Ad Quest

Logos

Home | Introduction | Task | Process | Resources | Evaluation | Conclusion | Extension | State Standards

 

Introduction

What is your favorite logo?

What are some clothes logos?  What are some food logos?  What are some car logos?

What is a really cool logo?     What is a really dumb logo?

 

Click here for a short history of logos-  logo history

 

Task

Students will research advertisements and analyze which logos are effective and which are ineffective. The students use a variety of pre-selected web sites in their research, and then use Microsoft PowerPoint to show examples of ads that affect them positively or negatively.

Prior to beginning this lesson, students should have a basic knowledge of how to use PowerPoint or some other presentation software.

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Process

After addressing the discussion questions, students will go on-line to the suggested sites and take screen shots of their 3 most favorite logos, transfer the shots to Power Point and tell why they liked each logo. (They may use text or narrative in Power point). Then they will go on-line to the suggested sites and take screen shots of their 3 least favorite logos, transfer the shots to Power Point and tell why they disliked each logo.

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Resources

http://www.logodesign.com/logo_types.htm

Click  Google Search  click images and type advertising logo

 

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Evaluation

Students will fill out an evaluation of what they learned from the assignment and both email and print their comments.

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Conclusion

Every day we are bombarded with advertisements and logos. As critical thinkers, we need to be aware of the subtle ways logos enter our consciousness and the subtle ways we are affected in what we purchase and even what we believe. The many forms of media are used in various ways to influence our decisions.

After completing this WebQuest, you should be better able to evaluate when and where someone is attempting to influence your decisions. Instead of being brainwashed by the media, you now have the skills to make sensible decisions about what you purchase and what you believe.

 

 

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Extension

Students who finish early will go to a paint page and make their own logo and transfer it to their PowerPoint show.

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State Standards

TECHNOLOGY EDUCATION STANDARDS
(adopted 9/25/00)
ESSENTIALS (Grades 4-8)
State Standards
1T-E2. Demonstrate increasingly sophisticated operation of technology components
See: Arts {Music} (1AM-E9-10), Mathematics (1M-E6, 2M-E1), Science (1SC-E2)
and Workplace Skills (7WP-E1)
PO 2. Retrieve and save information remotely (e.g., network servers, Internet, Intranet,
peripheral devices)
STANDARD 2: SOCIAL, ETHICAL AND HUMAN ISSUES
2T-E2. Exhibit legal and ethical behaviors when using technology and information and
discuss consequences of misuse
PO 1. Follow the rules for deciding when permission is needed for using the work of others,
(e.g., some sites specify whether permission is required or not, some work is in
public domain)
Students understand the social, ethical and human issues related to using technology in their
daily lives and demonstrate responsible use of technology systems, information and software.
STANDARD 3: TECHNOLOGY PRODUCTIVITY TOOLS
Students use technology tools to enhance learning, to increase productivity and creativity, and to
construct technology-enhanced models, prepare publications and produce other creative works.
 
3T-E3. Publish and present information using technology tools
PO 1. Design and create a multimedia presentation or Web page using multiple digital
sources (e.g., from camera, video, scanner, CD-ROM, Internet)
PO 2. Publish or present the above production (See Technology 4T-E2, PO1 or 4T-E3)
3T-E4. Use technology tools to support system analysis and modeling
STANDARD 4: TECHNOLOGY COMMUNICATIONS TOOLS
Building on productivity tools, students will collaborate, publish, and interact with peers, experts
and other audiences using telecommunications and media.
ESSENTIALS (Grades 4-8)
Students know and are able to do all of the above and the following:
4T-E1. Use telecommunications efficiently and effectively to access remote information
and communicate with others in support of facilitated and independent learning
See: Language Arts (W-E3-E6)
PO 1. Communicate independently via e-mail, Internet, and/or videoconference with people
in a remote location (For Internet safety see Technology 2T-E1)
4T-E2. Use technology tools for individual and collaborative writing, communication
and publishing activities to create curricular related products for audiences inside and
outside the classroom
See: Language Arts (W-E2-E7, LS-E)
PO 1. Plan, design and present an academic product using technology tools (e.g.,
multimedia authoring, presentation software, digital cameras, scanners, projection
devices)
4T-E3. Collaboratively use telecommunications and online resources
See: Arts {Theatre} (2AT-E1) and Social Studies (1SS-E8, PO2, grades 6-8)
(For Internet safety issues see Technology 2T-E1)
PO 1. Request collaborative exchanges among people in local and/or remote locations
(e.g., e-mail, online discussions, Web environments)
PO 2. Communicate electronically to collaborate with experts, peers and others to analyze
data and/or develop an academic product (e.g., e-mail, discussion group,
videoconferencing)
PO 3. Present an academic product to share data and/or solutions (e.g., Web site,
multimedia presentation, video)
4T-E2. Use technology tools for individual and collaborative writing, communication
and publishing activities to create curricular related products for audiences inside and
outside the classroom
See: Language Arts (W-E2-E7, LS-E)
PO 1. Plan, design and present an academic product using technology tools (e.g.,
multimedia authoring, presentation software, digital cameras, scanners, projection
devices)
4T-E3. Collaboratively use telecommunications and online resources
See: Arts {Theatre} (2AT-E1) and Social Studies (1SS-E8, PO2, grades 6-8)
(For Internet safety issues see Technology 2T-E1)
PO 1. Request collaborative exchanges among people in local and/or remote locations
(e.g., e-mail, online discussions, Web environments)
PO 2. Communicate electronically to collaborate with experts, peers and others to analyze
data and/or develop an academic product (e.g., e-mail, discussion group,
videoconferencing)
PO 3. Present an academic product to share data and/or solutions (e.g., Web site,
multimedia presentation, video)
PROFICIENCY (Grades 9-12)
Students know and are able to do all of the above and the following:
4T-P1. Routinely and efficiently use online information resources to meet needs for
collaboration and communications
See: Language Arts (W-P2-6) and Workplace Skills (1WP-P5)
PO 1. Using criteria for research in Standard 5, create an end product (e.g., multimedia
presentation, publication, Web page) to disseminate the information
4T-P2. Manage and communicate personal and professional information utilizing
technology tools and resources
See: Language Arts (W-P2-6) and Workplace Skills (7WP-P1, 1WP-P3)
PO 1. Plan and present a product appropriate to the task
STANDARD 6: TECHNOLOGY AS A TOOL FOR PROBLEM SOLVING AND
DECISION-MAKING
Students use technology to make and support decisions in the process of solving real-world
problems.

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