Download Lesson 6 (68KB)
This last lesson helps students reflect upon and show off all the things they’ve learned. Here, students will create and present their golf-hole designs -- either to a select group of people or to the class. Finally, if resources are available, students will set up and play their course for the ultimate satisfaction.
Get your students interested in the lesson by asking them the following questions:
Tell students that they’ll be presenting their projects to an audience (for example, to members of the community or to the class, depending on the final outcome of the project). Students will need several class sessions to prepare by getting feedback and practicing their presentations.
Get the ball rolling by asking your students to follow these steps:
At the end of this lesson, you should have a good idea of each student’s skills in creating a cohesive presentation, presenting it, and in the other concepts covered. Here are some guiding points to help assess each student.
Download Grading Rubric (364KB)
The student’s mastery of the subject matter is
Excellent: Students present with a strong volume and an enthusiastic tone. They explain their project clearly and persuasively, discussing both the process and product. Students incorporate presentation software such as PowerPoint to highlight main ideas or provide extra visuals, and they’ve done outside research. Students participate in the critique by covering the strengths and weaknesses of others’ projects, and their criticism shows an awareness of the goals of the project and presentation.
Good: Students present using strong volume and a good tone. They explain their project clearly, discussing both the process and product. Students incorporate presentation software such as PowerPoint to highlight main ideas or provide extra visuals, but do so inexpertly. Students participate in the critique, and their criticism shows some awareness of the goals of the project and presentation.
Fair: Students explain their project. They might lack adequate content and resources, such as presentation software. They participate only briefly in the critique, but their criticism is on topic.
Poor: Students are difficult to understand due to one or more of the following issues: poor language or annunciation, a low volume, or incoherence. Students fail to participate in the critique or do so disruptively.
If the resources and time are available, wrap up the project by building the actual course and letting the students play it. In the original program, the school partnered with local architects and contractors to construct the course. However, you can build student holes through different means.
Here are some tips for building the course:
For more tips on adapting the whole project, visit the Troubleshooting page.
Links:
[1] http://www.edutopia.org/andrew-brosnan
[2] http://www.edutopia.org/jenny-parma
[3] http://www.edutopia.org/build-sf-staff
[4] http://www.edutopia.org/pdfs/buildsf/edutopia-buildsf-lesson6.pdf
[5] http://www.edutopia.org/ppt/BuildSF/edutopia-BuildSF-lesson6-GolfPresentation.ppt
[6] http://www.edutopia.org/pdfs/buildsf/edutopia-buildsf-lesson6-GradingRubric.pdf
[7] http://www.edutopia.org/build-sf-troubleshooting
[8] http://www.edutopia.org/build-sf-lesson-3d-software
[9] http://www.edutopia.org/build-sf-vocabulary-terms-glossary