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.
Lesson Objectives and Materials
- To practice presentation delivery skills using an appropriate volume and tone, making proper eye contact and gestures, and with good posture
- To practice presentation skills such as ordering information logically and coherently, using appropriate language, and working with a visual aid
- To practice analytical and interpersonal skills by giving and receiving critiques
- PowerPoint software
- items for constructing the course
Get your students interested in the lesson by asking them the following questions:
- What characteristics make for a strong speech? For example, what qualities do you like in teachers or other speakers when they present something to you?
- What have you learned about writing English papers, such as how to create a coherent essay, use transitions, and build unified themes?
- How do you translate a good paper into a good speech?
Project Application: Oral Presentation and Critique
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:
- 1. Have them brainstorm as a group about what they should include in their presentations. Then fill in the gaps. The presentation should include the original presentation board and animation. Talking points might include
- Why the student picked his or her theme
- Challenges and how the student overcame them
- The math or design techniques the student used
- The outside research the student did
- Experiences with partners (classmates or outside mentors)
- Points of pride in the design
- The presentation’s length -- about five to fifteen minutes
- 2. Have students establish, individually or in a group, a logical order of topics (general to specific, first step to last step, etc.).
- 3. Ask students to draft an outline and to practice delivering the presentation to others. Put students in pairs or in small groups, and have them work on critiquing one another by offering constructive criticism.
- 4. Determine what information students can put on PowerPoint slides to make the presentation more effective.
- 5. Have students create a PowerPoint presentation (if the software is available), but urge them to limit the text on any one slide to three lines at the most, with about five words per line. Have students link their presentations to their 3D computer model.
- 6. Let students practice delivering the final presentation in small or large groups. Encourage feedback loops.
- 7. Finally, have students make their final presentations.
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.
Project Wrap-Up: Build Out and Play
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:
- Work with the school’s art department or woodshop or with parent groups to collect the proper materials.
- Choose which holes to construct based on a class or school vote, or ask participating partners to judge the best holes.
- Build the course off-site, such as at a fundraising event, or onsite in the school gym, parking lot, multipurpose room, or classroom.
For more tips on adapting the whole project, visit the Troubleshooting page.
- Build SF: Architecting the Next Generation of Young Professionals
- Overview Video: Build SF School-to-Career Program
- Overview: Build SF Lessons at a Glance
- How to Draw in 2-D and 3-D
- Conceptualizing the Golf-Hole Design
- How to Build Golf Holes to Scale
- How to Make Blueprints on Presentation Boards
- Using 3-D Software to Render Golf-Hole Designs
- Presenting and Playing the Hole
- A Glossary of Common Build SF Terms
- Troubleshooting Project-Implementation Hurdles
- Immersing Students in Civic Education
- A Week in the Life of a Build SF Student
- Third-Party Assessment of Build SF
- Tips and Resources
More on A New Day for Learning: A Deeper Look into Four Full-Time-Learning Programs