Presentation for class 6

How to Plan a Presentation for Sixth Grade

First, find out how much time you have, how many slides are required, and what the submission requirements are. If these have not been specified, clarify the scope and length of the presentation with your teacher. Then choose one question. The presentation needs to show the class clearly how the information you use answers that question and how it supports your answer. The steps below are general study suggestions; your teacher’s instructions take priority.

Choosing a specific aspect of a topic rather than trying to cover everything makes the work more manageable. For example, converting fractions to decimals for sixth grade can be treated as a limited part of a larger math topic. The project guidelines from the University of Central Arkansas illustrate how a presentation can focus on one aspect rather than an entire unit or topic. Those same guidelines include requirements such as at least 10 slides, a title, content or table of contents, and a conclusion slide; these are requirements for that assignment, not a rule for every presentation.

Research Questions and Sources

Choose a researchable question, such as “What do sources say about the relationship between bees and flowers?” rather than a broad topic like “Bees.” The question in this example does not assert any previously verified information about bees or pollination; it identifies the question the presentation will answer. You can break the question into smaller questions to make research easier: What concept needs explaining? What kind of evidence could help answer the question? What does your source say about it?

When evaluating sources such as books, educational institutions, or official organization websites, examine the author or organization, the date, and the support provided for the claim. These are checks you can use when selecting a source; by themselves, they do not prove that a claim is true. Comparing important information with another suitable source can help you spot differences. If you cannot verify the source and the context of the claim, ask your teacher before including the information in your presentation, or leave it out.

When taking notes, do not copy sentences from a source as if they were your own. Write the source beside each note so you can trace the information while preparing your presentation. If you use a number, also note what it describes and what conditions the source specifies. Keep information from the source separate from your own interpretation.

Turn Evidence into an Explanation

Use this working outline for each main idea: claim, evidence from a source, and an explanation of how the evidence relates to the question. This is a suggested method for preparing a presentation; it does not mean every topic has only one type of evidence. Your claim is your answer to the question. Evidence can be information, an example, or a visual from a source that you select to support that answer. The explanation is where you describe in your own words why you chose that evidence.

In the example about bees, when looking for an answer to the question “What is the relationship between bees and flowers?”, first find relevant information in a verified source. This guide does not predetermine what that information is. Accurately convey what the source says on the slide, then explain how that information relates to your research question. Do not present a conclusion the source does not state as if the source had proved it. If you add your own inference, identify it as your interpretation.

Example Presentation: Bees and Flowers

The outline below is a hypothetical example showing how a presentation about bees and flowers could be organized. The question, research step, and slide arrangement are examples; they should not be used as scientific claims or verified information. Research the content and check it against sources in your actual presentation. Adjust the number of slides to meet your teacher’s requirements.

• 1. Title: “What do sources say about bees and flowers?” Add information your teacher requires, such as your name and class.
• 2. Question: Show the research question. If you add a drawing, consider how it helps the audience understand the topic.
• 3. Concept: Explain a concept needed to answer the question, using a source you have verified. Cite the source.
• 4. Evidence: Show relevant information or a visual you found in your research, along with its source.
• 5. Explanation: Explain in your own words how the evidence relates to your question. If you use a visual, tell the audience what to focus on.
• 6. Conclusion: Answer the research question to the extent supported by the evidence you found.
• 7. Sources: List the sources you actually used, with enough information for them to be found again.

Organizing Slides

Giving each slide one main idea and turning long passages into short bullet points are ways to organize your presentation. You can explain details aloud or keep them in your presentation notes. The presentation guide from the University of Maryland Global Campus recommends using brief main points, explaining details aloud, and adding a source slide to the presentation. The guide addresses term or research assignment presentations; it does not determine your teacher’s expectations.

Choose text that can be read from around the classroom, and during rehearsal check whether there is enough contrast between the background and the text. Using headings and a consistent layout can make slides easier to follow. Use color, visuals, or motion effects only if they make the content clearer; they are not required. Before adding an image, check its source and the terms for using it. If you are unsure, ask your teacher or use your own drawing.

Citing Sources and Rehearsing

Plan to include a brief source note on each slide where you use information or a visual, and list the sources you used at the end of the presentation. Provide enough source information for someone else to find the relevant page or book. Follow your teacher’s instructions if they require a specific citation format. If the information does not fit on one source slide, consider using more than one rather than making the text too small to read.

Watch the presentation from beginning to end in slideshow view. Check for spelling mistakes, cut-off text, slide order, and whether the visuals appear. Preparing short speaking notes for each slide may be helpful; where and how the notes are displayed can vary by program, so check your program’s help and your teacher’s instructions. Time your rehearsal. If you run over, shorten repetition or details that are off topic, while keeping the information that supports the answer to your research question.

Final Checklist

• The presentation’s scope and format follow my teacher’s instructions.
• The presentation focuses on a clear research question.
• I can find the sources of the information and distinguish my own interpretation from information in the sources.
• I explain how the evidence relates to the question; I do not attribute a conclusion to a source that it does not support.
• The slides are readable, and the sources of visuals are identified.
• The conclusion answers the question, and the sources are included in the presentation.
• I have rehearsed the presentation and checked the text, slide order, and visuals.

How many slides should a presentation have?

There is no single number that is right for every presentation. Follow your teacher’s instructions if they specify a number or time limit. If they do not, prepare an outline that clearly presents the question, the answer supported by sources, the explanation, the conclusion, and the sources, then ask your teacher whether it is suitable.

Should I write every explanation on the slides?

Using brief main points and explaining details aloud is one option; the UMGC guide recommends this approach too. However, decide how much detail your presentation should include based on your teacher’s instructions. As you rehearse the slides, check whether the text is readable and whether any necessary information is missing.

Related Practical Guides

You can expand on the relevant step in this work with the guide Preparing an age-appropriate presentation for kindergarten. You can expand on the relevant step in this work with the guide Preparing a presentation for first grade.