ALEX Resources

Narrow Results:
Lesson Plans (3) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (2) Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (6)

ALEX Lesson Plans  
   View Standards     Standard(s): [ELA2021] (3) 35 :
35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
[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.
Subject: English Language Arts (3), or Mathematics (3)
Title: Dam Engineering
Description:

In math, students will draw a T-chart to represent dam and flood data obtained from their reading resource. Students will select the information they wish to use from the reading resource (their opinions). Students will then use rulers marked with halves and fourths of an inch to measure lengths and construct a scale model of their own dam, which they can later construct in science. Students will represent data in a graph and use measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Students will test their scale dams and make changes as needed. 

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



   View Standards     Standard(s): [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.
[SC2015] (3) 14 :
14 ) Collect information from a variety of sources to describe climates in different regions of the world.

[DLIT] (3) 23 :
17) Describe examples of data sets or databases from everyday life.

Examples: Library catalogs, school records, telephone directories, or contact lists.

[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

Subject: Digital Literacy and Computer Science (3), or Mathematics (3), or Science (3)
Title: Is My State at Risk for a Tornado?
Description:

This is a third-grade math lesson on the topic of tornadoes and natural disasters. Students will enter data from an internet search on the number of tornadoes occurring in each state into a spreadsheet. Students will analyze and determine which states are the most active in tornado occurrences and create bar graphs and a scaled picture graph from the data collected. 

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



   View Standards     Standard(s): [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.
[SC2015] (3) 14 :
14 ) Collect information from a variety of sources to describe climates in different regions of the world.

Subject: Mathematics (3), or Science (3)
Title: Climate Trackers
Description:

In this lesson, the students will use the technology resource Mission:Biomes to research and gather data for precipitation and temperatures for assigned biomes.  The students will use the data to create a bar graph to display climate data for each biome.  

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.



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
[ELA2021] (3) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (3) 35 :
35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
[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.*

[ELA2021] (3) -5 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (3) -2 :
R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.
[ELA2021] (3) 1 :
1. Contribute meaningful ideas to discussions with groups and peers utilizing agreed upon rules.

a. Elaborate on responses in conversations and discussions.

Examples: use precise, descriptive language; build upon previously expressed ideas
[ELA2021] (3) 3 :
3. Apply oral literacy skills by participating in a variety of oral language activities.

Examples: plays, dramas, choral readings, oral reports
[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[ELA2021] (3) -2 :
R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.
[ELA2021] (3) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (3) 2 :
2. Present information orally using complex sentence structures, appropriate volume, and clear pronunciation.

a. Use oral language for different purposes: to inform, to entertain, to persuade, to clarify, and to respond.
[ELA2021] (3) 3 :
3. Apply oral literacy skills by participating in a variety of oral language activities.

Examples: plays, dramas, choral readings, oral reports
[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.
[ELA2021] (3) 35 :
35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 24 :
24. Identify the text structures within literary and informational texts.

a. Explain how the structures, including comparison and contrast, sequence of events, problem and solution, and cause and effect, contribute to the meaning of the text, using textual evidence.

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.

   View Standards     Standard(s): [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.*

[SC2015] (3) 14 :
14 ) Collect information from a variety of sources to describe climates in different regions of the world.

[SS2010] GHS (3) 9 :
9 ) Identify ways to prepare for natural disasters.

Examples: constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

[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.
[ELA2021] (3) 19 :
19. Determine the explicit or implied main idea and supporting details of a text.

a. Explain how supporting details contribute to the main idea, using textual evidence.

b. Recount or summarize the key ideas from the text.

[ELA2021] (3) 23 :
23. Identify and use text features in informational passages to locate information.

Examples: headings, photographs, illustrations, labels, charts, graphs, legends

a. Explain how text features support details in the text.

b. Explain how illustrations contribute to meaning in a story.

c. Interpret text features used in written and digital formats.
[ELA2021] (3) 34 :
34. Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.
[DLIT] (3) 5 :
R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (3) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (3) 19 :
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

[DLIT] (3) 22 :
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.


Title: Increasing Public Safety During Tornadoes
Unit Plan Overview: After collecting information on climates in different geographic regions through digital sources, text, and illustrations, students will understand various natural disasters, as well as how and why they occur. Next, students will research the cause and effects of tornadoes and write a cause and effect two-paragraph essay. For the third lesson, students will research different designs of storm shelters and determine which storm shelter they feel has the best design. Students will research states with most occurrences of tornadoes and determine the ten states with the highest average of tornadoes over a certain time period and create bar and picture graphs of their findings. Students will research and use information from lesson three to sketch and create an engineering prototype of a structure which addresses a particular type of storm damage.   This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.


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ALEX Learning Activities  
   View Standards     Standard(s): [DLIT] (4) 22 :
16) Gather and organize data to answer a question using a variety of computing and data visualization methods.

Examples: Sorting, totaling, averaging, charts, and graphs.

[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.
Subject: Digital Literacy and Computer Science (4), Mathematics (3)
Title: Graph It!
Description:

This activity guides students through the process of creating a graph of a particular data set. Students can produce a bar graph that compares different categories, a line graph that shows a change in something over time, or a pie graph that shows percentages of a whole. Students will select the most appropriate graph choice, input data, create labels and titles, and make design choices to enhance the graphic representation of the data.

This activity results from the ALEX Resource Development Summit.



ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] DAN (3) 6 :
6) Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

[ARTS] DAN (4) 6 :
6) Illustrate the relationship between two or more dancers in a dance phrase by drawing a picture or using symbols.

Example: Draw a formation or pathway of dancers using symbols.

[ARTS] DAN (5) 6 :
6) Illustrate changes in a dance sequence through media technology, written symbols, or words.

Example: Record changes in choreography in dance journal.

[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.
[MA2019] (4) 20 :
20. Interpret data in graphs (picture, bar, and line plots) to solve problems using numbers and operations.

a. Create a line plot to display a data set of measurements in fractions of a unit (1/2,1/4,1/8).

b. Solve problems involving addition and subtraction of fractions using information presented in line plots.
[MA2019] (5) 20 :
20. Graph points in the first quadrant of the coordinate plane, and interpret coordinate values of points to represent real-world and mathematical problems.
Subject: Arts Education (3 - 5), Mathematics (3 - 5)
Title: Graph a Dance
URL: https://aptv.pbslearningmedia.org/resource/ket-5dance/graph-dance/
Description:

Students will compare and contrast quilting and square dancing.  This lesson has three options based on time allotment.  Students will graph a figure, choreograph and perform a square dance.     


   View Standards     Standard(s): [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.
[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.
Subject: Mathematics (2 - 3)
Title: Pictograph StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/math/data-analysis/pictograph.htm
Description:

In this interactive activity, students will be introduced to pictographs and led through steps to create a pictograph. There are teaching activities as well as practice activities available. A handout that reviews the strategies taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.


   View Standards     Standard(s): [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.
Subject: Mathematics (3)
Title: Histograms StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/math/data-analysis/histograms.htm
Description:

In this interactive activity, students will learn the purpose of a histogram and be led through steps to create a histogram graph. There are teaching activities as well as practice activities available. A handout that reviews the strategies taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.


   View Standards     Standard(s): [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.
[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.
Subject: Mathematics (2 - 3)
Title: Bar Graph StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/math/data-analysis/bar-graphs.htm
Description:

This classroom resource provides a video that introduces bar graphs and how they can be used to analyze data. The vocabulary words vertical and horizontal will be introduced. After utilizing this resource, the students can complete the short quiz to assess their understanding.


   View Standards     Standard(s): [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.
Subject: Mathematics (3)
Title: Read My Bar Graph!
URL: https://aptv.pbslearningmedia.org/resource/47341b83-fc3d-446e-962e-4d26aaec505c/47341b83-fc3d-446e-962e-4d26aaec505c/
Description:

In this "Cyberchase" video clip, the kids create their own bar graph to track the amount of bugs in the main Cybrary. They compare their bar graph to the one that Hacker created (to trick Ms. Fileshare, the librarian) and realize that the two bar graphs are based on different scales.


   View Standards     Standard(s): [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.
Subject: Mathematics (3)
Title: Making Bar Graphs
URL: https://aptv.pbslearningmedia.org/resource/dd86a92c-7c82-49b3-b4ee-0b58a5e2eaba/making-bar-graphs-the-electric-company-math-activities/
Description:

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


ALEX Classroom Resources: 6

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