Have students design and illustrate presentation boards. Some students might want to sketch board components on scratch paper first before transferring the sketch to the board.
Ask students to review each other’s drawings and provide feedback based on the following questions:
What do you like most about the design?
Is the model well built? Is the design clear and realistic?
Is the hole challenging? Too challenging? Would you have fun playing the hole?
Do you think it is possible to build this hole and play it in the designated area (such as in the gymnasium or classroom)?
What areas do you think need improvement? You can base your suggestions on the questions above.
Ask students to incorporate any suggestions by redesigning their boards or by integrating critiques into the next stage of the lesson.
At the end of this lesson, you should have a good idea of each student’s ability to create orthographic drawings, apply geometry skills, and understand the other concepts covered. Here are some guiding points to help you assess each student.
Excellent: Students use balanced compositions to present three views of their hole. They’ve labeled each hole with accurate measurements, and the design reveals an awareness of its real-world application and original thinking via its design or theme. The board is clean, neat, and well labeled.
Good: Students present three views of their hole. They’ve labeled each hole with accurate measurements, and the design reveals an awareness of its real-world application or shows original thinking via its design or theme. They’ve labeled the board.
Fair: Students present three views of their hole. They’ve labeled each hole with measurements, and the design reveals some awareness of previous discussions, but it is cliché or very simple. They’ve labeled the board, but not neatly or accurately (e.g., it has spelling errors).
Poor: Students fail to present three views of their hole. They have not labeled each hole with measurements, and the design is not workable or is especially messy. They haven’t labeled the board or it’s bent, stained, or otherwise damaged.
Break up this lesson into different working sessions in which students can develop and improve their boards. Encourage students to incorporate feedback into every step of the process.