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Redesign a logo

Skapad 2020-11-16 15:02 i Rödabergsskolan Stockholm Grundskolor
Grundskola 7 – 9 Teknik
Brand is the personality of a company. It conveys what the company stands for, through all of the company's communications, visual pieces and actions. An example would be a well-known IT Company, Apple. The company projects a humanistic corporate culture. This is evident through everything they do including support of good causes, involvement in the community, innovative advertising and excellent customer service. Their brand connects with people and they buy or use their products to feel a part of the brand.A corporate identity is the overall image of a company, firm or business. The identity of a company is developed to build the companies visibility and recognition. Companies build identities that help customers fill a sense of belonging to their brand. A company's identity answers the following questions about the company: Who are we? Where are we going?

Innehåll

CONTENT

In this unit students will learn about corporate visual identity and the steps to redesigning logos, business cards, letterhead and envelopes. They will create their own visual identity for a company of their choice, which will include a logo, business card, letterhead and envelope, and present it to the class. 

TARGET

  • Students will describe the process of designing logos
  • Students will create an effective logo design 
  • Demonstrate proper knowledge of the tools of industry, TinkerCad for modification of digital images at proficient or advanced skill level for preproduction, production and publishing 

RESOURCES

Redesign a logo

 

 

ASSESSMENT

A redesigned logo (colorful) with a funny slogan.

Uppgifter

  • Peer assessment: redesign a logo

  • Peer assessment: redesign a logo

  • (Re)designing a logo

  • Redesining a Logo

  • Här kan du lägga större uppgifter, eller så många som du vill.

Kopplingar till läroplanen

  • Kunskapskrav
  • Eleven kan lösa olika problem i bekanta situationer på ett i huvudsak fungerande sätt genom att välja och använda strategier och metoder med viss anpassning till problemets karaktär samt bidra till att formulera enkla matematiska modeller som kan tillämpas i sammanhanget.
    Ma  E 9
  • Eleven för enkla och till viss del underbyggda resonemang om val av tillvägagångssätt och om resultatens rimlighet i förhållande till problemsituationen samt kan bidra till att ge något förslag på alternativt tillvägagångssätt.
    Ma  E 9
  • Eleven kan lösa olika problem i bekanta situationer på ett relativt väl fungerande sätt genom att välja och använda strategier och metoder med förhållandevis god anpassning till problemets karaktär samt formulera enkla matematiska modeller som efter någon bearbetning kan tillämpas i sammanhanget.
    Ma  C 9
  • Eleven för utvecklade och relativt väl underbyggda resonemang om tillvägagångssätt och om resultatens rimlighet i förhållande till problemsituationen samt kan ge något förslag på alternativt tillvägagångssätt.
    Ma  C 9
  • Eleven kan lösa olika problem i bekanta situationer på ett välfungerande sätt genom att välja och använda strategier och metoder med god anpassning till problemets karaktär samt formulera enkla matematiska modeller som kan tillämpas i sammanhanget.
    Ma  A 9
  • Eleven för välutvecklade och väl underbyggda resonemang om tillvägagångssätt och om resultatens rimlighet i förhållande till problemsituationen samt kan ge förslag på alternativa tillvägagångssätt.
    Ma  A 9

Matriser

Tk
Rödabergsskolan MALL 7-9

Rubrik 1

Nivå 1
Nivå 2
Nivå 3
Aspekt 1

Tk
Technology

Nivå 1
Nivå 2
Nivå 3
identify and analyse technological solutions based on their appropriateness and function
Pupils can study different technical solutions in everyday life and with some use of topic-specific terms describe how easily identifiable parts work together to satisfy their purpose and function.
Pupils can study different technical solutions in everyday life and with relatively good use of topicspecific terms describe how parts of sub-systems work together to satisfy their purpose and function.
Pupils can study different technical solutions in everyday life and with good use of topic-specific terms describe how parts of sub-systems work together to satisfy their purpose and function, and show other similar solutions
In addition, pupils apply simple and to some extent informed reasoning about similarities and differences between some materials and their use in technical solutions
In addition, pupils apply developed and relatively well informed reasoning about similarities and differences between some materials and their use in technical solutions.
In addition, pupils carry out well developed and well informed reasoning about similarities and differences between some materials and their use in technical solutions.
identify problems and needs that can be solved by means of technology, and work out proposals for solutions
Pupils can carry out simple work involving technology and design by studying and testing possible solutions and also designing simple physical or digital models.
Pupils can carry out simple work involving technologynand design by studying and testing and retesting possible ideas for solutions and also designing developed physical or digital models.
Pupils can carry out simple work involving technology and design by studying and systematically testing and retesting possible ideas for solutions and also design well developed and well planned physical or digital models.
During the work process, pupils contribute to formulating and choosing action alternatives that lead to improvements
During the work process, pupils for-mulate and choose action alternatives which with some adaptation lead to improvements
During the work process, pupils formulate and choose action alternatives that lead to improvements.
use the concepts and expressions of technology
Pupils draw up simple documentation of the work with sketches, models, drawings or reports where the intention of the work is to some extent clear.
Pupils draw up developed documentation of the work with sketches, models, drawings or reports where the intention of the work is relatively well made clear.
Pupils draw up well developed documentation of the work using sketches, models, drawings or reports where the intention of the work is well documented.
assess the consequences of different technological choices for the individual, society and the environment
Pupils can apply simple and to some extent informed reasoning about how some objects and technical systems in society change over time, and show the driving forces behind technological development.
Pupils can apply developed and relatively well informed reasoning about how some objects and technical systems in society change over time, and show the driving forces in technological development.
Pupils can apply well developed and well informed reasoning over how some objects and technical systems in society have changed over time and show the driving forces of technological development.
analyse the driving forces of technological development and how technology has changed over time
In addition, pupils can apply simple and to some extent informed reasoning about how different technical solutions can have different consequences on the individual, society and the environment.
In addition, pupils can apply well developed and relatively well informed reasoning about how different technical choices can have different consequences for the individual, society and the environment.
In addition, pupils can apply well developed and well informed reasoning about how different technical choices can have different consequences for the individual, society and the environment.
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