Students will create a Google Slide presentation/brochure/report (Universal Design for Learning) about …
Students will create a Google Slide presentation/brochure/report (Universal Design for Learning) about a career that interest themselves other than a professional athlete by following a template that will be shared with each student.
Brochure Template - you will need to simply make a copy: https://docs.google.com/presentation/d/1aDRa7SONP5moA1JZaEVYAQ3YlPvVDnKR4csHINiw1L4/edit?usp=sharing
Google Slide template - you will need to simply make a copy: https://docs.google.com/presentation/d/1AVJlVUkHo16c9C84Mcwe9HivG98mQDkOMiBRX27IpZc/edit?usp=sharing
Google Docs template - you will need to simply make a copy: https://docs.google.com/document/d/1Euj3eBpgsZ6gr2fq3AOa8VVr4B1tiIDavuf3NFNEUNk/edit?usp=sharing
This multi-disciplinary career exploration unit builds on lesson plans available through the …
This multi-disciplinary career exploration unit builds on lesson plans available through the Michigan Agriculture in the Classroom website. Students will spend a week investigating different aspects of agriculture careers, while incorporating skills from math, English, and social studies. The unit culminates in a "Day in the Life" summative writing assignment.
Students will choose an engineering sub-discipline of their choice and present information …
Students will choose an engineering sub-discipline of their choice and present information about it to their peers in a presentation style of their choice. The presentation must include some type of multimedia format (Powerpoint, Prezi, Slides, Keynote, etc.)
This lesson is designed to follow the Getting Started With SAEs lesson. …
This lesson is designed to follow the Getting Started With SAEs lesson. The objective is to move students from starting their SAE project to developing the next level of skills and competencies in the intermediate level of performance indicators. The students will continue to work on their Foundational SAE project based on their career interest, but research topics at the intermediate level. The teacher may choose to only use the Foundational SAE project or they can also include an immersion SAE project that students keep track of their time, income and expenses over the course of the class. The students will participate in weekly assignments for their Foundational SAE and if they are completing an immersion SAE they will keep track of their hours each week. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students.
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