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Disclaimer This project is rather intense and has a lot of little working parts to it. It’s like that because I’m like that. I tend to complicate things. I like it that way. You are welcome to adjust this project to fit your own needs. On my website I have provided the files for the simplified version and also the same version I do with all the bells and whistles. Take from it what works for you!
What You Need • Badge Machine. I get it at http://www.badgeaminit.com/ • Each machine is $400.00 • Button Parts - get them at http://www.usabuttons.com/ • They are much cheaper there than Badge-a-minut • Jordan District has a contract with them as well. • I buy my spinback parts from Badge-a-minut since USA Buttons doesn’t carry them • I have a Tupperware box for each group, labeled. In it, I have scissors, glue sticks, colored markers, and a ziplock back for each period.
Let’s talk Cost • Although I have the 1 ¼” machine and the 2 ¼” machine. You could easily just do one size. There is also a 3 ¼ machine but I don’t have it. Badge-A-Matic Machine (both sizes) - $399.95 Yes, it’s expensive, but remember—it’s a one-time cost. They will fix it for free. • Badge Parts Pinback prices – At USA Buttons I estimate you’ll need to buy about 2,000 buttons for a school year.
Preparation A few weeks before the unit, I give students a quiz to test their personality type. The quiz is online, and it is at: http://www.proprofs.com/quiz-school/story.php?title=cte-intro-personality-quizz, I have them enter their results in a Google Doc I created, but you could also give them the personality quiz paper, where they write their result, and then choose themselves a second personality type that also describes them.
Preparation Using the information from the personality quiz, assign students in groups of five. Each group should have a: • President (Thinkers/Helpers) • Administrative Assistant (Organizers/Helpers) • Designer (Creators/Helpers) • Manufacturer (Doers/Helpers) • Salesman (Persuaders/Helpers) Of course, your groups won’t divide evenly. If you have to make a group of 4, you can do without a Manufacturer or an Administrative Assistant, or even a Salesman, but make sure every group has a President and a Designer.
Preparation • Next I prepare the packets. It’s not difficult—I just print one packet for each group—usually about 7 groups a period. The packet is 12 pages long, and I do it in color, but that’s not required. • I have my aide go through each packet and label the first page with who has what job, or type it in before I print it. • I also figure out a new seating chart so all groups are seated together.
Preparation Last, make sure you have scheduled another teacher to come to your Market on Day 8. I have collaborated with another CTE teacher for this, which is preferable because then every 7th grader gets to be on both ends of the transaction—they get to buy and sell during the year. The hardest part about this is figuring out how much fake money to give to the other class so that they have enough but not too much. My colleague, Bill Simpson, has created a Vlookup table that he uses when assigning money. You certainly don’t have to use it, but it is a great way to get the right amounts.
Day 1 - Objectives • Introduce groups, jobs, and explain duties of each job • Show “Day 1” of power point, going over money, grading, daily checklist, attendance, etc. • Student will get to know the members of their group. • Each “company” will choose a company name and slogan • Team will create a logo, which the designer will create • Turn in logo, print it, and glue it into page 2 of the packet • Sometimes I do the new seating chart and introduction of groups the day before Day 1, calling it a “prep” day, so as to give the kids more time to work in their groups on Day 1.
Day 1 I actually use Power Point to make the logos because of a special feature they have there. Once the kids have pulled in their word art, shape, clipart, etc. they group it. Then they right click and choose “save as picture.” They save it as their group name. Now their logo is an actual .jpg file. They send the file to me digitally, and I put in student common so the whole group can access it for later assignments.
Day 2 - Objectives • Groups will brainstorm ideas for their badges—searching the internet, comparing ideas, and drawing them on the Designer Brainstorm page in their packet • Students will receive additional instruction on how to design badges using the Print Shop, or whatever program you are using. (You can use Word, or preferably Power Point if you do not have a Desktop Publishing program.) • Students will begin to design their work in Print Shop. • I have a video on my website where I teach how to create a badge in Print Shop.
Day 2 Students pull up a template in Print Shop that already has the circles in the right size. Having already taught them Print Shop on a previous day, it’s not so hard for them to create their badges, though I do go over it with them. Make sure they know to leave a small margin around the edges of each design—the edges get tucked under when the badge is made, so things can get cut off.
Day 3 - Objectives • Teacher demonstrates how to make a badge. • Students will fill out Step One of the Business Plan in Excel. • Continue creating designs in Print Shop • Get each finished design approved on the Design Approval Sheet, where they glue each design into their packet and bring it to me for approval.
Day 3 • I demonstrate how to make several types for the whole class, making sure the manufacturers are in front and can see it. I also have a power point and a video that takes them through it step by step. The Manufacturer is required to watch the video before they can make badges. • This video is available to download on my website.
Day 3 • As they finish each design, they print and give it to their manufacturer, who cuts it out and glues it on the Design Plan page in the packet. Then the salesman brings it to me for approval. • I don’t approve it it’s inappropriate, badly designed, pixeled, too big, etc.
Day 4 - Objectives • Finish all designs in Print Shop by the end of the period. • All designs approved • Fill out Manufacturing page in packet • Print SIX copies of badge designs • Read “How to Make a Button” Power Point or watch video • Introduce the assembly line for making badges • If groups are ready, begin making badges
Day 4 • I have them make their badges in an assembly line. • Although I walk them through the first few badges, I leave and let them go for it—I give them the chance of messing up. I want them to learn what it costs their company to have losses! The Admin Assistant records losses on the manufacturing page.
Day 5 - Objectives • All groups make and finish their badges by end of period using the assembly line method • Any badges that turn out defective are counted as a “loss” and are recorded by the administrative assistant. • If you are doing Votes, they start this today if they have time. They glue each design on a “vote prep” page that I later scan in and put on a website so they can be voted on later.
Day 5 • Another thing I have them do is fill out a Voting Preparation page on Day 5. Again—this is something you can cut out, but I like it! • They glue a picture of each design on the page, in the same order its listed on their Business Plan. • Later I scan it in and put it on the school website. I also have a Google doc prepared. • The cooperating class, after they go to the market on Day 8, pull up the Google doc and vote on their favorite designs based on these pages. You can see the page here: • http://schools.jordandistrict.org/elkridge/Badge%20Voting/Badgevoting.htm • I use a tally sheet in Excel to quickly add the votes—this file is also available on my website.
Day 5 • One thing I do is take pictures of their badges. I have them put it on the wall and I snap a few shots. Then I put it in Student Common. The kids then use the pictures to create their posters. This is, of course, something you could cut out—I just like doing it that way!
Day 6 - Objectives • Start creating two-page poster in Print Shop • Plan promotions like decorating the table and displaying badges • Fill out Step Two of the Business Plan. • Groups can opt to do a Teaser Poster as an additional promotion
Day 6 - Promotions • Required Poster - This is the most important because it’s required—everything else is extra. The salesman has two days to finish it. • Logo • Slogan • Picture of each badge • Price • Badge type
Day 6 - Promotions • Displays – I went to the DI and bought some cheap frames, and then some cheap material and batting. Stapled the batting material to cardstock and put it in the frame without the glass. • In Step Two, they fill it out and have to “pay” if they use one of my frames. They pay a lesser cost if they display their badges in ANY WAY other than just laying them out on the table. They can bring stuff from home to fancy it up!
Day 6 - Promotions • Table Decorations – Teams can choose to decorate their table to increase interest and sell faster. There is a small cost for this. They can bring all kinds of things to make their tables stand out!
Day 6 - Promotions • Teaser Poster – The students make a “teaser” that shows just their logo, their badges, and their period. When done, they take it to the coopering teacher’s room and the kids there can get a sneak peek at what will be at the Market. It gets the other kids REALLY excited! This is a great thing for the groups who finish their badges first.
Day 6 - Promotions • Flyers– Students can make a flyer advertising their badges and hand them out at the Market, with the idea that it will increase their VOTES once they go back to class and vote online. They usually do 4 to a page. This is worked in to their Step 2 as well.
Day 7 - Objectives • Finish two-page poster and other promotions • Finish teaser poster and Step Two of Business Plan • Fill out the Cashiering page in the packet • Fill out the “Are We Ready?” sheet and get it signed • Instructs students about tomorrow’s activities
Day 7 • Once their poster is finished, they need to fill out the names of each badge on the cashiering sheet, which they will fill out in full tomorrow. I take the time to explain to them how to fill it out and what to expect the next day at the Market.
Day 8 - Objectives • As students are coming in, remind them to get their poster, badges, and anything else they have brought ready to go. • Go to the site where you are doing the Market—you need a large open space with a large table for each group. I use the library, but I have also used the Technology teacher’s room when necessary. • Students set up their table—10 minutes • Other class arrives. They buy badges with the money they have been given. • Students record sales on their cashiering page. • When all money is gone, other class returns to class. Any unsold badges are immediately turned in to you. • Return to class. Place posters on the wall.
Day 8 • The actual “Market” takes only about 20 minutes. I usually do them on Friday, our “short” day. Or, if I do it on a regular day, I do the first part of Day 9 when we get back to class. • I don’t allow teams to keep the badges they don’t sell—otherwise they might be motivated NOT to sell them. But each member of the team that takes 1st place gets to design and create whatever badge they want.
Day 8 • We head back to class. The kids put their posters up on the wall by class. Sometimes I will award them that day with my Design Awards. • I have three design awards, and I created a ribbon for each. They get extra money added on to their winnings. • Best Ad Design - $1000 • Best Logo - $500 • Best Table Design - $1000 • Next year I want to add another prize for the first table that “sells out.”
Day 9 - Objectives • President fills out Step Three of the business plan, entering their results from the Market, as well as the losses they may have gotten on Day 5. • If you are doing votes, tally them up and give them out to the students to add to step 3 of the business plan. (tally sheet available on my website if you want it) • President turns in Business Plan digitally. • Group fills out the Group Evaluation page • Teacher grades each Business Plan and gets results. Announce results to the class • Do Step 4 – Create the graph as explained in the Business Plan, once results are given out. Print. • Make sure packets is completely filled out, staple graph to the back and turn in to the basket • If there’s time, have them finish Step 3 on Day 8 and have them turn it in, so you can grade it before class the next day.
Day 9 • I have the Presidents fill out Step Three in their Business Plan, recording losses, what they sold, what was ordered. I look at the results from the voting online (via my Google doc) and let each group know what their votes were for each design so they can add it to their step 3 tally. Then they send it to me digitally. • This is the part you might want to do after the Fair on Day 8!
Day 9 • I go over each one, fixing any errors (and taking points as I go) until I have their final amount they made, which I keep track of on an Excel spreadsheet. • I also add in any awards they may have received or penalties. I give penalties for things like: • Cheating and selling a badge for less than stated on the poster • Losing packet or vote prep • Making too many badges • Not getting their orders ready in time
Day 9 • I announce the results, and place 1st, 2nd and 3rd place ribbons. I talk to them about why certain groups won, pointing out production cost or promotions or whatever. • We do Step 4, where they create a graph. I demo how to do it, and then the President does it with the help of his group. The instructions for the graph are explained on a tab in their business plan. • This is another section that can easily be taken out if you run out of time or just don’t want to do it. • I like it because it’s a great tie-in with Excel.
Day 10 - Objectives • Students fill out a Group Evaluation page in Excel and send it to teacher electronically. • They evaluate themselves and their team members on a scale of 0-4 for six different areas. • Discussion about what they learned about the 4 P’s in the badge unit • Students begin “What I Learned” Essay. Can be completed on another day, or assigned as homework. • Teacher enters the results of the evaluations on Excel Grading sheet provided. • Print checks. Enter grades. (Usually do this the next day)
Day 10 • Students answer the questions about each person in their group, including themselves. • Answer 0-4—it’s a pull down menu. • They can add comments in gray box. • I emphasize that they need to be honest—this is the only individual grade they get. Students who did less work shouldn’t get the same grade! • When finished, they turn it in digitally to Rees Hand-in.
Day 10 • The rest of the day is easy for them—we deliver the badges that were ordered. • The kids got those orders ready on Day 9. 3 orders max for each group. I usually just have my aide do it—they always LOVE making badges! • So then the kids deliver them to Mr. Simpson’s class, reading the name of the kid who ordered it off their cashiering sheet that they filled out at the Market.
Day 10 • After that, I let them play games. I have a lot of numbers to enter for the group evaluation, and they’ve worked so hard, they earned it! • Sometimes, I have them write a report on what they learned—and this has been a VERY successful assignment! • While they play, I enter. I open each evaluation, go to sheet 3, and enter in the numbers onto my grading sheet. It only takes about 10 minutes to do each class.
Day 10 • After that, I let them play games. I have a lot of numbers to enter for the group evaluation, and they’ve worked so hard, they earned it! • Sometimes, I have them write a report on what they learned—and this has been a VERY successful assignment! • While they play, I enter. I open each evaluation, go to sheet 3, and enter in the numbers onto my grading sheet. It only takes about 10 minutes to do each class.
Enter names of each group Enter how much each group made in this column. Enter numbers for each person from sheet 3 on each evaluation. The TotalColumn is their final grade on the Group Evaluation. In this column, type in the number of students in the group (4 or 5) to adjust the math problem. It will calculate and round up how much each person made—if they score less than 80%, they will get that percentage of money.
Day 10 • The checks will automatically be written on another sheet. It even writes the amount in words for the check! You will, of course, have to change the information for your own school! • Print, slice, and DONE!
Grading – GrouP Grade • Each kid gets a GROUP grade, and an INDIVIDUAL grade. The group grade consists of the following things: • Logos: 10 pts. All students get this when logos are finished and turned in. • Badges: 10 pts. All students pretty much get this score as soon as all the badges are made. • Posters: 50 pts. I grade these the day after the Market. I take points off if they didn’t include a logo or slogan, no names on the back, no border, or anything else that didn’t follow directions. • Packet: 100 pts. Just check to see it’s filled out and checked off. • Business Plan: 30 pts. When I check these for the winners, I make a note how many points they missed—I take points off for anything I had to fix because they did it wrong. • Graph: 20 pts. The graph they create on Day 9. • TOTAL: 220 Pts
Grading – Individual • For the individual grade, I take the percentage from column AM of the Group Evaluation Grading sheet and enter it as a 100 pt. assignment. Then I give it a weight of 2. It can really hurt their grade if they score badly on the evaluation. • Students tend to be more “nice” than “mean” when grading. Occasionally I might adjust their score if I feel it was unfair in either direction. But usually, the evaluation is pretty accurate. • They also get 50 pts for the essay they write. I like the essay because it really shows me what they LEARNED!
The Auction • On the day of the auction, I hand out their checks—explaining that if they scored less than 80% on the Group Eval, their check was reduced. So if they got 70%, then they got 70% of their check. • The kids “cash” them because I have each kid keep a check register, and they’ve been “depositing” cash all quarter long. • Then, at the auction, the kids who made the most money have a distinct advantage! I try to give out bigger items in this auction. I also will auction off the badges that didn’t sell, or some that I’ve made myself. • I also auction off three cards that, if purchased, allow them to make their own badge of whatever they want. Those cards sell really well!
