ALEX Classroom Resources

   View Standards     Standard(s): [SC2015] (4) 5 :

5 ) Compile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining).

[SC2015] (5) 10 :

10 ) Construct and interpret models (e.g., diagrams, flow charts) to explain that energy in animals' food is used for body repair, growth, motion, and maintenance of body warmth and was once energy from the sun.

[SC2015] (5) 12 :

12 ) Defend the claim that one factor determining the apparent brightness of the sun compared to other stars is the relative distance from Earth.

[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).

[SC2015] ES6 (6) 3 :

3 ) Develop and use models to determine scale properties of objects in the solar system (e.g., scale model representing sizes and distances of the sun, Earth, moon system based on a one-meter diameter sun).

Steve Trash teaches kids about science with fun and magic. The show is filmed in Alabama.

The sun is the center of our solar system and it’s really important to all living things. The Earth has a very unique place for living things in our galaxy – The Milky Way. Steve puts the sun and Earth into perspective with fun... and a little magic.

   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.

[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] (3) 12 :

6) Describe the function of a flowchart.

[DLIT] (4) 11 :

5) Use flowcharts to create a plan or algorithm.

[DLIT] (6) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

Steve Trash teaches kids about science with fun and magic. The show is filmed in Alabama.

Ecosystems are not only the places where living things live, but also the connections between the living things in those places. Steve explores this cool idea and then tries to figure out the logical steps needed to get computer program to play the game rock paper scissors with him.

   View Standards     Standard(s): [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).

[ARTS] MED (5) 5 :

5) Create media artworks through the integration of multiple contents and forms.

Example: Create video using storyboarding, site locations, filming, and background music to promote "Read Across America."

In this classroom resource, students will create an animation that reflects climate change.  They will create a storyboard, plan a narration, rehearse and film their animation with stop-motion photography.  

   View Standards     Standard(s): [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).

[SC2015] ES6 (6) 7 :

7 ) Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.

Ready, set, soar! Soar high in the clouds with a sleepy condor who wants to help you learn in this interactive lesson about the water cycle, how it works, and how clouds are formed. In this lesson, students will learn to find and describe the connections between scientific concepts.

   View Standards     Standard(s): [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).

[SC2015] ES6 (6) 12 :

12 ) Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.

a. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).

[SC2015] ESS (9-12) 15 :

15 ) Obtain, evaluate, and communicate information to verify that weather (e.g., temperature, relative humidity, air pressure, dew point, adiabatic cooling, condensation, precipitation, winds, ocean currents, barometric pressure, wind velocity) is influenced by energy transfer within and among the atmosphere, lithosphere, biosphere, and hydrosphere.

a. Analyze patterns in weather data to predict various systems, including fronts and severe storms.

b. Use maps and other visualizations to analyze large data sets that illustrate the frequency, magnitude, and resulting damage from severe weather events in order to predict the likelihood and severity of future events.

Weather is the condition of the outside air at any time or place, and it is constantly changing. The climate, on the other hand, gives the big picture, or what the weather is like over a long period of time.

The classroom resource provides a video that will describe the different characteristics of weather and climate. After utilizing this resource, the students can complete the short test to assess their understanding.

   View Standards     Standard(s): [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).

Clouds are made of water vapor and dust. When the water gets too heavy, it falls back to the Earth. Clouds are named according to their location and shape, such as cumulus, or puffy, stratus, or blanketed, and cirrus, or high and cold.

The classroom resource provides a slide show that will describe how clouds are formed and how precipitation is created. This resource can provide background information for students before they create their own models. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [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).

[SC2015] ES6 (6) 13 :

13 ) Use models (e.g., diagrams, maps, globes, digital representations) to explain how the rotation of Earth and unequal heating of its surface create patterns of atmospheric and oceanic circulation that determine regional climates.

a. Use experiments to investigate how energy from the sun is distributed between Earth's surface and its atmosphere by convection and radiation (e.g., warmer water in a pan rising as cooler water sinks, warming one's hands by a campfire).

The atmosphere is a blanket of gases surrounding the Earth. The gases are classified according to their temperature differences. The weight of those gases pressing down on earth is what creates air pressure.

The classroom resource provides a video that will describe the different layers of Earth's atmosphere, how the atmosphere supports life, and how Earth's weather occurs in the atmosphere. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [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).

[SC2015] ES6 (6) 13 :

13 ) Use models (e.g., diagrams, maps, globes, digital representations) to explain how the rotation of Earth and unequal heating of its surface create patterns of atmospheric and oceanic circulation that determine regional climates.

a. Use experiments to investigate how energy from the sun is distributed between Earth's surface and its atmosphere by convection and radiation (e.g., warmer water in a pan rising as cooler water sinks, warming one's hands by a campfire).

[SC2015] ESS (9-12) 15 :

15 ) Obtain, evaluate, and communicate information to verify that weather (e.g., temperature, relative humidity, air pressure, dew point, adiabatic cooling, condensation, precipitation, winds, ocean currents, barometric pressure, wind velocity) is influenced by energy transfer within and among the atmosphere, lithosphere, biosphere, and hydrosphere.

a. Analyze patterns in weather data to predict various systems, including fronts and severe storms.

b. Use maps and other visualizations to analyze large data sets that illustrate the frequency, magnitude, and resulting damage from severe weather events in order to predict the likelihood and severity of future events.

Changes in air pressure, caused by air’s height above sea level, temperature, and amount of water vapor, cause wind. The Earth’s rotation also helps. It causes the Coriolis Effect, which makes the wind blow on a curved path.

The classroom resource provides a video that will explain how changes in air pressure create wind in the atmosphere and how the Earth's rotation causes global wind belts to curve. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [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).

The lithosphere is all of the rock on earth, and the hydrosphere is all of the water on earth. The last one is the atmosphere: the layers of gas surrounding the earth.

This resource presents a short slideshow about the different "spheres" of Earth and how they interact to support life. After utilizing this resource, the students can complete the short test to assess their understanding.

   View Standards     Standard(s): [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).

[SC2015] LSC7 (7) 5 :

5 ) Examine the cycling of matter between abiotic and biotic parts of ecosystems to explain the flow of energy and the conservation of matter.

a. Obtain, evaluate, and communicate information about how food is broken down through chemical reactions to create new molecules that support growth and/or release energy as it moves through an organism.

b. Generate a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms.