Lesson Plan
Course Title: Engineering Design and Presentation
Session Title: Engineering Design Capstone Research Project: Part 4
Performance Objective:
Upon completion of this lesson the students will be able to apply all of the knowledge and skills
they have learned in designing a product prototype and will prepare and make a team
presentation of their research and results that meets the criteria given in the Engineering Design
PowerPoint or Prezi and Oral Presentation Rubric.
Specific Objectives:
The students will be able to:
 demonstrate the ability to work effectively as a team member on a team presentation
project and follow the teamwork agreements
 create a presentation about their product prototype using PowerPoint or Prezi
 prepare and make an oral team presentation to the class
 demonstrate the ability to present their results professionally
 apply what they have learned about proper presentation etiquette when making their
presentation
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Engineering Design and Presentation:

130.365(c)(1)(D)(E)(H)(J)
...demonstrate the principles of teamwork related to engineering and technology.
...identify and use appropriate work habits
...demonstrate respect for diversity in the workplace
...demonstrate effective oral and written communication skills using a variety of software
applications and media

130.365(c)(2)(B)(C)
...use teamwork to solve problems
serve as a team leader and a team member and demonstrate appropriate attitudes while
participating in team projects

130.365(c)(3)(A)(B)(C)
...use time-management techniques to develop and maintain work schedules and meet
deadlines
...complete work according to established criteria
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...participate in the organization and operation of a real or simulated engineering project

130.365(c)(5)(J)
...demonstrate knowledge of effective file structure and management

130.365(c)(7)(D)
...use multiple software applications for concept presentations

130.365(c)(9)(C)
...present the prototype using a variety of media
Interdisciplinary Correlations:
English Language Arts and Reading, English IV:

110.34(b)(1)(A)(B)(C)(D)(E)
…determine the meaning of technical academic English words in multiple content areas
(e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other
linguistic roots and affixes;
…analyze textual context (within a sentence and in larger sections of text) to draw
conclusions about the nuance in word meanings;
…use the relationship between words encountered in analogies to determine their
meanings (e.g., synonyms/antonyms, connotation/denotation);
...analyze and explain how the English language has developed and been influenced by
other languages;
…use general and specialized dictionaries, thesauri, histories of language, books of
quotations, and other related references (printed or electronic) as needed.

110.34(b)(8) - Reading/Comprehension of Informational Text/Culture and History.

110.34(b)(11)(A)(B)
...draw conclusions about how the patterns of organization and hierarchic structures
support the understandability of text; and
...evaluate the structures of text (e.g., format, headers) for their clarity and organizational
coherence and for the effectiveness of their graphic representations.

110.34(b)(15)(D)
...produce a multimedia presentation (e.g., documentary, class newspaper, docudrama,
infomercial, visual or textual parodies, theatrical production) with graphics, images, and
sound that appeals to a specific audience and synthesizes information from multiple
points of view.

110.34(b)(17)(A)(B)
...use and understand the function of different types of clauses and phrases (e.g.,
adjectival, noun, adverbial clauses and phrases); and
...use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex).

110.34(b)(18) - Oral and Written Conventions/Handwriting, Capitalization, and
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Punctuation.

110.34(b)(19) - Oral and Written Conventions/Spelling.

110.34(b)(23)(A)(B)(C)(D)(E)
...provides an analysis that supports and develops personal opinions, as opposed to
simply restating existing information;
...uses a variety of formats and rhetorical strategies to argue for the thesis;
...develops an argument that incorporates the complexities of and discrepancies in
information from multiple sources and perspectives while anticipating and refuting
counter-arguments;
...uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to
document sources and format written materials; and
...is of sufficient length and complexity to address the topic.

110.34(b)(24)(A)(B)
...listen responsively to a speaker by framing inquiries that reflect an understanding of
the content and by identifying the positions taken and the evidence in support of those
positions;
...assess the persuasiveness of a presentation based on content, diction, rhetorical
strategies, and delivery.

110.34(b)(25) - Listening and Speaking/Speaking.

110.34(b)(26) - Listening and Speaking/Teamwork.
Geometry:

111.34(b)(4) - Geometric structure.
Physics:

112.39(c)(2)(A)(B)(C)(D)(E)(K)(L)
...know the definition of science and understand that it has limitations, as specified in
subsection(b)(2) of this section;
...know that scientific hypotheses are tentative and testable statements that must be
capable of being supported or not supported by observational evidence. Hypotheses of
durable explanatory power which have been tested over a wide variety of conditions are
incorporated into theories;
...know that scientific theories are based on natural and physical phenomena and are
capable of being tested by multiple independent researchers. Unlike hypotheses,
scientific theories are well-established and highly-reliable explanations, but may be
subject to change as new areas of science and new technologies are developed;
...distinguish between scientific hypotheses and scientific theories;
...design and implement investigative procedures, including making observations, asking
well-defined questions, formulating testable hypotheses, identifying variables, selecting
appropriate equipment and technology, and evaluating numerical answers for
reasonableness;
...communicate valid conclusions supported by the data through various methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports,
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and technology-based reports; and
...express and manipulate relationships among physical variables quantitatively,
including the use of graphs, charts, and equations.

112.39(c)(3)(A)(B)(F)
...in all fields of science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific explanations, so as
to encourage critical thinking by the student;
...communicate and apply scientific information extracted from various sources such as
current events, news reports, published journal articles, and marketing materials;
...express and interpret relationships symbolically in accordance with accepted theories
to make predictions and solve problems mathematically, including problems requiring
proportional reasoning and graphical vector addition.
Teacher Preparation:
You will need 1 copy of the Engineering Design PowerPoint or Prezi and Oral Presentation
Rubric per team. Have pencil, eraser, and map pencils available for students who don’t have
any.
References:
Refer to the Engineering Design Capstone Research Project: Part 4 PowerPoint presentation
and go over proper presentation etiquette.
Instructional Aids:
1. Engineering Design Capstone Research Project: Part 4 PowerPoint presentation
Materials Needed:
1. 1 copy of Engineering Design PowerPoint or Prezi and Oral Presentation Rubric per
team
2. Writing utensil for students who don’t have any
Equipment Needed:
1. Computer with internet access and printer
2. Data projector
3. Word, PowerPoint (or equivalent software)
Learner Preparation:
Engineering Design Capstone Research Project: Part 3
Introduction
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Introduction (LSI Quadrant I):
NOTE: The class discussion is meant to be Socratic in nature and not true/false, or this is the
only correct answer. Encourage your students to explain WHY they think the way they do!
There is NO wrong answer if they can explain the WHY!
SAY: This week you will finally be presenting your products.
SHOW: Go over in detail the Engineering Design PowerPoint or Prezi and Oral Presentation
Rubric again.
ASK: Does anyone need a day or two MAX to finish it?
SAY: You have up to the end of class on Tuesday to finish up as needed. No matter what, on
Wednesday we start to do the presentations. (Randomly draw team names out of a hat.)
ASK: What if your team is done?
SAY: Then do one of the bonus assignments.
ASK: Can anyone tell me what they think proper presentation etiquette is?
SHOW: Go over the Engineering Design Capstone Research Project: Part 4 PowerPoint
presentation. Stop and discuss each of the slides that cover etiquette.
SAY: Ok, let the presentations begin.
NOTE: Have teams set up and give their presentations starting Wednesday. Follow the rubric
given. You should be able to get 2-3 teams’ presentations done in a class period. Once you are
done with all of the presentations, it is the perfect time to start reviewing for your final exam.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
Part 4:

Week 6 = If needed allow two days to finish,
but should only be for presentation because
they will need to start review for final exam.
Students that are done may do the extension
activity(s). Last 3 days give group
presentations per the rubric given.
Week 1:
Brainstorming,
Engineering Design
Process and
Teamwork
Weeks 2 and 3:
Research,
“BLOG”ineering, and
Technical Drawings
Weeks 4 and 5:
Construct the
prototype and create
all of the media for
presenting their
product
Week 6: Presentations
and prepare for final
exam
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I.
This week you will finally be presenting your
products.
Go over in detail the
Engineering Design
PowerPoint or Prezi
and Oral Presentation
Rubric again.
II. Does anyone need a day or two MAX to finish
it?
Students will have up
to the end of class on
Tuesday to finish up
as needed. No matter
what, on Wednesday
they need to start the
presentations.
Remind them that on
Wednesday you will
randomly draw team
names out of a hat for
presentations.
III. What if your team is done?
If their team is done,
then have them pick
one or more of the
Bonus/Extension
projects to do.
IV. Can anyone tell me what they think proper
presentation etiquette is?
Go over the
Engineering Design
Capstone Research
Project: Part 4
PowerPoint
presentation.
Stop and discuss each
of the slides that cover
proper presentation
etiquette.
V. Let the presentations begin.
Have teams set up
and give their
presentations starting
Wednesday. Follow
the rubric given. You
should be able to get
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2-3 teams’
presentations done in
a class period. Once
you are done with all
presentations that is
the perfect time to start
reviewing for their
final exam.
Copy and paste Multiple Intelligences Graphic in appropriate place in left column.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
The Teacher will monitor students as they finish creating their presentations per rubric given.
Independent Practice (LSI Quadrant III):
Students will finish creating and will give team presentations per rubric given. Students will
create one of the bonus/extension project(s) if time allows.
Summary
Review (LSI Quadrants I and IV):
Remember the “Three before me” rule but check teams’ progression daily so that they keep on
task. If they set up the Team Contract correctly, they should self-monitor and adjust, but it’s
always a good idea for the teacher to monitor and review to make sure they are improving daily.
You want them to do the work, not you. They need to apply everything they should have learned
to date. Just monitor their work and do not automatically “bail them out” with what you feel are
the correct or best answers. They should be done or almost done and ready to give the final
presentations.
Evaluation
Informal Assessment (LSI Quadrant III):
Make sure each team gives its presentation and assess them accordingly.
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Formal Assessment (LSI Quadrant III, IV):
Final project presentation (per rubric) = “Major grade”
Extension/Enrichment (LSI Quadrant IV):
Students who need a challenge can:
1. Create order forms for their product
2. Create packing for their prototype
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Team Members Names: ________________________________________________________
Date: __________________________________________
Class: _________________________________________
Teacher: _______________________________________
Engineering Design PowerPoint or Prezi AND Oral Presentation Rubric
EXPECTATION /
CRITERIA
Organization
Subject Knowledge
Visual Aids
Mechanics
EXCEEDS
EXPECTATIONS
15-10 PTS
MEETS
EXPECTATIONS
9-5 PTS
Student presents
information in logical,
interesting sequence which
audience can follow.
Student demonstrates full
knowledge (more than
required) by answering all
class questions with
explanations and
elaboration.
Student's visual aids
explain and reinforce the
presentation.
Presentation has no
misspellings or
grammatical errors.
Student presents
information in logical
sequence which
audience can follow.
Student is at ease and
answers most
questions with
explanations and
some elaboration.
Eye Contact
Student maintains eye
contact with audience,
seldom returning to notes.
Verbal Techniques
Student uses a clear voice
and correct, precise
pronunciation of terms so
that all audience members
can hear presentation.
Group Work
Works very well with
others. Assumes a clear
role in decision making and
responsibilities.
BELOW EXPECTATIONS
4-1 PTS
Audience cannot understand
presentation because there is
no sequence of information.
Student does not have grasp of
information; student cannot
answer questions about
subject.
Student's visual aids
Student uses superfluous
relate to the
visual aids or no visual aids.
presentation.
Presentation has no
Student's presentation has four
more than two
or more spelling errors and/or
misspellings and/or
grammatical errors.
grammatical errors.
Student maintains eye Student makes no eye contact
and only reads from notes.
contact most of the
time but frequently
returns to notes.
Student mumbles, incorrectly
Student's voice is
pronounces terms, and speaks
clear. Student
too quietly for audience in the
pronounces most
back of class to hear.
words correctly. Most
audience members
can hear presentation.
Cannot work with others in
Works well with
most situations. Cannot share
others. Takes part in
decisions or responsibilities.
most decisions and
shares in the
responsibilities.
Score _____________ out of 100 PTS
Comments:
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Comments (continued):
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