Materials Needed Clause Samples

Materials Needed. Urine collection cup with wide-mouth and leak-proof screw cap (50 ml or 100 ml plastic cup, sterile), known to be trace element free Pre-printed freezer-appropriate study labels 5 cryovials (5 ml), known to be trace element free Transfer pipette Pipette tips Powder-free lab gloves Boxes with grids to hold 5 ml plastic tubes in storage freezer

Materials Needed.  Dry-erase board & marker  Food for props (carrots, grapes, candy, cookies)  Food for props o Carrots – $1 o Grapes – $2 o Candy – $1 o Cookies – $1 TOTAL: $5  Review Lesson 6 & introduce topic for Lesson 7 (5 min)  Demonstration: Skits of mother and child interaction (10 min)  Activity 1: Mothers role-play (10 min)  Review (5 min) This lesson demonstrates an important concept that mothers should be comfortable being in charge of what their young children eat. Like the other lessons, it is important to facilitate this lesson in a way that is empowering, and that does not undermine their current mothering abilities. Facilitator Instructions

Materials Needed.  GGG flashcards  Dry-erase board & marker  1 bottle each of: soda, bright-colored drink (found in Clarkston grocery stores), juice drink (fruit cocktail or other juice that is NOT 100% fruit), juice (100% fruit), milk  Glass of water  Pitcher of fruit-water  Small paper cups  Drinks  Juice (2) - $3  Sprite - $1.50  Bright color drink - $1  Milk - $1.50  Fruit-water  Limes (4) - $2  Oranges (2) - $2  Small paper cups (100-pack) - $3 TOTAL: $14  Review Lesson 1 & introduce topic for Lesson 2 (5 min)  Lesson on sugary drinks vs. water & milk (10 min)  Activity 1: Demonstration of “juice water” (5 min)  Activity 2: Tasting “fruit water” (5 min)  Review (5 min) Make sure to emphasize the difference between a juice drink and 100% juice. This may be confusing for the women if they assume that all juice is made from fruit, and therefore is considered a “Glow” food. With this concept, be sure to reiterate that 100% juice is the only kind that is considered “Glow,” and that whole fruit is a much better option. Be sure to emphasize the effects on kids’ teeth from consuming too many sugary drinks. Facilitator Instructions  Ask mothers for examples of meals they made for their family using the GGG model  Point to the picture of a child running  Ask: What is this a picture of?  Ask: What foods give this child energy to run?  Point to the picture of a child growing  Ask: What is this a picture of?  Ask: What foods help this child grow big and strong?  Point to the picture of a child with glowing hair and skin  Ask: What is this a picture of?  Ask: What foods make this child glow?  Go through GGG flashcards and ask for volunteers to place pictures of food with the appropriate drawing on the board  Ask: What drinks do your children like to drink?  Allow a couple moments for responses.  Show mothers the bottle of soda  Ask: is this Go, Grow, or Glow?  Answer: None of these! Soda is full of sugar and no nutrients.  Show mothers the bottle of bright colored drink  Ask: is this Go, Grow, or Glow?  Answer: None of these! This drink is also full of sugar. Sugar is not Go, Grow, or Glow. Sugar slows us down. Sugar is bad for our body, our heart, and our teeth.  Show mothers the bottle of juice cocktail  Ask: is this Go, Grow, or Glow?  Answer: None of these. But let’s look at this other bottle of juice.  Show mothers the bottle of 100% fruit juice  Ask: is this Go, Grow, or Glow?  Answer: This is Glow. If you give your children juice, ...

Materials Needed. Complete I-BPA

Materials Needed. To reflect on the process of planning • A sheet of chart paper and marker and implementing a change initiative, per three or four students In encouraging feedback on reports and facilitating group discussion, it is important to consider the realism and practicability of the plans. • Were the plans naive or overly idealistic? • Were important considerations overlooked? • How could the plans be made more workable? It is also worth discussing the usefulness and feasibility of goal-oriented planning of this nature. • What are the limitations of such approaches? • Are they nonetheless useful tools for locating constraints and critical decision points in seeking to achieve a desired goal? By discussing these questions, participants can gain a better understanding of the challenges and opportunities of goal-oriented planning. They can also develop their own skills in planning and implementing change initiatives. Step 1 Have students form groups of three or four. Step 2 Distribute a sheet of chart paper and a marker to each group. Step 3 Using the below diagram, explain the “Alternative Pathways” process. 1. Ask students to identify a climate change issue in their community. This could be a problem concerning mitigation, an adaptation need, or a need to reduce risk. 2. Then write down the desired outcome (what to achieve) on the opposite side. For example, do you want to reduce greenhouse gas emissions, adapt to sea level rise, or reduce the risk of flooding? 3. Brainstorm alternative pathways. How could you achieve the desired outcome? For example, you could develop a new renewable energy project, plant trees to help sequester carbon, or create a community garden to help reduce food insecurity.

Materials Needed. Sample agreements, poster board & markers (optional)

Materials Needed. References/Work Cited: Lesson Procedures: Differentiation/Accommodations: 1. Introduction (activate prior knowledge, anticipatory set, hook, launch, engagement, teacher planned/provided) ▇. ▇▇▇▇▇▇ Instruction (explicit instruction, input and modeling, summarize, what to “know”, modeled learning experiences…the teacher is mainly providing the instruction)

Materials Needed. Plastic sheets, wax paper, multiple materials to act as parachute strings that they can choose from, multiple supplies for putting the chutes together, multiple options to use as their “man.” Stop watch, markers, plain and/or graph paper as well as chart paper. We will also most likely need access to laptops.  Did you design and create a working prototype of parachute?  Does it meet the area requirements?  Do you believe your chute will have the longest hang time?  Did you design, plan, and draw out your prototype before construction began?  Did you make any redesigns to your chute after the first round of time trials?  Did you create a list of the materials you chose to use in your design and why?  Did you write your proposal as to why you should “win” the government contract? Is it persuasive?  Did you complete your authentic assessment questions and turn them in?