ALEX Resources

   View Standards     Standard(s): [MA2019] (5) 4 :

4. Read, write, and compare decimals to thousandths.

a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.

Example: 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (¹/₁₀) + 9 × (¹/₁₀₀) + 2 × (¹/₁₀₀₀).

b. Compare two decimals to thousandths based on the meaning of the digits in each place, using >, =, and < to record the results of comparisons.

[MA2019] (5) 5 :

5. Use place value understanding to round decimals to thousandths.

[SC2015] (5) 14 :

14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

[DLIT] (5) 5 :

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

In this lesson, students will examine the amount of annual and seasonal rainfall in four cities to compare decimals to the hundredths place. Students will add and round digits to the thousandths place. Students will utilize technology by navigating to a specific United States climate website to get relatively current and accurate data.

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

   View Standards     Standard(s): [SS2010] USS5 (5) 7 :

7 ) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.

[SS2010] USS5 (5) 8 :

8 ) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

•  Describing principles contained in the Declaration of Independence

•  Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Haym Solomon, and supporters from other countries to the American Revolution

•  Explaining contributions of ordinary citizens, including African Americans and women, to the American Revolution

•  Describing efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress

•  Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown

•  Recognizing reasons for colonial victory in the American Revolution

•  Explaining the effect of the Treaty of Paris of 1783 on the development of the United States

[DLIT] (5) 5 :

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

[DLIT] (5) 23 :

17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

[DLIT] (5) 25 :

19) Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

The students will be able to identify certain major events and battle of the American Revolutionary War. Creativity and collaboration are included when making timelines. The students should understand that events happen in chronological order and they can be represented using a timeline.

   View Standards     Standard(s): [DLIT] (5) 5 :

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

[ELA2021] (5) 12 :

12. Interpret the meaning of words, phrases, and patterns as they are used in texts, including domain-specific and academic vocabulary and figurative language.

a. Locate similes, metaphors, personification, hyperbole, imagery, alliteration, onomatopoeia, and idioms and interpret their meanings in context.

b. Explain the meanings of common idioms, adages, and proverbs.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.

d. Explain how an author's vocabulary and style influence the tone and mood of a text and support his/her purpose for writing.

e. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meanings of words.

[DLIT] (5) 22 :

16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (5) 25 :

19) Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

This lesson is designed to help students become comfortable with idioms. Students will work closely with idioms to discover meanings and present them to the class.  Students will use technology to present the information.

   View Standards     Standard(s): [ELA2021] (5) 29 :

29. Summarize in writing a variety of texts, stating their implied and/or explicit main ideas.

a. Use textual evidence to support summarization.

b. Cite appropriately when summarizing.

[DLIT] (5) 5 :

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

[ELA2021] (5) 40 :

40. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use commas to separate items in a series, separate introductory elements from the rest of a sentence, set off tag questions, and indicate direct address.

b. Use underlining, quotation marks, or italics to indicate the titles of different types of works.

c. Spell grade-level words correctly, consulting references as needed.

Thinglink is a digital resource that provides click and learn tags within images and video to enhance learning and take it beyond the textbook or classroom walls!

Students can use this specific Thinglink as a digital source to meet the Alabama Course of Study standards for gathering and recalling relevant information, paraphrasing and creating grammatically correct content, and giving proper credit to digital sources. 

This activity is a result of the ALEX Resource Development Summit.

   View Standards     Standard(s): [ELA2021] (5) 9 :

9. Express ideas clearly and effectively to diverse partners or groups.

a. Pose and respond to explicit questions in ways that contribute to the discussion and elaborate on the remarks of others.

b. Verbally summarize information read aloud or presented in diverse media and formats.

c. Report orally on a topic or text, sequencing ideas logically and supporting main ideas with appropriate facts and relevant details.

d. Speak clearly at an understandable rate.

[ELA2021] (5) 40 :

40. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use commas to separate items in a series, separate introductory elements from the rest of a sentence, set off tag questions, and indicate direct address.

b. Use underlining, quotation marks, or italics to indicate the titles of different types of works.

c. Spell grade-level words correctly, consulting references as needed.

[ELA2021] (5) 29 :

29. Summarize in writing a variety of texts, stating their implied and/or explicit main ideas.

a. Use textual evidence to support summarization.

b. Cite appropriately when summarizing.

[DLIT] (5) 5 :

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

This online article and infographic from the Institute of Public Speaking explains the components involved in active listening, an important skill for students to develop when communicating and collaborating.

Use of this tool will serve as an aid in helping students to meet Alabama's Course of Study standards for locating, recalling, curating, and correctly summarizing information while also learning about the components of active listening.

This activity is a result of the ALEX Resource Development Summit.

   View Standards     Standard(s): [SC2015] (5) 11 :

11 ) Create a model to illustrate the transfer of matter among producers; consumers, including scavengers and decomposers; and the environment.

[DLIT] (5) 5 :

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

This Hyperdoc activity helps students understand the role of decomposers in the food chain and in the creation of soil. Students will create their own illustration modeling this process. Students will use the Hyperdoc to watch, view, and interact with information regarding these important decomposers. The students will watch an educational video clip about decomposers and answer a reflection question about their role in the food chain. Students will read and study an infographic on decomposers and draw conclusions about their role in plant growth. Students will explore an interactive website to learn how different composers affect soil creation and create a model of this process. This lesson aligns with 5th grade Alabama Science Course of Study.

This activity was created as a result of the DLCS COS Resource Development Summit.

   View Standards     Standard(s): [SC2015] ES6 (6) 5 :

5 ) Use evidence to explain how different geologic processes shape Earth's history over widely varying scales of space and time (e.g., chemical and physical erosion; tectonic plate processes; volcanic eruptions; meteor impacts; regional geographical features, including Alabama fault lines, Rickwood Caverns, and Wetumpka Impact Crater).

[DLIT] (5) 5 :

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

This lesson gives students the opportunity to explore volcanoes and their impact on our planet. Students will take a virtual field trip of a dormant volcano and answer research questions about its formation and its after-effects. Next, students will discover which volcanoes in the United States are currently active. Finally, students will use an interactive map activity to explore famous eruptions from around the world. They will be given clues about the date and consequences of the eruption. Once they locate the volcano, they will place a virtual pin in its location on the world map. This lesson aligns with 6th grade Alabama Science Course of Study.

This activity was created as a result of the DLCS COS Resource Development Summit.

   View Standards     Standard(s): [ELA2021] (5) 16 :

16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.

[ELA2021] (4) 14 :

14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.

[ELA2021] (3) 18 :

18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

[MA2019] (5) 8 :

8. Add, subtract, multiply, and divide decimals to hundredths using strategies based on place value, properties of operations, and/or the relationships between addition/subtraction and multiplication/division; relate the strategy to a written method, and explain the reasoning used.

a. Use concrete models and drawings to solve problems with decimals to hundredths.

b. Solve problems in a real-world context with decimals to hundredths.

[MA2019] (4) 10 :

10. Use place value strategies to fluently add and subtract multi-digit whole numbers and connect strategies to the standard algorithm.

[MA2019] (3) 11 :

11. Use various strategies to add and subtract fluently within 1000.

[DLIT] (3) 5 :

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

[DLIT] (5) 5 :

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

[DLIT] (4) 5 :

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

This Digital Breakout is a perfect way to enhance a unit of study with animal standards for grades 3-5. It can be used before or after a unit of study or a field trip to the Birmingham Zoo. Students will work creatively and collaboratively to solve academic puzzles to unlock an answer. Academic puzzles are centered around a variety of Course of Study standards that engage students through the Breakout process. This activity can be done as a whole group for students that are not familiar with the Digital Breakout process. This activity can be done in small groups in grades 2-5 with students that are familiar with the Digital Breakout process.  

This Learning Activity was created in partnership with the Birmingham Zoo. 

   View Standards     Standard(s): [DLIT] (5) 5 :

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

[DLIT] (5) 25 :

19) Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

[DLIT] (6) 5 :

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

[DLIT] (7) 5 :

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

[DLIT] (8) 5 :

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

Welcome to Search Strategies! If you are like most people, it is very easy to get lost and spend hours trying to find the correct answer to your question while on the Internet. Never fear, because you are going to learn the best sites for doing your research and you will never again spend hours lost in the huge spiderweb of the Internet.  

LEARNING OBJECTIVES

When you have completed this activity you will:​

1. know how to search for and evaluate information [Knowledge Constructor]

2. know the best tools for doing research [Knowledge Constructor]

3. know how to search safely [Knowledge Constructor]

4. be able to properly cite resources [Knowledge Constructor]