Lesson MINI

LESSON MINI

Presenting Information

Grade:

3-5

Topic:

Research

Unit:

Foundations of Research

Overview

In this lesson mini, students learn to deliver engaging oral presentations. They practice impromptu speaking, study effective techniques, and prepare structured talks. Students focus on audience engagement and confident delivery through interactive activities and peer feedback.

Ideas for Implementation

Science or Social Studies

Literacy

Library media

Learning centers

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

audience (noun): the group of people that a presenter speaks or writes to

oral presentation (noun): a talk given to an audience to help them understand information, such as a speech or podcast

visual aids (noun): materials for an audience to look at to help them understand information

Authentic Learning Extensions

Authentic learning opportunities for presenting information involve real-world experiences and practical applications that help students understand research and presentation concepts meaningfully. Some examples include:

Alternative Research Publishing: Instead of oral class presentations, consider using a different, real-life way to orally present the information. Ideas include making a video to show others in the school, creating a podcast for others to listen to, or arranging live-streamed presentations to another school in the district.

Debates: Hold a debate between students who have similar topics. For instance, if two students’ topics are hurricanes and tornadoes, respectively, ask the students to debate which is more dangerous, including citing evidence and sources to support their claims.

Choose Activity

LESSON MINI

Presenting Information

Activity

1:

Show-and-Tell

By the end of the activity, students will demonstrate effective presentation techniques while delivering short impromptu presentations to a partner.

30-40

Minutes

Materials and Resources

Materials

Bag filled with various common classroom objects (e.g., calculator, book, toy car, pencil box)

Timer

Whiteboard or display

Implementation

Tell students that during today’s activity they will learn to give engaging oral presentations through a fun show-and-tell game.

Begin by asking students to consider the following question:

What makes an oral presentation interesting?

As they share, scribe their answers on the board. Example ideas may include the following:

Speaking clearly and loudly

Making eye contact

Using gestures

Sharing interesting facts

Asking questions to engage the audience

Using visual aids

Present the show-and-tell bag to the students, and explain to them that you will choose an object from the bag and model a short, engaging, one-minute presentation about it. (Alternatively, use a Rubik’s Cube and follow the script for the example presentation below.) Ask students to take notes as you present about which techniques you used from the brainstorm list.

Example presentation of a Rubik’s Cube:

Today, I’m excited to share with you this colorful puzzle. [Hold up Rubik’s Cube.] Can anyone tell me what this is called? [Pause for student responses.] That’s right, it’s a Rubik’s Cube!

Did you know that this cube was invented in 1974 by a Hungarian professor named Erno Rubik? [Make eye contact with different students.] He originally used it to help his students understand 3D objects better. Little did he know it would become one of the world’s most popular toys!

Now, let me show you how it works. [Use gestures to demonstrate turning the cube.] Each side can rotate, mixing up the colors. The goal is to get each side to be a solid color again, the way it started. Sounds easy, right? [Smile and pause dramatically.] Well, there are actually more than 43 quintillion possible color combinations! That’s the number 43 with 18 zeros!

Here’s a fun fact: the world record for solving a Rubik’s Cube is just 3.47 seconds. [Look surprised.] Can you imagine solving it that fast? [Encourage nods or responses.]

Before I finish, I have a question for you: If you could invent a puzzle, what would it be like? [Pause for a few quick responses.]

Thank you for listening to my presentation about this fascinating puzzle. Remember, sometimes the most interesting inventions come from trying to solve everyday problems!

After the example presentation, briefly discuss with students which techniques they observed. Observations may include the following:

Clear and engaging opening

Eye contact with the audience

Use of questions to engage listeners

Gestures to demonstrate the object

Sharing interesting facts

Use of humor and dramatic pauses

Involving the audience with a final thought-provoking question

Clear conclusion

Divide students into pairs. Each pair draws an object from the bag. Set a timer for two minutes, during which students must quickly discuss what they know about their object. Each student then has one minute to present the object to their partner, trying to use at least three techniques from the list.

After all students have presented to their partners, ask students to share the following with the class:

One technique they used successfully

One technique they found challenging

Recap the key presentation techniques discussed and practiced. Encourage students to use these skills in future class presentations.

Differentiation and Variations

Visual Presentation Planner: Use a simple graphic organizer that guides students through structuring their show-and-tell presentation, one with spaces for drawing their object, listing three interesting facts, noting two questions to ask the audience, and reminding them of presentation techniques to use. This provides a clear visual framework that helps students organize their thoughts and remember key elements of an engaging presentation, reducing cognitive load and boosting confidence for young or hesitant presenters.

Show-and-Tell Showcase: Students preselect and bring in personal items of significance for their show-and-tell presentations. This variation allows for deeper personal connection and preparation time, enabling students to craft more detailed and meaningful presentations about objects they’re already familiar with and passionate about.

Collaborative Teaching

One Teaching, One Assisting: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Assisting strategy. In this model, one teacher leads the activity while the other circulates, assisting individual students as needed. This ensures that when students encounter difficulties, they receive immediate help in the form of personalized support and answers to their questions. By addressing students’ unique needs and keeping them on track, this approach enhances individual learning experiences and fosters a supportive classroom environment. Studies indicate that immediate feedback and individualized attention can significantly enhance student understanding and retention of material.

Introduction: The lead teacher introduces the activity and facilitates the brainstorming session about effective presentation techniques. The assisting teacher helps manage the whiteboard, ensuring all student ideas are captured.

Show-and-Tell Demonstration: The lead teacher performs the demonstration presentation. The assisting teacher observes students’ reactions and notes which techniques they identify, preparing to support students who may have missed key points.

Partner Practice: The lead teacher oversees the activity, managing time and providing general guidance. The assisting teacher circulates among pairs, offering individualized support, answering questions, and ensuring students are using the technique checklist effectively.

Conclusion: The lead teacher facilitates the reflection discussion and summarizes key learning points. The assisting teacher contributes observations from the partner practice session, highlighting successful techniques and common challenges noticed while circulating.

Presenting Information

Activity

2:

Crafting Engaging Presentations

By the end of the activity, students will be able to prepare and deliver an engaging oral presentation using note cards and audience-engagement techniques.

>40

Minutes

Materials and Resources

Materials

Index cards (three per student and three large ones with prepared presentation notes for display)

Whiteboard or display

Resources

Implementation

Tell students that today they’ll learn how to prepare and deliver short oral presentations to help them prepare for their upcoming presentations to be given on [due date]. Remind them that oral presentations are talks, or speeches, given to an audience. They are a way to share information.

Ask students to turn and talk to a partner about a memorable oral presentation they’ve seen. Then, have pairs share with the class what made these presentations engaging. As students share, scribe their responses on the board, ensuring versions of the following are included:

The speaker was funny.

The presentation had interesting information.

The presenter looked at me like they were talking to me.

The speaker asked us questions so we could get involved.

There were pictures and other things to see.

The speaker told stories.

The person speaking really knew what they were talking about.

Tie in to the idea of the speaker knowing what they were talking about, acknowledging that sometimes it’s easy to forget your train of thought when giving an oral presentation. But using index cards as reminders can help keep you on track.

Elaborate on how index cards can help speakers organize their thoughts and stay on track:

They act as a road map for the presentation, helping speakers stay on topic and cover all the important points.

Using index cards can help speakers feel less nervous about presenting in front of an audience because the cards provide reminders if the speakers forget what to say.

Provide guidelines for making and using effective note cards for a presentation, writing or displaying the following key points to remember:

Write key words or short phrases, not full sentences.

Number the cards to keep them in order.

Use different colors for main points and supporting details.

Use the cards as a guide, not a script to be read word for word.

Note: Consider color-coding the cards with highlighters, stickers, or other means to assist with further organization as desired.

Share an example of how to use index cards to help organize ideas. Display model index cards you’ve prepared in advance for a topic of your choice, or ones with the following information about elephants:

Index Card 1: Introduction

Fun fact about elephants: They purr!

Index Card 2: All About Elephants

Features: biggest land animal, wrinkly skin, thick legs, trunk, tusks

Two main kinds: African and Asian elephants

Behavior: eat only plants, migrate, herds, babies

Index Card 3: Conclusion

Amazing animals: smart, great memories, loving families, long lives

Elephants and ancestors: mastodons, woolly mammoths, millions of years

Endangered: ivory trade, habitat loss, people helping

Demonstrate using the index cards as a guide, delivering a short oral presentation about your chosen topic, or one similar to the one below that is based on the index card samples above. Consider displaying an image or images (e.g., of elephants) from ImageQuest Jr., Britannica School, or another royalty-free source to support your presentation.

Index Card 1:

What big, wild land animal purrs like a cat? It’s an elephant! It purrs, or makes a low rumbling sound, that other elephants can hear from far away. It’s just one way these amazing animals communicate with each other.

Index Card 2:

Elephants are like no other animal on Earth! They are the biggest land animals. They have thick, wrinkly skin, and four thick legs. They have long trunks that they can use to suck up water and spray it in their mouths. They can use their trunks as snorkels when they swim, too! And male elephants and some female elephants have big teeth called tusks that stick out from their faces.

There are two main kinds of elephants: African elephants that live in forests and grasslands in Africa, and Asian elephants that live in forests in places like India and Thailand. African elephants are bigger than Asian elephants, and they have bigger ears, too.

Elephants only eat plants, and they eat a lot of them! They move around a lot, or migrate, to find food. They travel in big family groups, or herds. When baby elephants are born, they weigh hundreds of pounds! They can walk about an hour after being born!

Index Card 3:

Elephants are truly special animals. They’re smart and have great memories! They have loving families that stick together, and they can live very long lives, around 70 years!

Animals like elephants and their ancestors, such as mastodons and woolly mammoths, have been around for millions of years.

But today, elephants are endangered. People kill them for their tusks, which are made of ivory, a material people are willing to pay a lot of money for. And elephants’ habitat is shrinking as the climate changes and as people use more of the land. Fortunately, people are working to help keep these amazing animals from going extinct.

Tell students that now it’s their turn! They will create their own note cards for their own presentation about their favorite hobby or favorite animal. But first, brainstorm a list of ideas of things they might want to include in the presentation to make it engaging for the audience. Scribe responses, such as these, on the board:

A hook, such as a question, a funny story, or an interesting fact

Visual aids, such as pictures, diagrams, or demonstrations

Hand gestures, varied vocal tone, and eye contact to connect with the audience

Distribute three index cards to each student, and have them prepare their presentations by writing their notes for the Introduction, Main Points and Details, and Conclusion of their presentations. If time allows, let students do some quick research on their topic in Britannica School or another approved database, and/or prepare visual aids to support their presentations. Circulate among students and offer assistance, as needed.

Divide students into small groups of three to four students. Tell them that they will practice giving their presentations to the other students in their groups. Emphasize that it is just practice. Their presentations do not have to be perfect, but they should try to use some of the strategies discussed in the activity.

Have students take turns presenting their favorite hobby or animal to their group members. After each presentation, group members should provide feedback about what they thought worked best (e.g., I like how Sarah used a picture to help explain her main points or I like how Jeremy told a funny story at the beginning). Circulate among groups to facilitate constructive peer feedback and offer guidance and support.

To wrap up, bring the class back together to summarize key points about effective presentations. Tell students that they should consider these points and feedback from their peers when preparing their oral presentations, which will be delivered on [due date]. Consider sharing the following reminder:

Remember, a good presentation has a clear structure, uses engaging techniques like visuals or stories, and is well practiced. The more you use these skills, the more confident and effective you’ll become. As we keep practicing, you’ll see how much you can grow!

Differentiation and Variations

Organizational Supports: Provide simplified note card templates for students who struggle with organization. Allow anxious students to present to a partner first. Challenge advanced students to incorporate more engaging techniques or create a detailed visual aid, such as a diagram.

Supporting Various Learning Styles: To support diverse learning styles, incorporate a variety of preparation methods. Encourage visual learners to create simple mind maps of their presentation topics; auditory learners to practice with a partner, giving and receiving verbal feedback; and kinesthetic learners to use physical gestures to emphasize key points. This multisensory approach ensures that all students can engage with the material in ways that best suit their learning preferences, enhancing their preparation and confidence for the presentation practice.

Collaborative Teaching

One Teaching, One Observing: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Observing strategy. In this model, one teacher provides direct instruction to the entire class while the other observes student behavior and engagement to gather evidence of learning. This approach allows for detailed observation and assessment, helping identify students needing additional support or intervention. By focusing on student responses and participation, the observing teacher can ensure that the learning needs of all students are addressed and met in the activity. Research shows that targeted observation can lead to more effective intervention strategies, improving student performance.

Introduction and Preparation: The lead teacher introduces the activity and guides discussion on the elements of effective oral presentations. The observing teacher notes student responses and engagement.

Presentation Techniques: The lead teacher introduces and demonstrates the use of note cards in presentations. While the lead teacher delivers the prepared oral presentation, the observing teacher notes student responses and engagement. The lead teacher then brainstorms with students and scribes audience-engagement strategies, while the observing teacher continues to monitor and note student responses and engagement, identifying those who will likely need additional support.

Individual and Group Work: The lead teacher manages classroom dynamics during the individual preparation period and then during the small-group practice presentations. The observing teacher circulates, providing targeted support to those previously identified as likely to need it and/or noting common issues.

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