Students will complete a virtual lab on Human Body Tissues. This lab can be found by going to the Histology Virtual Lab . In this lab, students can be in pairs or individual in a computer lab or with tablets. Students will go to the website listed above to view and draw specific body tissues that are outlined in the student e-lab they will have to download. At the end of the assignment, students will make a portfolio of their tissues. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.
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In this lesson, students will examine electronegativities of atoms relative to one another to determine if a covalent bond will be classified as polar or nonpolar. Students will use an online simulation to help them understand the importance of lone pairs of electrons as well as bonding pairs of electrons. Students will use ball-and-stick models to examine and identify the shapes of various molecules. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.
Students will use information from Lessons 1, 2, 3, and 4 of this unit concerning tornadoes, including the type of damage tornadoes cause and the locations where they typically occur. Students will work in groups of three to design a structure that will withstand and protect people from tornadoes. Each team will represent an engineering firm. They will select from a variety of materials available and sketch their design on poster board prior to constructing a prototype. Students will present their designs to the class and will undergo a wind test. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.
This is a Project Based Learning activity of the Integumentary System where students will investigate different diseases that can affect the skin, hair, or nails. Students will write a paper and create a visual presentation to share the disease or disorder with the class. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.
In this lesson, students will be introduced to some of the world's ecosystems as well as the animals/plants that inhabit them through children's literature. The students will use an app to create their own unique animal that would reside within a particular habitat. Through further online research, the students will then create writings to correlate with their new EcoCreatures. They will have to provide information on all aspects of their creature's habitat. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.
In this activity, students will learn about and apply the engineering design process to solve a problem. The activity frames the problem around designing, building and testing a paper bridge that maximizes the weight it holds.
Resources included in this lesson are found at the bottom of this document and include:
- Teacher guide
- Engineering Notebook Document
- Design Process Presentation
- Design Process Note Sheets
- Links to videos
- Pre/Post Assessment
In this activity, students will learn about and apply the Engineering Design Process to solve a problem. While working through the steps of the Engineering Design process they will focus on defining the criteria and constraints of a design problem, learn about scientific principles of simple machines, understand tool and machine safety, and create a prototype solution to the problem. The activity frames the problem around researching, designing, building and testing a prototype that is built with at least one simple machine that will launch a ball into a target. At end of unit students test their prototypes and present their findings of working through the process.
● Project Rubric
The students will gain a good understanding of the history of Expressionism painting and its use of color and paint application to establish an "emotional feel". They will use this knowledge to create their own expressionistic oil painting.
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.
During this lesson, students will recount a Paul Bunyan tall tale, an entertaining way to identify bodies of water and landforms in the United States. Although Paul Bunyan's Tales did not focus on Alabama, students will create their own narratives after viewing photographs of major mountain ranges, rivers, and lakes throughout Alabama (ACOS 3.2). This lesson will utilize ol der maps of the United States and Alabama, which are used to remind us that this folk tale was handed down orally until the early 1900s when a newspaper printed several accounts of the tall tale. This lesson was created in partnership with the Alabama Department of Archives and History.
In this lesson, students will research one Native American group from each of the six main biomes in North America. Students will use their developing technology and language arts skills to find reliable sources on the internet, evaluate and integrate information from these texts, select a suitable digital platform to share their findings, and create a cohesive presentation showcasing their mastery of the learning outcomes. Students will discover the climate, landforms, water, and other natural resources available within each region and how they were used by the natives living there. Students will explore the relationships between the cultures found within each region and its resources. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.
During this activity, the students will use drag and drop computer code to create an interactive ecological energy pyramid model that shows how the 10% law applies to the energy available at each trophic level. As part of the hour of code, students can use this activity to participate in the Hour of Code week during their biology class. This lesson plan results from a collaboration between the Alabama State Department of Education and ASTA.
In this lesson, students will gather quantitative information to construct a graph to show the period trends in electronegativity, electron affinity, and ionization energy. Once, the trends are recognized they will construct a model of these periodic trends using the Alabama Science in Motion Lab (Periodic Trends: Graphs and Straws). This lesson results from a collaboration between the Alabama State Department of Education and ASTA.
The lesson will begin by students performing a think-aloud as they consider the similarities of five words: tornado, shelter, basement, underground, and safe room. Students will use a pros and cons graphic organizer as they read articles on three different types of tornado shelters: underground shelters, part of the house shelters, and prebuilt shelters. The students will find the advantages and disadvantages of each type of structure. At the end of the lesson, the teacher will create a table that lists all the shelters and the pros and cons of each. Students will then determine which shelter they feel is most efficient in an "exit slip" response. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.
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.
This lesson will help students to understand the formation, power, and history of hurricanes. Students will do this using a combination of technological skills. Examples of technology used include: PowerPoint, Word, Netscape Composer, and Internet searches.
During this lesson, the students will investigate the properties of the various types of electromagnetic radiation and complete an organizer chart on the information that they gather. Then, they will choose a career that applies to one type of electromagnetic radiation and discuss how electromagnetic radiation is specifically used in this career in a short video. The video will examine the connection between how electromagnetic radiation is received and transmitted within their chosen career. Students completing the entire lesson in class will need approximately 5 class periods or 3 block periods to complete the lesson. If the video is completed outside of class, the students will need approximately 3 class periods to complete the lesson. This lesson results from the ALEX Resource Gap Project.
Students will explore how animals use vision to receive information through the senses, process that information, and respond to it in different ways. On day one, t his lesson is broken into three station activities that allow the students to use kaleidoscopes, binoculars, and fish-eye mirrors to imagine what animals might have such vision and how they use this vision. On days two and three, the students will work collaboratively to create a presentation to explain how animals use vision to process information and respond to aid in survival. This lesson results from the ALEX Resource Gap Project.
Students will explore two NCSS Notable Trade Books and a newspaper advertisement to develop an understanding of what life was like for slaves in the nineteenth century. Students will use their understanding to write a narrative story about being a slave in the nineteenth century. Students will use the website MyStorybook to create and publish their stories. This lesson was created in partnership with the Alabama Department of Archives and History.
The students will understand the relationship between the Earth and the sun and how this relationship affects observable phenomena on Earth, such as the seasons. The activity will help students learn about these concepts and will reinforce their understanding by having them diagram the position of the Earth in relation to the sun during different seasons.