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06/26/22 1 Ideas To Consider When Ideas To Consider When Creating Your Body Creating Your Body Systems Presentation Systems Presentation Mary Solymossy Web 2.0 Wilkes University

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Page 1: Body System Samples Revised

04/11/231

Ideas To Consider When Ideas To Consider When Creating Your Body Systems Creating Your Body Systems

Presentation Presentation

Mary SolymossyWeb 2.0Wilkes University

Page 2: Body System Samples Revised

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Exactly what am I trying to communicate with my images?

Is the background color appropriate for the topic?

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Is the text and line spacing consistent?

Is the font appropriate for tone of the presentation?

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• Are you following the 6x6 rule?

• Maximum 6 words/ line?

• Maximum 6 lines /page?

Page 5: Body System Samples Revised

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Are the charts and images accurately reflecting data?

Page 6: Body System Samples Revised

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•Did you correct all spelling and grammar?

•Do your comments make sense?

Page 7: Body System Samples Revised

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• Do the slide actions and sounds match the theme and topic?

• Do they flow naturally and sequence the story?

Page 8: Body System Samples Revised

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How about the timing on the inserted movie clips or music?

Page 9: Body System Samples Revised

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Did you have sound reasoning for the amount of animations and transitions that are used?

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Do you pictures support your message?

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Why will your audience remember your presentation?

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ReferencesBrain: Brain, model of; in skull. Paul Fuqua.

(2004). Retrieved February 18, 2010, fromDiscovery Education: http://streaming.discoveryeducation.com/h5-B987-21AED520EE4B&blnFromSearch=1&productcode=US

Plasma. Paul Fuqua. (2004). Retrieved February 18, 2010, fromDiscovery Education: http://streaming.discoveryeducation.com/

Intestine, small. Paul Fuqua.(2004). Retrieved February 18, 2010, from

Discovery Education: http://streaming.discoveryeducation.com/Vein, valves (2). Paul Fuqua.

(2004). Retrieved February 18, 2010, fromDiscovery Education: http://streaming.discoveryeducation.com/

Nerve with sheath highlighted. Paul Fuqua.(2004). Retrieved February 18, 2010, from

Discovery Education: http://streaming.discoveryeducation.com/Nerve with synaptic cleft highlighted. Paul Fuqua.

(2004). Retrieved February 18, 2010, fromDiscovery Education: http://streaming.discoveryeducation.com/Lungs; oxygen entering and carbon dioxide leaving. Paul Fuqua.

(2004). Retrieved February 18, 2010, fromDiscovery Education: http://streaming.discoveryeducation.com/

Lung, model of. Paul Fuqua.(2004). Retrieved February 18, 2010, from

Discovery Education: http://streaming.discoveryeducation.com/Kidney. Paul Fuqua.

(2003). Retrieved February 18, 2010, fromDiscovery Education: http://streaming.discoveryeducation.com/