Presentation for youth

Define the goal and topic

First, ask the person responsible for the event about the audience, presentation duration, and format. Once these are clear, write one sentence describing what you want the audience to learn or do by the end of the presentation. For example, rather than “I’m going to talk about the internet,” choose a clearly defined goal such as “We’ll examine an example of a post using three questions.”

When choosing a topic, consider your own interest and familiarity with it, as well as whether it can be broken into steps. The Nebraska 4-H guide also recommends choosing a topic that interests the speaker, can be explained in a short time, and can be broken into steps if it will be demonstrated: Planning a 4-H Presentation. Keep the title brief, original, and suggestive of the topic; it does not have to reveal the whole outcome in advance.

Develop the main idea and structure

Express your main message in one sentence. Then divide the content into three parts: use the introduction to capture attention and say what you’ll cover; explain the main points in a logical order in the body; and briefly review the key points in the conclusion. This structure is consistent with the introduction, body, and conclusion format found in presentation guides: Giving a 4-H Presentation and Demonstration.

Researching more information than you plan to use can help you understand the topic and organize the content later. Take notes on your sources and cite the sources of information you use in the presentation. If you don’t know the answer to a question, don’t guess; say that you don’t know and suggest a source where you could look for the answer. The Nebraska 4-H guide recommends repeating a question or putting it in your own words so you can understand it and ensure the audience hears it; it also advises against making up an answer if you don’t know it.

Worked example: “Think before you post”

Hypothetical scenario: You’re designing a presentation for high school students to give in a classroom, lasting about 6 minutes. Six minutes is only the working duration for this example; use the duration specified by the event organizer for your own presentation. Your goal is for the audience to examine a fictional post using three questions: “Who did we think might see it?”, “What details in the example could identify the person?” and “Is the source of the claim given?” These questions are discussion points for the example activity; they are not presented as a complete safety rule that applies to every post.

A possible slide sequence could be:

• 1. Title and opening question: Ask, “What would you check before pressing send?” and show a brief fictional example.
• 2. Goal: Explain that, by the end of the presentation, you’ll examine the example using three questions.
• 3. Visibility: Ask the audience to consider who might see the post in the fictional example.
• 4. Content: Identify together the details in the example that could identify the person.
• 5. Source: Check whether the source of a claim is shown in the example. Don’t present a claim without a source as verified information.
• 6. Practice and closing: Apply the same questions to a new fictional example, summarize the main message, and thank the audience.

This is one example you could prepare for a youth presentation; you can adapt it to the age group, duration, and event circumstances. Choosing a fictional example instead of using examples involving real people is one preparation approach you could use in this scenario.

Plan your slides and demonstration

Design slides as visual aids that support the main points of your presentation, not as blocks of text that replace your delivery. The Nebraska 4-H guide recommends making visual aids understandable on their own and using them to support the presentation’s outline. So, if one slide depends entirely on another for its explanation, review it by adding a title or the necessary explanation. Decide what main idea you want each slide to convey; consider removing anything that does not contribute to that idea.

If you’re giving a demonstration, put the steps in a logical order and explain what you’re doing. The guide notes that, when possible, you should explain and demonstrate at the same time, and that it may not always be necessary to complete the entire product. For example, if the presentation needs to show a process, plan in advance what each step will communicate to the audience. If you don’t have a demonstration, you can support this section with a slide, visual, or review of a fictional example.

Rehearse and present

Rehearse your presentation aloud several times, if possible about six times; this is a recommendation from the Nebraska 4-H guide, not a required number for every presentation. During rehearsal, time yourself, use your visual aids, and try out any demonstration steps. If you find that the presentation is running long or short, remove details that do not serve the main goal or add necessary explanations.

During the presentation, look at the audience, speak clearly enough to be heard, and use a natural delivery. You can have your notes with you, but the guide recommends not relying on them too heavily. If you make a mistake, carry on and briefly explain what happened. In the conclusion, review the main points; if there’s a question-and-answer session, repeat questions to help everyone hear them. To close, say that the presentation has ended and thank the audience.

Final checklist

• Have the audience, presentation format, and requested duration been clarified?
• Do the topic, goal, and main message align?
• Are the introduction, body, and conclusion clear?
• Are the examples relevant to the topic and easy to understand?
• Have you noted the sources for the information you use?
• Do the slides support the main idea and make sense on their own?
• If there’s a demonstration, are the steps in a logical order?
• Have you rehearsed aloud and checked the duration?
• Do you have a plan for answering questions you don’t know without guessing?

Frequently asked questions

How many slides should a presentation have?

These sources don’t specify a slide count that applies to everyone. Consider the duration and scope of the content; prepare slides to support the main points and keep track of the time as you present.

How can I engage young people in the presentation?

You could ask a brief question relevant to the topic or examine a fictional example together. This is one presentation approach you can choose; don’t assume every group will participate in the same way. If you’re giving a demonstration, explain the steps and tell the audience what to watch for.

What should I do if I don’t know the answer to a question?

Don’t guess. Say clearly that you don’t know and suggest a source you could consult to find the answer. Repeating the question or putting it in your own words can help you check that you’ve understood it correctly and ensure the audience hears it.

Related practical guides

You can explore the relevant step in this process in more detail with the presentation for Teachers’ Day guide. You can also explore the relevant step in more detail with the choosing a presentation topic for senior audiences guide.