The objective of this lesson is to help the students better understand their agricultural career and to share the career with their peers.  The students select an agricultural career using the Ag in the Classroom lesson - Agricultural Careers.  They then research their career and prepare an index card with information to share.  The students are instructed to create a simple outfit showing the items a person in their career might wear for their work.  The students then conduct a Ag Career Fashion Show.  They dress up and read from their card the information they learned about the career.  To make it more fun add a party light and music for them to walk the cat walk for the fashion show!  

Agriculture careers can be found in more than just the Agriculture career cluster! Click here to find other Agriculture-related careers in the attached Career Cluster Chart.

Students need to read a book written by a Veterinarian and analyze 2 cases.

Featuring career information from Jamie Propson, Ag Teacher at Mishicot High School, Mishicot, WI

The interwar peace movement was arguably the largest mass movement of the 1920s and 1930s, a mobilization often overlooked in the wake of the broad popular consensus that ultimately supported the U.S. involvement in World War II. The destruction wrought in World War I (known in the 1920s and 1930s as the "Great War") and the cynical nationalist politics of the Versailles Treaty had left Americans disillusioned with the Wilsonian crusade to save the world for democracy. Senate investigations of war profiteering and shady dealings in the World War I munitions industry both expressed and deepened widespread skepticism about wars of ideals. Charles Lindbergh, popular hero of American aviation, had been speaking in support of American neutrality for some time, and allies of FDR's interventionist foreign policy sought to counter the arguments of the famous aviator. In a May 19, 1940, radio speech, Senator James F. Byrnes of South Carolina refuted Lindbergh's position, specifically rebutting a speech Lindbergh had given on military spending.

This agenda is to accompany the 2nd workshop in the UDL and WiSSS series.  Facilitators may use the agenda to divide the half-day workshop into smaller meetings.  Participants will find all resources linked in this one document.

 This agenda for "WiSSS Building Background" makes it easy for facilitators and participants to quickly access the presentation, linked resources, and share ideas in one place.

This agenda is to accompany the 3rd workshop in the UDL and WiSSS series.  Facilitators may use the agenda to divide the half-day workshop into smaller meetings.  Participants will find all resources linked in this one document.

How did photographers help convince Congress to pass child labor laws? We will explore some of Lewis Hine’s photographs that exposed child working conditions and advocated for child labor laws to protect children.
We will investigate the photographer who captured the photos to understand the sourcing of information as part of a historical inquiry.
In this episode, students will engage in careful observation to identify objects and note details (See), generate and test hypotheses based on evidence they have collected (Think), and reflect on their learning by applying it to related questions (Wonder). A key focus is to consider source information and identify aspects of a primary source that reveal a photographer’s point of view or purpose.

This resource can be used as an introduction to Andrew Jackson's Presidency, also as an end of unit review.  John reviews Jackson's presidency including his expansion of executive powers, refusal to follow legislative and judicial orders and how he used his supporters to craft his staff in the White House.  John gives students a general overview of what Andrew Jackson could look like.

This course asks students to consider the ways in which social theorists, institutional reformers, and political revolutionaries in the 17th through 19th centuries seized upon insights developed in the natural sciences and mathematics to change themselves and the society in which they lived. Students study trials, art, literature and music to understand developments in Europe and its colonies in these two centuries. Covers works by Newton, Locke, Voltaire, Rousseau, Marx, and Darwin.

In this unit, students learn about the form and function of the human heart through lecture, research and dissection. Following the steps of the Legacy Cycle, students brainstorm, research, design and present viable solutions to various heart conditions as presented through a unit challenge. Additionally, students study how heart valves work and investigate how faulty valves can be replaced with new ones through advancements in engineering and technology. This unit demonstrates to students how and why the heart is such a powerful organ in our bodies

This source is a short youtube video designed to show students the effects of an aging population on the healthcare system, and how if the healthcare system runs poorly, this older population will fall behind in terms of their health and wellness. I'd like for the students to watch the video in its entirety and then share their thoughts on why the aging population presents a problem for health providers, and then 1 thing the health care system can do to improve patient care for people aged 65 and older. The key takeaways I'd like the students to understand is that our population is growing older year by year, and this creates a unique set of challenges for our healthcare system.

The Scope of the Agribusiness Industry unit breaks the agribusiness sectors down into input or output or sales versus services.  To help the students understand what agricultural inputs and outputs are in the agricultural products and service industries they conduct a simulation using a no bake cookie recipe.  The students are broken up into pairs or small groups and each group is given a card explainng their agribusiness.  The students create a promotional flyer or sign for their agribusiness.  One group represents the farmer and they have to visit each of the agribusinesses in order to produce their product.  

Each student creates a poster exhibiting their career choices from kindergarten through high school or their adult life depending on where they are in their career planning.  The students identify the career clusters and pathways that best fit their career choices across their timeline or pathway.  The students become familiar with the career clusters and pathways.  They also learn about new career opportunities that fall under their chosen cluster or pathway.  The students share their poster with the class, which leads to a discussion of how our career choices from 4th grade on don't really change career cluster, but they do change pathways within the cluster.  The students compare their career pathway poster with their "Me" poster (lesson available in Wise Learn, search Me Poster) they made previously to determine the characteristics they have or skills they may need to develop for their future career.  

Every Friday the students are presented with an etiquette lesson.  The students love learning about these skills that will help them in their future careers.  They learn how to tie a tie, shake a hand, how to do an elevator speech, table etiquette, writing thank you cards, and many more.  The students look forward to this each week!  

To help the students self analyze their strenghts and weaknesses I have them complete a "Me" poster.  The poster is folded intor 4 quadrants with a diamond in the middle.  The students fill in each quadrant answering why, what, how and what if.  This really gets them thinking about why they are the way they are.  They decorate their posters and then they identify three employability skills that they think they have fully developed and can demonstrate at work.  The students share their posters and then apply their self awareness to their career interest.