Lesson: NFB EQ Expo Introduction

Authors: Natalie Shaheen 

Class Size 

  • All students participating in the unit. Originally 30.  

Lesson Structure 

30 minutes 

  • Note: 30 minutes is allocated for explaining the expectations of the expo. More time (3-4 hours) should be allocated for students to work on preparing their artifacts, displays, and presentation for the expo. This preparation time also allows any students who are missing part of their structure to get caught up. 
  • This is a brief introduction to the culminating activity. 


  • Students will understand (be able to explain) the structure of the Expo. 
  • Students will have a personal list of what they need to have ready for the expo. (A display of all of their artifacts, elevator speech, etc.) 
  • Students will have a plan to finalize and demonstrate their artifacts at the expo. 

Prerequisite Knowledge 

  • Familiarity with the Place of My Own project description and deliverables 


  • Verbal description of the available materials 
  • Verbal description of where the materials are in the space 
  • Analog and digital Braille production tools 


Note: Refer to Accessible Lab Equipment & Instructional Materials for additional information regarding specialized tools/materials. 


  1. Reflect on the project. 
    • Pass out the self-reflection handout, and talk to students briefly about the     importance of reflection for solidifying their own learning. Have students     answer the questions in the handout. Ideally have students write their     answers down as another artifact to include with their final project, but you     could alternatively have students answer the questions in a think-pair-share format. 
  2. Introduce the Expo.  
    • Tell. “To celebrate everything that you have learned throughout this project, we will be having an Expo for you to showcase your work to your peers and guests who attend. The expo will be set up similar to an exhibit hall or science fair. There will be tables set up around the perimeter of the room. You will each have half a table to set up your display. The event will be split up into three parts. In the first part, half of you will stay at your displays and teach, and the other half of you will wander around and learn from your peers. In the second part, you will switch roles. The half who were teaching will go learn, and the half that were learning will go teach. In the third part, you will be free to teach or learn. Maybe you wanted to learn from one of your peers who was teaching at the same time as you. This will be a good time to go find that person and have them teach you about their project.” 
  3. Your Display.  
    • Tell. “You can design your display in whatever way you prefer. You could use a trifold board to display your artifacts. You could create a poster. You could put all of your artifacts in a binder that people can flip through. You could use some other creative format. Pick a format that you enjoy and think will work well for your project. Who has created this kind of display before? Raise your hand and say ‘aye.’”  
    • Ask. Ask a few students to describe previous displays they have created, particularly how they have incorporated nonvisual information (Braille, etc.). 
  4. Artifacts to Display.  
    • Tell. “The things you are going to want to display are the artifacts, or deliverables, that we've been working on throughout the project. Pull out your Project Description handout, which you received at the beginning of the project. On that handout under the “project deliverables” heading is a list of all of the deliverables you are supposed to have by the end of the project. There are four categories of deliverables: graphical, narrative, algorithmic, and a model. Can someone tell me what the graphical artifacts are?”  
    • Teach. Graphical Artifacts: front elevation, side elevation, structural column-beam plan, and floor plan 
    • Teach. Narrative Artifacts: final design brief, inspiration artifact, self-reflection 
    • Teach. Algorithmic Artifacts: load calculations, column justification, rafter justification, truss analysis:  
    • Teach. Scale Model 
  5. Preparing to Teach.  
    • Tell. “In addition to thinking about how you want to display your artifacts, you will also want to spend some time thinking about what you will say to people when they come to your table. It is a good idea to give folks a high-level overview of your project. Sometimes people call this kind of summary an “elevator speech.” The idea is that the summary is no longer than an elevator ride (1 minute) and that it hits the most important points. Though elevator speeches are short, they take time to develop. Has anyone created an elevator speech before? What process did you use to develop the short speech?” 
  6. Peer Feedback. 
    • Tell. “As you start to work on your display and elevator speech, if you want some ideas, talk to your peers. The instructors can also help you brainstorm, but your peers are likely to have more creative ideas!” 
  7. Getting Started. 
    • Tell. “When you are ready to put your display together, you will find the materials [explain where the materials are in the room]. The available materials include: trifold boards, poster boards, adhesive Braille labels, markers, glue, tape, and construction paper.” 

Standards Alignment 

Note: These standards apply to the full experience of preparing for and participating in the Expo. 

NGSS Standards Alignment:

  • N/A

CCSS Standards Alignment:

  • CC.9-10.W.2.d 
  • CC.9-10.SL.4 
  • CC.9-10.SL.6 
  • CC.11-12.SL.4 
  • CC.11-12.SL.6 
  • CC.9-10.L.6 
  • CC.11-12.L.6 
  • CC.G-MG.1 

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