Lesson Plan 48mins

Day: Friday
Year: 10

Date: 04 Sep 2015

Time: last period

Learning Area: Technology and Design

Design
Curriculum content description:

Topic: Logo

Develop and refine media production skills to integrate and shape the technical
and symbolic elements in images, sounds and text for a specific purpose,
meaning and style (ACAMAM075)

Students prior knowledge and experience:

(Outline what the

students already know about this topic). Students have had previous experience in

drawing drafts to scale. This has been demonstrated when designing,

developing and producing their rockets. Students have been exposed to many
logos, such as the school crest, faction logos, etc.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)

Deconstructing and reconstructing a range of images, objects and/or spaces to

synthesise viewpoints, concepts, purposes and/or meanings. Literal and implied
meaning about characters and events in texts.

Learning objectives:

Evaluation:

On completion of this lesson, students will (Explain how you will know that
be able to: (What will students know and be able lesson objective have been
to do at the completion of the lesson specific,
concise and attainable objectives)

Identify and clarify information and ideas.

Organise and process information.
Draw conclusions and design a logo for a
project.
Think about thinking (metacognition).
Reflect on processes.
Consider alternatives.

achieved / monitor student

learning).

Students will design and

produce a logo that will meet
all the requirements a good
logo.
Its describable, memorable,
effective without colour,
scalable, and its relevant to
the industry.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning
environment will be required)

Create a power point presentation that asks the question, what is a logo and
what is a good logo?
There are eight slides to the presentations. Slides 1-3 will introduce the logo
concept. The concept will be discussed with the students using examples of
good and bad logo designs. The last slide will be a recap of the characteristics of
a good logo. This will conclude with a design sheet where students create their
logo for their rocket.

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

There is no requirement to cater for student diversity.

Timin Learning Experiences:

g:
5 min

Introduction: (How will I engage the learners?)

Slide 1 discuss the lesson, what is a logo?
Take the role of class attendance and reconfirm what the
students will be producing at the end of the lesson.
The sequence of learning experiences:

4 min

Slide 2 Give definition of what a logo is Discuss with

the class.

4 min

Slide 3 What makes a logo? Discuss why some logos

are not good.

2 min

Slide 4 Discuss the characteristics of a good logo.

4 min

Slide 5 Discuss why these are good logos.

4 min

Slide 6 Students in pairs or groups can discuss and

then vote on which logos are good and which are not
good.

4 min
20 min
3 min

Slide 7 Revise on characteristics of a good logo.

Slide 8 The brief on what the students need to
produce.
Show the ten fun facts link.
Lesson conclusion: (How will you summarise the learning and
relate it to the lesson objectives?)

Students think about thinking, identify and clarify information and

ideas.
Organise and process the requirements of what is being asked of you,
draw conclusions. Design a logo that fits the criteria of a good logo
and is suitable for your project.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change?
Why?)
What worked The students standing behind their chairs and sitting down when

their name was called from the role? This gave me an opportunity to
acknowledge who they are and thank them. The simple slide presentation was
good, the students could openly engage in discussion. It was visually pleasing to
the eye.
What didnt work Having open discussion, the class is harder to contain with this

method especially if you have a vocal group. If the group was shy then the open
discussion would probably work.
What would I change I did not set the boundaries for question and answer. I

should have enforced show of hands at the start of the lesson for responding to
questions and carried this through to the end of the lesson.