ALEX Resources

   View Standards     Standard(s): [ELA2021] (1) 42 :

42. Participate in shared research and writing projects to answer a question or describe a topic.

a. Recall information from experiences to contribute to shared research and writing projects.

b. Gather information from provided sources.

[MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[SC2015] (1) 2 :

2 ) Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light).

[ELA2021] (1) 42 :

42. Participate in shared research and writing projects to answer a question or describe a topic.

a. Recall information from experiences to contribute to shared research and writing projects.

b. Gather information from provided sources.

In this lesson, students will investigate objects’ appearances in varying levels of light to help them construct an explanation that objects can only be seen when light is available to illuminate them. Students will discuss why objects look different in a dark room and graph their preferences for sleeping with a light on or off. Then, they will investigate how an object’s appearance changes in different lighting conditions in small group centers. Finally, they will model the moon’s path around the sun to see how light from the sun causes the moon’s appearance to change as it orbits Earth. At the conclusion of the lesson, students will use their experiences as evidence to explain that light is essential for sight.

This lesson results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [SC2015] (2) 5 :

5 ) Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.

[MA2019] (3) 19 :

19. Estimate and measure liquid volumes and masses of objects using liters (l), grams (g), and kilograms (kg).

a. Use the four operations to solve one-step word problems involving masses or volumes given in the same metric units.

[MA2019] (0) 17 :

17. Directly compare two objects with a measurable attribute in common to see which object has "more of" or "less of" the attribute and describe the difference.

Example: Directly compare the heights of two children and describe one child as "taller" or "shorter."

[MA2019] (0) 15 :

15. Classify objects into given categories of 10 or fewer; count the number of objects in each category and sort the categories by count.

a. Categorize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

[MA2019] (1) 18 :

18. Determine the length of an object using non-standard units with no gaps or overlaps, expressing the length of the object with a whole number.

[MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 17 :

17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.

[MA2019] (2) 20 :

20. Measure to determine how much longer one object is than another, expressing the length difference of the two objects using standard units of length.

[MA2019] (2) 15 :

15. Measure lengths of several objects to the nearest whole unit.

a. Create a line plot where the horizontal scale is marked off in whole-number units to show the lengths of several measured objects.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided. Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.

   View Standards     Standard(s): [MA2019] (1) 19 :

19. Tell and write time to the hours and half hours using analog and digital clocks.

[MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[SC2015] (1) 9 :

9 ) Observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year (e.g., more hours of daylight during summer as compared to winter).

Students will observe the changes of the sun over the course of a day and then over a 4 month period. Students will document these changes and then graph them. Finally, students will see the relationship between the patterns of the sun and the effect the pattern has on our daily lives. 

This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

   View Standards     Standard(s): [SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

[MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

Children often do not understand spiders because spiders look scary. In this lesson, students will graph spider preferences and record observations of spiders in a natural habitat. Students will research spider information using the Internet. Students will illustrate a vivarium for a spider habitat, including  five environmental characteristics. 

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

   View Standards     Standard(s): [DLIT] (1) 21 :

15) Interpret data displayed in a chart.

Example: Using charts which depict data students interpret the data either verbally or in written form (which has more, less, are equal).

[MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[SC2015] (1) 9 :

9 ) Observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year (e.g., more hours of daylight during summer as compared to winter).

[DLIT] (1) 20 :

14) Discuss the purpose of collecting and organizing data.

[DLIT] (1) 5 :

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

[DLIT] (1) 7 :

1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

Students and teacher collaboratively collect and organize data on the length of days throughout the year and analyze patterns that they see. Students and teacher will create a digital spreadsheet and a connected chart in order to reflect and make observations while analyzing the data represented in chart format.

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

   View Standards     Standard(s): [MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this activity from The Electric Company, students will practice displaying data with bar graphs and picture graphs. Included are simple teacher-led activities and hands-on exercises for students.

   View Standards     Standard(s): [MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this activity from The Electric Company, students will review the components of and practice reading picture graphs. Included are simple teacher-led activities for students.

   View Standards     Standard(s): [MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this activity from The Electric Company, students will practice matching graphs to summaries of data presented. Included are simple teacher-led activities for students.

   View Standards     Standard(s): [MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

The Northern Frontier ducks are starting their migration to their winter home, Restoria, and the CyberSquad is going along for the ride! Just like real ducks, cyberducks migrate from one region to another to find a warm place to live with plenty of good food and water. The flock needs to avoid obstacles and manage their energy while migrating to Restoria. The player’s mission is to work with the ducks to help them get to Restoria safely and find the best ponds to stop at along the way.

Duck Dash is a “born-accessible” interactive game designed for kids ages 6-8, featuring beloved characters from the PBS KIDS math and environmental adventure series, Cyberchase. Players explore the math concepts of how to manage, organize, display, and evaluate data using graphs, and the science concepts of migration and ecology.