Materials Needed Sample Clauses

Materials Needed. Gym clothes, Lock, deodorant, towel, 2 pocket folder, notebook paper, pencil and pen.

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 Facilitation Guidance 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.

Materials Needed. Sample agreements, poster board & markers (optional) Information to Share (spend 10-15 minutes on this section) ● Creating a team agreement is an excellent way to prevent and manage conflict and create a happy, safe, and healthy environment – both with troop members and parents. ○ It sets clear expectations from the very beginning, which avoids misunderstandings. ○ It avoids jealousy, blaming, or frustration with others. ○ It is easier to approach someone if you have their commitment in writing. ○ It provides accountability. ○ It teaches integrity, responsibility, and professionalism. ● Typical items to include in troop agreements: ○ Girl Scout Promise and Law ○ Leave the space cleaner than you found it (a Girl Scout tradition) ○ Listening to understand ● Typical items to include in parent agreements: ○ Follow the Girl Scout Promise and Law ○ Respond quickly to communication (emails, phone calls, etc.) ○ Keep up to date on what the troop is doing ○ Pledge to volunteer a specific activity/amount of time/service to the troop Activity (spend 10 minutes on this section)

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. References/Work Cited: Handouts, Ppt, technology, equipment, manipulatives, visuals, texts Lesson Procedures: Differentiation/Accommodations: (ELL, Spec. Ed., Gifted, etc.) These can be arranged in any order and repeated as necessary… Time Note which students will receive these…

Materials Needed. Complete I-BPA Standard Contractor Performance Report (found in Exhibit E of I-BPA) OF-296, partially completed Emergency Equipment Shift Ticket, OF-297 Unit Log, ICS-214 Scenario: It is now day 3 of the assignment. The incident is in the demobilization stage. The operator performs well while in the field but the Supply Unit Leader complained about the vendor continually trying to checkout PPE. Complete the Emergency Equipment Shift Ticket, OF-297, Release Inspection section of the OF-296, Standard Contractor Performance Report, and Unit Log, ICS-214. Day 3 0600 – 1200 Operational period 1230 – 1430 Demobilization – Release Inspection, Performance Report

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 Budget:  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 Schedule:  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) FACILITATOR NOTES 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 Before class starts, draw 3 pictures on the dry-erase board: draw a picture of a child running to represent “Go”; draw a picture of a child growing to represent “Grow”; draw a picture of a child with glowing hair and skin to represent “Glow”. Review Go, Grow, Glow  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 Lesson on Beverages  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 o...

Materials Needed.  Dry-erase board & marker  Food for props (carrots, grapes, candy, cookies) Budget:  Food for props o Carrots – $1 o Grapes – $2 o Candy – $1 o Cookies – $1 TOTAL: $5 Schedule:  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) FACILITATOR NOTES 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. 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. Oh Chute! Task List  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? Oh Chute! Authentic Assessment Questions