Designing A Business Card - Author(s): - Grade Level: 9-12 - The students will create a standard business card measuring 3.5 by 2 inches. Ideally, a business card should convey to their audience at a glance what their business is or does.

Model Schools Learning Experience

Taken from State Education Department Learning Experience Form

DESCRIPTION OF LEARNING EXPERIENCE

OUTLINE

Title of Learning Experience: Design a Business Card (3.5x2inches) Grades 9-12

LEARNING CONTEXT

Describe the purpose of the learning experience, including:

The learning standard(s) and the specific performance indicators from the standards documents on which the learning experience is based;
A description of the connection to instruction in other curricular areas or where this experience fits in the school or course curriculum; and
What students need to know and/or be able to do to succeed with this learning experience.

Standards: ELA 1 Students will listen, speak, read, and write for information and understanding.

MST 2 Students will access, generate, process, and transfer information using appropriate technologies.

ART 2 Students will be knowledgeable about and make use of materials and resources available for participation in the arts in various roles.

C-D0S 3 Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

The description of the student experience is within the Business Education program and falls within the course of Business Analysis/Business Computer Applications as well as graphic arts. To successfully complete this experience, the students needs to know the components of a good business card and need should be to be able to run the business card portion of Publisher 987 .

PROCEDURE

Tell us about the procedure, including:

What the students do; and
What the teacher does.

The students will create a standard business card measuring 3.5 by 2 inches. Ideally, a business card should convey to their audience at a glance what their business is or does.

The teacher should have previously collected and displayed several area a number of business cards used within the area and displays them for the students to see. While Upom reviewing these business cards a discussion should take place that should lead the students to the required components of a business cards.on what makes a good business card versus what makes a bad one. Following this discussion, the class should be lead to recongize the necessary components of a business card Ffor example, the name of the person, the tthe name of the company, a company logo/graphic, its street address, city, state, and zip code along with the telephone number (including the area code), and an email address, web address or fax number if appropriate. When selecting a graphic or logo it should depict the theme of tahe company and should be selected discriminatelyappropriatelydiscriminatory., the students should select it carefully.At this point, it should be brought to the students’ attention that if graphics are used they should be selected carefully to depict the theme of the company. The is same graphic may be used appear as the company’s logo on their letterhead. The students will create a standard business card measuring 3.5 by 2 inches. Ideally, a business card should convey to their audience at a glance what their business is or does.

Once the intOnce the introroduction has been completed,above , the students are encouraged to design a business card, 3.5 by 2 inches, for a new restaurant in town called L’Aimee’s Bistro.

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

Describe the procedures used to accommodate the range of abilities in the classroom, such as:

Instructional modifications made; and
Physical modifications of the classroom setting.

For those students who have disabilities, limited English proficiencey or who are bilingual, instructional modifications may be required. These modifications may include special education adaptive devices for the computer, an interpreter as well as pre-learning concepts that "walk" the student with special needs through the required procedures. If these students are mainstreamed, grouping them and including along with a teacher’s assistant may be helpful.

MATERIALS & SUPPLIES

Identify the materials, supplies and equipment needed to successfully complete this experience:

For the student, and
For the teacher.

The following is a list of materials and supplies necessary to complete this experience. They are (1) a complete computer, system, (2) Publisher 98 (or applicable desktop publishing software)7, (3) additional clipart software, (4) a scanner, (5) a color printer, (6) business card stock (76) an assortment of business cards found within the area, and lastly, information sheets with the essential question /situation and as well as the procedure for creating the business card. These materials and supplies are the same for both the teacher and the student with the exception of the information sheets. These are created by the teacher for student use.

ASSESSMENT TOOLS & TECHNIQUES

Describe the:

techniques used to collect evidence of student progress toward meeting the learning standards (e.g., observation, group discussions, higher analytical questioning); and
tools used to document student progress (e.g., scoring guides, rating scales, checklists, projects, taped performances).

For assessment purposes, a checklist is created for each students. to see. This checklist complete with all the necessary has the student’s name along with the components of a business card listed. These components are as follows:

the company/owner’s name, address, city, state, zip, telephone and /or fax number (with area code), logo, and if applicable e-mail and web page address.;namely, the person's name, the cname of the company, its address, city, state, zip code, telephone number along with the area code,an appropriate logo and ,if applicable, a fax number, e-mail address and/or web address. if applicable.

TIME REQUIRED

For each aspect of the learning experience, state the amount of time for:

planning
implementation; and
assessment.

Planning for this experience should take the teacher approximately 2 hours. Implementation should require 2 eighty-minute blocks or about 160 minutes. The type of assessment used is a checklist. (Please see checklist in assessment tools and techniques)

STUDENT WORK

Send samples of student work that reflect the diversity of students participating in the learning experience

Please see enclosed.

REFLECTION

Comment on the learning experience, including:

how it might better meet the needs of ALL learners;
how it might better support student progress toward attainment of the learning standards;
how to expand the connections to other learning standards; and
how it reflects current scholarships in your field and "best" classroom practice.

This experience may better support thhe student progress toward attainment of the learning standards by providing the students with career and development concepts that are required in the business world.

Other learning standards, such as ELA, ART, C-DOS as well as MST are all interrelated as seen in the world of work.

As future entrepreneurs, designing an effective business cards is an essentialmust.