Standards 5-8

The attached artifact is a lesson plan for Plant Science 3/4 students, designed to engage them with hydroponics systems and enhance their understanding of urban agriculture. As an instructor, tailoring the lesson to the needs of the students is what matters the most in successful education. Because Omaha-Bryan is in an expanding urban community, this lesson plan is designed to bring agriculture into urban areas and define applications the students can use themselves after graduation. By utilizing search engines and letting the students explore by themselves in the latter half of the lesson, they will be able to feel like they are in control of their learning while still being guided by instructional questions. I've also planned this lesson to fit the group of students currently attending OBHS in the Plant Science pathway, who are talkative, love to interact with their classmates during discussion, but also prefer to have time to get work done by themselves. I plan to continuously update this lesson plan for the other groups of students that I encounter to provide uniquely tailored lessons to each group dependent on their needs.

The attached presentation is a marketing and improvement strategy for Food Pict, an allergy info-graphic service based out of Kobe, Japan. A focus of my time studying abroad and during internships was accessibility and global perspective, which meant that marketing and improvement strategies were a heavy part of our professional development. For Food Pict, being able to create Japanese to English translations and providing accessible depictions that are understood globally were the priority. The 4th slide was made to be a video, which has captioning that allowed the Japanese speakers in our room to easily follow along the program in their native language. By participating in this internship, I was able to develop a better understanding of modification for accessibility and understanding of multiple audiences, reflecting on the capability of an audience, and applying knowledge of equity to presentations.

The attached document is my Accommodation Plan, which I created alongside the Services for Students with Disabilities at the University of Nebraska-Lincoln. Because I was an active participant in the creation of this plan, I was able to understand the ins-and-outs of creating an individualized plan that creates an equal opportunity for the student with the teacher's input. This will help me perform as a teacher as I have hands-on experience and can empathize with students easier than if I had not been able to experience having an accommodation. Being able to understand how to create an accommodation plan and how it is implemented is a necessity for the classroom, and having the knowledge behind the process and how to guide students with an accommodation plan will be key in my implementation of accessibility and equity in my classroom.

This file is a laboratory redesign proposal for Omaha Bryan's food science lab. The focus of this work for me was student access and industry relevance. Omaha Bryan's food science room is currently very compact, and students are not easily able to access resources in the room because of the set-up, as well as struggling to connect the current curriculum to industry standards. In implementing a proposal idea like this, Standard 7 is a clear enforcement in my future classroom. My ability to define safety, industry standard performance, experimentation and student accessibility, as well as support system implementation, is the key to enforcing Standard 7 as shown in this artifact. This redesign approaches their current lab space as a learning opportunity for not only the Ag Academy, but possibility of bringing in their construction-focused academy to implement changes and align a partnership between each academy.

This document applied to both Standard 7 and 8, which is the document representing a redesign of the Food Science laboratory setting at Omaha-Bryan High in Bellevue, Nebraska. This collaboration with community members optimized for student benefit represents the partnerships that OBHS has with its stakeholders in the Ag Academy. I worked on this document in collaboration with the agricultural instructors, special education and ELL staff, community members, and someone in construction to estimate costs and materials necessary for improvement. Because of the high involvement from collaborators and the design to support the Ag Academy's students, this artifact is representative of how partnerships can impact the program's success and development for OBHS.

This list represents some of the partnerships with business that I have experienced at Omaha-Bryan High, along with the rest that I will have the opportunity to interact with during my time student teaching. Through the connection that the Urban Ag Academy has with multiple businesses and industry professionals, my students will be able to experience unique tours, hands-on application of learned skills in the classroom, and multiple industries that they may not have had access to previously.

As a new teacher coming into the workforce, I find that this information will be invaluable to me, and through the relationships I have already built with some of these partners, I am excited to continue to develop alongside them and my students.