Dubai will host the World Exposition 2020, and the city was preparing for it in 2018 and 2019. The Grade 7 objective was for students to work on skills in research, persuasion, and presentation. To authenticate student learning and to bring global awareness to students, my co-worker and I designed a project around the three pillars of the expo: sustainability, opportunity, and mobility. Every student's mission was to come up with an innovation that would address the future needs in these three areas. This project was a hit and was by far the students' favorite project of the year.
STUDENT WORK SAMPLES
STUDENT PITCH 1: DRAWVATER
Napkin Drawing
Presentation Aide
Self-Assessment Using Rubric
Students practiced their presentations and then recorded them. Using this recording, they used the rubric to assess themselves and to develop goals for improvement before their final presentations. ***Presentations and student names not included for safety.
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Script Preparation Sheet
Script
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STUDENT PITCH 2: THE TASK-IT
STUDENT PITCH 3: TREEHOUSE GARDENS
SCRIPT DETAILS
PHASE 1: UNDERSTANDING & ANALYSING PERSUASION
Students watched Shark Tank Pitches, analyzing the persuasive appeal employed and determining how presentation skills affected the audience. Students were assessed both formatively and summatively on their analyses. Below, you will find the materials used for the beginning of the unit.
ETHOS/PATHOS/LOGOS GRAPHIC
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FORMATIVE ANALYSIS OF SHARK TANK PITCH
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SUMMATIVE ANALYSIS OF SHARK TANK PITCH
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RUBRIC
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PHASE 2: DISCOVERING & UNDERSTANDING EXPO 2020Students then did a deep dive into Expo 2020, learning about the three pillars of sustainability, mobility, and opportunity. They continued on to research more about each pillar to develop a solid understanding of each and to discover which they would like to develop an innovation for. Below, you will find some of the materials we used to explore the site.
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PHASE 3: DREAMINGStudents then dreamed up their innovations to meet the needs of one of the pillars (sustainability, opportunity & mobility). They drew a brief sketch of their innovative idea, explaining how it would make a global impact.
PHASE 4: DESIGNING, PREPPING, & WRITING THE SCRIPT |
Students determined what could be feasibly done from all they dreamed up. They then designed a prototype of their product and developed a persuasive script to pitch to their audience.
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shark_tank_script_preparation_sheet.docx | |
File Size: | 63 kb |
File Type: | docx |
PHASE 5: SELF-ASSESS, REFLECT, AND DEBRIEF
Once they were finished with their presentations, they recorded themselves using FlipGrid and assessed themselves on three standards: writing, language, and speaking (Rubric posted at bottom of page in Footer), which was partially developed by students and partially by teachers). They used these self-assessments as a chance to reflect on their presentations and to develop goals in an effort to improve for their final presentations.
PHASE 6: PRESENT & PEER "ASSESS"
Students then presented their pitches and assessed their peers, based on the rubric and their desire as "sharks" to invest in the products presented. The students used the materials posted below when they were "sharks."
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d_block-shark_tank_investment.docx | |
File Size: | 7 kb |
File Type: | docx |
final RUBRIC POSTED BELOW
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_expo_2020_project_rubric_2018_2019.pdf | |
File Size: | 102 kb |
File Type: |