Course Profile
Introduction to Information Technology in Business, Grade 9 or 10 open, Public
Unit #2: The Power of Application Software in Business
Activity 1 | Activity 2
| Activity 3 | Activity 4
Time: 27 hours
Unit Developer(s):
Laura Pinto, Toronto District School Board
Avanell Scherer, Hamilton
Sharon Stephanian, Hamilton-Wentworth District School Board
Development Date: April 1, 1999
Students will enhance and/or develop their basic software application skills using specific application software, investigate web-page design software and Internet search engines, and assess their data entry skills on an ongoing basis. Each student will track his/her development using Software Competencies Checklists. Document production will focus on the creation of correctly-formatted business documents in a culminating project that will require students to plan, make decisions, and create documents integrating the software applications. Documents created will be stored in files and folders that are logical and useful. Students overall performance for this unit will be evaluated using an Assessment Rubric (Unit 2, Appendix F).
Strands: Information Management, Software Applications, Electronic Research and Ethical Issues, Career Opportunities
Overall Expectations: IMV.01*, IMV.03*, IMV.04*, SAV.01-.03*, EEV.01-EEV.03*, COV.02*
Specific Expectations: IM1.01*, IM1.03*, IM3.05*, IM4.02*, IM4.03*, SA1.01-SA1.03*, SA2.01-.03*, SA3.01-SA3.03*, EE1.02-.04*, EE3.04, CO2.01-.05*
|
Activity 1 |
Determining Software Competencies Through Readiness Exercises |
12 hours |
|
Activity 2 |
The Internet Information Hunt |
3 hours |
|
Activity 3 |
Unlocking the Mysteries of Desktop Publishing |
4 hours |
|
Activity 4 |
Using Information Technology to Plan an Upcoming Event |
8 hours |
· understanding of cooperative learning, brainstorming (Course Overview), teamwork strategies, and conflict management strategies (Course Overview)
· students demonstrate basic data entry (Unit 1, Activity 1, Part F) skills (if not, teachers should teach and provide remedial exercises)
· students should be able to create and name files and folders (Unit 1, Activity 4) (if not, teachers should teach)
· students must know how to access application software and Internet browsers
· students must know how to key in a web address
· students must know how to update their personal folder or portfolio
· prepare assessment/evaluation tools so they can be given to students prior to beginning activities
· prepare all handouts prior to beginning activities
· have all resources, hardware/equipment, supplies, etc. available before beginning activities
· prior to beginning an activity, check all Web sites that students will be required to use to ensure they are still in operation
· determine and prepare material that has been modified for special needs students (refer to Special Education and ESL Accommodations in Course Overview)
· prepare Readiness and Remedial exercises
· select appropriate software for word processing, database, spreadsheet, and desktop publishing
Note: Strategies specific to a particular activity are given with the activity
· brainstorming, cooperative learning, constructing/creating, researching/sharing, student/teacher consultation, assessing, oral/visual/kinesthetic, interactive, reading/comprehension, responding, writing, reflecting, discussing, presenting, exploring
· teacher should keep track of assignments on an ongoing basis to ensure that students do not fall behind
· provide exemplars of finished products to ensure students understand what is expected of them
· allow students to self-pace their skill development
· use the overhead or board to highlight difficult concepts or vocabulary
· this unit provides many opportunities where students and teachers may link with other subject disciplines. Students should be encouraged to use a word processor, spreadsheet, database, and desktop publisher, where appropriate, for document production in other courses. Internet search engines should be used when locating information for other courses
· teachers may request that students include products in their portfolios or personal folders that demonstrate a transference of skills from this course to other courses
· summative, formative, diagnostic
· self, group, peer, teacher, reflection, checklist, content, process, rubrics, pen and pencil, completion
· assessment and evaluation tools should be constructed to reflect the appropriate categories (Final Course Evaluation, Course Overview)
· resources for a specific activity have been included with the activity
· general resources are listed in the Course Overview
· all Web sites should be checked in advance to ensure they are operable
· software manuals
· word processor; e.g., Corel WordPerfect, Microsoft Works, Clarisworks, Microsoft Word, Lotus WordPro
· spreadsheet; e.g., Corel Quattro, Microsoft Works, Clarisworks, Microsoft Excel, Lotus 123
· database; e.g., Paradox, Microsoft Works, Filemaker, Clarisworks, Microsoft Access
· desktop publishing; e.g., Corel WordPerfect, Microsoft Works, Clarisworks, Microsoft Word, Lotus WordPro, Microsoft Publisher
Time: 12 hours
Students will demonstrate their current skill level in the use of the basic functions and features of common business software that includes a word processor, spreadsheet, and database. Students will complete personalized Software Competencies Checklists identifying the functions and features they can use successfully based upon the completion of Readiness Exercises. Remedial exercises will be completed where a student does not have a specific competency.
Strands: Information Management, Software Applications, Electronic Research and Ethical Issues, Career Opportunities
Overall Expectations: IMV.01*, IMV.03-.04*, SAV.01-.03*, EEV.01-.03*, COV.02*
Specific Expectations: IM1.01*, IM1.03*, IM3.05*, IM4.02-.03*, SA1.01-.03*, SA2.01-.03*, SA3.01-.03*, EE1.02-.04*, EE3.04*, CO2.01-.05*
· refer to Unit Planning Notes, Unit 2
· teachers should have remedial exercises ready prior to student completion of the Readiness Exercises
· remedial exercises may address multiple functions and features
· each student will require copies of the Software Competencies Checklists
· teachers may wish to administer a pre-test to determine the students’ entry skill-level for each software application
· teachers should review the checklists and remind students that they must add additional functions and features as they progress through the course
· each student will require copies of the Readiness Exercises
· students will update their Reference Manual of Information Technology Terminology on an ongoing basis (Unit 1, Appendix A, Activity 1)
· teachers will assess student data entry skills on an ongoing basis (Unit 1, Appendix A, Activity 3)
· refer to Prior Knowledge Required, Unit 2, Overview
Instructions
Part A (Word Processing Assessment)
1. As a class, students will
ٱ brainstorm the meaning of word processing.
ٱ identify common word processors.
ٱ explain the purpose of using a word processor.
Each student receives a copy of a Word Processing Competencies Checklist (Unit 2, Appendix A). The checklist identifies the basic word processing functions and features that students should be able to use.
Each student must retain hard copy work samples, or file copies stored on disk, that demonstrate his/her word processing competencies. For each competency a student checks, there must be a work sample to support the skill. One document may support multiple functions and features.
Discuss the importance of proofreading documents prior to printing. Explain that electronic reference tools, such as spell check, will not identify correctly keyed words that are used inappropriately.
Encourage students to proofread all documents prior to printing. Any documents that are printed and discarded should be recycled. The teacher should discuss the importance of being environmentally aware and the reason for recycling.
Divide the class into groups of three of four students. Provide each student with a copy of a Word Processing Readiness Exercise (Unit 2, Appendix B) that demonstrates the application of several word processing functions and features. Each group will
ٱ discuss what the document is.
ٱ use the Competencies Checklist to label the document with the functions and features used in preparation.
Each student will use a word processor to prepare this Word Processing Readiness Exercise. Remind students that software competencies will vary based upon prior experience. The purpose of the exercise is to determine the skill areas that students do not have. Students are encouraged to use software Help features.
All files will be stored in an appropriately named location (folder, directory).
Upon completion of the exercise, each student will update his/her competencies checklist by checking the functions and features that he/she can use successfully.
Each student will complete a second Readiness Exercise (Unit 2, Appendix B) that addresses the functions and features not addressed in the first exercise.
Upon completion of the exercise, each student will update his/her competencies checklist by checking the functions and features that he/she can use successfully.
Each student will identify those functions and features that he/she cannot use. The teacher should provide specific remedial exercises for the students that focus on the learning of specific functions and features.
Teachers may provide independent assistance, conduct whole class sessions, or use self-paced packages to address functions and features that require remediation.
Any exemplary work produced should be retained for inclusion with the Competencies Checklist. This work will be added to the student’s portfolio or personal folder.
Students will complete Activity 1,Unit 1, Appendix A with the new terms.
Readiness exercises and remedial exercises should be reviewed by the teacher to verify the student’s competencies. Work should be evaluated for completion.
Part B (Spreadsheet Assessment)
2. In pairs, students will complete a pencil and paper exercise (Unit 2, Appendix B) that requires repeated calculations based upon a number of different scenarios in which a given element changes. There must be a sufficient number of changes so the students begin to feel the redundancy of performing the calculations.
In pairs, identify the “things” that were repeated in each scenario (e.g., titles, headings, calculations).
In pairs and using the Internet as a reference, students will
ٱ investigate the term spreadsheet.
ٱ determine the meaning of spreadsheet.
ٱ identify common spreadsheet software.
ٱ explain the purpose of using a spreadsheet.
Answers are to be keyed using a word processor, then printed or saved to disk.
Each student receives a copy of a Spreadsheet Competencies Checklist (Unit 2, Appendix A). The checklist identifies the basic spreadsheet functions and features students should be able to use. Teachers should remind students that they are to add additional functions and features as they progress through the course.
Each student must retain hard copies of work samples, or file copies stored on disk, that demonstrate his/her competencies. For each competency a student checks, there should be a work sample to support the skill. One document may support multiple functions and features.
Discuss the importance of proofreading documents prior to printing. Explain that electronic reference tools, such as spell check, will not identify correctly keyed words that are used inappropriately.
Encourage students to proofread all documents prior to printing. Any documents that are printed and discarded should be recycled. The teacher should discuss the importance of being environmentally aware and the reason for recycling.
Provide each student with a copy of a Spreadsheet Readiness Exercise (Unit 2, Appendix B) that demonstrates the application of several spreadsheet functions and features. Working in pairs, each pair will
ٱ discuss what the document is.
ٱ label the document with the functions and features, from the competencies checklist, that were used in preparation.
Each student will use spreadsheet software to prepare the first Spreadsheet Readiness Exercise. Software competencies will vary based upon a student’s prior experience. The purpose of the exercise is to determine the skill areas that students do not have. Students are encouraged to use software Help features.
All files will be stored in an appropriately named location (folder, directory).
Upon completion of the exercise, each student will update his/her Competencies Checklist by checking the functions and features that he/she can use successfully.
Each student will complete a second Readiness Exercise (Unit 2, Appendix B) that addresses the functions and features not addressed in the first exercise.
Refer to Part A, numbers 10 - 14.
Part C (Database Assessment)
3. Introduce the concepts of database, file, record, and field. Since this is a difficult concept to visualize, teachers should use concrete examples to illustrate the relationships. One example includes using a filing cabinet, paper file folders, and sheets of paper within the folders. Describe a three-drawer filing cabinet that may be found in the school office. Drawer one contains information on students, drawer two contains information on teaching staff, and drawer three contains information on support staff. Remove a paper file folder with the words Personal Student Information printed on the front in large letters. Explain that the drawer contains several files related to the students in the school. From the folder, remove sheets of paper. Explain that each sheet contains information about one student. The information categories are the same for each student. Show the sheets to the class and ask them to identify the specific pieces of information (e.g., first name, last name, street number, street name, street prefix, city, province, postal code, phone number, month of birth, and date of birth).
Review with the students that specific pieces of information are called fields; a collection of information (fields) about a single student is a record (sheet of paper); a collection of records about all students make a file (paper file folder); a collection of files is a database (filing cabinet drawer).
Review the Reference Manual of Information Technology Terminology that students created in Unit 1, Activity 1, Part A and ask students to identify the file(s), record(s), and field(s) that were used to create the manual.
Working in pairs, students complete a paper and pencil exercise (Unit 2, Appendix B) that uses text, diagrams, and examples to further emphasize the concept of a database.
Each student reviews his/her copy of a Database Competencies Checklist from Unit 1(Appendix B). The checklist identifies the basic database functions and features students should be able to use. Teachers should remind students that they are to add additional functions and features as they progress through the course.
Each student must retain hard copies of work samples, or file copies stored on disk, that demonstrate his/her competencies. For each competency a student checks, there should be a work sample to support the skill. One document may support multiple functions and features.
Discuss the importance of proofreading documents prior to printing. Explain that electronic reference tools, such as spell check, will not identify correctly keyed words that are used inappropriately.
Encourage students to proofread all documents prior to printing. Any documents that are printed and discarded should be recycled. The teacher should discuss the importance of being environmentally aware and the reason for recycling.
Provide each student with a copy of a Database Readiness Exercise (Unit 2, Appendix B) that demonstrates the application of several database functions and features. Working in pairs, each pair will
ٱ discuss what the document is.
ٱ use the Competencies Checklist to label the document with the functions and features used in preparation.
Each student will use database software to prepare the first Database Readiness Exercise. Software competencies will vary based upon a student’s prior experience. The purpose of the exercise is to determine the skill areas that students do not have. Students are encouraged to use software Help features.
All files will be stored in an appropriately named location (folder, directory).
Upon completion of the exercise, each student will update his/her Competencies Checklist by checking the functions and features that he/she can use successfully.
Each student will complete a second Readiness Exercise (Unit 2, Appendix B) that addresses the functions and features not addressed in the first exercise.
Upon completion of the exercise, each student will update his/her Competencies Checklist by checking the functions and features that he/she can use successfully.
Refer to Part A, numbers 10 - 14.
· formative, summative, diagnostic
· Data Entry Skills Rubric (Unit 1, Appendix A, Activity 3)
· Readiness and Remedial Exercises - process - check for completion with anecdotal comments
· Skills and Competencies Checklists
· Unit 2 Assessment Rubric (Unit 2, Appendix F)
· Software Rubric (Unit 2, Appendix F)
· refer to Special Education and ESL Accommodations in the Course Overview
· have students develop the software competencies list to establish a foundation of experience, and then provide remedial exercises (Readiness Exercises would be used for assessment at the end of the unit)
· distribute Readiness Exercises with functions and features labelled
· establish a “buddy system” where students are paired for the purpose of assisting with difficulties
· provide list of new terms for the Reference Manual of Information Technology Terminology
· software manuals; Web sites of specific application software packages; teacher-developed remedial exercises
Internet Web sites
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Encyclopedia: www.techweb.com/encyclopedia Spreadsheets: www.vu.umkc.edu/cs100/public/whatisaspreadsheet.html www.scs.carleton.ca/~cs101/notes/spreadsheets.html www.algonquinc.on.ca/infosystems/qua2311/structur.htm Information Technology News: www.bcm.tmc.edu/crc/index.html Database: www.scs.carleton.ca/~cs101/notes/database.html |
· Software Competencies Checklists
· Software Readiness Exercises
· Unit 2 Assessment Rubric
· Software Rubric
Time: 3 hours
Through active exploration on the Internet, students will investigate the topics of Internet search engines and web-page design software. Using suggested Web sites, and sites discovered through self-exploration, students will develop an understanding of the function of search engines, and develop the ability to conduct simple searches using a variety of search engines. In addition, students will discover the purpose of web-page design software. The guided exploration will take place using an Internet Information Hunt.
Strands: Information Management, Software Applications, Electronic Research and Ethical Issues, and Career Opportunities
Overall Expectations: IMV.01 *, SAV.01-.03 *, EEV.01 *, EEV.03 *, COV.02 *
Specific Expectations: IM1.01 *, SA1.01-.03 *, SA2.01 *, SA2.03 *, EE1.02 *, EE1.03 -.04 *,
EE3.04 *, CO2.01 *, CO2.03 *
· refer to Unit Planning Notes, Unit 2
· students will require Internet access
· ensure school/district Internet Acceptable Use Policy process has been adhered to
· each student will require a copy of the Internet Information Hunt and suggested Web sites
· the teacher should verify that the suggested sites are maintained before distributing the list to the students
· the evaluation for the Internet Information Hunt visual should be given to the students prior to beginning the activity
· supplies for creating the visual should be available
· determine the standard format for citing information obtained from the Internet (e.g.., author’s last name, initials, and date of publication in parentheses. full title [capitalizing first word and any proper nouns]. title of complete work or site in italics, any version or file number in parentheses. the protocol and address. date accessed in parentheses)
· Burka, L.P. (1993). A hypertext history of multi-user dimensions. MUD history. http://www.utopia.com/ (15 Mar. 1999).
· refer to Prior Knowledge Required, Unit 2
· students must know how to access the web browser on the computers
· students must know how to key in a web address
Instructions
4. Working independently or in pairs, students will access the Internet in order to locate answers to a series of questions. Suggested Web sites should be provided as a starting point (Unit 2, Appendix C), but students should be encouraged to locate their own Web sites.
Distribute the Internet Information Hunt and the suggested Web sites (Unit 2, Appendix C).
Solicit three additional questions from the class. Although the teacher-provided questions are based on web-page design software and Internet search engines, teachers should work with the students to identify three additional questions for which students will search for answers. These questions may be related to the topic, but may also be questions of interest to the students. All students should record the additional questions.
Explain the format for siting Web sites. Samples are located online at the University of Alberta Libraries (www.library.ualberta.ca/library_html/help/pathfinders/style/). Students must identify their answers to the questions and the Web sites where the information was located. Teachers may request a hard copy version of the information or may create a log sheet that will include the address of a Web site and the information obtained. The teacher will view the site on the student’s screen and will sign to indicate verification, on the log sheet.
Upon completion of the Internet Information Hunt, each person or pair will submit a visual display that summarizes the results of the hunt. The answers to the bolded questions must be included in the visual. Students should be encouraged to design their own style of visual (e.g., poster, mobile, board game).
The teacher will share the evaluation criteria for the Internet Information Hunt and the visual display with the students prior to the activity. Upon completion of the visual, the students will complete and attach a Visual Display Evaluation (Unit 2, Appendix C) to the finished product..
Students will complete Activity 1, Unit 1, Appendix A with the new terms.
Each student may update his/her Software Competencies Checklists and portfolio or personal folder, depending upon the software tools used to prepare the visual.
· summative, formative, diagnostic
· Internet Information Hunt checked for completion but not assessed
· Visual Display evaluated by student according to marking scheme (Unit 2, Appendix C)
· Visual Display evaluated by teacher according to marking scheme (Unit 2, Appendix C)
· Reference Manual of Information Technology Terminology evaluated on an ongoing basis
· self-evaluation on process (if working in pairs) (Appendix - Generic Forms)
· Data Entry Skills Rubric (Unit 1, Appendix A, Activity 3)
· Unit 2 Assessment Rubric (Unit 2, Appendix F)
· refer to Special Education and ESL Accommodations in Course Overview
· modify number of Internet sites from which information can be gathered
· provide list of new terms for the Reference Manual of Information Technology Terminology
· modify time lines
· increase size of text (less text on a page)
· transfer software skills to produce a web page as the visual display
Internet Web sites
|
Search Engines: http://ccp.hollandc.pe.ca/html/search_engines.html www.nt.sympatico.ca/help/Learn/FAQ/engines.html http://library.usask.ca/ustudy/searching/srcengine.html www.canada.com www.mbnet.mb.ca/~mstimson/ Netiquette: www.fav.edu/netiquette/net/ten.htm Terms: www.matisse.net/files/glossary.html Internet: www.worldvillage.com/tourbus.htm www.careerlinx,.regina.sk.ca/nettips/index.html www.niagara.com/~dlindey/history.html University of Alberta Libraries: www.library.ualberta.ca/library_html/help/pathfinders/style/ |
· The Internet Information Hunt, Visual, and suggested Web sites
· Unit 2 Assessment Rubric
Time: 4 hours
Through observation and group interaction, students will identify the characteristics of desktop-published documents. In small groups, and as a class, students will develop and prepare a list of desktop publishing competencies. Through the preparation of a desktop publishing Readiness Exercise, students will assess their desktop publishing skill level. Remedial exercises will be completed to address the skill areas students do not possess. Students will gain an introductory understanding of desktop publishing as they read the content of the Readiness Exercise and use the Internet to define specific desktop publishing terminology.
Strands: Information Management, Software Applications, Electronic Research and Ethical Issues, Career Opportunities
Overall Expectations: IMV.01*, IMV.04*, SAV.01-.03*, EEV.01*, COV.02*
Specific Expectations: IM1.01*, IM4.02*, SA1.01-.03*, SA2.01-.03*, EE1.03-.04.*, CO2.01-05*
· refer to Unit Planning Notes, Unit 2
· classroom arrangement to facilitate working in groups
· three or four samples of desktop-published material for each group
· a list of desktop publishing competencies to top-up the class generated list (Unit 2, Appendix A)
· one copy of a Desktop Publishing Readiness Exercise (Unit 2, Appendix D) for each student
· the clipart students use in the creation of the Readiness Exercise may be different from the sample as a result of the software used
· students should be encouraged to use automated wizards, templates, and models
· refer to Prior Knowledge Required, Unit 2
· ability to input data
· ability to access the Internet and use search engines
· knowledge of brainstorming, word processing, file management (Unit 1, Activity 4)
Instructions
1. The class will be divided into small groups of three or four students per group, and will then sit as a group.
2. The teacher will provide each group with copies of documents (e.g., prior student work, magazine articles, paper advertisements, newspapers, menus, business cards, and invitations) that have been produced using desktop publishing.
3. Students will review and discuss the sample documents at their table. As a class, brainstorm the meaning of desktop publishing.
4. The teacher will explain that a variety of desktop publishing functions and features were used to create the document samples, and that, in the past, people used dedicated, desktop-publishing software. Emphasize that today many word processors are capable of producing quality, desktop-published documents for small businesses.
5. Distribute a desktop-published document that used a variety of functions and features in its creation (Unit 2, Appendix D, p. ii-9).
6. Using the distributed documents, each group will generate a list of desktop publishing competencies that were used in the creation. Once complete, the class will generate a common list of desktop publishing competencies. The teacher may discuss and add any functions and features not generated by the class (Unit 2, Appendix A, p. ii-2).
7. Using the format for previously maintained Software Competencies Checklists (Unit 2, Appendix A, pp. ii-1,2), students will use a word processor to create a Desktop Publishing Competencies Checklist.
8. Each student will create the document (from 5 above) used to generate the list of competencies. This is the Desktop Publishing Readiness Exercise. The purpose of this exercise is to determine the skill areas that students do not have. Students are encouraged to use software Help features.
9. Since this is an introductory approach to desktop publishing, desktop publishing theory will not be addressed in a formal manner. In addition, where software features provide templates, wizards, or models for desktop-published items, students should be encouraged to use the automated features.
10. The file will be stored in an appropriately named location (folder, directory).
11. Upon completion of the exercise, each student will update his/her Competencies Checklist by checking the functions and features that he/she can use successfully.
12. Each student will identify those functions and features that he/she cannot use. The teacher should provide specific remedial exercises for the students that focus on the learning of specific functions and features.
13. Teachers may provide independent assistance, conduct whole class sessions, or use self-paced packages to address functions and features that require remediation.
14. Any exemplary work produced will be retained for inclusion with the Competencies Checklist. This work will be added to the student’s portfolio, personal folder, or in a file on disk (Unit 1, Activity 1, Part E).
15. Students will complete Activity 1, Unit 1, Appendix A, p. i-1 with the new terms.
16. Readiness exercises and remedial exercises should be reviewed by the teacher to verify the student’s competencies. Work should be evaluated for completion.
· summative, formative, diagnositic
· Readiness and Remedial Exercises
· Group Process Evaluation (Appendix - Generic Forms p. vi-1)
· Reference Manual of Information Technology Terminology (Unit 1, Appendix A, Activity 1, p. i-1)
· Portfolio or personal folder with Competencies Checklist (Unit 1, Appendix A, Activity 2, p. i-1)
· Data Entry Skills Rubric (Unit 1, Appendix A, Activity 3, p. i-1)
· Unit 2 Assessment Rubric (Unit 2, Appendix F, p. ii-15)
· Software Applications Rubric (Unit 2, Appendix F, p. ii-16).
· refer to Special Education and ESL Accommodations in Course Overview
· distribute the Readiness Exercise labelled with the functions and features used
· provide list of new terms for the Reference Manual of Information Technology Terminology
· examples of desktop-published documents
· TV Ontario, Independent Learning Centre videos on desktop publishing
Internet Web sites
|
PC Magazine Information
Technology Encyclopedia:
www.webopedia.com Western Connecticut State
University: www.wcsu.ctstateu.edu/~BURRITT001/desktop.htm Beechmont Press: www.beechmontpress.com Jones Telecommunications
and M Multimedia Encyclopedia:
www.digitalcentury.com/encyclo/update/desktop.html Southam Newspapers:
www.southam.com/nmc/guide/computips/dtp.html DTP:
www.brookeline.com/editiors/dtpwhat.htm |
· Readiness Exercise
· Unit 2 Assessment Rubric
· Unit 2 Software Applications Rubric
Time: 8 hours
Students will plan an upcoming event where they will apply their skills in the use of basic functions and features of common business software that includes using a word processor, spreadsheet or table/chart, and desktop publisher. Students will be required to use correct formats for a variety of business documents, and to interact with groups either within the school or community.
Strands: Information Management, Software Applications, Electronic Research and Ethical Issues, Career Opportunities
Overall Expectations: IMV.01*, IMV.03-.04, SAV.01-.03*, EEV.01*, COV.02*
Specific Expectations: IM1.01*, IM1.03*, IM3.05*, IM4.02-.03*, SA1.01-.03*, SA2.01-.03*,
SA3.01-.03*, EE1.04, CO2.01-.05*
· refer to Unit Planning Notes, Unit 2
· this activity should be conducted over a period of weeks with students working on it one or two days per week
· students should complete a portion of the work for this activity outside of class time
· book the computer lab for days when students will require computers
· refer to Conflict Management Strategies in Course Overview
· teach for what purpose and when a business letter is used, what components make up a business letter, and the importance of accuracy, language, courtesy, etc.
· bring to class (or have students collect) samples of business cards, tickets, letterhead paper, advertisements, flyers, and brochures to help students with their designs
· obtain sample report formats such as annual reports, proposals, or research results
· prepare all handouts and evaluation criteria prior to beginning activity
· brainstorming, word processing, spreadsheet, desktop publishing, conflict management strategies
· business report and letter formats
Instructions
· have students access community Web sites, local organizations (e.g., Kiwanis, Rotary, Chamber of Commerce), and town/city hall or township offices for a list of upcoming events
· have students check school calendars, meet with student council, yearbook committee, school spirit club, athletic association, etc. to find out about upcoming school events
· provide exemplars of finished products to ensure students understand what is expected of them
· provide copies of all handouts and evaluation criteria prior to beginning activities
Part A - Overview
1. As a class, brainstorm a list of upcoming events within the school or community.
2. Form groups of three. From the list generated in 1, each group will select a different upcoming event that will be the focus of their project.
3. For the event chosen, students will obtain pertinent details about the event such as date, location, time, activities involved, target audience, exciting features (e.g., celebrity attending, parade, video dance), cost, where tickets can be purchased, planning committee members, telephone number where interested people can get information, sponsors, and, depending on the event, any specialized information. An Event Details Checklist (Unit 2, Appendix D) will be provided to assist the group with their data gathering.
4. After all of the information is collected, each group will prepare, electronically, a visual with text (flyer, brochure, banner, or poster) advertising the event. Groups will be given the Visual Evaluation Form (Unit 2, Appendix E) prior to beginning this activity.
5. Each group will design a business card that can be used when contacting people outside of their classroom. Each member of the group will be responsible for one of the following: text content; business card design; or electronic business card creation. Among themselves, students will decide where their strengths can be best used. One copy of the business card will be attached to the Business Card Group Self-Evaluation Form (Unit 2, Appendix E).
6. As a class, brainstorm the information that is usually found on event tickets. From that list, develop criteria that can be used to evaluate an “excellent” ticket design. Post the ticket evaluation criteria in the classroom. A ticket for each group’s event will be created following the instructions below:
ٱ The group will decide on the content to be included on a ticket for their event and a deadline for its creation.
ٱ Using the agreed-upon content, each member of the group will individually design a ticket for their groups’ event (Unit 2, Appendix E).
ٱ Using the evaluation criteria developed by the class, the group members will evaluate each others’ ticket, then select the best one to represent their group. The group will post the selected ticket in a designated place in the classroom. The teacher will put a number on each ticket after it is posted.
ٱ Hold a class ticket judging competition. Each student will vote, anonymously, on the tickets based on the class-developed evaluation criteria (Unit 2, Appendix E). Ballots are collected by the teacher.
ٱ Teacher will calculate the results and announce the winner(s).
7. Group members will work co-operatively to design a letterhead that will be used for all their correspondence. Students will be provided with the Letterhead Evaluation sheet prior to beginning this activity (Unit 2, Appendix E).
8. Follow the instructions below to create and format a business letter inviting a special guest to attend the upcoming event chosen by the group.
ٱ Using the criteria for content (Unit 2, Appendix E) provided by the teacher, each student will draft a handwritten copy of the text of the letter. Submit a completed draft for progress marks (Unit 2, Appendix E).
ٱ Within their groups, students will become reviewers, reading each other’s letters and marking them with suggestions for improvement on content, spelling, punctuation, and grammar. Before returning the marked copy to the owner, the reviewer will sign it. The signed copy will be submitted for progress marks.
ٱ From their handwritten work, students will format (Unit 2, Appendix E) a draft copy of their letter and submit it to receive teacher’s suggestions for improvement and for progress marks.
ٱ From the revised copy, format the final copy of the business letter.
ٱ Each student will use the self-evaluation part of the Letter Evaluation Sheet (Unit 2, Appendix E) to evaluate the format.
ٱ Each student will submit to the teacher the final copy of the letter attached to the Letter Evaluation (Unit 2, Appendix E) sheet.
9. Individually, students prepare a final report on this activity. The report will include:
ٱ a cover page with a picture or graphic
ٱ text with main title, subheadings, chart/table/spreadsheet (e.g., group members’ tasks, work schedule, completion date checklist)
ٱ text content with the following:
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* an explanation of the chosen event * the process the group used to complete the task * good things that happened and difficulties encountered * information technology skills and competencies used to achieve finished product * what was learned from this experience * additional information such as business card, letterhead, sample of their business letter, and other visual/charts the student wishes to include |
10. Students will use the Report Process Marks Sheet (Unit 2, Appendix E) to guide them in the preparation of their report.
Part B
1. Students will complete Activity 1, Unit 1, Appendix A.
2. Students will complete Activity 2, Unit 1, Appendix A.
· formative, summative, diagnostic
· self, peer, small group, whole class, teacher
· process marks for each piece of the activity
· formative evaluation of individually-created business reports
· Visual Evaluation Form (Unit 2, Appendix E)
· Business Card Group Self-Evaluation (Unit 2, Appendix E)
· whole class evaluation, Ticket Voting Ballot, (Unit 2, Appendix E)
· Letterhead Teacher/Group Evaluation (Unit 2, Appendix E)
· Business Letter Progress Marks (Unit 2, Appendix E)
· Business Letter Evaluation (Unit 2, Appendix E)
· Report Process Mark Sheet (Unit 2, Appendix E)
· Unit 2 Assessment Rubric (Unit 2, Appendix F)
· Unit 2 Software Applications Rubric (Unit 2, Appendix F)
· refer to Special Education and ESL Accommodations in Course Overview
· checklists to help with progress
· peer and teacher help in revising work
· process marks so students who complete work can be successful despite a weak final product
· group marks
· groups formed with a variety of strengths among the group members
· class-brainstormed lists from which to choose topics, criteria, etc.
· provide opportunities to redo exercises
· samples of business cards, tickets, flyers, advertisements, brochures, letterhead, business letters, formatted reports in the classroom
· checklists to assist in remembering tasks and content
· groups within the school (e.g., student council, athletic association, yearbook committee)
· community associations
Internet Web sites
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Rensselaer Polytechnic
Institute: www.rpi.edu/dept/llc/writecenter/web/text/ Purdue University Online
Writing Lab: www.owl.english.purdue.edu/Files/99.html Canberra Institute of
Technology: www.student.cit.act.edu.au/support2.htm RMIT University:
www.tafe.lib.rmit.edu.au/bizman/courses/traineeship3/courses/ ASU Writing Center:
www.asu.edu/duas/wcenter/business.html Colorado State University
Writing Center: www.colostate.edu/Depts/WritingCenter/ Centre for Technical
Communication (excerpt): www.smartbiz.com/sbs/arts/bly48.htm |
· Event Details Checklist
· Visual Evaluation Form
· Business Card Group Self-Evaluation
· Ticket Evaluation Criteria, Ticket Voting Ballot, and Winning Ticket Ribbons
· Letterhead Teacher/Group Evaluation
· Business Letter Progress Marks
· Report Process Marks Sheet
· Unit 2 Assessment Rubric
· Unit 2 Software Applications Rubric
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