Last time you investigated a real-world problem with real Irish data and framed it as something a program or website could help with. Today you pitch that proposal, hear what others notice, and decide what stays and what changes. By the end you will have a clear, saved justification and your one-sentence idea live on the class collection, ready for the website work ahead.

A pitch is short and clear. You have about a minute. Cover four things, in this order:

1. The problem: who it affects and where (near you, in Ireland, or both).
2. The evidence: one or two facts from the data you recorded last time, not a vague feeling.
3. The idea: what a program or website could do to help.
4. Why it matters: one sentence on why this is worth building.

Here is a short example of how the four parts sound together:

1. The problem: Families planning outdoor sports near Cork need clearer notice when heavy rain is likely on school days.
2. The evidence: Rainfall figures we recorded for term time show several wet Fridays in a row, which matches cancelled training nights.
3. The idea: A simple website could show the next few days of local rain risk and flag the better day for a fixture.
4. Why it matters: Coaches and students could plan around the data instead of finding out too late on the morning.

Present your proposal and give feedback on others.

When you listen, your job is to give one strength (something that landed well) and one question (something that still needs to be clearer or more precise). A question is more useful than a vague compliment. Write both on two short lines before you share them out loud:

• Strength: …
• Question: …

1. When it is your turn, pitch for up to one minute using the four-part shape: problem, evidence, idea, why it matters.
2. When you listen, write one strength and one question for the speaker on the two short lines above.
3. After each pitch, share the strength and the question out loud so the speaker can write them down.
4. Keep going until everyone in your group has pitched and received feedback.

By the end of the round you should have written down: the strength you were given, the question you were given, and one strength and one question you gave someone else.

Use the feedback you received to decide what you are keeping and what you are changing. Write a short justification you can return to later. Include all four of these:

• I am continuing with this topic because… (why it is still worthwhile, with at least one piece of evidence from your data)
• One strength others noticed was…
• One change I will make after feedback is… (or: one thing I will keep the same, and why the question does not require a change)
• What a program or website could do is… (one clear sentence, sharper than before if the feedback pushed you)

Save this justification in your notebook or the shared folder your teacher named on the board.

Then add only your one clear idea sentence (the "what a program or website could do" line) to the shared class pad or slide your teacher named on the board, under your name or initials. Leave it on screen so the class can see the full set of ideas. You will need both the saved justification and this live idea line when you build a small website about this problem and when you choose your CBA approach later.

A proposal gets stronger when other people test it. Hold on to three ideas:

• Strength = what already landed in your pitch (the part listeners understood straight away).
• Question = where the plan was still vague: the audience, the data, or what the program would actually do.
• Justify = why it is still worth building, plus what you changed because someone asked something useful.

For example, a strength might be "your wet-Friday data point was clear," and a question might be "how would the site choose which day to recommend?" That question is what pushes the idea sentence in your justification to be sharper than the first draft. Your saved justification and the idea sentence now sitting on the class collection are the bridge into building a website about this problem next.