Students research a biology topic, present their discoveries to each other for peer review, create a short video explaining the topic, and decide how to share their video publicly.
With this assignment, students will have an opportunity to dive into one of the many aspects and concepts of biology in greater depth. They will have an opportunity to choose a topic they are interested in (list of possible topics provided, adaptable for others), and research the how/why/when of the topic. They will then present their findings first in a written format (a preliminary informative essay), to serve as a guide for their video production. After discussion and peer review, they will create short videos that explain the topic to the general public. Teaching this topic in a creative way will solidify their own knowledge. They will also become familiar with many aspects of video editing, and grapple with putting their creations into the world.
This course allows students to develop effective written and verbal communication strategies specifically for the workplace. From idea gathering to drafting to delivery, this course will prepare students to effectively write, present, and communicate in a variety of methods and styles, tailored to professional audiences.
This lesson is a capstone to the Internet unit. Students will research and prepare a flash talk about an issue facing society: either **[v Net Neutrality]** or **Internet Censorship**. Developing an informed opinion about these issues hinges on an understanding of how the Internet functions as a system. Students will prepare and deliver a flash talk that should combine forming an opinion about the issue and an exhibition of their knowledge of the internet.
This lesson is good *practice* for certain elements of the AP Explore Performance Task.1 The primary things practiced here are: doing a bit of research about impacts of computing (though here it’s specifically about the Internet), explaining some technical details related to ideas in computer science, and connecting these ideas to global and social impacts. Students will practice synthesizing information, and presenting their learning in a flash talk.
1**Note:** This is NOT the official AP® Performance Task that will be submitted as part of the Advanced Placement exam; it is a practice activity intended to prepare students for some portions of their individual performance at a later time.
Students use the Google Trends tool in order to visualize historical search data. They will need to identify interesting trends or patterns in their findings and will attempt to explain those trends, based on their own experience or through further research online. Afterwards, students will present their findings to ensure they are correctly identifying patterns in a visualization and are providing plausible explanations of those patterns.
Our students will be asked to pick a career and to study and research that career for an oral presentation. This presentation will require visuals that go along with their career. They are also going to be meeting professionals from other occupations like a career day and talking about what they have learned.
Students groups create scientific research posters to professionally present the results of their AQ-IQ research projects, which serves as a conclusion to the unit. (This activity is also suitable to be conducted independently from its unit—for students to make posters for any type of project they have completed.) First, students critically examine example posters to gain an understanding of what they contain and how they can be made most effective for viewers. Then they are prompted to analyze and interpret their data, including what statistics and plots to use in their posters. Finally, groups are given a guide that aids them in making their posters by suggesting all the key components one would find in any research paper or presentation. This activity is suitable for presenting final project posters to classmates or to a wider audience in a symposium or expo environment. In addition to the poster-making guide, three worksheets, six example posters, a rubric and a post-unit survey are provided.
- Career and Technical Education
- Physical Science
- Statistics and Probability
- Material Type:
- Ashley Collier
- Ben Graves
- Daniel Knight
- Drew Meyers
- Eric Ambos
- Eric Lee
- Erik Hotaling
- Hanadi Adel Salamah
- Joanna Gordon
- Katya Hafich
- Michael Hannigan
- Nicholas VanderKolk
- Olivia Cecil
- Victoria Danner
- Date Added:
Students learn about the many types of expenses associated with building a bridge. Working like engineers, they estimate the cost for materials for a bridge member of varying sizes. After making calculations, they graph their results to compare how costs change depending on the use of different materials (steel vs. concrete). They conclude by creating a proposal for a city bridge design based on their findings.
First impression matters! Learn 3 quick and easy ways to create attractive and professional-looking PowerPoint title slide. These PowerPoint templates are open educational resource, created for educators, researchers and students. These templates accompanied an online workshop (see the embedded video) to learn how to make your slides look professionals.
Student teams commit to a final decision on the location they recommend for safe underground cavern shelter for the citizens of Alabraska. They prepare and deliver final presentations to defend their final decisions to the class.
Slides for lecture on Effective Problem Solving from Springfield Technical Community College's Communications and Editing 1 (OIT-110) course. Taught by Professor Eileen Cusick. This lecture focuses on office-related issues that need immediate attention.
The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.
In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.
Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?
BENCHMARK ASSESSMENT: Cold Read
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.
In this lesson, students will complete their presentation with their group.
The purpose of this first Benchmark Assessment (Cold Write) is to determine what students already know about informational writing. Students will respond to a writing prompt, and you will score results as a measure of early work. Students will also discuss what makes an excellent argument and presentation, and they will develop the key parts of their argument with their group.
In this lesson, students will work with their group to begin creating their presentation.