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Day 5: Presentations + A&C Favorites

Lesson Overview
Time 50 minutes
Objectives Present TinkerCAD building designs with career connections; favorite A&C careers in H&L; begin eDynamic Unit 3.1
TEKS d(1)(B), d(1)(C)
Deliverable Presentation completed + H&L Career Plan updated with A&C favorites
Materials Chromebooks, TinkerCAD PNG files (from Day 4), H&L accounts, eDynamic Learning access, projector

Warm-Up (5 min)

WARM-UP: Rate 1-10: How much did you enjoy 3D design this week? Does architecture interest you as a career path? Why or why not?

Quick share, this gives the teacher a pulse on student engagement before presentations and helps students who are presenting connect their personal interest to their design.

Activity 1: Building Design Presentations (20 min)

Each student presents their TinkerCAD building to the class. Project each student's PNG screenshot on the screen as they present.

Presentation requirements (2 minutes per student):

  1. Describe your building: What is it? What was the most challenging design decision?
  2. Name one A&C career that would be involved in building your design in real life (architect, drafter, construction manager, interior designer, etc.) and explain what that person would do
  3. Connect to Trash to Treasure: What did you learn from the landscape architecture activity about how architects transform spaces?

Class feedback: After each presentation, the class gives one star (something they liked) and one wish (something they would improve). This builds constructive feedback skills aligned with H&L Powerskills.

Time constraint — the math: 24 students × 2 min = 48 min, but Activity 1 is 20 min

Choose ONE of these approaches based on your class culture:

  • (A) Live + async hybrid: 8 students present live (2 min each = 16 min); the other 16 submit a 60-sec written pitch via Google Form or paper ("My building is , the A&C career is , what I learned was ___").
  • (B) Corner rotation: Split into 3 groups of 8 presenting simultaneously in 3 corners (~15 min total). Teacher circulates. Pick 3–4 "showcase" designs for a final 5-min whole-class share.
  • (C) Panel + standouts: All 24 submit PNG + written pitch to Padlet; 4 rotating "critic panel" students give star-wish feedback; 2–3 live showcase presentations in the final 5 min.

Corner rotation (B) keeps everyone visible but fragments teacher attention. Hybrid (A) gives the fairest live speaking time. Pick the one that matches your room.

DOK 3: Based on all the A&C careers you explored this week, what conclusions can you draw about what skills are shared across architecture, drafting, and construction management? Why might an employer value someone who understands all three?

Activity 2: H&L Career Favorites + Career Plan Update (15 min)

Source: H&L Workbook Ch 3 (Hat Finder) + Ch 16 (My Next Steps: Career Plan)

Direct students to open H&L and complete three tasks:

  1. Favorite at least 2-3 A&C careers using the Hat Finder. These are saved to their Climber Profile and will appear in their Career Plan later.
  2. Review Building Blocks: Do any of their Building Blocks (likes, skills, experiences) connect to architecture or construction? If so, the app will reflect this in their recommendations.
  3. Open the Career Plan (Ch 16: My Next Steps in the workbook provides the written template). Make sure the A&C cluster is represented alongside their earlier favorites from Manufacturing, IT, Law, Health Science, Ag, Hospitality, and Business.

Students should now have career favorites spanning all clusters explored so far. The Career Plan accumulates data across the year. They do not need to start over.

Activity 3: eDynamic Unit 3.1 — Planners, Builders, Fabricators (10 min)

Source: eDynamic Learning Unit 3.1 (scope-and-sequence column 9)

Direct students to begin eDynamic Unit 3.1, which covers Architecture & Construction, Manufacturing, and Transportation career clusters. Since students already explored Manufacturing (1SW) and Transportation (4SW), they should focus on the A&C content specifically.

Students work at their own pace through the eDynamic module. This will continue into next week if not completed today.

[VERIFY IN eDynamic] Confirm which specific A&C activities are in eDynamic 3.1 and whether students can skip sections on clusters they already explored.

Exit Ticket (5 min)

EXIT TICKET (Concept Map / Connection Diagram) · Printable PDF:

The A&C career I favorited this week: _____

Connect this career to THREE things:

1. The MacArthur School of ACE pathway (Architecture → AutoDesk Revit Architecture cert)

Does this pathway lead DIRECTLY to my favorited career or is it a STEPPING STONE? Circle: DIRECT / STEPPING STONE. One sentence why:

2. My Wk0 RIASEC type (Doer, Analyzer, Creator, Helper, Persuader, or Organizer)

My RIASEC: _____. In one sentence, does this career fit my type, and why?

3. ONE TinkerCAD skill from this week (drag / resize / align / group / hole)

My skill: _____. In one sentence, how does this digital skill transfer to my favorited A&C career in real life?

(d(1)(B), d(1)(C))

Differentiation

  • Support: Allow students who are uncomfortable presenting to submit a written reflection instead: describe your building, name one connected career, and explain one thing you learned from Trash to Treasure.
  • Extension: H&L "Unexpected Architecture" project (Ch 3, pp. 48-54): Students design a novelty landmark for the city of Brighton Ridge. This is a full multi-step project with a city brief, rubric, and peer review, excellent for students who want a deeper architecture challenge.
  • ELL: Provide bilingual presentation sentence starters: "My building is _ (Mi edificio es ). The career connected to this design is __ (La carrera conectada a este diseño es _____)."