LIT2010] WRI (9-10) 5 :

5 ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

[LIT2010] WRI (9-10) 7 :

7 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

[LIT2010] WRI (9-10) 9 :

9 ) Draw evidence from informational texts to support analysis, reflection, and research.

Are cell phones really safe for humans to use frequently? In this mock trial lesson, students will use claim, evidence, and reasoning to construct a scientific argument on the safety of the electromagnetic waves involved in cell phone technology. During the lesson process, students will hold a “trial” and each individual student will construct their own written “verdict” based on the evidence presented at the mock trial.

This lesson results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [SC2015] ESS (9-12) 11 :

11 ) Obtain and communicate information about significant geologic characteristics (e.g., types of rocks and geologic ages, earthquake zones, sinkholes, caves, abundant fossil fauna, mineral and energy resources) that impact life in Alabama and the southeastern United States.

[LIT2010] SCI (9-10) 1 :

1 ) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

[ELA2021] (9) 7 :

7. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.

[ELA2021] (10) 7 :

7. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.

[ELA2021] (11) 8 :

8. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.

[ELA2021] (12) 8 :

8. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.

[ELA2021] (9) 27 :

27. Utilize responsible and ethical research practices to present clear, coherent products with a command of language suitable for a particular target audience and purpose.

[ELA2021] (10) 27 :

27. Utilize responsible and ethical research practices to present clear, coherent products with a command of language suitable for a target audience and purpose.

[ELA2021] (11) 30 :

30. Synthesize research using responsible and ethical practices to create and orally present clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.

[ELA2021] (12) 30 :

30. Synthesize research using responsible and ethical practices to create and orally present clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.

The lesson will begin by engaging students with a video of a natural landform in Alabama called Neversink Pit. Students will then research the natural and human-made causes and effects of sinkhole formation in Alabama. Lastly, students will create a video PSA to communicate information about sinkhole dangers and methods to protect people and property from sinkhole damage.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

   View Standards     Standard(s): [SC2015] ESS (9-12) 2 :

2 ) Engage in argument from evidence to compare various theories for the formation and changing nature of the universe and our solar system (e.g., Big Bang Theory, Hubble's law, steady state theory, light spectra, motion of distant galaxies, composition of matter in the universe).

[LIT2010] SCI (9-10) 1 :

1 ) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

[LIT2010] WRI (9-10) 1 :

1 ) Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

This lesson will require students to research the Big Bang Theory and the three main pieces of scientific evidence that support this theory. After students complete their research, they will engage in all steps of the writing process, including prewriting, outlining, revising, and editing. At the conclusion of the lesson, students will create a five paragraph argumentative essay to examine the Big Bang Theory and the scientific evidence that supports this theory.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

   View Standards     Standard(s): [SC2015] ESS (9-12) 14 :

14 ) Construct explanations from evidence to describe how changes in the flow of energy through Earth's systems (e.g., volcanic eruptions, solar output, ocean circulation, surface temperatures, precipitation patterns, glacial ice volumes, sea levels, Coriolis effect) impact the climate.

[DLIT] (9-12) 5 :

R5) Locate and curate information from digital sources to answer research questions.

[LIT2010] SCI (9-10) 1 :

1 ) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

[MA2015] AL1 (9-12) 4 :

4 ) Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1]

The object of this activity is to demonstrate the concept of climate change. Historical climate data has been used to show a local area in central England to represent an entire time frame. This learning activity incorporates temperature conversions, graphing, graphical analysis and extensions into the Medieval Warm Period. 

This activity results from the ALEX Resource Gap Project.