Lesson Plans
Section 7
INVENTORS,
ENTREPRENEURS,
AND YOU!
GRADE LEVELS
5-8
TIME ALLOTMENT
6 or 7 class periods, 45 minutes each
OVERVIEW
Where do inventors get their ideas? What is an entrepreneur?
How are these two different, or is one really just an extension
of the other? In this lesson we will be looking at inventions and
the people who invented them.We will also be taking a look at
some entrepreneurs and the businesses they have started.
Students will be researching an invention or an entrepreneur,
then creating a multimedia presentation to give to the class.
Upon conclusion of the presentations, optional activities allow
students to develop their own inventions and create a
brochure, Web page, or business card to showcase them, and
possibly to conduct a "trade show" for other students to see
what they have created. Students can also go through a simulated process of having their inventions patented or risk having
their ideas stolen.
SUBJECT MATTER
Career preparation, science and technology, English language
arts, science
LEARNING OBJECTIVES
Students will be able to:
1) Research inventions and entrepreneurs on the Internet
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2) Assess how some new inventions are spin-offs from
previous inventions
3) Identify what a patent is and why one might be useful
4) Determine what can happen to one’s invention if a patent
is not obtained
5) Identify the characteristics of a successful entrepreneur and
business
6) Create a presentation using multimedia computer
technology
7) Give an effective presentation to their peers
STANDARDS
Maine Learning Results
http://www.state.me.us/education/lres/lres.htm
Career Preparation
A. Preparing for the Future: Students will be knowledgeable
about the world of work, explore career options, and relate
personal skills, aptitudes, and abilities to future career
decisions.
3) Demonstrate an understanding of the characteristics of
a successful business.
C. Integrated and Applied Learning: Students will demonstrate
how academic knowledge and skills are applied in the
workplace and other settings.
1) Research the need for ethical and legal standards
concerning the application of technology (including
communication systems, product liability,
copyright/patent, and safety).
2) Research recent technological developments and
predict their possible spin-offs.
MEDIA COMPONENTS
1) Video
Maine
Made
in Maine Network: Made in Maine
MainePBS:
Public
Broadcasting
"Reduce, Reuse, and Recycle," episode #1311:Video clip of
Back to Earth Garden Works
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"Wearable Art," episode #1003:Video clip of clothes
designer Jill McGowan
"Whitewater," episode #1312: Maine recreational
businesses started by Maine entrepreneurs
2) Web Sites
Technology at Home
http://www.pbs.org/wgbh/aso/tryit/tech
To fully utilize this site, you must download Shockwave
(http://www.macromedia.com/shockwave). This site allows
viewers to see how technology has changed over time. It
can stimulate a rich discussion about how one invention
has led to another as technology has developed. By moving
a slide lever, viewers can change screens and see pop-up
labels that identify and provide information about items in
the home.
Freebord
http://www.freebord.com/how.html
Freebord is a new invention that is an integrated spin-off of
both skateboarding and snowboarding.This page shows
related equipment; from here, viewers can click on Watch
the Ride to see freebording in action.
The United States Patent and Trademark Office
http://www.uspto.gov/web/offices/pac/utility/utility.
htm#intro
This site discusses the purpose of a patent. (This Web
address is also included on the Links to Inventions and
Inventors page in the student handout section of this
teaching packet.)
Historical Inventors
http://inventors.about.com/library/bl/bl12.htm
A very comprehensive list of inventions is included at this
site for students to consider researching for this lesson.
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Specific Inventions
The following is a list of sites for inventions that are now commonly used. (This list is also available in reproducible form in
the handout section of this teaching packet.)
(1) Phone card phone
http://inventors.about.com/library/weekly/aa022801a.htm
(2) Levi jeans
http://web.mit.edu/invent/www/inventorsR-Z/strauss.html
(3) Ear muffs
http://inventors.about.com/library/inventors/
blgreenwood.htm
(4) Cortisone
http://web.mit.edu/invent/www/inventorsI-Q/julian.html
(5) Windshield wipers
http://inventors.about.com/library/inventors/
blanderson.htm
(6) Liquid Paper
http://web.mit.edu/invent/www/inventorsA-H/nesmith.html
(7) Wristies
http://web.mit.edu/invent/www/inventorsA-H/gregory.html
http://web.mit.edu/invent/www/inventorsA%2DH/
gregory.html
(8) Zamboni
http://web.mit.edu/invent/www/inventorsR-Z/
zamboni.html
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(9) Zipper
http://web.mit.edu/invent/www/inventorsI-Q/judson.html
(10) Lawn mower
http://inventors.about.com/library/inventors/bllawns.htm
(11) Magnetic resonance imaging (MRI)
http://web.mit.edu/invent/www/inventorsA-H/
damadian.html
(12) Pacemaker
http://web.mit.edu/invent/www/inventorsA%252DH/
greatbatch.html
Specific Entrepreneurs
The following is a list of sites about specific North American
entrepreneurs:
(1) Ray Kroc
http://www.wiley.com/legacy/products/subject/business/
forbes/kroc.html
(2) Henry Ford
http://www.wiley.com/legacy/products/subject/business/
forbes/ford.html
(3) Tim Hortons
http://collections.ic.gc.ca/wentworth/timhorto.htm
(4) Mary Kay Ash
http://www.ltbn.com/tribash.html
(5) Milton Hershey
http://www.hersheys.com/about/milton.shtml
(6) Will Keith Kellogg
http://www.wkkf.org/WhoWeAre/Founder.asp
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(7) Ben Cohen and Jerry Greenfield
http://www.benjerry.com/co-index.tmpl
(8) Michael Dell
http://www.myprimetime.com/work/ge/dellbio/index.shtml
(9) James Casey
http://www.ups.com/about/story.html#earlybetter
http://www.resnet.wm.edu/~jhjame/entre.html
(10) Leon L. Bean
http://www.state.me.us/sos/kids/allabout/people/
ll_bean.htm
(11) Fred DeLuca
http://www.subway.co.uk/history.html
Indexes of Inventors
At these sites, students can search for inventors or inventions
alphabetically.
http://web.mit.edu/invent/www/archive.html
http://inventors.about.com/library/bl/bl1_1.htm
Skowhegan Area Middle School’s Pathways Web Site
http://www.msad54.k12.me.us/MSAD54Pages/SAMS/
exploratory%20page/PathwaysWebsiteFall/pathwaysp1.htm
Use this site as an optional aid to connect to links related to
this project. Click on the Inventors, Entrepreneurs, and You link
and its related links to the Inventions and Entrepreneurs to
Research, Research Pages, and Guide Sheets pages.
MATERIALS
1) Computers for research, equipped with Internet access and
either AppleWorks Slide Show or MicroSoft PowerPoint
2) TV and VCR
3) 1 copy per student of the Media Focus Questions handout*
4) 1 copy per student of either the Research Questions-Inventions or the Research Questions--Entrepreneurs
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5)
6)
7)
8)
Section 7
activity sheet.* (Storyboards for multimedia presentations
are located at the bottom of each sheet.)
1 copy per student of the Links to Inventions and Inventors
handout*
1 copy per student of the Slide Show Rubric page*
Optional:The Research Questions on the Pathways’
Inventors, Entrepreneurs, and You site may be copied and
pasted into a word processor; research then can be
entered directly into students’ computers.
1 copy per student of a guide sheet for the type of multi
media project being created. See your school’s technology
integration specialist for guides that are best to use with
the computers in your school.
* Reproducible form is included with this teaching packet.
PREP FOR TEACHERS
Cue the first two videotapes for this lesson as follows:
o "Reduce, Reuse, and Recycle": audio is, "Here’s some
other recycled items you might find at a garden
stand…"; visual is Lou at a rack of recycled products
resembling concrete bowls.
o "Wearable Art": audio is, "I’m a real fabric buff and
junky…"; visual is Jill McGowan draping red fabric on a
mannequin.
Preview the Made in Maine episode called "Whitewater"
(#1312).This video shows many Maine recreational businesses
started by Maine entrepreneurs.This will be used as a wrap-up
of the lesson to reinforce for students that there are successful entrepreneurs right here in our own state of Maine. You
need to determine how much or how little of the video to use.
It’s all very good.
Bookmark all of the Web sites listed under Media
Components, number 2. In addition, bookmark or create a
Web page for any other links from the Media Components
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section of this lesson that you would like to use if you cannot,
or choose not to, use the Pathways’ Inventors, Entrepreneurs,
and You site.
Optional: Become familiar with the Pathways’ Inventors,
Entrepreneurs, and You site: http://www.msad54.k12.me.us/
MSAD54Pages/SAMS/exploratory%20page/PathwaysWebsiteF
all/pathwaysp1.htm.
During the use of media, provide students with a Focus for
Media Interaction: a specific task to complete and/or
information to identify during or after viewing segments to
focus their attention.
INTRODUCTORY ACTIVITY
Step 1
Begin the lesson by introducing questions like:
1) What are some things that first come to mind when you
think of inventions? (Responses might include: car, clothes
washer, phone, computer, etc.)
2) Are these inventions still used today in their original design,
or have they been improved upon in some way? (Elicit the
following from students: Many of the ideas are still used
today, but the devices we use have changed as we have
made advancements in technology. For example:We still
listen to music, but now we listen to compact discs instead
of record albums.)
Step 2
Students will be using the Web site Technology at Home; direct
them to http://www.pbs.org/wgbh/aso/tryit/tech to see how
inventions have been developed and improved as time has
passed between 1900 and 1998.
Provide students with a Focus for Media Interaction by
saying, "As we pull the slider across the screen, watch for at
least two different inventions that changed and got better as
time passed." In a lab setting, have kids experiment to see how
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often the new inventions are actually spin-offs of preexisting
inventions. (You could also consider doing this using a projector or TV monitor so that everyone in the class is looking at
the same thing.)
Discuss developments such as how the reel-to-reel tape player
became the CD player, how refrigerator technology has
changed, how the radio advanced to the Walkman, how
computers have evolved, and so on.Ask, "Why did these inventions continue to change?"
Discuss students’ responses.Then and wrap up by saying, "Many
inventions are simply new and better versions of old inventions
already in existence. As technology continues to develop, new
ideas and inventions will continue to spin off from existing
ones."
Step 3
Now have students take a look at a new invention called the
Freebord.Whether viewing as a class with one monitor or with
students at individual machines, direct them to the Freebord
site at http://www.freebord.com/how.html. Provide students
with a Focus for Media Interaction by saying, "At this site
we are going to be looking at a modern invention. As you take
a look at this, try to figure out which two inventions it is a
spin-off of."
Have students check out the How It Works page, then proceed
to the Watch the Ride page. Ask, "What two inventions previously existed whose ideas were combined to create this new
invention?" (skateboarding and snowboarding)
Wrap up by telling students, "New inventions even today are
being created based on concepts and ideas of inventions we
already use and have. Perhaps you could think of a new way to
use an old idea and be an inventor yourself someday!"
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Lesson Plans
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LEARNING ACTIVITY
Step 1
Start the learning activity by asking the following questions:
o "Why are many inventions created?" (to make life easier,
out of necessity, etc.)
o How would you describe an entrepreneur? (someone who
starts and builds his or her own business)
o Are any of your parents entrepreneurs? What do they do?
(Answers will vary.)
o Can an inventor be an entrepreneur? (Absolutely! Discuss
with students the idea that an inventor can choose to
market and sell an invention, or start a business using the
invention to perform some sort or service for customers.)
Step 2
Pass out the Media Focus Questions sheet. Tell students that
they are to answer the questions on this sheet as they watch
two videos.
Step 3
Provide students with a Focus for Media Interaction by
saying, "We will be viewing a video clip of a business that
creates gardening items from recycled products.Watch for the
following:
o What was the invention that was used to make these
products?
o What were two things the inventor valued that influenced
her invention?
o Did this inventor become an entrepreneur?"
Show the video "Reduce, Reuse, and Recycle." Play the clip of
Back to Earth Garden Works; start the video at the cue
specified in the Prep for Teachers section.
Stop when the audio is, "I think we can put it on the shelf and
let it sit for 24 hours…" and the visual is Lou finishing the
shaping of his dory project in the form. Review responses to
the previous focus questions with students:
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o What was the invention that was used to make these
products? (the recipe for the lightweight "concrete" using
many recycled ingredients)
o What were two things the inventor valued that influenced
her invention? (the environment and gardening)
o Did this inventor become an entrepreneur?
(Yes, she developed a business selling and designing
products that were produced with her recipe.)
Step 4
Tell students that they will now be seeing the second video.
Provide them with a Focus for Media Interaction by saying,
"We will be viewing a video clip of a business that creates
women’s clothing.Watch for the following:
o What was something the designer loved working with that
led her to design clothes?
o How does she determine what styles of clothes to create?
o How does she promote her products?"
Start the tape "Wearable Art" at the cue specified in the Prep
for Teachers section. Stop when the audio is, "…take the whole
line to New York and go to trade shows and meet buyers…"
and the visual shows Jill picking up articles of clothing while
another woman sits working at a machine.
Fast forward to where the audio is, "I started out of a
bedroom in my home…" and the visual is Jill talking in front of
rolls of cloth.While fast forwarding, review students’ responses to the focus questions above:
While fast forwarding discuss the Focus for Media
Interaction above.
o What was something the designer loved working with that
led her to design clothes? (She loved textiles and fabrics.)
o How does she determine what styles of clothes to create?
(She looks in her own closet to see what is missing or what
is needed to complete her personal wardrobe.)
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o How does she promote her product? (She takes a sample
line of her designs to trade shows in New York City, where
buyers from stores and shops come to view the latest in
fashion.)
Provide students with the next Focus for Media
Interaction. Ask,
o "What are the customers she is selling to like?
o In order to stay on the cutting edge in her business, what
does Jill do with her ‘inventions’ on a regular basis?"
Resume play. Stop the video when the audio is, "Mainers have
always appreciated good quality products…" and the visual is
Jill talking in front of the same rolls of cloth as before.
Discuss responses to the focus questions above:
o What are the customers she is selling to like? (upscale,
wanting a classy and fresh look)
o In order to stay on the cutting edge in her business, what
does Jill do with her "inventions" on a regular basis? (She is
constantly developing new styles and improving on the
styles she has already created.)
CULMINATING ACTIVITY
Step 1
Students will now be doing some research on inventions or
entrepreneurs. Assign, let students choose, or draw from a hat
the specific invention or entrepreneur that each student will be
researching and later reporting on.
Students researching inventions will answer the following
questions:
1) The invention – What is it? When was it invented?
2) Who was the inventor?
3) Description – What does it do? Describe with some
detail how the invention works.
4) What events or circumstances led to this invention
being developed? Was this invention a spin-off or
improvement of an existing invention?
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5) Why would people want this product? How could it
improve people’s quality of life?
6) Do an Internet search to find out what a patent is.What
is it for, and why would you want a patent for your
invention or idea?
Students researching entrepreneurs will answer the following questions:
1) What is the name of the business that was started?
When was it started?
2) Who is/was the entrepreneur?
3) Describe what the business is all about.What product
or service are they providing?
4) How did the business start? What ideas or dreams
were involved in beginning this business?
5) Why would people want to use this product or
service? How could it improve people’s quality of life?
6) Do an Internet search to find out what a patent is.What
is it for, and why would you want a patent for your
invention or idea?
Pass out the Research Questions worksheet applicable for
each student’s topic (inventor or entrepreneur). Note:
Students may copy and paste research material from the
Pathways’ Inventors, Entrepreneurs, and You site directly into a
word processor. If they use this method, emphasize that this
information must be summarized, not plagiarized. This part of
the lesson should easily be done within one 45-minute class
period.
Distribute the Links to Inventions and Inventors handout. Have
students use this list to find the Web sites for their inventions
or entrepreneurs.(Optional: The Inventions and Entrepreneurs
to Research links from Pathways’ Inventors, Entrepreneurs, and
You have links set up for students to use to research their
topics.
Step 2
Once students have finished their research, introduce them to
their multimedia projects:
o This project can be done using Apple Works Slide Show or
Microsoft PowerPoint.The directions for these applications
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can be obtained from your school’s technology integration
specialist or at the Pathways’ Guide Sheets site.
o Students should use the storyboards at the bottom of their
Research Questions pages to determine what information
goes on each slide.
o Students should plan their work time.A good goal is to do
at least 2 slides per 45-minute class period. Plan on 3 to 4
class periods, 45 minutes each, to complete this part of the
lesson.
Note: If you are not comfortable with this type of project,
consider having students create a formal report, brochure,
poster, or other product to present.
Step 3
Once presentations have been prepared, students will be
taking turns presenting their inventions or entrepreneurs to
the class. Have students in the audience take notes on each
presentation. As a Focus for Media Interaction, say, "You
will be taking notes on each others’ presentations.They should
include:
1) The invention or business
2) The inventor or entrepreneur
3) A sentence summarizing how this invention or
product/service is beneficial to our quality of life."
After each presentation, discuss the invention/entrepreneur
briefly. This is a good time to discuss the focus criteria above.
Ask, "How is this invention or product/service beneficial to our
quality of life?" Responses will vary, but most certainly should
include how the invention or service has made life easier or
given more time for other things in life.
After all presentations are finished, say, "Look back over your
presentation notes. Choose the one invention or business that
you think has had the most impact on society. Back up your
choice with several good reasons."
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Take responses from the class.Answers will vary, as we all have
different values. (What one person believes has had the most
impact on our lives, someone else may feel has had very little.)
Say, "As part of everyone’s research, you had do find out what
a patent was.What is a patent?" (A patent protects its holder,
for a certain amount of time, from others who are developing
or selling something similar to what the patent holder has
designed.)
Ask, "How did the inventors benefit from having patented their
inventions?" (Possible responses: This protected them from
having someone else stealing or getting credit for their ideas
and inventions.)
Collect students’ notes on the presentations for evaluation if
you like.
Step 4
Now say, "You’ve seen some presentations on inventors and
entrepreneurs. Did you know that we have many inventors and
entrepreneurs right here our own state of Maine? We’ll watch
a video that showcases several of Maine’s recreational businesses. Most of these businesses grew out of someone’s hobby.
With some perseverance and hard work, these people have
become very successful entrepreneurs. Just think -- with an
idea or dream of your own, you could do the same!"
Play all or part of the Made in Maine "Whitewater" video.
Enjoy the film with your students.Watch as much or as little of
it as you desire or have time for.
CROSS-CURRICULAR EXTENSIONS
Science
As an optional activity, students can develop their own inventions. They can then create a brochure, Web page, or business
card to showcase their invention and possibly conduct a "trade
show" for other students to see what they have created (see
below).
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One idea is to start all students out with a wire coat hanger or
some other simple, inexpensive object. Students may add up to
five items to the hanger to create something that will benefit
people’s quality of life in some way. The use of recycled items
in their projects could receive bonus points, or could even be
part of the criteria for their inventions.
Conduct a "trade show," where students from another class
can come in as "buyers" to view and order products to sell at
the businesses they are pretending to represent.
Students could also go through a simulated process of getting
their inventions patented, or else risk having other people steal
their ideas.
Social Studies
Have students interview an inventor or entrepreneur in their
community. Students can do individual reports, then compile a
class collage representing the different businesses represented
by their reports.This helps students see the reality of peoples’
ideas at work in their local community.
Economics
Have students identify businesses in their town that
were started by (1) local entrepreneurs or inventors and
(2) entrepreneurs or inventors "from away." How does each
type affect the community’s economy? What kinds of jobs
have they created in our community?
COMMUNITY CONNECTIONS
Contact an entrepreneur, business owner, or inventor to be a
guest speaker in your class or school. Have this person share
with students the dream he or she started with, what it took
for the dream to become a reality, where the business or
product/service is now, and what he or she hopes to
accomplish in the future.
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MEDIA FOCUS QUESTIONS
Name:
"Reduce, Reuse, and Recycle"
1. What was the invention that was used to make the products in this video?
2. What two things that the inventor valued influenced her invention?
3. In what way did this inventor become an entrepreneur?
"Wearable Art"
1. What was something this designer loved working with that led her to design clothes?
2. How does she determine what styles of clothes to create?
3. How does she promote her product to potential buyers to sell in their stores?
4. What are the customers she is selling to like?
5. In order to stay on the cutting edge in her business, what does Jill do with her "inventions" on a
regular basis?
RESEARCH QUESTIONS – INVENTIONS
Name:
1.What is this invention? When was it invented?
2.Who was the inventor?
3. Description – What does the invention do? Describe with some detail how it works.
4.What events or circumstances led to this invention being developed? Was this invention a spin-off
or improvement of an existing invention?
5.Why would people want this product? How could it improve people’s quality of life?
6. Do an Internet search to find out what a patent is.What is it for, and why would you want a patent
for your invention or idea?
INVENTIONS STORY BOARD
Slide 1:
Name and picture of the
invention; year patented if
available
Slide 2:
Name and picture of the
inventor
Slide 3:
What it does
(description of the invention)
Slide 4:
How it came about
Slide 5:
Why people would use it
Slide 6:
Bibliography
Slide 7:
The End
RESEARCH QUESTIONS – ENTREPRENEURS
Name:
1.What is the name of the business that was started? When was it started?
2.Who is/was the entrepreneur?
3. Describe what the business is all about.What product or service are they providing?
4. How did the business start? What ideas or dreams were involved in beginning this business?
5.Why would people want to use this product or service? How could it improve people’s quality of
life?
6. Do an Internet search to find out what a patent is.What is it for, and why would you want a patent
for your invention or idea?
Entrepreneurs Story Board
Slide 1:
Business name and logo
Slide 2:
Name and picture of the
entrepreneur
Slide 3:
What they do (describe what
the business is all about)
Slide 5:
Why people will use this
product or service
Slide 4:
How it got started
Slide 6:
Bibliography
Slide 7:
The End
LINKS TO INVENTIONS AND INVENTORS
INVENTOR Links
The following INVENTIONS and many more can be found at
http://inventors.about.com/library/bl/bl12.htm
Phone card phone
http://inventors.about.com/library/weekly/aa022801a.htm
Levi jeans
http://inventors.about.com/gi/dynamic/offsite.htm?site=http://web.mit.edu/invent/www/inventorsR%2D
Z/strauss.html
Ear muffs
http://inventors.about.com/library/inventors/blgreenwood.htm
Cortisone
http://inventors.about.com/gi/dynamic/offsite.htm?site=http://web.mit.edu/invent/www/inventorsI%2DQ
/julian.html
Windshield wipers
http://inventors.about.com/library/inventors/blanderson.htm
Liquid Paper
http://inventors.about.com/gi/dynamic/offsite.htm?site=http://web.mit.edu/invent/www/inventorsA%2D
H/nesmith.html
Wristies
http://inventors.about.com/gi/dynamic/offsite.htm?site=http://web.mit.edu/invent/www/inventorsA%2D
H/gregory.html
Zamboni
http://inventors.about.com/gi/dynamic/offsite.htm?site=http://web.mit.edu/invent/www/inventorsR%2D
Z/zamboni.html
Zipper
http://inventors.about.com/gi/dynamic/offsite.htm?site=http://web.mit.edu/invent/www/inventorsI%2DQ
/judson.html
Lawn mower
http://inventors.about.com/library/inventors/bllawns.htm
Magnetic resonance imaging (MRI)
http://inventors.about.com/gi/dynamic/offsite.htm?site=http://web.mit.edu/invent/www/inventorsA%2D
H/damadian.html
Pacemaker
http://inventors.about.com/gi/dynamic/offsite.htm?site=http://web.mit.edu/invent/www/inventorsA%252
DH/greatbatch.html
An index of INVENTORS and short biographies can be found at
http://www.invent.org/book/index.html
Lots of inventors at About.com.
http://inventors.about.com/library/bl/bl1_1.htm
Lots of inventions at About.com.
http://inventors.about.com/library/bl/bl12.htm
Inventions in Minnesota
http://www.invent1.org/AWARD%20WINNERS%20EXPO%202001.htm
ENTREPRENEUR Links
Ray Kroc
http://www.wiley.com/legacy/products/subject/business/forbes/kroc.html
Henry Ford
http://www.wiley.com/legacy/products/subject/business/forbes/ford.html
Tim Hortons
http://collections.ic.gc.ca/wentworth/timhorto.htm
A few famous entrepreneurs
http://www.ffa.org/programs/ag_ent/students/html/famous.html
Ben Cohen and Jerry Greenfield
http://www.central-vt.com/web/benjerry/index.html
Michael Dell
http://www.myprimetime.com/work/ge/dellbio/index.shtml
James Casey
http://www.ups.com/about/story.html#early, better -- > http://www.resnet.wm.edu/~jhjame/entre.html
Leon L. Bean
http://www.state.me.us/sos/kids/allabout/people/ll_bean.htm
PATENT Links
The purpose of a patent:The United States Patent and Trademark Office
http://www.uspto.gov/web/offices/pac/utility/utility.htm#intro
Who gives patents?
http://www.uspto.gov/web/patents/howtopat.htm
SLIDE SHOW RUBRIC
POINTS
2
1
0
The job is fully
researched.
The job has at least 3
topics researched.
The job does not have
at least 3 topics
researched.
Spell-checked and
proofread.
Minor spelling or
proofreading errors.
Not spell-checked or
proofread;
Eye-catching titles are
on each slide.
Titles are on at least 4
slides.
Fewer than 4 slides
have titles.
Text is very easy to
read.
Text can be read easily
on at least 4 slides.
Text is very hard to
read on 3 or more
slides.
PICTURES
1 related picture on at
least 5 slides.
1 related picture on at
least 3 slides.
1 related picture on
fewer than 3 slides.
PRESENTATION
Standing up.
Speaking to class.
Speaking confidently
and clearly so as to be
heard.
Standing up.
Speaking to class.
Sitting down, or
speaking into the
computer or
presentation monitor.
RESEARCH
SPELLING AND
PUNCTUATION
TITLES
READABILITY
GRADING
Points - Grade
12 = 100 / A+
11 = 96 / A
10 = 93 / A9 = 90 / B+
8 = 88 / B
Points - Grade
7 = 85 / B6 = 82 / C
5 = 76 / C4 = 73 / D
1 – 3 = Failing
POWER POINT PRESENTATION RUBRIC
POINTS
2
1
0
The job is fully researched.
The job has at least 3 topics
researched.
The job does not have at
least 3 topics researched.
SPELLING AND
PUNCTUATION
Spell-checked and proofread.
Minor spelling or proofreading errors.
Not spell-checked or
proofread.
TITLES
Eye-catching titles are on
each slide.
Titles are on at least 4
slides.
Fewer than 4 slides have
titles.
READABILITY
Text is very easy to read.
Text can be read easily on
at least 4 slides.
Text is very hard to read on
3 or more slides.
1 related picture on at least
5 slides.
1 related picture on at least
3 slides.
1 related picture on less
than 3 slides.
SLIDE TRANSITIONS
Transitions used on all
slides.
Transitions used on at least
4 slides.
Transitions used on fewer
than 4 slides.
SLIDE ANIMATION
Titles come in first;
other objects on "slide"
come in automatically.
All slides are animated.
At least 3 slides are
animated.
Fewer than 3 slides are
animated.
USE OF SOUND
Sound accentuates the
presentation.
Sound is used and does not
interfere with the
presentation.
Sound is not used, or it
interferes with the
presentation.
PRESENTATION
Standing up.
Speaking to class.
Speaking confidently and
clearly so as to be heard.
Standing up.
Speaking to class.
Sitting down, or
speaking into the
computer or
presentation monitor.
GRADE POINTS
17 - 18 = 100 / A+
16 = 99 / A
15 = 97 / A
14 = 96 / A
13 = 94 / A-
12 = 92 / B+
11 = 90 / B
10 = 87 / B
9 = 85 / B8 = 82 / C
7 = 79 / C
6 = 76 / C5 = 73 / D
1 – 4 = Failing
RESEARCH
PICTURES