Mastering Presentation Tools

Overview

Grade Level: 7th Grade
Subject: Technology
Duration: 75 minutes
Topic: Introduction to Presentation Software
Curriculum Area: ISTE Standards for Students (Empowered Learner, Knowledge Constructor, Creative Communicator)

This lesson introduces students to the basics of presentation software, focusing on creativity, structure, and communication. By the end of the lesson, students will understand how to create and structure basic presentations, and they will present information using engaging, functional designs.

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Lesson Objectives

By the end of this lesson, students will be able to:

1. Understand the purpose of presentation software and its various components (text, images, animations, layouts).
2. Create a basic slide deck using effective visual design principles appropriate for their age group.
3. Identify the best practices for clear communication and visual storytelling in presentations.
4. Deliver a short, engaging presentation using their slide deck.

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Materials Needed

• Teacher Computer with Presentation Software (Google Slides, PowerPoint, Canva, or similar)
• Student chromebooks/devices with access to presentation software
• Projector or Smartboard
• Handout: “Design Principles for Presentations”
• Preloaded presentation examples (one good, one poor) for class demonstration

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Lesson Structure

1. Warm-Up Activity (10 minutes)

Objective: Activate prior knowledge and discuss common uses of presentation software.

1. Icebreaker Question: Write on the board: “What’s the coolest presentation or slideshow you’ve seen? Why did it stand out?”

   • Students share their thoughts (teacher takes notes on key ideas like design, storytelling, etc.).

2. Teacher Mini Presentation:

   • Show a short, 3-slide deck: “Top 3 Ways We Use Presentations” (School, Work, Fun/Creativity).
   • Keep slides visually engaging (use images, little text, and animations).

3. Discussion:

   • Ask: “What worked well in this mini presentation? How did it help you understand the content?”
     (Discuss color, size of text, and simplicity as design pillars to seed the next activity.)

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2. Direct Instruction (20 minutes)

Objective: Teach basic features and functions of presentation software using a live demonstration.

Step 1: Components of Presentation Software (5 Minutes)

• Open your presentation software (e.g., Google Slides).
• Tour the interface:
  • Menu bar: Add, edit, and view options.
  • Slide layouts: Choosing and editing a slide type.
  • Text boxes: How to add, format, and resize.
  • Adding visuals: Insert relevant images/icons (don’t overdo it).
  • Transitions and animations: Very basic introduction (teacher demonstrates restraint here).

Step 2: Effective Design Principles Using “The Good vs. Bad Deck” (5 Minutes)

• Show two contrasting samples of preloaded presentations:
  • One distractingly overloaded with text, mismatched fonts, or poor color contrast.
  • One clean, visually organized, and balanced.
• As a class, identify what makes one better than the other. Write 3 “Do’s” and 3 “Don’ts” on the smartboard.

Step 3: Break It Down (10 Minutes)
Explain the “Power of 7”:

• Max 7 words per line.
• Max 7 lines per slide.
• Ensure balance between text and visuals.

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3. Guided Practice (15 minutes)

Objective: Students create their first two presentation slides.

Activity Steps:

1. Provide students with a simple prompt: "Create a 2-slide presentation introducing yourself to the class. Include your name, a hobby or favorite activity, and a fun fact. Use one image and 1-2 simple animations."
2. Step-by-step teacher support:
   • Start with a title slide (teacher demonstrates).
   • Add visuals to a second slide (teacher checks progress live with the class).
3. Circulate during work time to provide help with formatting and design.

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4. Peer & Teacher Feedback (10 minutes)

Objective: Build confidence in presenting and encourage improvement.

1. Gallery Walk (Peer Feedback):

   • Students move around the room looking at each other’s work on devices.
   • Leave sticky notes with positive comments and suggestions for improvement (teacher models a positive tone).

2. Teacher Feedback:

   • Call on 3 students randomly (time permitting) to share their slides on the central projector.
   • Provide brief, specific praise and 1 improvement suggestion for each.

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5. Wrap-Up & Reflection (10 minutes)

Objective: Reflect on the skills learned and reinforce takeaway lessons.

1. Class Discussion:

   • Ask: “What did you learn about creating presentations today? What’s one thing you want to practice more?”
   • As students respond, write key points on the board.

2. Exit Ticket Activity:

   • Hand out an index card to each student. Ask them to write down:
     1. One thing they learned today.
     2. One question they still have about presentations.

3. Collect responses for review to adapt future lessons.

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Homework (Optional)

Ask students to use what they learned today to create a 5-slide presentation on a topic they love (e.g., their favorite movie, a family trip, a hobby). Encourage creativity with visuals and design but remind them to keep it simple and clean.

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Assessment

Formative assessments during this lesson include:

• Observation of student engagement during guided practice.
• Peer feedback provided during the gallery walk.
• Exit ticket responses to gauge understanding.

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Differentiation

• For advanced students: Encourage the use of advanced features, such as embedding a short video or experimenting with slide timings.
• For students who need extra support: Pair them with a peer during guided practice, and provide individualized support as needed.

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Standards Alignment

This lesson aligns with the following ISTE Standards for Students:

1. Empowered Learner (1a): Students articulate learning goals supported by technology.
2. Knowledge Constructor (3a): Students curate information to create meaningful artifacts.
3. Creative Communicator (6a): Students choose appropriate platforms and tools for effective communication.

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Teacher Reflection

After the lesson: Reflect on student engagement and participation. Were students able to grasp design principles? Were they proud of their work? What adjustments can you make for next time?