Teacher's Guide Description of Chocolatier Module Target Grade Level: 8 Duration: 10 days This module will take students through the process of creating, marketing, promoting, and fabricating an originally branded chocolate bar. Through collaboration, students will research and survey their target audience, create spreadsheets, fabricate an original logo, promote their product through a variety of mediums, and step into the ‘chocolate factory’ to create a physical sample of their creation for their peers to sample.
This module will guide students through a series of tutorials that will help them create their completed final product.
Students will learn how to use such programs as Kerpoof, Google Docs, Wikispaces, and various other technological applications to complete their project. Our aim is that students will gain an understanding of the following:
· How to be a positive contributing member of a collaborative team · How to use various technological applications · How to create and promote an original product · Time management and responsibility through independence Instructional Approach Throughout this module, students will resume most, if not all, of the responsibility for their final product. With the teacher as a guide, students will need to make themselves aware of their deadlines, as they will find that each class is valuable when considering their final deadline. Students will navigate this Wikispace, following a variety of tutorials that will demonstrate how to utilize each program that they will need to use to complete this project.
By grade 8, it is expected that the majority of students are familiar with the computers and technology they will be using. As such, this project requires a lot of independence that will prepare them for their future in technology education. With teacher guidance, supervision and conferencing, students should be able to let their creative juices flow and tackle this ‘sweet’ project with little difficulty!
General and Specific Curriculum Outcomes GCO 1: Apply the knowledge and skills necessary for safe and responsible operation of equipment and resources SCO 1.8.01: Demonstrate an appropriate attitude towards personal and group safety
GCO 2: Apply positive, safe and ethical behaviours when using ICT SCO 2.8.01: Understand and apply the guidelines for acceptable use of technology in accordance with the Department of Education Policy 311
SCO 2.8.02: demonstrate an understanding of the meaning of plagiarism and cite electronic sources including e-mail, web sites, images, sounds, video clips, and FTP
SCO 2.8.03: Understand the meaning of copyright infringement as it relates to electronic media
GCO 4: Investigate, design, produce and evaluate technological solutions
SCO 4.8.01: Apply a design process model which includes, a design brief, investigate/research, generate options, select best option, design and produce(develop solution), evaluate and articulate
GCO 5: Communicate Effectively by designing, developing, publishing and presenting multimedia and online presentations
SCO 5.8.02: Enter data in a prepared spreadsheet
SCO 5.8.03: Create a chart, table or graph and export product into another document
SCO 5.8.06: Plan, storyboard, create and present an advanced multi-media presentation, which includes a variety of media sources which could include animation, graphics, video and audio
SCO 5.8.07: Design a layout and produce a paper based document such as a brochure, flyer, newsletter, newspaper or poster
SCO 5.8.10: Edit graphics for use in multimedia and web documents
Student Skills
For successful completion of this project, students will need to possess the following skills:
· The ability to read and carefully follow instructions (teacher and student aid is available for exceptional students) · The ability to work with a partner. This includes conflict resolution, compromise, delegation, and shared experience. · The ability to work independent of the instructor with a partner (instructor is available for aid and reference) · The ability to self-motivate. Again, this project is a team-effort and students will need to keep on task in order to meet specific deadlines. · The ability to troubleshoot and problem-solve. The ‘Ask Three Before Me’ rule is in effect. · A deeper understanding of the computer and Internet (basic navigation) · For some students, a deeper understanding of some technological applications may be required.
Process Skills For successful completion of this project, students will:
· Research their target audience to gain a deeper understanding of who will be purchasing their product. · Create an original brand, logo, and campaign for their product. · Troubleshoot any errors associated with the creation of their product- Hey, even Willy Wonka doesn’t always get it right! · Market their final product. · Fabricate their chocolate bar. · Pitch their final product to their peers. · Have fun!
Assessment Students will be assessed as follows: · Regular conferencing with teams: instructor will monitor and discuss group progress as a method of formative assessment. · Peer-Evaluation: In the peer-evaluation, students will have the opportunity to comment on the positive aspects of their partnership, any conflict that arose, and what they feel is a fair and honest grade for their partner. · Self-Evaluation: In the self-evaluation, students will have the opportunity to comment on their personal work experience throughout the module. They will have the opportunity to comment on their strengths, weaknesses, and what they feel is a fair and honest grade based on their participation and effort. · Final Product Evaluation: Students will be marked using a series of rubrics:
Survey Rubric
Scale
4
3
2
1
Purpose of Questions
All of the questions are purposeful and will give quality information
Only 1 of the questions was of questionable use in critiquing your product
More than 1 question was of questionable use in critiquing your product
All of the questions were of questionable use in critiquing your product
Length of Questionnaire
Questionnaire had between 5 and 10 questions.
Questionnaire had 1 too many or too few questions
Questionnaire had 2 too many or too few questions
Questionnaire had more than 2 too many or too few questions
Wording of Questions
Questions were clearly worded, with no spelling mistakes.
Questions were clearly worded, with some spelling mistakes.
1 to 2 questions were more complicated than necessary
More than 2 questions were more complicated than necessary
Visuals
Quality graphics were provided for any question that needed them.
Graphics were provided for any question that needed them, but were of poor quality (difficult to see).
1 question that required a graphic did not have one.
More than 1 question that required a graphic did not have one.
Analysis Rubric
The student's market analysis should be in the form of a Google Document that must contain the following elements
A list of the questions used in your market research
A rationale detailing what you think the questions should tell you
At least two visual representations of your data
A description of what that data is telling you and how you think you might modify your logo
This document will be graded on an four-point completion scale: one point for each of the required elements above
Chocolatier Logo Rubric
4
3
2
1
What does your logo represent?
Without asking I am able to look at your logo and know what product it represents
A question needed to be asked to help make the connection between your logo and the product.
More than one question needs to be asked to under-stand the connection between the logo and the product.
The product it is to represent was not clear through the logo.
How much time and effort have you put into the project?
Wow! The Logo is nicely done and easy to recognize. Attention to detail. Colouring is neat.
Well done! Your logo does not have a lot of detail but is easy to recognize. Colouring is fairly neat.
You have completed the project but it appears to have been done in a hurry. Your colouring is not neat.
You have not completed the logo.
Advertisement Rubric Regardless of the type of advertisement campaign your team has chosen to create (print, video, podcast etc.), the instructor will assess using the following Rubric
1
0
Clearly Introduced by Name
Yes
No
3
2
1
Target Audience Considered
Target audience was clearly considered and the material was appropriate
Material was appropriate
Target audience was not considered or the material was inappropriate
10
8
6
4
2
Marketing Technique
Included elements were of exceptional quality. (Speech, WordArt, visuals, music)
Included elements were of good quality.
One included element was of poor quality.
More than one of the elements were of poor quality.
All included elements were obviously of poor quality
5
3
1
Strong Message
Slogan was of appropriate length & was “catchy”
Slogan was of appropriate length
Slogan was too long or complicated.
1
0
Copyright
Followed copyright laws
Did not follow copyright laws
Technology Resources
Throughout this module, students will be using a variety of technological resources including some or all of the following: · Computer with Internet access · Digital Camera/Video Camera · Kerpoof: multimedia software is used to create original artwork, animated movies, stories, greeting cards and more. · Google Docs: a free Web-based word processor, spreadsheet, presentation, form, and data storage service offered by Google. · Podomatic: a free Web-based pod/vodcasting developer; includes audio and video recording options · Windows Movie Maker: create home movie masterpieces on your computer. · Adobe Photoshop: Advanced image editing software · Other Programs: Depending on the students' strengths, they may choose to use alternate software
To View Hook Activity, please use the navigation bar on the right to select “Activity 1”
Description of Chocolatier Module
Target Grade Level: 8
Duration: 10 days
This module will take students through the process of creating, marketing, promoting, and fabricating an originally branded chocolate bar. Through collaboration, students will research and survey their target audience, create spreadsheets, fabricate an original logo, promote their product through a variety of mediums, and step into the ‘chocolate factory’ to create a physical sample of their creation for their peers to sample.
This module will guide students through a series of tutorials that will help them create their completed final product.
Students will learn how to use such programs as Kerpoof, Google Docs, Wikispaces, and various other technological applications to complete their project. Our aim is that students will gain an understanding of the following:
· How to be a positive contributing member of a collaborative team
· How to use various technological applications
· How to create and promote an original product
· Time management and responsibility through independence
Instructional Approach
Throughout this module, students will resume most, if not all, of the responsibility for their final product. With the teacher as a guide, students will need to make themselves aware of their deadlines, as they will find that each class is valuable when considering their final deadline. Students will navigate this Wikispace, following a variety of tutorials that will demonstrate how to utilize each program that they will need to use to complete this project.
By grade 8, it is expected that the majority of students are familiar with the computers and technology they will be using. As such, this project requires a lot of independence that will prepare them for their future in technology education. With teacher guidance, supervision and conferencing, students should be able to let their creative juices flow and tackle this ‘sweet’ project with little difficulty!
General and Specific Curriculum Outcomes
GCO 1: Apply the knowledge and skills necessary for safe and responsible operation of equipment and resources
SCO 1.8.01: Demonstrate an appropriate attitude towards personal and group safety
GCO 2: Apply positive, safe and ethical behaviours when using ICT
SCO 2.8.01: Understand and apply the guidelines for acceptable use of technology in accordance with the Department of Education Policy 311
SCO 2.8.02: demonstrate an understanding of the meaning of plagiarism and cite electronic sources including e-mail, web sites, images, sounds, video clips, and FTP
SCO 2.8.03: Understand the meaning of copyright infringement as it relates to electronic media
GCO 4: Investigate, design, produce and evaluate technological solutions
SCO 4.8.01: Apply a design process model which includes, a design brief, investigate/research, generate options, select best option, design and produce(develop solution), evaluate and articulate
GCO 5: Communicate Effectively by designing, developing, publishing and presenting multimedia and online presentations
SCO 5.8.02: Enter data in a prepared spreadsheet
SCO 5.8.03: Create a chart, table or graph and export product into another document
SCO 5.8.06: Plan, storyboard, create and present an advanced multi-media presentation, which includes a variety of media sources which could include animation, graphics, video and audio
SCO 5.8.07: Design a layout and produce a paper based document such as a brochure, flyer, newsletter, newspaper or poster
SCO 5.8.10: Edit graphics for use in multimedia and web documents
Student Skills
For successful completion of this project, students will need to possess the following skills:
· The ability to read and carefully follow instructions (teacher and student aid is available for exceptional students)
· The ability to work with a partner. This includes conflict resolution, compromise, delegation, and shared experience.
· The ability to work independent of the instructor with a partner (instructor is available for aid and reference)
· The ability to self-motivate. Again, this project is a team-effort and students will need to keep on task in order to meet specific deadlines.
· The ability to troubleshoot and problem-solve. The ‘Ask Three Before Me’ rule is in effect.
· A deeper understanding of the computer and Internet (basic navigation)
· For some students, a deeper understanding of some technological applications may be required.
Process Skills
For successful completion of this project, students will:
· Research their target audience to gain a deeper understanding of who will be purchasing their product.
· Create an original brand, logo, and campaign for their product.
· Troubleshoot any errors associated with the creation of their product- Hey, even Willy Wonka doesn’t always get it right!
· Market their final product.
· Fabricate their chocolate bar.
· Pitch their final product to their peers.
· Have fun!
Assessment
Students will be assessed as follows:
· Regular conferencing with teams: instructor will monitor and discuss group progress as a method of formative assessment.
· Peer-Evaluation: In the peer-evaluation, students will have the opportunity to comment on the positive aspects of their partnership, any conflict that arose, and what they feel is a fair and honest grade for their partner.
· Self-Evaluation: In the self-evaluation, students will have the opportunity to comment on their personal work experience throughout the module. They will have the opportunity to comment on their strengths, weaknesses, and what they feel is a fair and honest grade based on their participation and effort.
· Final Product Evaluation: Students will be marked using a series of rubrics:
Survey Rubric
Analysis Rubric
The student's market analysis should be in the form of a Google Document that must contain the following elements
This document will be graded on an four-point completion scale: one point for each of the required elements above
Chocolatier Logo Rubric
Regardless of the type of advertisement campaign your team has chosen to create (print, video, podcast etc.), the instructor will assess using the following Rubric
Technology Resources
Throughout this module, students will be using a variety of technological resources including some or all of the following:
· Computer with Internet access
· Digital Camera/Video Camera
· Kerpoof: multimedia software is used to create original artwork, animated movies, stories, greeting cards and more.
· Google Docs: a free Web-based word processor, spreadsheet, presentation, form, and data storage service offered by Google.
· Podomatic: a free Web-based pod/vodcasting developer; includes audio and video recording options
· Windows Movie Maker: create home movie masterpieces on your computer.
· Adobe Photoshop: Advanced image editing software
· Other Programs: Depending on the students' strengths, they may choose to use alternate software
To View Hook Activity, please use the navigation bar on the right to select “Activity 1”