Transcript: Title Number Three Here are some bullet points Because everyone loves these Also, mustache Another Title Body of the conclusion. Title Number One subtitle Concluding Title ... and subtitle Insert Title Body of the point With BIGGER points.
Transcript: Photo based on: 'horizon' by pierreyves @ flickr Exam Goals ChIP: 6th Grade Social Studies. Exit Slips, Admit Slips, Quick Writes, etc. Pre-Assessment/Post Assessment Essential Questions Assistance Lesson Language Arts Standard #1: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Language Arts Standard #2: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes) Technology The Golden Age Reflection Lesson Paired Review: Line-Up Wrap it Up with the Mind Map Assessment Video Project Content Area What are the key differences between direct democracy and representative democracy? How did Alexander the Great spread culture? What are some contributions of the ancient Greeks that affect us today? How did the government of Athens change as a result of the Peloponnesian War? Technology Standard #1: scan, crop, and save a graphic using a scanner, digital camera, or other digitizing equipment Technology Standard #2: A.4.3 Use a computer and productivity software to organize and create information PAR Essential Questions Disposition #1— TSW compare ancient Greek mythology to their own beliefs. Disposition #2 – TSW explain in writing the importance of democracy as a result of the in-class demonstration of tyranny. Recall, Analyze, Synthesize Block Plan Standards Knowledge #1: TSW explain how Greek mythology affected the arts and sciences of the ancient Greeks. Knowledge #2 verbs: TSW explain how Alexander the Great’s rule caused Greek culture to spread. Language Arts Skill #1: TSW use Analogy Charting to compare the government structure of Ancient Greece to the government of the United States. Skill #2: TSW compare and contrast the roles of Athens and Sparta during the Peloponnesian war. SQ3R: Study System Standards Content area (Social Studies) Standard #1: B.8.3 Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history Content area (Social Studies) Standard #2: B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations Goals Rubrics Preparation: Mind-Map Scan the chapter
Transcript: and subtitle We have the conclusion. So make any final notes you can think of, within this box. Then make jokes. Tear off your break away pants. Party. Example Title Facebook Twitter LinkedIn Mustache Coalition And Finally, Mega Point #1 Social Media Because who doesn't? With Bullet Points Because People Love Bullet Points Also, Mustaches
Transcript: Medicaid & Children's Health Insurance Program (CHIP) Warishah Qandil, Diana Marcaccio, Dylan Johnson, Owen Baute Service What is your program? Our Program Our program is Medicaid and Children’s Health Insurance Program also known as CHIP. This program works by providing health insurance to children in families that do not qualify for Medicaid but cannot afford private insurance. It is a low-cost option that works with the Medicaid program. It provides students with medical and dental care. Who? Who? Who does it benefit? Benefits This program is tailored to benefit children up to 19 years old with low income. It is for families that do not meet the difficult qualifications of Medicaid but still cannot afford a private insurance company. However, this program has certain restrictions. Who does it not benefit? Doesn't Benefit This does not benefit people without electronics or unstable WIFI as the sole way to apply for this Insurance program is online. This defeats the purpose considering most families with a low income do not have money to spend on a computer. Who does it appeal to? CHIP appeals to low-income children and children of color. Appeals To What are the requirements? Eligibility The family needs to have an income that surpasses the limit for Medicaid, however is also unable to afford private coverage. The children need to be under the age of 19, uninsured, a citizen or an immigrant who meets immigration requirements, a resident within the state being applied to, and eligible within the state’s rules. The state eligibility requirements are things such as income range. What are the restrictions? Some restrictions are if the children are if they are inmates of a public institution, in an institution for mental illness, or are covered under state health benefits. Restrictions How to apply? To apply for CHIP, you need to call the Health Insurance Marketplace or fill out an application online. This does not benefit people without electronics or unstable WIFI as the sole way to apply for this Insurance program is online. This defeats the purpose considering most families with a low income do not have money to spend on a computer. Apply What is something you found interesting? We found that CHIP is a partnership between federal and state governments. Medicaid and Chip programs have different names in every state. For example, in Washington CHIP is called Apple Health Coverage. In Florida, CHIP is known as KidCare. Facts
Transcript: Accomplishments Project 1 www.kairoscanada.org Simulation Review Final edits Use in schools, camps, conferences, etc. Resource List Over 30 resources Local, State & National Air, water, soil, wildlife & others Environmental Health Resource List Bemidji Area Environmental Health Advisory Committee Agencies, organizations, and individuals Variety of topics Simulation Two different versions Interactive roles Maps, scrolls & individual testimonies Target AI communities Maintain and protect environmental resources Importance of the environment Traditional Foods Cultural beliefs Prevent and treat illness Goals of the resource list Next Steps Resource List Research organizations and agencies Local, State & National levels Contact List Compilation Goals of the simulation Activities conducted and my role Alexandra Thompson UW-Platteville 2014 AHEC Intern Challenges American Indian History Simulation Timeline of AI history from the arrival of the Europeans to the present Adapted from The Blanket Exercise Learning to work with AIs Cultural differences Working with national organizations Time zones Simulation AI history research Discussions with Tribal members Resource List Presentation Mapping exercise Publication Educate Natives and Non-natives Use at GLITEC staff speaking engagements Project 2 34 Tribes and programs Mission: "To support Tribal communities in their efforts to improve health by assisting with data needs through partnership development, community based research, education and technical assistance." Learning About American Indian Culture Through History and Environmental Health Great Lakes Inter-Tribal Epidemiology Center
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Transcript: Assessment and management of stroke in the pre-hospital setting Sam, Sam, Shawn, Andy, Charlie & Owen WHAT There are three types of stroke: Transiant ischaemic attack (TIA) - Ischemic stroke and Hemorrhagic stroke (Stroke Association, 2017). The World Health Organisation,( 2017) deffines a stroke as, the interruption of the blood supply to the brain, usually because a blood vessel bursts or is blocked by a clot. This cuts off the supply of oxygen and nutrients, causing damage to the brain tissue. what is a stroke? Stroke classification what comorbidities or health risk factors lead to strokes or increase the risk of strokes? why do people experience strokes? why treatment how do we assess and treat stroke? FAST campaign and treatment pre-hospital / hospital epidemiology What are the UK and international statistics on stroke death and survival chart? bla bla bla! how can we as studet paramedics increase the quality of treatment for stroke patients? how References WHO. (2017). WHO | Stroke, Cerebrovascular accident. Available at: http://www.who.int/topics/cerebrovascular_accident/en/ [Accessed 2 Oct. 2017]. Stroke Association. (2017). Types of stroke. Available at: https://www.stroke.org.uk/what-stroke/types-stroke [Accessed 2 Oct. 2017]. Sibson, L. (2017). Stroke assessment and management in pre-hospital settings. Journal of Paramedic Practice, 9(8), pp.354-361. References
Transcript: Block Plan Critical Thinking Paradigm 3 Levels: Checking Understanding CARI 2. What problems developed for American society during the 1920's? ChIP Presentation Reading Standards for Informational Text: Integration of Knowledge and Ideas Details of the Preparation Stage Determining background knowledge Retention Reflection Lesson Plan Reading Autobiography Vocabulary Lesson Questions Inventory of Reading Interests Civil War to Present Students will be loyal to their morals even when circumstances in life change. Vocabulary Lesson Lesson Plan for Preparation B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches Study Systems Three Level Guide Study Systems Idea Bank Technology Standards Graphic Organizer Idea Bank The Chapter Instructional Plan, an artifact from EDU 431, Content Area Literacy that supports standard 7. It demonstrates the ability to plan in depth, long and short term, lessons and literacy activities for a chapter. Planning and organization are key factors in effectively reaching all students in the classroom. A teacher demonstrates the skills of long and short term instructional planning though the use of the ChIP. While incorporating literacy and multiple modalities, the ChIP serves as an in depth guide for planning a chapter in my classroom. Vocabulary Lesson Demonstrating learning IRI Subject: Social Studies (History) Topic: The Roaring Twenties Grade: 11th Meeting Days and Times: M-F 8:00-8:50 C.12.4 Demonstrate self-motivation and increasing responsibility for their learning • make decisions about group and classroom projects and learning objectives • identify topics for independent study to meet individual learning needs and interests • develop and apply criteria for judging success of learning projects • establish goals, plans, budgets, and timelines for completing a project • recognize gaps in personal knowledge and apply strategies for addressing them • evaluate progress and quality of personal learning • articulate personal goals in pursuit of individual interests, academic requirements, and career paths Overcoming text problems Goals: B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion Study System Independent Learning Study Systems A class of 28 students consisting of 17 Caucasian, and 9 Hispanic, who all come from the upper middle class. 15 males, 13 females. There are no students with IEPs. Chris Sosinski Students will know the key social traditions of the 1920's. Extending the reading experience Assistance Critical Thinking Paradigm Building background knowledge Vocabulary Lesson 3. What cultural practices from the 1920's are still used today? Students will explain how the Red Scare affected the thoughts of Americans towards the growing immigrant populations. Reading Standards for Informational Text: Key Ideas and Details Details of the Reflection Stage B.12.6 Select and analyze various documents that have influenced the legal, political, and constitutional heritage of the United States Standard 7: The teacher possesses knowledge of educational foundations and skills at instructional planning. 1. How did American society change after the conclusion of WWI? Final Assessment Prentice Hall America: History of Our Nation Reflection Rationale: Dispositions Preparation Question Answer Relationship Students will thoroughly describe the characteristics of jazz music and explain what made it such a popular genre. Reading Autobiography CARI Assessments Preparation Building comprehension QAR Evaluation Cube Assistance Lesson Plan Reading/Language Arts Standards Reflection Three Level Guide B.12.8 Recall, select, and explain the significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era of Wisconsin, United States, and world history Textbook Skills Graphic Organizer Content Area Inventory Assistance Three Level Guide Knowledge B.12.7 Identify major works of art and literature produced in the United States and elsewhere in the world and explain how they reflect the era in which they were created B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world Three Level Guide Perspective Cube Students will have a greater appreciation for the freedoms they have as American citizens. QAR History Standards B.12.3 Recall, select, and analyze significant historical periods and the relationships among them Details of the Assistance Phase 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively)
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