This document provides an overview of the schedule and activities for Day 19 of a construction foundation course. The day includes lessons on communications in construction, construction math, and safety topics like scaffolds and personal protective equipment. Students will learn about writing persuasive memos and emails, and practice adding, subtracting, converting, and simplifying fractions. They will also participate in safety lessons and a game to reinforce vocabulary.
This document provides the schedule and materials for Day 17 of a Construction Foundation Course. The day consists of four hours and covers green construction, math, and safety topics. In the first two hours, students will learn about green construction and sustainability through a song, vocabulary, and scenario. They will then review whole numbers, fractions, and basic math operations through word problems. The second two hours focus on safety training involving personal protective equipment.
This document provides an overview of teaching fractions and word problems to 5th grade students. It includes learning targets related to adding, subtracting, multiplying and dividing fractions. It discusses using representations like fraction strips, bar diagrams and number lines. It also provides sample word problems and activities to help students develop conceptual understanding of fractions, such as using equivalent fractions to add and subtract fractions with unlike denominators.
The document describes plans to revise instruction on adding fractions with unlike denominators based on formative assessment results. Key revisions include:
1) Providing more opportunities for students to model and manipulate fractions into simplest form using concrete models and drawings before using the abstract process.
2) Giving targeted small group instruction to help students visualize how finding the greatest common factor simplifies a fraction.
3) Analyzing pre- and post-test results and practice problems to identify weaknesses and tailor remedial instruction accordingly.
The document analyzes an assessment given to a 3rd grade math class on Common Core State Standards 3.NBT.A.1 and 3.NBT.A.2. Graphs show student performance on the standards, and notes are provided on individual students. The analysis identifies common misconceptions, what students typically know at this level, and factors that could be barriers to learning. Deeper analyses are given for three students, Tate, Fabiola, and James, noting their performance, potential misconceptions or barriers, and next steps the teacher could take to support their learning.
This document provides a pupil with learning intentions, success criteria, examples, and a self-assessment key for various math topics. It includes 8 topics covering areas like number processes, expressions and equations, properties of shapes, data analysis, fractions and percentages. For each topic, the pupil must indicate if they feel secure, consolidating, or developing in achieving the identified math experience or outcome. This allows the pupil to self-evaluate their understanding of the essential concepts covered in level 4 math.
This document provides a lesson plan for teaching students how to write paragraphs with topic and detail sentences. It includes 6 steps: 1) introducing topic/detail sentences; 2) analyzing example paragraphs; 3) practicing writing topic sentences and matching details; 4) optional additional practice; 5) group activity to organize sentences into paragraphs; 6) individual writing of a paragraph describing a street scene using a topic sentence and details. The goal is for students to learn to organize writing around a main idea and provide supporting details.
This document provides information and resources for teaching fractions and word problems to 5th grade students. It includes the common core standards for fractions, learning targets, example word problems, and strategies for using bar diagrams and number lines. It also discusses key fraction concepts like equivalent fractions, addition and subtraction of fractions, and multiplication and division of fractions. Resources are provided like video links, articles, and websites to support teaching fractions.
4th grade multi.div word problems and fractions pdLaura Chambless
This document provides information and resources for teaching fractions to 4th grade students. It discusses common core standards for fractions, learning targets, conceptual understanding students need, fraction word problems, using bar diagrams to solve problems, fraction representations including strips and number lines, defining fractions, strategies for comparing fractions, generating equivalent fractions, and multiplying fractions by whole numbers. Resources included are videos, websites, and book references to support fraction instruction.
This document provides the schedule and materials for Day 17 of a Construction Foundation Course. The day consists of four hours and covers green construction, math, and safety topics. In the first two hours, students will learn about green construction and sustainability through a song, vocabulary, and scenario. They will then review whole numbers, fractions, and basic math operations through word problems. The second two hours focus on safety training involving personal protective equipment.
This document provides an overview of teaching fractions and word problems to 5th grade students. It includes learning targets related to adding, subtracting, multiplying and dividing fractions. It discusses using representations like fraction strips, bar diagrams and number lines. It also provides sample word problems and activities to help students develop conceptual understanding of fractions, such as using equivalent fractions to add and subtract fractions with unlike denominators.
The document describes plans to revise instruction on adding fractions with unlike denominators based on formative assessment results. Key revisions include:
1) Providing more opportunities for students to model and manipulate fractions into simplest form using concrete models and drawings before using the abstract process.
2) Giving targeted small group instruction to help students visualize how finding the greatest common factor simplifies a fraction.
3) Analyzing pre- and post-test results and practice problems to identify weaknesses and tailor remedial instruction accordingly.
The document analyzes an assessment given to a 3rd grade math class on Common Core State Standards 3.NBT.A.1 and 3.NBT.A.2. Graphs show student performance on the standards, and notes are provided on individual students. The analysis identifies common misconceptions, what students typically know at this level, and factors that could be barriers to learning. Deeper analyses are given for three students, Tate, Fabiola, and James, noting their performance, potential misconceptions or barriers, and next steps the teacher could take to support their learning.
This document provides a pupil with learning intentions, success criteria, examples, and a self-assessment key for various math topics. It includes 8 topics covering areas like number processes, expressions and equations, properties of shapes, data analysis, fractions and percentages. For each topic, the pupil must indicate if they feel secure, consolidating, or developing in achieving the identified math experience or outcome. This allows the pupil to self-evaluate their understanding of the essential concepts covered in level 4 math.
This document provides a lesson plan for teaching students how to write paragraphs with topic and detail sentences. It includes 6 steps: 1) introducing topic/detail sentences; 2) analyzing example paragraphs; 3) practicing writing topic sentences and matching details; 4) optional additional practice; 5) group activity to organize sentences into paragraphs; 6) individual writing of a paragraph describing a street scene using a topic sentence and details. The goal is for students to learn to organize writing around a main idea and provide supporting details.
This document provides information and resources for teaching fractions and word problems to 5th grade students. It includes the common core standards for fractions, learning targets, example word problems, and strategies for using bar diagrams and number lines. It also discusses key fraction concepts like equivalent fractions, addition and subtraction of fractions, and multiplication and division of fractions. Resources are provided like video links, articles, and websites to support teaching fractions.
4th grade multi.div word problems and fractions pdLaura Chambless
This document provides information and resources for teaching fractions to 4th grade students. It discusses common core standards for fractions, learning targets, conceptual understanding students need, fraction word problems, using bar diagrams to solve problems, fraction representations including strips and number lines, defining fractions, strategies for comparing fractions, generating equivalent fractions, and multiplying fractions by whole numbers. Resources included are videos, websites, and book references to support fraction instruction.
The document outlines the schedule and activities for Day 39 of a Construction Foundation course. It includes substituting units on Green Construction, Construction Math, and Construction History. Students are reminded of an after-hours assignment to review building codes and thanked as they leave. After class, students have a team assignment to study material handling and the computer lab will be open.
This document provides an outline for Day 31 of a construction foundation course. It details the daily schedule and activities, which include reviewing blueprints, wood damage prevention, window types, and door types. Students will work in stations to develop hands-on proficiency with tools and equipment. The day involves classroom instruction, group work, and hands-on learning. Assessment includes vocabulary cards, proficiency rubrics, and reflection.
This document provides the daily lesson plan and activities for students in a construction foundation course on Day 34. The plan includes:
- Reviewing blueprints and tools/equipment, with activities on reading blueprints and identifying exterior finishes for a log cabin.
- Learning about types of paints and finishes through reading, note-taking and vocabulary work. Students recommend options for the cabin and estimate costs.
- Continuing work on interior painting techniques through reading, presentations and more vocabulary and cost estimation exercises.
- Hands-on time at work stations to practice skills like using tools and equipment while working towards proficiency benchmarks.
This document provides an overview of the content and materials for Day 22 of a construction foundation course. The day includes 4 hours of instruction covering construction math, blueprints, and materials handling. In the first two hours, students practice calculating square footage of different shapes using formulas for rectangles, triangles, and circles. They also learn about calculating board feet to measure lumber volume. The document outlines the lessons, exercises, and resources used to teach these construction measurement concepts.
This document provides an outline for Day 27 of a construction foundation course. The day focuses on blueprints, construction math, and tools/equipment. In the morning, students will learn about blueprints, roof styles/framing, and calculating slope using Pythagorean theorem. They will then practice calculating volume and excavation problems. The afternoon involves demonstrations of table saws and hand saws, followed by hands-on practice with tools. Homework assigned is an online safety game.
This document provides an overview of the daily schedule and lessons for a construction foundation course on Day 20. In the morning, students will practice communicating directions in memos and speaking, as well as learn about converting fractions to decimals. They will practice adding, subtracting, and multiplying decimals. In the afternoon, the lessons will cover building codes, types of homes, and the home building process. Vocabulary will be developed through notetaking and creating vocabulary cards.
This document provides an overview of the daily schedule and activities for Day 18 of a Construction Foundation Course. The day consists of four hours covering the following topics:
1) Communications in construction, focusing on active listening skills and proper phone etiquette for business calls. Students practice these skills through role plays.
2) Construction math, where students learn how to read measurements in both eighths and sixteenths on a tape measure.
3) Safety training about fall protection with a discussion of harness and lanyard equipment.
4) Continued safety training involving the setup of extension ladders and related math calculations.
This document provides an outline for a construction foundation course on Day 21. The day includes instruction on construction math, blueprints, building codes, and measurement systems. In the morning, students practice reading standard and metric rulers and tape measures. They play a measurement speed game and track personal bests. Instruction covers converting between standard and metric units. Blueprints and drawing types are briefly introduced at the end of the morning.
This document provides an overview of the daily schedule and activities for Day 18 of a 4-week construction foundation course. The day consists of 4 hours split between communications in construction, construction math, and safety training. In the first two hours, students practice active listening skills, take part in a phone skills role-playing activity, and learn how to read fractions on a tape measure. They then measure objects in the classroom and work on a worksheet identifying line fractions. The goal is to help students communicate effectively and measure accurately, which are important skills in the construction industry.
This document provides an outline for a day of instruction in a construction foundation course. The day focuses on construction industry overview, trades, roles and responsibilities. It also covers safety topics like hazards, personal protective equipment, and OSHA regulations. Students learn through lectures, reading assignments, note-taking practice, and a vocabulary game. The goal is for students to gain foundational knowledge of the construction field and safety practices.
Students participated in mock interviews to practice their interview skills. They received feedback on their performance from peers and interviewers. In the afternoon, students were assigned to work in teams to create a 5-minute presentation on an assigned Career Success Standard covering why it's important, what competent behavior looks like, and how it relates to customer service. They developed a plan to research the topic, create a PowerPoint, and plan a demonstration and audience activity. They will work on and practice their presentations over the next two days.
This document provides an outline for Day 7 of Week 2 of a Construction Foundation Course. The day consists of 4 hours of instruction split into two sessions. In the morning session, students will review job application skills and work on drafting applications, resumes, and cover letters with feedback from peers and instructors. The afternoon session focuses on interview skills, including common interview questions, how to answer easy and hard questions, and what to ask at the end of an interview. Students work individually and in teams to practice these skills. After class, student teams will continue working on a class assignment and study for the upcoming quiz.
The document provides instructions for an assessment task in a media studies lesson. Students are asked to create a PowerPoint presentation covering the definition of media, its purposes and types, as well as historical facts from previous lessons. They must also identify the most important media industry sector and reasons for their choice. Students will self-assess their work, providing an effort rating and comments on what they did well and could improve. A progress bar is included to rate effort for the lesson.
This document outlines the daily lesson plan for a construction foundation course on Thursday. The content covers blueprints, construction math, and tools/equipment. Morning activities include reviewing blueprints, calculating costs for a landscaping project, and learning about payroll terms like gross/net pay. Afternoon hands-on work focuses on tools/equipment. Homework involves improving blueprint drawings as a team.
The document provides details of an 11 period lesson plan for a Grade 3 computer class on working with Microsoft Word. It includes learning objectives, teaching methods, activities, and assessments for each period. Key points covered include parts of the MS Word window, typing techniques, formatting text, saving documents, and using tools like copy/paste. Students will practice these skills in a computer lab and complete exercises to assess their learning.
This document provides information about a mathematics module on solving problems involving permutations and combinations. It includes notes for teachers, learners, and parents/guardians. The module contains 4 lessons that teach learners about permutations of n taken r at a time, permutations of n distinct objects arranged in a circle, distinguishable permutations, and combinations of n taken r at a time. Each lesson includes learning objectives, assessments, and examples to help learners understand the concepts and solve related problems. The module aims to help learners develop skills in basic counting techniques for solving permutation and combination problems.
This document outlines a mathematics curriculum for Quarter 1. It covers the topics of the real number system, measurement, and scientific notation over multiple stages of learning. For the real number system topic, students will learn about rational and irrational numbers through hands-on activities. They will formulate and solve real-life problems involving real numbers. For the measurement topic, students will learn to use different measuring devices and units of measure through experiments and activities. They will pose and solve daily life problems involving measurement. The curriculum aims to help students demonstrate understanding and performance of key concepts through varied activities and assessments.
1) The document outlines the daily schedule and activities for students in a construction foundation course on Day 3, including quizzes on previous material, goal setting exercises, TABE testing to assess students' skills, and reviewing the results.
2) In the afternoon, students participate in career exploration activities to learn about various construction industry careers and requirements. They also have a brief driver's education presentation.
3) The schedule emphasizes improving students' math fundamentals in the first 40 hours of academics to prepare them for mathematics covered in the construction portions of the foundation course later in the week.
This document provides an overview and schedule for Day 8 of the Construction Foundation Course. The morning focuses on completing applications, resumes, and cover letters. The afternoon covers job skills like workers' rights, responsibilities, and apprenticeships. It describes using a Jigsaw activity to teach workers' rights. Students then write thank you letters, review interview preparation, and practice interviews. They finish with reflection and reviewing as a group for the next quiz. After hours includes team work on an assignment and open computer lab time.
This document provides an outline for Day 4 of a Construction Foundation Course. It includes the following activities:
1. A tournament-style quiz reviewing the previous day's material.
2. Workplace tours to construction sites where students will observe different trades and complete a handout with questions.
3. Employer presentations where students practice greeting guests and asking questions.
4. A career aptitude test and exam on student progress, followed by meetings with counselors to develop individual plans.
This document provides an overview and schedule for Day 24 of a construction foundation course. The day consists of four hours and covers blueprints, construction math, and tools/equipment. In the first two hours, students learn about blueprints including drawing perimeters and items to scale. They also learn the Pythagorean theorem and use it to solve construction math problems and square corners. The last two hours cover heavy equipment through a reading activity and hands-on work stations with various tools.
This lesson plan introduces 6th grade students to the Mayan base-twenty number system. It begins with a review of the base-ten number system. Students will then learn about the Mayan number system through interactive stations, worksheets, and games. They will compare and contrast the base-ten and base-twenty systems. The lesson celebrates cultural diversity by showing different mathematical approaches. Technology such as a SMART board and online polling site are used to engage students and check understanding throughout the lesson.
The document outlines the schedule and activities for Day 39 of a Construction Foundation course. It includes substituting units on Green Construction, Construction Math, and Construction History. Students are reminded of an after-hours assignment to review building codes and thanked as they leave. After class, students have a team assignment to study material handling and the computer lab will be open.
This document provides an outline for Day 31 of a construction foundation course. It details the daily schedule and activities, which include reviewing blueprints, wood damage prevention, window types, and door types. Students will work in stations to develop hands-on proficiency with tools and equipment. The day involves classroom instruction, group work, and hands-on learning. Assessment includes vocabulary cards, proficiency rubrics, and reflection.
This document provides the daily lesson plan and activities for students in a construction foundation course on Day 34. The plan includes:
- Reviewing blueprints and tools/equipment, with activities on reading blueprints and identifying exterior finishes for a log cabin.
- Learning about types of paints and finishes through reading, note-taking and vocabulary work. Students recommend options for the cabin and estimate costs.
- Continuing work on interior painting techniques through reading, presentations and more vocabulary and cost estimation exercises.
- Hands-on time at work stations to practice skills like using tools and equipment while working towards proficiency benchmarks.
This document provides an overview of the content and materials for Day 22 of a construction foundation course. The day includes 4 hours of instruction covering construction math, blueprints, and materials handling. In the first two hours, students practice calculating square footage of different shapes using formulas for rectangles, triangles, and circles. They also learn about calculating board feet to measure lumber volume. The document outlines the lessons, exercises, and resources used to teach these construction measurement concepts.
This document provides an outline for Day 27 of a construction foundation course. The day focuses on blueprints, construction math, and tools/equipment. In the morning, students will learn about blueprints, roof styles/framing, and calculating slope using Pythagorean theorem. They will then practice calculating volume and excavation problems. The afternoon involves demonstrations of table saws and hand saws, followed by hands-on practice with tools. Homework assigned is an online safety game.
This document provides an overview of the daily schedule and lessons for a construction foundation course on Day 20. In the morning, students will practice communicating directions in memos and speaking, as well as learn about converting fractions to decimals. They will practice adding, subtracting, and multiplying decimals. In the afternoon, the lessons will cover building codes, types of homes, and the home building process. Vocabulary will be developed through notetaking and creating vocabulary cards.
This document provides an overview of the daily schedule and activities for Day 18 of a Construction Foundation Course. The day consists of four hours covering the following topics:
1) Communications in construction, focusing on active listening skills and proper phone etiquette for business calls. Students practice these skills through role plays.
2) Construction math, where students learn how to read measurements in both eighths and sixteenths on a tape measure.
3) Safety training about fall protection with a discussion of harness and lanyard equipment.
4) Continued safety training involving the setup of extension ladders and related math calculations.
This document provides an outline for a construction foundation course on Day 21. The day includes instruction on construction math, blueprints, building codes, and measurement systems. In the morning, students practice reading standard and metric rulers and tape measures. They play a measurement speed game and track personal bests. Instruction covers converting between standard and metric units. Blueprints and drawing types are briefly introduced at the end of the morning.
This document provides an overview of the daily schedule and activities for Day 18 of a 4-week construction foundation course. The day consists of 4 hours split between communications in construction, construction math, and safety training. In the first two hours, students practice active listening skills, take part in a phone skills role-playing activity, and learn how to read fractions on a tape measure. They then measure objects in the classroom and work on a worksheet identifying line fractions. The goal is to help students communicate effectively and measure accurately, which are important skills in the construction industry.
This document provides an outline for a day of instruction in a construction foundation course. The day focuses on construction industry overview, trades, roles and responsibilities. It also covers safety topics like hazards, personal protective equipment, and OSHA regulations. Students learn through lectures, reading assignments, note-taking practice, and a vocabulary game. The goal is for students to gain foundational knowledge of the construction field and safety practices.
Students participated in mock interviews to practice their interview skills. They received feedback on their performance from peers and interviewers. In the afternoon, students were assigned to work in teams to create a 5-minute presentation on an assigned Career Success Standard covering why it's important, what competent behavior looks like, and how it relates to customer service. They developed a plan to research the topic, create a PowerPoint, and plan a demonstration and audience activity. They will work on and practice their presentations over the next two days.
This document provides an outline for Day 7 of Week 2 of a Construction Foundation Course. The day consists of 4 hours of instruction split into two sessions. In the morning session, students will review job application skills and work on drafting applications, resumes, and cover letters with feedback from peers and instructors. The afternoon session focuses on interview skills, including common interview questions, how to answer easy and hard questions, and what to ask at the end of an interview. Students work individually and in teams to practice these skills. After class, student teams will continue working on a class assignment and study for the upcoming quiz.
The document provides instructions for an assessment task in a media studies lesson. Students are asked to create a PowerPoint presentation covering the definition of media, its purposes and types, as well as historical facts from previous lessons. They must also identify the most important media industry sector and reasons for their choice. Students will self-assess their work, providing an effort rating and comments on what they did well and could improve. A progress bar is included to rate effort for the lesson.
This document outlines the daily lesson plan for a construction foundation course on Thursday. The content covers blueprints, construction math, and tools/equipment. Morning activities include reviewing blueprints, calculating costs for a landscaping project, and learning about payroll terms like gross/net pay. Afternoon hands-on work focuses on tools/equipment. Homework involves improving blueprint drawings as a team.
The document provides details of an 11 period lesson plan for a Grade 3 computer class on working with Microsoft Word. It includes learning objectives, teaching methods, activities, and assessments for each period. Key points covered include parts of the MS Word window, typing techniques, formatting text, saving documents, and using tools like copy/paste. Students will practice these skills in a computer lab and complete exercises to assess their learning.
This document provides information about a mathematics module on solving problems involving permutations and combinations. It includes notes for teachers, learners, and parents/guardians. The module contains 4 lessons that teach learners about permutations of n taken r at a time, permutations of n distinct objects arranged in a circle, distinguishable permutations, and combinations of n taken r at a time. Each lesson includes learning objectives, assessments, and examples to help learners understand the concepts and solve related problems. The module aims to help learners develop skills in basic counting techniques for solving permutation and combination problems.
This document outlines a mathematics curriculum for Quarter 1. It covers the topics of the real number system, measurement, and scientific notation over multiple stages of learning. For the real number system topic, students will learn about rational and irrational numbers through hands-on activities. They will formulate and solve real-life problems involving real numbers. For the measurement topic, students will learn to use different measuring devices and units of measure through experiments and activities. They will pose and solve daily life problems involving measurement. The curriculum aims to help students demonstrate understanding and performance of key concepts through varied activities and assessments.
1) The document outlines the daily schedule and activities for students in a construction foundation course on Day 3, including quizzes on previous material, goal setting exercises, TABE testing to assess students' skills, and reviewing the results.
2) In the afternoon, students participate in career exploration activities to learn about various construction industry careers and requirements. They also have a brief driver's education presentation.
3) The schedule emphasizes improving students' math fundamentals in the first 40 hours of academics to prepare them for mathematics covered in the construction portions of the foundation course later in the week.
This document provides an overview and schedule for Day 8 of the Construction Foundation Course. The morning focuses on completing applications, resumes, and cover letters. The afternoon covers job skills like workers' rights, responsibilities, and apprenticeships. It describes using a Jigsaw activity to teach workers' rights. Students then write thank you letters, review interview preparation, and practice interviews. They finish with reflection and reviewing as a group for the next quiz. After hours includes team work on an assignment and open computer lab time.
This document provides an outline for Day 4 of a Construction Foundation Course. It includes the following activities:
1. A tournament-style quiz reviewing the previous day's material.
2. Workplace tours to construction sites where students will observe different trades and complete a handout with questions.
3. Employer presentations where students practice greeting guests and asking questions.
4. A career aptitude test and exam on student progress, followed by meetings with counselors to develop individual plans.
This document provides an overview and schedule for Day 24 of a construction foundation course. The day consists of four hours and covers blueprints, construction math, and tools/equipment. In the first two hours, students learn about blueprints including drawing perimeters and items to scale. They also learn the Pythagorean theorem and use it to solve construction math problems and square corners. The last two hours cover heavy equipment through a reading activity and hands-on work stations with various tools.
This lesson plan introduces 6th grade students to the Mayan base-twenty number system. It begins with a review of the base-ten number system. Students will then learn about the Mayan number system through interactive stations, worksheets, and games. They will compare and contrast the base-ten and base-twenty systems. The lesson celebrates cultural diversity by showing different mathematical approaches. Technology such as a SMART board and online polling site are used to engage students and check understanding throughout the lesson.
This document provides an overview of the schedule and activities for Day 8 of the Construction Foundation Course. In the morning, students will finalize their resumes, cover letters, and applications. The afternoon will focus on job skills, including job survival, workers' rights, and apprenticeships. Students will also practice for interviews and write thank you letters. After class, work teams will meet to complete an assignment and review for an upcoming quiz, while the computer lab will be open.
1. The document contains a lesson plan for a 6th grade math class covering the topic of "Playing with Numbers".
2. The lesson plan outlines learning activities on factors and multiples, prime and composite numbers, divisibility rules, common factors/multiples, and highest/lowest common multiples.
3. Assessment of student learning will include quizzes, tests, class discussions, hands-on experiments, and worksheets to ensure all students demonstrate understanding of the concepts covered.
COMPUTER SYSTEM SERVICING DAILLLY LESSONAryAlisbo1
This daily lesson plan outlines objectives and procedures for a series of lessons on hand tools for computer repair. Over four class sessions, students will learn to identify appropriate hand tools for different tasks, discuss examples and proper use of hand tools, and present safety scenarios. They will set up simulation workstations and assess their understanding of safety guidelines. Later sessions will discuss hand tool maintenance and have students practice tool inspection. The goal is for students to properly identify, select, and apply hand tools according to task requirements and safety standards.
The document discusses using a multi-modal think board approach to teaching mathematics. It describes the six mathematical modes of thinking - number, word, diagram, symbol, real thing, and story. Examples are provided of how to differentiate mathematics instruction for students using open-ended questions within these six modes. The goal is to engage students in thinking and working mathematically in a variety of ways.
The document outlines a session plan for a workshop on presentation skills. The workshop aims to help participants identify the characteristics of effective presenters, prepare successful presentations, and feel more comfortable and confident presenting. The plan details icebreaker activities, topics to be covered including structure, body language, overcoming nerves, and using visual aids. Participants will prepare and deliver 5-minute presentations which will be evaluated by peers and facilitators. The session concludes with an evaluation of the workshop's learning outcomes and effectiveness.
This document provides an outline for a day of instruction in a Construction Foundation Course. The day includes lessons on job search skills, finding job leads, interview skills, and a mock interview assignment. Students are given class time to work on answering interview preparation questions and practicing their introduction and handshake. They also role play introductions with a partner playing the receptionist. After class, students work in teams to prepare for an assignment and quiz.
This document provides the daily lesson plan for a construction foundation course on Tuesday of week seven. The plan includes reviewing blueprints, tools, and materials. Students will learn about roofing options and calculating roofing needs from blueprints. They will also cover insulation types and R-values. The day involves hands-on learning at work stations and playing educational games. Homework includes a role play about roofing regulations and practicing using an architect's scale.
This document provides the daily schedule and content for a construction foundation course. On day 36, students will learn about blueprints and the history of construction through videos, handouts, and group activities. They will study labor history using an interactive timeline, examining important events like child labor laws, strikes, and the development of unions. Students will analyze primary sources and discuss topics like labor movements and wartime labor relations to understand the origins and growth of unions.
The document outlines the schedule and activities for Day 37 of an 8-week construction foundation course. It details that the remaining days will focus on reviewing key topics in preparation for the exit exam. On Day 37, students will review tools/equipment and safety topics, and plan their schedule of review games and study time for the day. They will take a 20-minute pre-test on these topics at the end of the day. Their homework is to review blueprints.
The document outlines the daily schedule and activities for a construction foundation course on Day 38. Students were asked to plan a 3 hour and 30 minute schedule to review blueprints through games or work team study. They then followed their schedule, with the instructor providing timing updates and correcting tests from the previous day. Test scores were recorded on index cards with the student's name and percentage to track their progress on the upcoming final exam. Students also took a section II pre-test and received their score cards before leaving with their binders. After hours included individual academic work and open computer lab time.
The document outlines the schedule and activities for the final day of an 8-week construction foundation course. It includes:
1) A 40-minute study period in the morning followed by a pre-test on course material.
2) An exit exam in the early afternoon, after which students who finish early will write reflections, encouragement letters, and perform raps while waiting for others.
3) Passing out of exam scores and a celebration circle at the end of class, with individual meetings for any students who did not pass.
This document provides an outline for Day 30 of a Construction Foundation Course. The day focuses on blueprints, construction math, and tools/equipment. Activities include reviewing blueprints and plumbing/electrical systems, playing construction-themed games, working in stations to develop tool proficiency, and providing a construction recommendation to a hypothetical homeowner. The document lists learning objectives, materials, and a detailed schedule of activities for the full class period from 7:30am to 11:30am.
This document provides an outline for Day 28 of a Construction Foundation Course. The day's activities include:
1. Reviewing blueprints and construction math from the previous day. Students will practice calculating board feet and material costs.
2. Students will work in pairs to design a floor plan and side elevation drawing of a small addition to a cabin, including a bathroom, laundry area, and study.
3. The remainder of the morning will focus on construction math, including calculating board feet for various lumber sizes, determining material quantities from shorthand notation, and calculating total costs based on price per thousand board feet.
This document provides an outline for Day 26 of a Construction Foundation course. The content for the day includes blueprints, construction math, and tools/equipment. Students will work with blueprints, learn about calculating concrete volume, and participate in demonstrations of power tools. The day involves hands-on activities with templates, worksheets, and practice at work stations, as well as presentations and games to reinforce learning.
This document outlines the daily plan for a construction foundation course on Friday of the fifth week. The day consists of four hours split between blueprints, construction math, and tools/equipment. In the first two hours, students review blueprint abbreviations, practice vocabulary, and check wall layouts for squareness using special right triangles and measuring techniques. The next two hours involve power drill and circular saw demonstrations, then hands-on practice with tools at work stations. Reflection and individual study time follow before computer lab access after hours.
This document provides an overview of the daily lesson plan for a construction foundation course on Day 35. The plan includes reviewing blueprints and tools/equipment in the morning session. Students study concrete and learn about its composition, curing process, and uses. They discuss why wood may have been a better material choice than concrete for a patio. In the afternoon, students design deck and railing plans for a cabin porch, considering safety, aesthetics, and costs. The day concludes with a vocabulary and design review game.
This document provides the daily lesson plan for Day 33 of a construction foundation course. The plan includes:
- An overview of the day's content (blueprints and tools/equipment) and materials
- A detailed schedule outlining various learning activities like reviewing drywall installation methods, analyzing blueprint vocabulary, and practicing tool identification
- Descriptions of each activity, including objectives, instructions for students, and timing
The day involves hands-on learning, group projects analyzing blueprints, and a homework presentation from student work teams. The goal is to build students' knowledge of construction documents and equipment.
This document provides the schedule and materials for Day 23 of a Construction Foundation Course. The day focuses on blueprints, construction math, tools, equipment and fasteners. In the morning, students will learn about blueprints by solving math problems related to floor plans. They will also cover ratios, proportions and mixing construction materials. The afternoon involves identifying different fasteners and practicing tool safety. Hands-on learning at tool stations is supported by advanced construction students under instructor supervision.
This document provides options for ice breaker activities to help people get to know each other. It describes two specific ice breaker options where participants take turns introducing themselves and another person by sharing their name, position, age, birthplace, and either what type of car they would be or a secret about themselves. Both options have the introductions repeated down a line so the entire group learns about each other. The document also lists additional resources for finding more ice breaker ideas, including free PDF guides and websites that provide technology-based ice breakers.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Week Four: Day 19 (Thursday)
Content for the day
• Hour 1: Communications in construction
• Hour 2: Construction math
• Hour 3: Safety/PPE
• Hour 4: Safety/PPE
3. Week Four: Day 19 (Thursday)
Materials for the day - 1
• Memo chart paper - Purpose of your memo:
1. To state that your pay check was 2.5 hours short
2. To compliment a worker in the hardware store for his excellent
service and attention to detail
3. To recommend a certain brand of circular saw to an
acquaintance
• Memo/email format
• Sample persuasive memo
• Sample email
• Persuasive memo rubric
(continued on next slide)
4. Week Four: Day 19 (Thursday)
Materials for the day - 2
(continued from previous slide)
• Email rubric
• Resource 5.26 - Name That PPT
• Hard hat for each student
• Safety glasses for each student
• 5 half mask respirators
• Resource 4.14 - Steps in Adding, Converting, and Simplifying
Fractions
• Resource 4.15 – Personal Protective Equipment
• Resource 4.19 - Fraction Circles
5. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 1
• Check-in: Shake hands. Remind students: binders, seating.
Start class.
• Review the day: Review the day’s activities from the list on the
board or chart paper.
• Binder check: This can be done at any time during the day.
6. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 2
Explain that, over the next several days, students will be
learning about professional communications—writing, speaking,
and listening. Today, the focus is on persuasive memos.
10 min. Introduction to memos: Explain that students will
periodically write memos in their construction careers; these
memos might explain a misunderstanding about a time card,
provide step-by-step directions, or analyze why something went
wrong. It’s essential that these communications be very clear.
Explain that you’ll first look at memo format. Pass out hard
copy of the memo and email format and sample memo. Cover
each part of the memo template (not the email) by explaining
what it does and then finding it on the sample. Have students
make out the vocabulary card for ―memo format.‖
Construction Communications: Written
7. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 3
20 min. Continue the discussion. Explain that there are many
different types of memos. The format for all is the same, but the
organization of the content will differ significantly. The format
for the sample is persuasive. For persuasive, we establish
exactly our position (the purpose) and then persuade the reader
to agree with us by citing valid reasons, facts, expert opinions,
or other data. Have students make out the vocabulary card for
―persuasive memo.‖
Tell students that, in the sample, the purpose is very clear. Have
them look through the sample memo and find it. Wait Time.
Call on a student. Answer: ―To request a 10-day vacation in the
first two weeks of June.‖
8. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 4
Ask, ―What are the 2 logical reasons Keith uses to persuade his
boss to grant his request?‖ Wait Time. Call on a student.
Answer: (1) his cousin’s graduation, and (2) his father’s 50th
birthday. Are these primarily rational or emotional reasons?
Wait Time. Call on a student. Emotional.
Explain that the logic you use to prove your point can be
rational, that is, fact- based or it can be emotional, as Keith’s
argument is by appealing to our sense of family. Tell students
they’re going to work on their logic—rational and emotional—to
support their purpose.
So here’s one purpose for a memo: to complain about a battery-
operated drill that you bought two weeks ago. In your Work
Teams, take 30 seconds to come up with 2 reasons why you are
unhappy with the drill.
9. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 5
After 30 seconds, call on a Team and write their responses on the
board. Ask if any other Team had something different. Keep asking
until you have all the different responses Teams came up with. Then go
through the list to cross out any that are not logical reasons why
someone might be complaining about a drill. For example, if your list
includes the following:
• The batteries take a full day to charge.
• The chuck won’t take two of the drills.
• This is not the best brand.
• The reverse switch doesn’t work.
You would cross out the 3rd item as illogical. You got the brand you
ordered; it doesn’t matter if it wasn’t the best brand.
10. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 6
Do a few more examples. Put up the memo chart paper: Purpose of
your memo:
1. To complain about the poor service you received in the hardware
store
2. To compliment a worker in the hardware store for his excellent
service and attention to detail
3. To recommend a certain brand of circular saw to an
acquaintance
Tell the students, ―Here are purposes for 3 different memos. Your Work
Team has 30 seconds to come up with 3 reasons for #1. Go.‖
After 30 seconds, call on one Team. Check responses from others for
logic like you did before. Ask which reasons are rational and which, if
any, are emotional. Repeat for purposes 2 and 3.
.
11. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 7
20 min. Now let’s say that we want to write this memo as an
email. Here the format is a little different. Have students refer to
memo/email format page while you pass out the sample email
and email rubric. Have make out a vocabulary card for ―email
format‖ while you explain each part using the sample email.
Have students choose one of the three memos to write as an
email in pair-share partnerships.
10 min. Have partnerships trade emails and rate according to
the rubric. Ask 2 partnerships with highly rated emails to read
theirs aloud while the class informally rates them to find areas
that could be improved.
Stretch Break
12. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 8
60 min. Fractions. Let students know that both the academic
and technical skills taught in Construction Trades are primarily
about learning and following the steps in a process. The process
can be a mathematical procedure like using the information that
we gather from our measurements to design a wall; or following
steps to actually frame a wall. Success in the trade is tied to our
ability to ask questions when we do not understand any step in
a process and to adjust what we’re doing based on the answer.
We call this ―asking for clarification ― which means using clear
questions to ask a knowledgeable person to explain what we do
not understand. Today we’re going to use adding, converting
and simplifying fractions to practice following steps in a process.
Construction Math
13. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 9
Hand out Resource 4.14 - Steps in Adding, Converting, and
Simplifying Fractions. Have students read the steps in adding,
converting and simplifying fractions. Tell students that you want them
follow along as you model these steps throughout today’s lesson. While
students are reading write the following vocabulary terms and
definitions on a flip chart or the white board and have students prepare
vocabulary cards for:
• Data: Numerical information used in a
calculation
• Perimeter: The distance around a two dimension
shape like the outside dimensions of a floor.
• Proper Fraction: A fraction where the numerator
(top number) is less than the denominator
(bottom number).
(Continued on next slide)
14. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 10
• Mixed Number: A whole number and a proper
fraction or decimal combined.
• Denominator: The expression written below the
line in a common fraction that indicates the
number of parts into which one whole is divided.
• Numerator: The expression written above the line
in a common fraction to indicate the number of
parts of the whole.
• Improper Fraction: A fraction that has a top
number larger than (or equal to) the bottom
number
Remind students that being able to read the tape measure accurately is
not enough. They also need to know what to do with the data, such as
they may need to add up the measures of the walls of a room in order
to find its perimeter? Using measurement data almost always means
dealing with whole numbers like 2, proper fractions like 3/5, and mixed
numbers like 2-3/5.
(continued from previous slide)
15. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 11
Adding fractions with the same denominators. Pass out Resource 4.19 -
Fraction Circles. Write the following equations on the board
¼ + ¾ = _____
1/3 + 1/3 =
2/5 + 3/5 =
1/6 + 1/6 =
3/7 + 3/7 =
5/8 + 2/8 =
2/9 + 5/9 =
3/10 + 4/10 =
5/11 + 4/11 =
9/12 + 2/12 =
16. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 12
Use Resource 4.19 - Fraction Circles handout to show students
how to add the first problem by first looking at the circle with
the number given in the denominator of the equation and then
counting the total of the numbers given in the numerator. Have
students work independently to solve the remaining problems.
Call on individuals for answers and to confirm correctness.
Ask students how to use the following equation that you write
on the white board:
¾ + ¾ = ______
Call on a student for the answer and explain that this is an
improper fraction. Students will need to change it to a mixed
number to be able to use it to determine a measurement.
Remind them that they can divide the denominator into the
numerator, which gives them 1 2/4. That can still be reduced to
1 ½.
17. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 13
Practice and model a few more equations with
common denominators. Modeling the steps listed in
Resource 4.14 - Steps in Adding, Converting and
Simplifying Fractions, reminding students to follow
along and make notes on their Resource. Practice
problems should use 2, 4, 8, and 16 in the
denominator to engage students with the
measurement context. Don’t go on to the next step
until you feel that most students are comfortable with
this concept.
Next write this equation:
½ + ¾ = _______
18. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 14
Ask students how to solve this one. (Wait time.)
Remind them that sometimes they need to change
the form of a fraction so it can be added, and that’s
another reason why knowing what the ―other‖ names
of the lines on a tape measure is important. ½ is also
2/4, 4/8, and 8/16 – by knowing that, they can
easily add it to any other number on the tape
measure. Use Resource 4.14 - Steps in Adding,
Converting and Simplifying Fractions to ―think aloud‖
as you model each step in adding fractions with
different denominators.
19. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 15
Return to your example of the importance of knowing
the ―other‖ names of lines on a tape measure and
convert ½ to 2/4 on the board and write the answer
(5/4, or 1 ¼). This step in the activity also needs
some on-the-whiteboard and at-the-seat practice.
Note students who may be struggling throughout this
math activity. Ask them to use Resource 4.14 to
identify which step in which process requires
clarification. Team students who have mastered the
processes with students who require further
clarification. If required, talk with the Academic
instructors to request additional guidance and
practice around specific steps in the process.
.
20. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 16
Remind students that the basic building block of math is addition, and
that subtraction is the opposite of addition. With that in mind, write
these equations on the board:
¾ - ¼ = ______
½ - ¼ = _______
Do these one at a time, returning back to the principles they just
reviewed about adding fractions with common and different
denominators. If the same rules for addition apply, students know that
in the first equation the denominators are the same and so 3 – 1 = 2,
2/4 can be reduced and the answer is ½. In the second example, they
will need to change ½ to 2/4 so denominators are the same, 2 – 1 = 1
and the answer is ¼. To reduce a fraction to its lowest terms, that is
simplify a fraction the numerator and the denominator must be divided
by the same nonzero whole number.
21. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 17
Practice and Application. Using the whiteboard or a flipchart,
write up four sections of 5 problems each for students to
practice on – addition and subtraction with common
denominators, and addition and subtraction with different
denominators (Generate your own and, once again, try to use 2,
4, 8, and 16 in the denominator to engage students with the
measurement context.). Label the lists A, B, C, and D. Divide
students into work teams of 4-5 and assign one work team to
each list. Their tasks are to copy the problems from the list
down in their notebooks, work together to solve them and check
them, and then circle or note any parts that they still have
questions about or do not understand. Ask them to use
Resource 4.14 to identify which step in which process requires
clarification
22. Week Four: Day 19 (Thursday)
First and Second Hours (7:30 – 9:30) - 18
Give students about 8 minutes with the first list, then move
them all on to the next list for 8 minutes and so on. Tell
students that you recognize that they might not finish all the
problems, but they need to be sure to copy all the problems
down. They can finish them for homework.
At the end of the four rotations, solicit questions from students.
If questions relate to specific steps in the process of adding,
converting or simplifying fractions, encourage students to use
Resource 4.14 - Steps in Adding, Converting, and Simplifying
Fractions to frame the question. Remind students that like all
things, math skills come through practice.
Snack Break (9:30-9:40)
23. Week Four: Day 19 (Thursday)
Third and Fourth Hours (9:40 – 11:30) - 1
10 min. Assign each group the responsibility for teaching the
whole class one of the following items, including vocabulary
terms, on pp. 204-209. Each group will have 3 minutes for their
teaching time.
1. Scaffolds and dismantling scaffolds
• Scaffold
• Scaffold planks
• Pipe scaffolding
2. Scaffold stability and scaffold safety
• Scaffold stability ratio
(Continued on next
slide)
Safety/PPE
24. Week Four: Day 19 (Thursday)
Third and Fourth Hours (9:40 – 11:30) - 2
3. Brackets and Trestles
• Brackets
• Trestle
4. Pump jacks and Lifelines
• Pump jack
• Lifeline
15 min. Presentations by each group. Students take
notes and fill out vocabulary cards
(continued from previous slide)
25. Week Four: Day 19 (Thursday)
Third and Fourth Hours (9:40 – 11:30) - 3
5 min. Explain the game, ―Name That…‖ (See Appendix A and
Resource 5.26). Teams line up facing you and the screen, so you
have 5 lines like you did in First Down. You put up the slide and
say one of the following commands:
• Name
• Care
• Use
The person who answers correctly first gets the point for their
Team. Ties get fractional points (another math opportunity!)
The person who answers correctly first gets the point for their
Team. Ties get fractional points (another math opportunity!)
Have pair-share partnerships practice vocabulary cards from
today.
20 min. Have Teams practice vocabulary cards for entire week so
far.
15 min. Play ―Name That…‖ Use Resource 5.26 - Name That…‖ PPT.
(Doubles as stretch break)
26. Week Four: Day 19 (Thursday)
Third and Fourth Hours (9:40 – 11:30) - 4
5 min. Read Personal Protective Equipment on p. 94. Have
students make a vocabulary card for
• ANSI
10 min. Have Teams read Hearing Protection, p. 94 and take
notes. Provide a mini-lecture on earplugs and maximum noise
levels; see Resource 4.15 – Personal Protective Equipment. Use
the table to impress on students how quickly hearing can be
damaged by exposure to construction site sounds. Have
students make vocabulary cards for
• Ear protectors/earmuffs
• Earplugs
27. Week Four: Day 19 (Thursday)
Third and Fourth Hours (9:40 – 11:30) - 5
10 min. Have Teams read the section on Head Protection and
Eye Protection. Provide additional information from Instructor
Resource D. Check student notes for the following: when is eye
protection required, what are the special requirements for
welders, what are the general precautions for eye care. Have
students make vocabulary cards for
• Hard hat
• Safety glasses
• Safety goggles
• Face shield
Have pair-share partners put on hard hats and safety glasses
and goggles while checking for correct placement.
28. Week Four: Day 19 (Thursday)
Third and Fourth Hours (9:40 – 11:30) - 6
10 min. Give a mini-lecture from the information in Resource
4.15 on Respiratory Protection while students take notes. Check
notes for 4 kinds of respirators, employer requirements,
employee requirements, seal check for full facepiece, inspecting
respirators, maintaining respirators. Have teams make
vocabulary cards for
• Self-contained breathing apparatus (SCBA)
• Full facepiece mask
• Half mask
Give Teams each a half-mask respirator; have each person try
on the respirator, making sure there is a good seal.
29. Week Four: Day 19 (Thursday)
Third and Fourth Hours (9:40 – 11:30) - 7
10 min. Give a mini-lecture from the information in Resource 4.15 on hand,
leg, foot, and skin protection. Check notes for use of gloves, guidelines for
leg protection, ANSI-approved shoes (steel sole, safety toe, heavy leather),
and 2 skin problems. Have students make vocabulary cards for
• Work gloves
• Safety shoes
Add the following vocabulary cards, noting that the last two are not
technically PPE but are personal equipment items that allow construction
workers to maximize efficiency:
• Back support belt
• Knee pads
• Tool pouch/belt
• Carpenter’s pencil
Reflection.
Out the door:Model Notes,Reflection, binders on the shelf, shake hands.
30. Week Four: Day 19 (Thursday)
AFTER HOURS - 1
Homework: Give each Work Team the following assignmen
Mr. Bueno really appreciated the stories you provided. His 7th graders have
been much more attentive to safety issues since they read your work.
He has now requested that you make a short presentation to his classes. He
would like there to be two parts to the 4 minute presentation:
1. A PPT of 7 slides on OSHA. The first would be an introduction and the
last a summary. The 5 slides in the middle would feature the 3 main
things employers must do and the 2 main things employees must do
under OSHA.
2. A skit featuring an OSHA inspection where there are 2 employees
involved, one of whom is clearly in violation of occupational safety
standards in his PPE use, his clothes, and his actions and the other of
whom is a model of occupational safety standards. The skit should have
an appropriate ending.
31. Week Four: Day 19 (Thursday)
AFTER HOURS - 2
The presentation will be assessed by the rubric below.
Element Great job Adequate Below standard
Appeal to target audience 7th graders will love this,
and it will make them
understand the importance
of OSHA and safety
Has appeal for 7th graders
but won’t necessarily make
them more knowledgeable
about OSHA or safety
Has little appeal for 7th
graders; very little chance
that it will make them any
more knowledgeable
Accuracy of information
about OSHA
Accuracy of information
about OSHA
Information used is mostly
accurate, with 1 or 2
exceptions
Information used is mostly
accurate, but there are
more than 2 major errors
Accuracy of information
about safety measure(s)
Information used in the skit
is totally
Information used is mostly
accurate, with 1 or 2
exceptions
Information used is mostly
accurate, but there are
more than 2 major errors
Compliance with
assignment
PPT is 7 slides, 5 focusing
on employer and employee
obligations; skit provides
good/bad models and
logical conclusion;
presentation is within 30
seconds of 4 min
PPT is 7 slides, 5 focusing
on employer and employee
obligations; skit provides
good/bad models and
logical conclusion;
presentation is within 1
minute of 4 min
PPT is incorrect OR skit is
incorrect OR total length is
more than 1 minute off of 4
minutes
• Open Computer Lab
32. END
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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL