MY SIX LESSON PLANS

WORD PROCSSING LESSON PLANS:

FastFoodFun
[Home][Sample

Spreadsheet][Rubric]
Objective:UsetheInternetandspreadsheetstofindcaloriesandfatinatypicalfastfoodmeal.

ProjectRubric:Informationonhowthisprojectwillbegraded.

Procedure:
StepOne:
Decidewhichfastfoodrestaurantyouwouldliketovisit.Clickonthatrestaurant'swebsitebelow.
McDonald's:http://www.mcdonalds.com/app_controller.nutrition.index1.html
BurgerKing:http://www.bk.com/
Wendy's:http://www.wendys.com/the_menu/nut_frame.html
OtherRestaurants:http://www.nutritiondata.com/

(Thissiteallowsyoutosearchmanyfastfoodrestaurantsites.)

Oncethere,planamealwithasandwich,saladorothermaindish,asidedish(frenchfries,etc),adrink,andadessert.Foreachitemonyourmenu,recordthetotalcaloriesandthe
fromfat.

StepTwo:

EnteryourdatainanExcelspreadsheet.Clickheretoseeasampleanddirectionsforcompletingthespreadsheet.Whenyouhavefinishedyoursprea
andcharts,completethehandoutandreturnherefortherestoftheprojectdirections.Compareyouranswerstoatleastoneotherstudent.Inyournot
recordinformationaboutwhichrestauranttheyvisited,whatfoodtheyate,andthenutritionalcontentofthatfood.
StepThree:

VisittheUnitedStatesDepartmentofAgriculturetofindoutmoreabouthealthyeatingguidelines:http://www.nal.usda.gov/fnic/dga/dguide95.htmlB
throughthissiteandanswerthequestionsonyourhandout.
StepFour:
UsingMicrosoftWord,typeathreeparagraphreportaboutyourfindings.Usetheformatforaonepagereportonpage145inyourtextbook.
Paragraph#1:Introductionincludingwhichrestaurantyouchoseandtheitemsonyourmenu.

Paragraph#2:Summarizeyourfindingsaboutyourmealincludingnumberofcalories,percentageoffat,etc.Copyandpasteoneofyourchartsint
documentassupportingevidence.
Paragraph#3:Compareandcontrastyourmealwithanotherstudent.Usetheinformationyourecordedinstep2.

Paragraph#4:UsetheinformationfromtheDepartmentofAgriculturetoevaluateyourmeal.Howdoesyourpercentageoffatcomparetotheperc
recommended?Whataboutotherguidelineslikeeatingfruitsandvegetables.Haveyouplannedahealthymeal?Whatchangesmightyoumakeiny
tomakeithealthier?
Whenyoufinishthereport,printit,attachittoyourotherhandoutsandputthewholepacketinthebasket.

Web Weavers Education Page

Copyright2000.KarenWorkRichardson.

The Teen Tribune/Creating a Newspaper Publication in Microsoft Word

Author:
Curriculum Area:

Instructional Technology

Subject Area:

M/J Computer Applications I

Demonstrate the efficient and effective use of varied input

and output devices.

Produce documents using basic skills in an appropriate

word processing program.

Manipulate graphic images using varied applications.

o LA.D.2.3.4-understand how the multimedia tools
of graphics, pictures, color, motion, and music can
enhance communication in advertising.
o VA.B.1.3.2-know how the qualities and
characteristics of art media, techniques, and
processes can be used to enhance communication
of experiences and ideas.

Sunshine State Standard

Benchmark:

Demonstrate awareness of the impact of computers on

society and the need for their ethical use.
o SC.H.3.3.7-know that computers speed up and
extend people's ability to collect, sort, and analyze
data; prepare research reports; and share data and
ideas with others.
o SS.A.2.3.3-understand important technological
developments and how they influence human
society.

Grade Level:

7th-8th

Lesson Title:

The Teen Tribune/Creating a Newspaper Publication in Microsoft

Word
Resources:

M/J Computer Applications Technology Lessons

http://

Learning Objective:
Students will:

research various websites with online short stories,

compare several, and select one that would be considered
recommended reading for the teen population. A summary
of the story will be typed into a word document.

include prices in summary.

a URL of the short story is included in summary.

research various websites on Central Florida Theme Parks,

compare several, and select one that would be considered
recommended vacation plans for the teen population. A
summary of the theme park will be typed into a word
document.

Include prices in summary.

a URL of the theme park is included in summary.

Research various websites on current movie listings in

Palm Beach County, compare several, and select one that
would be considered recommended reading for the teen
population. A summary of the movie will be typed into a
word document.

Include prices in summary.

a URL of the movie you recommended is included in

summary.

insert three Clipart/Pictures for each side heading.

use the Picture Toolbar to format and align pictures/clipart.

Microsoft Article Formatted Into Newspaper Columns

with Graphics and Charts Included:

o Title Formatted 14 Point Times New Roman Bold

and Centered Across Top (Not in Columns)
o Body of Paper Formatted 11 Point Times New
Roman
o Three Side Headings with Bold Format (11 Point
Times New Roman)
o Paper Formatted Single Spacing
o Tabs set at 0.2
o Paper Formatted into Two Columns with Vertical
Line Between Columns
o Columns Formatted Full Justification
o Drop Cap Used in First Paragraph
o Student Name Included at the End of Document

Instructions:

Students will follow the instructions provided at Pahokee Middle

Senior High Technology Lessons Webpage. Finished products are
included in the grading rubric listed below.

Assessment

Newspaper Grading Rubric

SLIDE PRESENTATION
SOFTWARE LESSON PLANS:

Eight Lunar Phases, Lunar

Rotation and Revolutionary
Periods
Eight Lunar Phases, Lunar Rotation and Revolutionary
Periods

1.

2.

Course(s)/Subject(s): Investigating Matter and Energy

Grade Level(s): 8
Key Words: science, technology, lunar phases, slide show
Developer(s) Name: Anne Murray
School: Irving MS
Approximate Time Frame: 90 minutes
Materials/Equipment Needed: ClarisWorks 4.0 or 5.0
Internet Access
Computer Lab (15 stations)
Completed Lab: "It's Just A Phase"
Floppy Disks (students will have to bring one and
format it for the computer lab)
Description of Lesson (includes context):
This will serve as one possible assessment tool to measure students' knowledge of the lab "It's Just A
Phase." Students will create a ClarisWorks' slide show presentation in pairs to show their knowledge of
the eight lunar phases and lunar rotation and revolutionary periods by creating a ten page (minimum)
slide show document. Each lab pair will have to successfully download lunar images from the Internet
and copy and paste them into a slide show and/or create individual draw documents to visually display
their knowledge of the illuminated portions of the moon throughout a month.
LESSON OUTLINE
What is the objective of this lesson?
FCPS POS Standards: Standard 1, Standard3, Standard 5
FCPS POS Benchmarks: 8.3.1, 8.3.2, 8.3.3, 8.5.1
FCPS POS Indicators: 8.3.1-4, 8.3.2-1, 8.3.2-2, 8.3.2-3, 8.2.3-2, 8.3.3-2, 8.3.3-4,
8.5.1-1, 8.1.13-1, 8.1.13-3
VA SOL(s) (including Computer/Technology): SOL 6.10, SOL PS.1,
Other:
EVIDENCE
What will we examine as evidence of students' knowledge and/or skill?
Product(s): ClarisWorks slide show (10 page minimum)
Performance(s): Each pair will present their slide show to the class.
Other:
Page 1 of 3

3.

DIRECTIONS
What exactly will the students and teacher do during the lesson?
Directions to students for proceeding with the lesson:
1. Create a 10 page slide show to show your knowledge of the moon and its eight lunar
phases. Use the instruction sheet given in the lab on how to correctly log in
to the computer, format a disk, and create a slide show.
2. The first page of your slide show will serve as a title page. On this page you willneed
to include a downloaded picture of the moon from the Internet, a title of your slide
show presentation,the lab pair's names, date and period number. You must include a
brief paragraph of text which explains the moon's rotation and revolution period and
the why the moon looks different to us on earth during eachmonth.
3. The second page through the ninth page will need to include each lunar phase of the

4.

moon from the beginning of its cycle to the end along with a correct title of that phase.
This may be done by drawing a picture of thephase with the ClarisWorks' toolbox or
by cutting and pasting lunar images of the phases from the Internet sites given by your
teacher. When using images from these sites, remember to cite the source of the image
on each page.
4. On the final page of the slide show, use the Virtual Reality Moon Phase Pictures site to
find the way the moon looked on the day you were born and the moon phase for your
partner's birthday. Download the images and paste them into your slide show. Write a
caption for each image which identifies the date, the moon phase and the student whose
birthday the phase represents. (Cite the source of the image.)
5. If time remains, you and your partner may add a lunar trivia page with questions and
interesting images you found at the sites. You could also draw or create your own
images to add to the end of the presentation
Directions to teacher/administrator using the lesson?
1. Prior to this lesson, the eighth grade lab "It's Just A Phase" needs to be completed by
all students.
2. Schedule a computer lab for two consecutive days and conduct a reminder discussion
with the students regarding the ethical use of the Internet and how to cite sources used
from the Internet.
3. Check Internet sites (see attachment) the day before the lesson to make sure these sites
are current and active for students to use. These sites can be bookmarked the previous
day or, students can type in the addresses for experience:
Internet sites to find special dates
http://btc.montana.edu/ceres/html/birthdayphases.html
http://tycho.usno.navy.mil/vphase.html
For lunar phase information use these Internet sites:
http://www.calvin.edu/~lmolnar/moon/index.html
http: www.badastronomy.com/bad/misc/moonphases.html
4. Type up instructions for students to use on how to format disks and cite Internet
sources correctly. A direction sheet will also need to typed on how to create aslide
show from a ClarisWorks word processing document with the toolbox, and how to
download images from the Internet and copy and paste them into their documents.
APPROPRIATE ACCOMMODATIONS/MODIFICATIONS
What options in presentation(s) and/or response(s) are suggested in order to
provide the opportunity for all students to demonstrate achievement of the
Page 2 of 3
benchmark(s) and indicator(s)?
For special populations, such as LD or ED students, limit the lesson to teaching only one way of
creating the images of the lunar phases. With these students it is preferable to use the Internet
images from the given sites and teach them to copy and paste them into their slide shows. Extensions
could include more pages and information which students could research from the sites given, or
students could be given permission to try a lunar phase search with guidance. The task for students
was originally conceived as a tour guide for the moon, and this would definitely be an optionif more
time could be allotted.

A Multimedia Presentation to
Describe Newton's Laws of Motion
A Multimedia Presentation to Describe Newton's Laws of
Motion
Course(s)/Subject(s): Physical Science
Grade Level(s): 8

1.
1
2

2.

Key Words: Technology, Forces, Motion, Newton, Inertia

Developer(s) Name:Lauren Davis
School: Carl Sandburg Middle School
Attached Files: Laws of Motion
Approximate Time Frame:547 minute periods
Materials/Equipment Needed:Glencoe Textbook Ch-3 and Ch-4 (prerequisite reading), Computer
Lab, Scanner, Digital Camera, magazines to cut up, science references, and one of the following
programs: Claris Works, HyperStudio, MS PowerPoint, or FileMaker HomePage
Description of Lesson (includes context):Students will create a multimedia presentation to clearly
describe Newton's Laws of Motion.
LESSON OUTLINE
What is the objective of this lesson?
The students will demonstrate how Newton's Laws of Motion apply to everyday
personal experiences.
The students will develop a multimedia presentation in a cooperative learning group
using word processing, a scanner, a digital camera, and ClarisWorks slide show,
HyperStudio, PowerPoint, or FileMaker HomePage.
.
FCPS POS Standards: Standard 1, Standard 2, Standard 3, Standard 5
FCPS POS Benchmarks: 8.1.9, 8.2.1, 8.3.2, 8.3.3, 8.5.3
FCPS POS Indicators: 8.1.9-3, 8.1.9-4, 8.1.9-5, 8.2.1-1, 8.2.1-3, 8.3.2-1,8.3.2-4,
8.3.3-2, 8.3.3-4, 8.5.3-1
VA SOL(s) (including Computer/Technology):PS.10, PS.1, C/T8.1
Other: N/A
EVIDENCE
What will we examine as evidence of students' knowledge and/or skill?
Product(s):Cooperative learning multimedia presentation with evidence of word
processing, scanner use, and digital camera use.
Page 1 of 3

3.

Performance(s):Students will find examples of Newton's three laws of motion in everyday life. Once
the laws of motion examples have been found, they will be captured on digital camera, scanned from
periodical or text references, and described in writing. With all the above information, the students will
then incorporate all the examples into a multimedia presentation using the most appropriate program.
Possible programs could be ClarisWorks slide show, HyperStudio, PowerPoint, or FileMaker HomePage.
DIRECTIONS
What exactly will the students and teacher do during the lesson?
Directions to students for proceeding with the lesson:
Day One--Computer Lab
* practice scanning pictures and saving as JPEG image
* practice using digital camera, downloading images, and saving as JPEG image
* review word processing and other related programs (slide show, HyperStudio,
PowerPoint, or FileMaker HomePage)
Day Two
* receive requirements and guidelines for project
* break-up into cooperative learning groups
* as a group, brainstorm many everyday examples of Newton's Laws of Motion--10 per law
* each group member randomly chooses one law of motion to be responsible for fulfilling all
the requirements needed to successfully complete task
* firmly decide on three everyday examples that could be recreated and photographed in
class, found in a textbook, or cut out of a magazine that pertain to your assigned law of
motion
Day Three

* recreate and capture one example of your law of motion on digital camera
* find one photograph from magazines, textbooks, and other references that portray your law
of motion that can be scanned in computer lab
* write a paragraph explaining how these pictures accurately portray the law of motion
assigned to you
* HW:revise and finalize paragraph for publication
Day Four--Computer Lab
* in cooperative learning group, scan picture, download picture from digital camera, and save
images as JPEG in folder designated by the teacher
* begin to construct your multimedia presentation
Day Five--Computer Lab
* conclude multimedia presentation
Page 2 of 3

Directions to teacher/administrator using the lesson?

Day One--Computer Lab
* demonstrate the use of the digital camera, how to download image, and save as JPEG
* demonstrate the use of the scanner and save image as JPEG
* review word processing and other related programs (slide show, HyperStudio, Power
Point, or FileMaker Home page)
Day Two
* introduce task and review requirements (see attachment)
* assign cooperative learning groups of three students per group
* instruct students to brainstorm 10 everyday examples for each of Newton's Laws of
Motion
* assist students in randomly choosing one law of motion per student within their group
* instruct students to decide on at least three examples of their law that could be captured by
digital camera or found in magazine, textbook, or other reference
Day Three
* research day--assist students with recreating, capturing and finding pictures of their
examples from previous days work
* assist students in correctly writing how the law they have been assigned applies to their
example
Day Four--Computer Lab
* assist students in scanning pictures and downloading images from digital camera
* assist students in creating their multimedia presentation
Day Five--Computer Lab
* assist students in finishing multimedia presentations
4.

APPROPRIATE ACCOMMODATIONS/MODIFICATIONS
What options in presentation(s) and/or response(s) are suggested in order to
provide the opportunity for all students to demonstrate achievement of the benchmark(s)
and indicator(s)?
* for special education/ESL students, the task could be reduced to using just one peripheral
(only scanner or digital camera)
* for special education/ESL-- requirements could be geared towards individual abilities such
as have students work in pairs on one law of motion then design the presentation as a class

rather than individual groups

* for GT students, the task could be made into a independent study rather than a cooperative
learning experience

SPREADSHEET LESSON
PLANS:

Checking Account
Overview:
Students are given a list of items purchased with prices, deposits, and withdrawals in a checking
account format. They will create a spreadsheet by entering the information into the appropriate cells
and the formula that is necessary for computation.
Concepts

Students will utilize Clarisworks spreadsheet .

Students will enter data into the appropriate field.

Students will use the width and height adjustments to create the fields.

Students learn how to derive a formula to create the spreadsheet.

Indicators

Students display a checking account including beginning balance, activities (purchases,

withdrawals, deposits), ending balance.
Students analyze data for reasonableness.
Precomputer

Teacher reviews the vocabulary and demonstrates how the formula is used to create the
spreadsheet.
Do an activity called Magic Squares to familiarize the students with fields and cells.
On the computer

Use Clarisworks spreadsheet.

After mastering this activity students will use What if to create more advanced spreadsheets.
Postcomputer

Students will print-out their spreadsheets for evaluation.

Share results with a classmate.

Students collect, organize,

describe, and analyze data
Overview
After completing a game-like simulation to determine a career and salary, student groups will collect

information and decide what is the best city in which to live. Students will individually choose a
best city, support their decision, and create a monthly budget for their best city based on the
salary from the simulation.
Concepts

Students collect, organize, describe, and analyze data.

Students enter data on Claris Works spreadsheet.

Students use their spreadsheet to display results as a circle graph.

Students present their results verbally and with a poster.

Students analyze data and use communicate results in a written document.

Indicators

Students collect data.

Students display data.

Students analyze data and communicate results in a written document.

Precomputer

Students will use the game-like simulation, Odds On You: Could This Be Your Life? Activity
from the Lawrence Hall of Science to determine the classifications of their life such as ethnicity,
gender, high school electives, post-secondary education, career choice, and salary. This is optional, but
highly recommended. Alternatively, students could simply be assigned a salary randomly by the
teacher.
Students will research the type of monthly living expenses for a family of four.

In groups of two or three, students will choose one city from each of the four time zone
regions of the United States. Using the Internet and other resource materials, students will
use Activity Sheet #1 to collect data on each of their four cities.

Using the information they collected on each of their four cities, students will create two line
plots. The temperature line plot will compare the average monthly temperature for each of their cities,
and the precipitation line plot will compare the average monthly precipitation for each of their cities.

Using the information they collected on each of their four cities, students will create a picture
graph comparing the median price of a 3-bedroom house.

Using the information they collected on each of their four cities, students will create a bar
graph comparing the unemployment rates and a histogram of per capita incomes.

Using the information they collected on each of their four cities, students will create a bar
graph comparing the crime rates.

Students will use their graphs and other information to determine the best city in which to
live, and to create a poster on it.

Each group will present the information they collected on their best city to the class.

Based on classroom presentations, each student will choose a best city, and write a one page
paper using statistics and other information to justify their choice.

Students will use the Internet (optional) and other related resource materials to create a
monthly budget based on the salary from the Odds On You: Could This Be Your Life? Activity. The
budget should mirror the cost of living in their individual choice of a best city.
On the computer

Students will put their monthly budget into a Claris Works spreadsheet. They will use the
spreadsheet to find the annual amount spent in each category and the each categorys percent of their
annual income.
From this spreadsheet, students will create a circle graph of their budget categories.
Postcomputer

In class discusstion, students will compare and contrast their budget circle graphs.
Related resources

Odds On You: Could This Be Your Life?, Lawrence Hall of Science, Berkeley, CA.