Final Project Presentations

Author: Jill Torrey Emmons

Time: 3 periods
10 minutes
Materials: Copies of evaluation forms (optional)

The capstone of the quarter is the students’ presentation of their final projects. In the next 3 days students will have the opportunity to synthesize skills and knowledge they have acquired in science, social studies, math, and English. At the same time, they will be integrating the research they have done concerning the environmental health issue of water contamination into their projects. The hope is that students will have gained a broader understanding of this and other environmental health concerns, while observing the ways in which distinct academic disciplines influence each other in everyday life.

Purpose – This final lesson is the apply piece of the learning cycle, where students will have the chance to demonstrate what they have learned in science, social studies, math, and English with regard to the environmental issue of arsenic contamination in the water supply.

Students will be able to:

1. Judge the potential health risks faced by a particular region with arsenic contamination in the water supply and articulate this in an advisory speech.
2. Deliver a speech which contains a logical, emotional, or ethical persuasive appeal, and incorporates other persuasive speaking techniques.
3. Use various visual aids to add support and interest to their presentations.

National English Education Standard
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Teacher Background
Teachers should have a good grasp of the final project goals and objectives.

Resource Websites
See previous lessons for this quarter.


1. As students enter the classroom each day, they should have all the materials needed for their presentations ready. Make sure students who are presenting the following day are reminded to be prepared. Depending on your room organization, you may wish to reorient your desks to a pattern which is conducive to presentations. You may want to have a music stand available for students to place their visual aids so they do not hide behind them. If you wish to have the class members evaluate their classmates’ presentations, have enough evaluation sheets copied to cover the number of presentations scheduled for that day (see lesson “Evaluating Rhetoric” for evaluation criteria). This is generally a good idea because it not only keeps students focused on the speakers, but also helps them consider what improvements or alterations they want to make in their own speeches.

If time allows at the end of each presentation day, discuss with the class the things that they have learned from participating in this project.

Students who have not yet presented should finalize preparation of their projects.

Embedded Assessment

Be sure to have an assessment tool prepared for judging student presentations. Taking notes during each presentation is very helpful, as well as having a checklist to make sure that students include all the fundamental parts of the project. Make sure to consider the following elements:
Has the student…
* Successfully and smoothly incorporated elements from the disciplines of science, social studies, math, and English?

* Focused intently on the environmental issue and explored its potential threat to human health and wellbeing?

* Completed the needed research on their assigned country or region of the world? Is the research thoughtfully analyzed and explained?

* Incorporated numerical data into the presentation by means of charts or graphs which are reasonably easy to read and understand?

* Utilized a variety of visual aids to add information and enhance interest in the presentation, including maps?

* Presented the speech in an interesting and natural way, demonstrating that practice time has been invested in the speech?

* Delivered a speech with a persuasive thesis, powerful words, and logical organization?

* Included at least one of the persuasive appeals (logic, emotion, or ethics)?.

PULSE is a project of the Community Outreach and Education Program of the Southwest Environmental Health Sciences Center and is funded by:

NIH/NCRR award #16260-01A1
The Community Outreach and Education Program is part of the Southwest Environmental Health Sciences Center: an NIEHS Award


Supported by NIEHS grant # ES06694

1996-2007, The University of Arizona
Last update: November 10, 2009
  Page Content: Rachel Hughes
Web Master: Travis Biazo