ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [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.

[ELA2021] (7) 1 :
1. Evaluate the contributions of informational text elements, including categories, point of view, purpose, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.
Subject: Science (7), English Language Arts (7)
Title: Why Humans Can't Live Off Sunlight
URL: https://www.readworks.org/article/Why-Humans-Cant-Live-Off-Sunlight/010ecf64-cc71-44e6-bf60-0438326d29e0#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity will help explain the role of photosynthesis in cycling matter and energy into and out of organisms. The nonfiction text presents an experiment that will help explain the process of photosynthesis in an engaging, high-interest manner. 



   View Standards     Standard(s): [SC2015] LSC7 (7) 13 :
13 ) Construct an explanation from evidence to describe how genetic mutations result in harmful, beneficial, or neutral effects to the structure and function of an organism.

[ELA2021] (7) 1 :
1. Evaluate the contributions of informational text elements, including categories, point of view, purpose, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.
Subject: Science (7), English Language Arts (7)
Title: Why Do Cave Fish Lose Their Eyes?
URL: https://www.readworks.org/article/Why-Do-Cave-Fish-Lose-Their-Eyes/18977ae7-df4b-4650-aa21-f71eba9094eb#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity will describe how genetic mutations in organisms can lead to beneficial effects in the structure of the organism. This learning activity includes a StepRead: StepReads are less complex versions of the original article. StepRead1 (SR1) is less complex than the original article, and StepRead2 (SR2) is less complex than SR1. This will allow the teacher to use this learning activity with students of varying ability levels.



   View Standards     Standard(s): [SC2015] LSC7 (7) 14 :
14 ) Gather and synthesize information regarding the impact of technologies (e.g., hand pollination, selective breeding, genetic engineering, genetic modification, gene therapy) on the inheritance and/or appearance of desired traits in organisms.

[ELA2021] (7) 1 :
1. Evaluate the contributions of informational text elements, including categories, point of view, purpose, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.
Subject: Science (7), English Language Arts (7)
Title: Selective Breeding
URL: https://www.readworks.org/article/Selective-Breeding/4e44af99-307b-4673-9703-11eec5340d6e#!articleTab:content/
Description:

The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity will help explain the impact of selective breeding on the appearance of desired traits in organisms. 



   View Standards     Standard(s): [ELA2021] (6) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (6) 2 :
2. Make inferences and draw logical conclusions from the content and structures of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.
[ELA2021] (6) 8 :
8. Participate in collaborative discussions using information from a source.
[ELA2021] (6) 13 :
13. Create and edit digital products that are appropriate in subject and purpose for a particular audience or occasion.

Examples: social media posts, blog posts, podcast episodes, infographics
[ELA2021] (7) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (7) 1 :
1. Evaluate the contributions of informational text elements, including categories, point of view, purpose, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.
[ELA2021] (7) 14 :
14. Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.
[ELA2021] (8) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (8) 13 :
13. Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.
Subject: English Language Arts (6 - 8)
Title: I've Got It Covered! Creating Magazine Covers to Summarize Texts
URL: http://readwritethink.org/classroom-resources/lesson-plans/covered-creating-magazine-covers-1092.html
Description:

Students can improve their comprehension of content area textbooks by summarizing chapters in the form of magazine covers. The lesson begins by asking students to examine a magazine and discuss the ways in which the magazine cover's headlines and graphics express the main ideas of its articles. They then review a chapter in a content area textbook and use an interactive tool to create a magazine cover that summarizes the textbook information. This process enables students to form connections and create visual representations to share information. Although the focus is on informational texts, this assignment could potentially be expanded to include other types of text as well.



ALEX Classroom Resources: 4

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