Grade 9 - Presentation

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

select, use, and evaluate a variety of information technology tools for making presentations
apply the principles of effective communication and good design when using information technology tools
consider ethical and legal issues when presenting information
analyse the impact of multimedia documents on the intended audiences
develop an awareness that all media can be digitized for electronic presentation

To view the prescribed learning outcomes for Presentation in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students should be able to use a variety of information technology tools to make effective presentations. They need to be aware that media can be digitized and manipulated to present views that influence others. Students should also understand the legal and ethical implications associated with using information technology in their daily lives.

Discuss with the class the legal and ethical issues arising from the use of electronic resources accessed through information technology (e.g., using legally obtained software, providing bibliographic references, respecting copyright). Frame the discussion by posing questions such as:
- Is it important to know who originally created the information?
- Is the use of pirated software a concern?
Challenge students to investigate the digitization of media by gathering information from the Internet, CD-ROMs, and other electronic sources. Have them answer questions such as:
- What media can be digitized?
- What are the benefits of and drawbacks to digitizing media?
- What are the social, cultural, and environ-mental implications of digitization?
Suggest that students select and invite a guest speaker from the community to discuss the principles involved when designing effective and attractive multimedia documents. Have them consider the social or environmental implications of design. Then ask each student to produce a home page incorporating the principles of design.
Have students use a software presentation package to enhance a project in social studies, English, science, physical education, or home economics, with the emphasis on the level of detail included, originality, and aesthetics.
Ask students to produce, edit, and add sound to a video that relates to a particular subject area (e.g., an exercise video for physical education, a video on a local current event for social studies).

SUGGESTED ASSESSMENT STRATEGIES

When they have the opportunity to explore information technology tools, plan presentations, and analyse their work, students can demonstrate their knowledge of information technology tools and their understanding of the legal and ethical considerations associated with their use.

While students are planning presentations, confer with them about the ethical and legal implications of working with information. Note the extent to which they:
- cite sources related to their ideas, text, and graphic images
- choose information appropriate to their audiences
- are sensitive to issues related to culture, gender, and ability
- understand the controversial or sensitive nature of information
With students, develop a list of criteria for the peer assessment of presentations that incorporate information technology tools. The criteria might include:
- appropriate choice of information tools (e.g., tape-recorders, video cameras, computers)
- effective use of a variety of tools
- use of correct terminology
- application of design principles to create an effective presentation
With the class, develop a questionnaire to assess the impact of a multimedia document on an audience. Present a multimedia document to an audience of students or parents and ask them to complete the questionnaire. Have students compile, report, examine, and analyse the data. To guide their analysis, use prompts such as:
- Was the intended message the same as what the audience received?
- How appropriate was the document for the intended audience?
- What parts of the document had the greatest impact on the audience?
- To what extent do you think the presentation will have a long-term effect on the audience?
- How will you use this information in designing future presentations?