Project Showcase Day

Overview

In this final day of “Mastering OnShape CAD Basics,” students present their completed CAD projects, use a structured feedback process, and reflect on what they learned and how they can improve. The lesson reinforces Geometry drawing and construction skills by having students explain how they created shapes using angle/side information and how confident they are in their design choices.

Learning intentions

• Students will be able to present their OnShape project clearly and accurately.
• Students will be able to give and receive peer feedback using a structured rubric.
• Students will be able to identify what geometric information determined their drawings/parts (unique, multiple, or impossible).
• Students will be able to reflect on how tools and measurements helped them create their final design.

Success criteria

• I can describe my design in 2–3 minutes, including the key steps I used in OnShape.
• I can use the feedback rubric to give at least two specific, helpful comments to a peer.
• I can explain whether my geometry constraints would create one shape or more than one shape (or none) based on given conditions.
• I can reflect on one strength and one improvement goal for my next design.

Curriculum links

• Geometry — drawing geometric shapes with given conditions and reasoning about unique/multiple/no triangles.
• Geometry — interpreting and reproducing scale drawings when applicable to project dimensions.
• Geometry — explaining plane sections/slices when students use “cut” or “section view” features.
• Mathematical practice — choosing appropriate tools (ruler/protractor/technology) and recognizing limitations when checking work.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up & goals. Teacher posts the day’s agenda and reminds students of the feedback rubric categories (clarity, geometry reasoning, accuracy, and improvement). Students do a quick “thumb check” on how ready they feel to present (no talking yet).

2. 5–10 min · Model a strong presentation. Teacher demonstrates a 60-second mini example: “My design uses these constraints… I checked dimensions by… My geometry reasoning is…” Students complete a one-sentence frame on a handout: “My project creates… and I know this because…”

3. 10–30 min · Project showcase rotations. Teacher sets up 3–4 presentation stations (or uses whole-class rotation with time limits) and shares time warnings. Students present in pairs or small groups (about 2–3 minutes each), while the audience records feedback notes using the rubric.

4. 30–38 min · Peer feedback round (structured). Teacher leads a quick reminder: one “Glow” (what’s strong), one “Grow” (what to improve), and one “Geometry Check” question (unique/multiple/no triangle; or why a dimension works). Students swap papers or digital forms and write feedback using sentence starters:

• “I like how you…”
• “A next step could be…”
• “Geometry check: Based on your given measures, I think your result is…”

5. 38–43 min · Whole-class reflection share. Teacher asks 2–3 prompts and calls on volunteers:

• “What tool or measurement helped most, and why?”
• “Did any constraint lead to only one possible shape (unique), more than one, or none?”
• “Where did your plan change during building?” Students jot 3 quick notes first, then share.

6. 43–45 min · Exit ticket. Teacher collects an exit ticket with two items:

• “In my project, my geometric conditions would determine: unique / multiple / none. Explain briefly.”
• “One improvement I will make next time is…”

Resources

• OnShape-ready devices (Chromebooks or computers) with students’ project files accessible
• Project Showcase & Feedback rubric (paper or digital)
• Sentence starter handout for presenting and peer feedback
• Exit ticket slips
• Timer visible to students (project rotation timing)
• Optional: printed screenshot of each student’s final design for faster reviewing
• Teacher sample “strong feedback” examples (2–3 lines)

Assessment

• Formative: rubric-based teacher observation during presentations (clarity + accuracy + geometry reasoning)
• Formative: peer feedback quality (specific, actionable, and tied to geometry/tool reasoning)
• Summative-ish quick check: exit ticket responses about unique/multiple/no and one improvement goal

Differentiation

• Support for students who struggle to speak: allow “presentation cards” with 3 bullet points (Goal, Constraints used, What I checked).
• Provide feedback sentence starters and a bank of “Geometry Check” prompts (e.g., “Do you have enough information to determine one triangle?”).
• For students who need extra clarity on geometry reasoning: let them choose one feature to explain (extrude depth, angled face, or dimension constraint) and connect it to “given conditions.”
• Extension for early finishers: ask for an additional reflection: “What limitation did you notice with the tool (snap, measurement rounding, or viewing angle), and how did you fix it?”