Thing 14: Powerful Presentations

1. Google Presentations


https://docs.google.com/presentation/d/1tY--XrkwNA7WdW-
n4_DlvoQ3BSco8udFXs5oTgKTlco/edit#slide=id.g37d8b43d5_084
The above screenshot is of a presentation created in Google Presentations. This
presentation satisfies the requirements of Biology standard B1.2 Scientific Reflection and
Social Implications. The appropriate citation for this standard is present in the PowerPoint. This
standard is satisfied because this presentation allows students to see how what they are learning
can be directly applied to careers beyond school. Such a presentation could be used on career day
or at the end of a unit. The latter example could be used to show students the practical
application of their knowledge. This is significant because it helps students answer the question,
Why do we need to learn this? on their own. While the presentation itself is useful in
addressing science careers in a lecture format, I would much rather use PowerPoint because I am
much more used to that program and the same mission can be accomplished with it instead of
Google Presentations.
In terms of SAMR, this presentation satisfies Augmentation because it gives visualization
to information that would otherwise just have been lectured to the students. Had a lecture been
used, students most likely would have checked out from the lesson and not paid attention. This
presentation satisfies the ISTE standard of Facilitating and Inspiring Student Learning and
Creativity because it uses the knowledge of the teacher to advocate student learning. This
learning is particularly useful because it is informing students of what kinds of things they can do
with the knowledge they are learning.

2. Lesson Rubric
a. Grade/Time: This lesson will be for 8
th
graders and must be completed in 50
minutes or less
b. Teacher Preparation: Completed with the completion of the slide show
c. Goals/Rationale: This lesson will help students see the connections between the
content they are learning and have learned in class and real-world jobs. The
overall goal is to keep students interested in the content so they continue to
explore new ideas on their own and pursue more challenging science courses in
the future.
d. Objective: As a class, we will go through the PowerPoint after discussing possible
applications of the knowledge we have learned over the past two weeks. We will
be doing a Round Robin question and answer session so every student has the
opportunity to add input on whey they think science education is important and
what other jobs are possible. By the end of the class, each student will be able to
individually identify jobs that are available to scientists and what kind of
knowledge they need to know.
e. Standards: Michigan GLCE Science Standard B1.2
f. Grouping Structures: Entire class, no small groups
g. Location and Set-up: Conducted in the classroom, no additional materials besides
the overhead.
h. Lesson Materials/Equipment: None besides slide show (already made)
i. Input:
i. Anticipatory Set:
1. Self-reflection question: You are a high school senior and you are
about to graduate. But first you have to choose a college that fits
your career goals. You know you want to do something in science,
but you dont know what or what exact kind of education you will
need. What will you choose on and how will you decide?
2. This relates to the entire unit of the social applications of science
because students will be able to directly contribute to the science
community should they become a professional in one of the
discussed areas.
3. Estimated input: 5 minutes
ii. Learning Opportunities:
1. Each student will have the opportunity to provide input into the
lesson
a. Round Robin method of questioning will be used
2. Guided and Independent Practice: Students will be drawing on
past knowledge. The discussion will constitute both Guided and
Independent Practice because students will be coming up with
answers on their own in addition to the discussion.
3. Check for Understanding: This will be a continuous process
because students will be called upon randomly and answers will be
based upon their own knowledge. There are no right or wrong
answers.
4. Will stop every 5 minutes to make sure all students are
understanding the discussion
5. Modeling: None, the content of the lesson is primarily discussion-
based and no modeling will be necessary.
6. ESTIMATED TIME FOR LEARNING OPPORTUNITIES IS
40 MINUTES
iii. Closure:
1. Students will remain in their seats at the end of the lesson
2. There will be no lesson the next day because this is the conclusion
of the unit
a. I will ask for any last minute question on the subject
b. Specific questions to ask:
i. What are three careers you can pursue in science?
ii. Do you need to go to college to have any of them?
iii. What are some science careers in our local
community?
c. ESTIMATED CLOSURE TIME: 5 MINUTES

This lesson rubric applies to the presentation of the above slideshow. Based upon
the content of this rubric, I am confident that students would find the lesson beneficial
because they are being engaged in the content. Rather than just sitting and listening,
students are incorporated in to the lesson in such a manner that they have a great deal of
control on where the discussion goes. They are forced to think critically about how
science is happening around them and around the world every day. Such intensive student
input is directly in line with my teaching philosophy.