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Teacher's Career

What is Project-Based Learning?

For this assignment, you are to write an 8-10 page paper (double spaced) that explores the topic of What is Project-Based Learning? Your assignment should have about 5-10 sources and is expected to utilize APA format. You will include in the 8-10 pages a title page and reference page.

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Teacher's Career

Explain how students will build explicit connections between inquiry, interpretations, or analyses

This project is part of Task 1 of the EdTPA, & is 5 consecutive lesson plans for the learning segment. Each lesson plan must be no more than 4 pages in length. The Learning Segment is over the Roman Empire (State Standards are attached). The lessons together should have a central focus that supports students in learning and using facts and concepts, and inquiry, interpretation, or analysis skills to build and support arguments or conclusions about historical events, a topic/theme, or a social studies phenomenon. If you have any questions, please ask. Write a lesson plan for each lesson in the learning segment. – Lesson plans should be detailed enough that a substitute or other teacher could understand them well enough to use them. Lesson plans must include the following information: – State-adopted student academic content standards that are the target of student learning (Note: Please include the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.) – Learning objectives associated with the content standards – Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed – Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs – Instructional resources and materials used to engage students in learning Lesson Plans must: – build on each other to support student learning of facts with clear and consistent connections to concepts, inquiry, interpretations, or analyses, AND building and supporting arguments or conclusions. – Explain how students will build explicit connections between inquiry, interpretations, or analyses and supporting arguments/conclusions as well as the central focus of the learning segment.

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Teacher's Career

How might picture activity schedules be a useful instructional tool for teachers who serve students with an intellectual disability and/or autism?

Application or Understanding Topic: Picture Activity Schedules Assigned Reading: The effects of a picture activity schedule for students with intellectual disability to complete a sequence of recreation tasks following verbal directions. (Uphold, Douglas, & Loseke, 2016) 1. What is a picture activity schedule? 2. How might picture activity schedules be a useful instructional tool for teachers who serve students with an intellectual disability and/or autism? 3. What behavior was measured in the participants? See the Dependent Measures section. 4. How was the skill taught? In other words, what were the actions of the teacher(s) to increase skills and knowledge among participants? See the ePAS intervention sessions section under General Procedures. 5. How was generalization of the skill introduced? 6. Look at the graphs. Did the students increase in task completion? How do you know?

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Teacher's Career

How might your own areas of perceived strength and weakness influence how you approach the foundation subjects?

(this is a comprehension ,based on the U.K’s national curriculum for primary school students,key stage one and key stage two. The questions are based on primary teaching.. There is 4 questions that need to be answered based on 2 National curriculum foundation subjects .The foundation subjects I would like you to write about are History and Computing. ) ( I would like 350 words , roughly for each questions answer.) (the answers can maintain a sense of personal attributes to them.) Useful Resource. National curriculum history website link: https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study The Foundation Subjects include: Art, Computing, Design Technology, Geography, History, Languages, Music, PSHE, PE and RE. Choose a subject you are comfortable with – you may have studied this for your degree – and a subject you are anxious about teaching – you may have stopped studying this in Year 8 or 9. Look at the National Curriculum for both of those subjects. Now consider: How does this curriculum content and curriculum subject contribute to a broad and balanced curriculum required by Ofsted? Is it enough to know the subject content, or are there other things which you need to know and understand too, in order to teach these subjects effectively? For all the foundation subjects, why do you think they have been included in the curriculum? What benefits do you think the subjects bring to children’s learning? How might your own areas of perceived strength and weakness influence how you approach the foundation subjects? What might this mean for your future practice as a teacher?

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Teacher's Career

How have you changed since your adolescent years?

Were you wise or were you a risky adolescent? Reflect on the information from this module and the behaviors seen in some adolescent youth. Respond to the following questions. Wise or Risky, which type of adolescent were you? Why do you feel your adolescent years were wise or risky? Give examples of the behavior if you feel comfortable sharing. How have you changed since your adolescent years? This work should be a minimum of 6 – 8 paragraphs

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Teacher's Career

How do you get picky eaters to eat?

1. What suggestions might you have to help children choose more wisely if they are eating at a fast food restaurant? Explain your answers. 2. How do you get picky eaters to eat? What should you not do? Explain. 3. https://www.ecfr.gov/cgi-bin/text-idx?SID=4c211a738d6109939c6054a6286ac109&mc=true&node=pt7.4.210&rgn=div5#se7.4.210_110. (Links to an external site.)Using this website, and the rules and regulations for school lunches, put together 3 days worth of lunches for Kindergarten through Sixth grade. Make sure that you give the foods and why they fall within rules and regulations. Make sure to fully answer the questions.

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Teacher's Career

Create a “Family Engagement statement” expressing the program’s appreciation/inclusion of cultural and linguistic diversity

We have looked at issues surrounding family support and engagement in our diverse classroom environments. As part of your program you should be able to state your programs values and goals toward your community of parents and staff. Our readings shared some of the benchmarks for appropriate and inclusive Family Engagement for schools/teachers, which featured family engagement as parent involvement. Ongoing, goal-directed relationships between staff and families that are mutually , culturally responsive, and that support what is best for children and families both individually and collectively. For this final discussion event, please create a “Family Engagement statement” expressing the program’s appreciation/inclusion of cultural and linguistic diversity and share it here with the class. Recognize what families, staff and children contribute and use “strength-based” language in the construction of the statement.

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Teacher's Career

How often would fire drills be held with the children?

72-Hour Kit There are many different types of disasters and emergencies. Federal Emergency Management Agency (FEMA) recommends that EVERY person has an emergency kit designed for 72 hours (3 days) as it can take some time for help to arrive after a disaster. Our region is at risk for earthquakes, flooding and severe storms. Additionally, house fires burn quickly, so having important items stored near an exit is good practice. If you are working in a child-care center, or have one in your home, it is a good idea to consider the needs of those children in the event of an emergency. This is a three-part project. Part 1: Prepare Your Own Emergency Kits In this assignment, you will write up what is needed for your own Emergency Kit. The purpose of this assignment is to prepare you for the unexpected. Each person’s living quarters is unique; please figure out what is going to work best for you and your family. If there is a portion that is simply not feasible at this particular time (for example, there is no place to store your important documents near the front door), explain what you will do instead, or what you plan to do when you are in a different situation. My hope is that one day you will put together this kit and actually have it for your family if you do not have one right now. Create a checklist and organize it by where you will store items Research FEMA’s 72-hour emergency list to use as a guide. Add or subtract items to your personalized list as needed. Organize your list of items based on where you will locate them in a time of need. Include more specifics about the items and why this location is ideal for you. Example: This example does not include everything in it. Pantry Food and Water Supply Due to concerns of heat exposure to food and water supply, I have decided to store my three days worth of food and water in my regular pantry, which is located inside my temperature-controlled home. This pantry is adjacent to the garage so loading up the car with these items in the event of an emergency will be quick. The bottom shelf has been designated to store 9 gallons of water, which is enough for my three-person family. Since my normal food supply is not separate from my emergency supply, it is important that I keep myself well-stocked. This will also help rotate food according to expiration dates. Current inventory includes: Back-up Rx medication (must be stored in cool place) 6 cartons rice milk 4 lbs dried beans 25 cans beans 25 cans veggies 12 cans soup 12 cans tuna 20 lbs rice … (plus more) Also located in the pantry room is the fire extinguisher and two flashlights for easy access. Garage Emergency Supplies Emergency supplies are located in two clearly marked tubs on the bottom far right of shelving unit. This will allow for quick and easy loading into our car in case of a planned evacuation. Tub 1: 3 sleeping bags 1 Tarp Rope (…plus more) Tub 2: Old tennis shoes/socks Warm/cool children’s clothes Warm/cool adult clothes (…plus more) Car Emergency Pack local maps cell phone charger first aid kit (…plus more) Part 2: Create a Written Disaster Plan Fire Escape Plan Prepare a written fire escape plan including a map of how to escape your home. Which doors and windows will you use to escape and where is your designated meeting location? Think about the bare-minimum essentials of what you would take with you if you had a minute to leave your home. What would those items be and where would you store them? How will you contact family and friends post-emergency to let them know where you are? Does anyone in your home need assistance to evacuate? Are there neighbors you would check on after telling your family where you are going? The Hunker Down Plan and Advanced Notice Evacuation Plan Prepare a written plan of how you would survive a natural disaster both by staying put in your home, and by evacuating your home. Where would you go? How will having your kit items be useful to you? Child Care Program Emergency Plan Explain in what capacity you would like to work with children. Create an Emergency Plan (either for your current employment or hypothetical employment). For example, if you are working at a child-care facility, create a comprehensive emergency plan. What is the protocol for a fire, earthquake, severe storm, flood and security threats? For this assignment, we will focus on the fire emergency plan. Specify how many children the facility is licensed for and create a list of what should go into an Emergency Supply Kit for that number of children. How often should staff be trained on the emergency plan, teacher roles, and location of disaster supplies? How often would fire drills be held with the children? How would this information be communicated so it is informative yet non-threatening? In the event that children need to be evacuated, where would they go? What supplies would you take? How would you communicate with parents and local authorities? What would you do if the phone lines or cell towers are down? What would you say to children to keep them calm and increase safety? Once the emergency is over and children have been picked up, what would you inspect before reopening the facility? Your grade will be based on the completeness of your kit and escape plans, your visual documentation and discussion of items needed. Will you be ready if disaster strikes? Grading Breakdown for 72-Hour Kit – 125 pts 125 pts Completed Emergency Plans: Check-Lists and Plans Content: Is the checklist comprehensive? Is the written disaster plan well-thought-out and complete? Is the assignment well-written and well thought of? Note: All papers will be graded on the technical aspects of the assignments, such as spelling, grammar, etc… See the syllabus for more information in those areas. No more than 2 quotes per assignment.

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Teacher's Career

Is there opportunity for further investigation if children express interest?

Healthful Habits Lesson Plan Please note: For this assignment, you may not use a plan you find on the internet. You must make up your own lesson plan. If you copy something from the internet, you will be given a zero for the assignment so please use your own lesson plan. You can always use the internet to help you with ideas, but you must make up your own lesson plan. The purpose of this activity is to get students accustomed to creating their own lesson plans while applying their knowledge of health, safety, or nutrition. The lesson plan should include the following steps: Title: Create a title Age Group: Choose a specific age (Keep it in the age range of 3 to 17) Learning Objectives: Create a goal for the students. The goal should be one sentence and contain a very specific skill set you want the children to know, e.g.: “Children, age 4, will learn about food allergies and what they can do to help keep their classmates with these allergies safe.” Materials: Include a list of all materials that will be included. If you will incorporate a picture book, include the title and the author. Directions: How are you introducing the topic? Why is it important? Are there any new vocabulary words? Procedure: Explain how to do the activity. Include a few prompting questions you have for the children. How to adjust the activity: Activities need to be adjusted for a variety of reasons. For example, some children need help cutting with normal scissors, while others have great ideas but need help writing them down. Think about ways you can accommodate children who may need to participate in a different way. Extending the activity: In what ways can this activity be extended? Will materials be left out for kids to use in open-ended play? Is there opportunity for further investigation if children express interest? What are a few of your ideas? Grading Breakdown for Healthful Habits Lesson Plan- 100 pts Content: Does the lesson plan have all the steps? Is the lesson well-thought out and not missing something important in one of the steps? Is the assignment well-written? Is the lesson age-appropriate and feasible?