Intel Teach Program Essentials Course

Unit Plan Template

Unit Author First and Last Name Email Address School District School Name School City, State Unit Overview Unit Title Excel-lent Business Idea! Unit Summary This unit is designed to help students develop competencies in MS Excel spreadsheet computer application through entrepreneurial activities. Grouped into five members, they will take the role of a researcher/interviewer, young businessman, sales agent, accountant and graphic artist. They will conduct surveys to determine potential products and feasible business site, do research on how to operate the planned business, then run the business. They will use MS Excel spreadsheet to record, compute, analyze and present business financial decisions and outcomes. Use the internet and other computer applications to promote the business and inform potential customers. At the end of the unit, the students will hold a workshop about running a small business that showcase their journey and acquired competencies in the unit with a Powerpoint presentation and a strategy handbook on how to run a successful business. Subject Area Technology and Livelihood Education(Computer Literacy Program Microsoft Excel) Grade/Year Level Second Year High School Approximate Time Needed 5 weeks, ( 50-minute class periods, 30 days session) Unit Foundation Targeted Content Standards and Benchmarks SKILL SET DIVISION C SPREADSHEET Competency Descriptor: This standard covers the requirements to demonstrate the ability to use a spreadsheet application on a computer. It presents the tasks associated with developing, formatting, modifying, and printing a spreadsheet; generating Shiela Mancao shiegm27@gmail.com Davao City High Level Learning Academy Davao City

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Intel Teach Program Essentials Course

and applying standard mathematical and logical formulas; and creating and formatting graphs/charts. Standard 1: Manage workbooks Indicators: Open and close a workbook Open multiple workbooks Create a new workbook Save a workbook using a different name Switch between workbooks Standard 2: Select cells Enter data in a cell Insert and delete cells Insert and delete cells Insert and delete rows and columns Indicators: Select a cell, a range of cells, range of non-adjacent cells, entire worksheet, entire row, entire column Enter data in a cell Enter data in multiple cells Insert rows or columns Delete rows or columns Standard 3: Handle worksheets Indicators: Insert worksheets Delete worksheets Copy a worksheet Move a worksheet Rename a worksheet National ICT Competency Standard - Basic 12 Commission on Information and Communications Technology Standard 4: Format data Indicators: Format numbers using different number style Apply font formatting options Apply alignment formatting options Sort data Filter data Standard 5: Format cells Indicators: Add border effects to a range of cells Adjust cell content orientation Standard 6: Format worksheet

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Intel Teach Program Essentials Course

Indicators: Change worksheet margins Change worksheet orientation Adjust page scaling to fit worksheet contents on one page or on a specific number of pages Add, modify headers and footers Insert page numbers, date, time, etc. Standard 7: Create formulas and functions Indicators: Generate formulas using cell references Use relative and absolute cell referencing Generate formulas using arithmetic and logical functions National ICT Competency Standard - Basic 13 Commission on Information and Communications Technology Standard 8: Create and format charts/graphs Indicators: Create different types of charts/graphs based on given data Add a title, label to the chart/graph Format the chart/graph by applying colors Change the chart type Resize, delete charts/graphs Standard 9: Preview a worksheet Print a worksheet Indicators: Preview a worksheet Print a cell, a range of cells, or an entire worksheet Underpinning Knowledge: Opening and Closing an Application Closing an Application Managing Workbooks Selecting a cell or a range of cells Selecting rows and columns Entering data Manipulating rows and columns Moving and Copying worksheets Formatting Numbers Font Formatting Data Alignment Borders and Shading Data Orientation Worksheet Margins Worksheet Orientation

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Intel Teach Program Essentials Course

Headers and Footers Page Numbers Page Scaling Formulas Functions Mathematical Operators Cell References Charts/Graphs Print Preview Printing

Student Objectives/Learning Outcomes

At the end of 2nd year are expected to develop competency in the use of technology in researching, enhancing productivity, critical thinking, evaluating, problem solving, decision making, communication, collaboration, creativity and innovation. In this unit, the pupils are expected to,

Create a small business Conduct research, survey and interview about potential business. Summarize findings, draw conclusions, and rank items based on survey and research data. Perform mathematical operations in calculating costs, profit and loss; create graphical representations of each days business decisions, processes and outcomes in spreadsheet. Use technology tools independently and collaboratively Use technology tools to solve problems and make decisions. Assess the significance of using spreadsheet and other technology tools in the business process, in their studies and in real life problem solving. Develop a strategy handbook on how to a run a successful business Share their experiences and what they learned in the activity by holding a workshop with a Powerpoint presentation about starting a business and how they utilized the use of technology tools to increase productivity, enhance business outcomes and solve problems.

21st Century Skills

ICT (Information, Communications and Technology) Literacy -students use digital technology, communication tools and/or networks in researching, analyzing, decision making and business presentation activities in the unit. Communication and Collaboration: -students articulate thoughts and ideas clearly and effectively through speaking and writing. -students demonstrate ability to work effectively with diverse teams -students exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal -students assume shared responsibility for collaborative work.

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Intel Teach Program Essentials Course

Initiative and Self Direction: -students monitor ones understanding and learning needs, demonstrate initiative to advance skill levels and complete tasks without direct direct oversight Productivity and Accountability: -students demonstrate diligence and positive work ethics to deliver a good quality of work on time. Creativity and Innovation: -students demonstrate creativity in promoting, creating the product and presenting the business to others.

National Educational Technology Standards

Critical Thinking, Problem Solving, and Decision Making: -students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources throughout the entrepreneurial activity.

Curriculum-Framing Questions What does it take to succeed? Essential Question

Unit Questions

How computer productivity tools enhance business and solve real life problems?

Content Questions Assessment Plan

What are the uses and functions of spreadsheet? How to start and operate a small business?

Assessment Timeline

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Intel Teach Program Essentials Course

Before Project Begins Discussion/Questioning Computer Hands-on Activity/Skills Checklist Brainstorming and Collaboration Checklist Google Docs Spreadsheet Journal

Students work on projects and After project is complete tasks completed Discussion Checklist Computer Hands-on Activity/Skills Checklist Computer Hands-on Questioning Activity/Skills Checklist Questioning Peer Evaluation/Feedback Decision Making Checklist Self and Peer Assessment Final Reflection

Brainstorming and Collaboration Checklist Data Gathering and Analysis Rubric Printed/Virtual Business Promotion Rubric Handbook Rubric Workshop/Presentation Rubric Google Docs Spreadsheet Journal

Assessment

Process and Purpose of Assessment

Discussion/Questionin Students answer questions during discussion to probe their g understanding, engage students in higher order thinking skills and monitor their progress. Students fill up skills checklist after completing a computer handson activity. The teacher then evaluates their computer hands-on output to confirm the skills demonstrated by the students and write feedback on the areas to improve in the skills checklist. Students will make entries in a group journal where the teacher will make an assessment log to monitor what is working on the class and what is not, and determine if theres a need of additional lesson. Students use the checklist to self and peer assess their decision making skills in doing the project. The teacher also use the checklist to assess the students decision making skills while they work on the unit activities. Students use the checklist to monitor their collaboration skills as they work together on their project. Teachers review with students

Skills Checklist

Google Docs Spreadsheet Journal

Decision Making Checklist Brainstorming and Collaboration

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Intel Teach Program Essentials Course

Checklist

during conferences and prompt students to refer to it during group work.

Students use the checklist to help them through the drafting and Presentation/Worksho writing phases of the presentation. The teacher uses the checklist p Checklist to assess content integration and the overall effectiveness of the presentation. Teachers schedule group and individual conferences to ensure that they learn what they need to learn. It allows time for feedback, clarifying misunderstandings, or providing additional lessons as necessary. Questions and notes provide documentation for final project assessment.

Scheduled Conferences

Students use the storyboard to plan and monitor work on the Presentation/Worksho presentation. Teachers review during conferences to ensure all p Storyboard requirements have been met. Students use peer assessment to give feedback to their peers about their progress on the project. This assessment will highlight their strengths and be able to reflect on the areas or skills to improve. Students use this rubric that will serve as a scoring guide on their printed and online promotions.

Peer Assessment

Printed/Virtual Business Promotion Rubric

Workshop/Presentatio Students use the workshop/presentation rubric to guide them in n Rubric conducting workshop or final presentation of their output. Handbook Rubric Students use the handbook rubric to ensure that they meet expectations in creating their business strategy handbook and provide high quality output. Students use self assessment during and after the project to self assess their understanding about topic and determine weaknesses in doing the project to come up with solutions to address that weaknesses. The teacher use this checklist to observe and record students discussion skills while they work on activities and projects. Students reflect on their learning by relating the essential question and unit question. Teachers review final reflections to assess students growth in understanding.

Self Assessment

Discussion Checklist

Reflections

Unit Details Prerequisite Skills 1. ICT (Information, Communication and Technology) Literacy Skill 2. Information Organization Skill 3. Skill to analyze a poem 4. Research Skill 5. Collaboration Skill Instructional Procedures

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Intel Teach Program Essentials Course

Week 1 Day 1 Orientation Start the unit by posing the essential, What does it take to succeed? The students will answer the essential question in their wiki journal and discuss their answer in pairs. The teacher will ask volunters to share their discussions about the essential question to the whole class. The teacher will orient the student about the unit, explain the roles that the students will be taking and CFQs that they will be exploring in the course of the unit, present the learning objectives that they need to target and the final output storyboard they will guide them in their quest in the unit. Orientation on the Project The teacher instruct the students the phases that they will go through to complete the project. The project storyboard, final output storyboard and project timeline will be explained and handed to students which will serve as their guide and assessment tools in working the project.

Day 2 Getting Started with Excel Ask the students to play a simulated business game in the Internet. Let them record data in playing the game in MS Excel spreadsheet. This activity will guage students skills and understanding on the use of spreadsheet application, and the knowledge and competencies that theyll acquire in the course of the unit. The students will then fill up the skills checklist which will be used every after Excel exercises. The skills checklist is used for students to monitor their progress and the determine the necessary skills that they need to work on. Teacher discussion and demonstration
An Overview of Excel Navigate in Excel Select Data Enter Data Save a Workbook Obtain Help

Each day, the students will reflect on their learning through completing each days journal in google docs spreadsheet.

Day 3 Group Discussion The teacher will start group the students for their project. Each group with 5 members each. Each group will be asked to brainstorm business idea that they can create and profit.

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Intel Teach Program Essentials Course

The students will assess their understanding on the use and application of Excel spreadsheet in real life situation. With their group mates, they will discuss on how they will utilize the Excel spreadsheet in the business they plan to create. Each group will then be asked to share their discussion in the class. The teacher will use the class discussion checklist to observe and record students reporting and those who participate in the discussion. Week 2 Day 1 Modifying a Worksheet Teacher discussion and demonstration Students complete Excel exercise 2
Move and Copy Data Between Cells Fill Cells with Series of Data Edit Cell Data Insert and Delete Cells, Columns, and Rows Find, Replace, and Go To Cell Data Spell Check a Worksheet

Students reflect on their learning in the google docs journal.

Day 2 Performing Calculations Teacher discussion and demonstration Students complete Excel exercise 3
Create Basic Formulas (+ - * /) Calculate with Functions (sum) Copy Formulas and Functions Create an Absolute Reference

Students reflect on their learning in the google docs journal.

Day 3 Formatting a Worksheet Teacher discussion and demonstration Students complete Excel exercise 4
Change Font Size and Type Add Borders and Colour to Cells Change Column Width and Row Height Merge Cells Apply Number Formats Create a Custom Number Format Align Cell Contents

Students reflect on their learning in the google docs journal. Week 2 Day 1 Developing a Workbook Teacher discussion and demonstration

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Intel Teach Program Essentials Course

Students complete Excel exercise 5

Format Worksheet Tabs Reposition Worksheets in a Workbook Insert and Delete Worksheets Copy and Paste Worksheets Copy a Workbook

Students reflect on their learning in the google docs journal. Day 2 Teacher Conference/Questioning Teacher uses conference/questioning to assess how far the students have gone in working the activity, for students to address the difficulties they encounter in doing the activity and providing feedback and suggestions that will help students in working on their project. The students will assess themselves and their group mates on how well they worked with group and their contribution in working the project through self and peer assessment.

Day 3 Printing Workbook Contents Teacher discussion and demonstration Students complete Excel exercise 5
Set a Print Area Create a Header and a Footer Set Page Margins Change Page Orientation Insert and Remove Page Breaks Print a Range

Students reflect on their learning in the google docs journal. Week 4 Students work on completing the project. Students work on completing the project. A scheduled student/teacher consultation will take place to help students on the difficulties they encounter and give necessary suggestions to improve their project. Week 5 Sharing to Others Day 1 Workshop preparation The students will use the workshop storyboard to guide in conducting workshop They will create powerpoint presentation about their business that will be used in the workshop. Each student will take a role in the workshop. They will assign who will facilitate the workshop, set up the venue, take charge of the multimedia presentation and equipments. Day 2 Workshop practice and rehearsal The students are given time to practice and rehearse conducting a workshop. The teacher will talk to the group with the use of Conference/Questioning to assess how prepared the students are for the workshop and give necessary comments and suggestions that will help them in the workshop.

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Intel Teach Program Essentials Course

Day 3 The Workshop Day The students will invite friends and their family whom they will showcase their business ideas and recommendations in operating a successful business. They will share their experiences, feelings, thoughts and realizations while working on the project, present how they complete their task and answer the essential question. The students will post their final reflection in the google docs journal.

Accommodations for Differentiated Instruction

Special Needs Students

Students who have behavioral, physical, developmental and psychological impairments/disabilities/disorders will be given due assistance come activities and sessions. They will be given special projects suitable to their capabilities; however, they will not be isolated from the other regular students as they will still be exposed to the normal proceedings only with special attention to avoid discrimination. Students who have difficulty in the target language will be distributed accordingly upon group tasks and even in the seat plan. They will be encourage all the time to converse in the target language with others even if they are outside the campus. They will be given drills just like the regular students to practice their skills. They will also be given tutorials after classes to help them cope. Students who are gifted/talented will be given tasks that will not undermine their capabilities as they learn and interact with the slow learners. They will be given assignments to help their classmates who have difficulties in the subject for them to realize the essence of helping around. They will be given the more challenging tasks in accomplishing their outputs for the Grading Period to keep them intact.

Nonnative Speakers

Gifted/Talente d Students

Materials and Resources Required For Unit Technology Hardware (Click boxes of all equipment needed) Camera Computer(s) Digital Camera DVD Player Internet Connection Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM Printed Materials Margaux Denice Garcia, unit plan Laser Disk Printer Projection System Scanner Television Image Processing Internet Web Browser Multimedia Web Page Development Word Processing Other VCR Video Camera Video Conferencing Equip. Other

Technology Software (Click boxes of all software needed.)

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Intel Teach Program Essentials Course

Supplies

Internet Resources

http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/ www.tes.co.ok www.microsoft.com www.rubrics4educators.com www.teach-nology.com http://teach-ict.com/

Maam Eddelyn Gupeteo, Ed Tech 2 and Assessment Teacher

Other Resources

Copyright 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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