Lesson 13
Basic Productivity
Applications
Lesson 13, Basic Productivity Applications, is the first lesson in Software Applications, the fifth unit within the AOIT Principles of Information Technology course.
Lesson 13 introduces students to basic productivity applications and the effects they‘ve had on society and the workplace.
Students identify the features and benefits of word processors, spreadsheets, and data-bases, while using them in home, school and work situations. They try to predict the kinds of productivity applications that may be needed in the future. They also prepare to interview clients for their PC Proposal course projects.
This lesson will likely require six of the 14 class sessions planned for this unit.
Getting Started
This section includes: Objectives Prerequisites Major Topics Standards
Key Concepts Taught Key Vocabulary Key Skills Taught Habits of Mind
Curricular Integration
Objectives
Identify features, benefits, and examples of productivity applications
Apply basic productivity application tools to home, school, and work situations Prepare to interview project clients
the future
Prerequisites
Survey or pre-test students to determine the level of their skills in using Word, Excel, and Access. You may need to adjust this lesson plan depending on these results.
Students should be able to create, edit, save, print, and close a simple Microsoft Word document. This includes the ability to perform basic editing and formatting tasks. Students should be able to create and format simple spreadsheets, including simple
formulas.
Major Topics
How did basic productivity applications develop and what effects have they had on our society?
Standards
Use technology tools and resources for managing and communicating
personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (National Education Technology Standards, Grades 9–12: 5)
Identify fundamental concepts relating to word processing and common uses for word-processing applications. (Internet and Computing Core Certification, 2005 Standard: IC3 -1, 2.2.1)
Identify fundamental concepts relating to spreadsheets and common uses for
spreadsheet applications. (Internet and Computing Core Certification, 2005 Standard: IC3-1, 2.2.2)
Identify fundamental concepts relating to databases and common uses for database applications. (Internet and Computing Core Certification, 2005 Standard: IC3-1, 2.2.4)
Key Concepts
Basic productivity applications Interviewing
Predicting
Key Vocabulary
Database (DB) Database management system (DBMS) Killer app
Query
Software suite Spreadsheet Wizard
Word processor
Key Skills Taught
Learns concepts and skills contextually Acquires and uses information
Uses time efficiently and manages a workload
Monitors one’s own understanding and learning needs
Habits of Mind
Gathering data through all senses
Thinking and communicating with clarity and precision Thinking interdependently
Persisting .
Materials and Resources
This section includes: Teacher Resources Student Resources Supplies
Additional Resources
Teacher Resources
Teacher Resource 13.1, “Teaching Guidelines for Lesson 13.” Teacher Resource 13.2, “Rubric: Generic Applications” Teacher Resource 13.3, "Rubric: Group Predictions” Teacher Resource 13.4, “Bibliography for Lesson 13”
Teacher Resource 13.5, "Sample Interview Protocol for Selecting a Personal Computer” Teacher Resource 13.6, “Standard Spreadsheet” (separate file: StndSpreadsh.xls) Teacher Resource 13.7, “Spreadsheet With PivotTables” (separate file: PivotTbl.xls)
Student Resources
Student Resource 13.1, “Reading: How Software Applications Developed” Student Resource 13.2, “Reading: Introduction to Word Processing” Student Resource 13.3, “Reading: Introduction to Spreadsheets” Student Resource 13.4, “Reading: Introduction to Databases” Student Resource 13.5, “Reading: Vocabulary for Lesson 13” Student Resource 13.6, “Worksheet: Writing a Persuasive Essay” Student Resource 13.7, “Worksheet: Using an Outline to Organize Ideas” Student Resource 13.8, “Worksheet: Using Word Tools to Collaborate”
Student Resource 13.9, “Worksheet: “PC Proposal Project, Part 3: The Client Interview” Student Resource 13.10, “Worksheet: PC Proposal Project, Part 4: Designing a
Spreadsheet”
Student Resource 13.11, “Worksheet: Using Mail Merge”
Student Resource 13.12, “Worksheet: Predicting the Future Based on the Past and Present”
Supplies
No supplies are required for this lesson.
Additional Resources
LCD projection unit Screen Computers with Microsoft Word, Excel, and Access (Option: Download OpenOffice software, free of charge, from http://www.openoffice.org/index.html)
Computers with Internet access Printer
Books on learning Microsoft Office (for the software version used by the school)
Assessment
This section lists the student assessment products for this lesson and the criteria by which they should be assessed.
ASSESSMENT PRODUCT ASSESSMENT CRITERIA
Student participation in computer labs and resulting practice documents
Teacher Resource 13.2, “Rubric: Generic Applications”
Student Resource Worksheet 13.12, “Predicting the Future Based on the Past and Present”
Teacher Resource 13.3, "Rubric: Group Predictions”
Lesson Steps
STEP MIN. ACTIVITY1 5 Overview: Introducing Software Applications
Explain Unit 5 and software applications. Ask students to take notes on key terms in their course notebooks.
To prepare, review Teacher Resource 13.1 “Teaching Guidelines for Lesson 13.” You may include the following topics:
A brief overview of Unit 5 topics and Lesson 13 objectives
Highlights of the historical and social dynamics that influenced the development of software applications (see Student Resource 13.1, “Reading: How Software Applications Developed”)
An introduction to key terms (see Student Resource 13.5, “Reading: Vocabulary for Lesson 13”)
2 45 Group Activity: Exploring the Power of Groupware
Examine the effect of software applications on society. To prepare for this activity, you will need computers with Internet connections.
Before starting the activity:
Remind students that application software can be used by individuals or by a group. Review the meaning of the term
groupware (introduced in Unit 3, Lesson 8)—application software that’s designed to be used by a group of people working together. Ask students to discuss the driving question: In what ways could a
worldwide team of students use groupware to promote social change?” (Some examples for discussion might be reduce global warming or reduce cultural divisions.)
Introduce the activity by projecting an example of groupware in a social activist context. Two sites that might serve this purpose are www.digg.com or www.newsvine.com (note that the sites should be previewed before showing to students to avoid inappropriate language. Teachers can use a “printscreen” option to show a selected page). A key point to have made is that the interactive features are powerful magnets for participation.
Next, using a LCD projection unit and a computer with Internet Access, show students a few, selected parts of the video demo at the WebEx WebOffice site given below. (Preview the various demo segments before class and choose several to show.)
STEP MIN. ACTIVITY
http://www.WebOffice.com/EN/Demo/ To begin the activity:
Organize students into small groups and ask them to brainstorm answers to the driving question. In what ways could a worldwide team of students use groupware to promote social change?” Suggest they consider what kind of projects would they pick. How
groupware would make the project more productive? Encourage students to think of as many ideas for using groupware as possible. At the end of the activity for ideas share among the class.
Option: Use the WebOffice 30-day free trial offer to allow students some hands-on experience using groupware. Everything is on the Web; there is no software to install or download.
3 5 Assignment: Understanding Software Applications
Ask students to deepen their understanding of software applications by reading for homework. To prepare for this assignment, make copies of Student Resource 13.1, “Reading: How Software Applications Developed, ”Student Resource 13.2, “Reading: Introduction to Word Processing,” and Student Resource 13.6, “Worksheet: Writing a Persuasive Essay.” To introduce the assignment:
Distribute Student Resources 13.1, 13.2, and 13.6.
Ask the students to read for the next class Student Resources 13.1 and 13.2.
Then, explain that instead of a unit test, the students will write a persuasive essay that is due at the end of Unit 5. General
instructions and guidelines are provided in Student Resource 13.6. You may wish to go over this information with students to give them an opportunity to ask questions.
Tell students that during the next few weeks they will use what they learn in class to form arguments and provide evidence for their essay content. Notes, outlines, and various drafts of the essay should be written as the unit progresses. Then, in the last class period of Unit 5, students will be given the opportunity to type and edit their final draft using Microsoft Word.
CLASS PERIOD 2
4 55 Computer Activity: Organizing Ideas in Microsoft Word
Ask students to explore how to organize ideas for writing essays or reports and collaborating on group projects. To prepare for the activity, review and make copies of Student Resource 13.7 “Worksheet: Using an Outline to Organize Ideas” and Student Resource 13.8 “Worksheet: Using Word Tools to Collaborate.” Review both the Student Resources to ensure that they are appropriate for the skill level of your class. Choose one or both.
STEP MIN. ACTIVITY
To begin the activity:
Distribute the appropriate Student Resources. Ask students to work through the Student Resources. You may also consider:
The Student Resources are based on the 2003 version of Microsoft Office but can be fairly easy to adapt. Students can use the Help feature to obtain specific menu and key commands for the software version used by your school.
The following resource for teachers addresses both of the above topics with additional helpful ideas for integrating word processing skills into your teaching.
Microsoft Corporation. Microsoft Office Word 2002 and the Writing Process. http://www.microsoft.com/Education/WordTutorial.mspx Use Teacher Resource 13.2 “Generic Application Rubric” to assess
students’ participation and the practice documents they create. Students can be given time to examine various planning templates
that can be downloaded at http://office.microsoft.com/en-us/templates/results.aspx?qu=outlines&av=TPL000.
Tell student that they will continue with their Research Project in the next class session. Remind students that prior to the next class period, their clients need to be identified and approved, if this has not been done already.
CLASS PERIOD 3
5 50 Research Project: Preparing to Interview Clients
Continue the course long project introduced in Lesson 12. To prepare for this activity, make copies of Student Resource 13.9 “Worksheet: PC Proposal Project, Part 3: The Client Interview” for the entire class. Also, review Teacher Resource 13.5 “Sample Interview Protocol for Selecting a Personal Computer” provides a sample that can be used to guide students or assess their interview protocols.
Remind students that to continue, their clients need to be identified and approved, if this has not been done already.
To begin the activity:
Distribute Student Resource 13.9. Help students prepare to interview their clients by reviewing the worksheet.
Ask students to organize in their project groups and to make plans and prepare interview questions.
Encourage students to practice interviewing each other. Time outside of class will be needed for the interview process.
STEP MIN. ACTIVITY
6 5 Assignment: Understanding Database Applications
Introduce database applications. To prepare for this assignment, make copies of Student Resource 13.4, “Reading: Introduction to Databases” and Student Resource 13.5, “Reading:Vocabulary for Lesson 13.”
To explain the assignment:
Distribute Student Resource 13.4 and 13.5.
Ask students to complete the reading for homework. Explain that it will introduce database applications, which are programmable applications that can be designed to hold larges sets of information. Remind students that their homework over the next couple of weeks
includes interviewing their clients and working on their persuasive essays.
CLASS PERIOD 4
7 10 Group Activity: Understanding Database Applications
Organize students in pairs and ask them to share their responses to the prompts from Student Resource 13.4 “Reading: Introduction to Databases.”
8 15 Group Activity: Introducing Spreadsheet Applications
Introduce spreadsheet applications through a reading activity. To prepare, make copies of Student Resource 13.3, “Reading: Introduction to
Spreadsheets” for the entire class. To begin the activity:
Distribute Student Resource 13.3. Explain that this short passage will prepare them prepare for the project which comes next. Organize students in pairs.
Then, ask the students to read Student Resource 13.3, then to write down then share their responses.
Next, introduce a computer activity that will occupy the remainder of the class period.
9 35 Computer Activity: Exploring Spreadsheet Applications
Introduce spreadsheet applications through a computer activity. To prepare for the activity, make copies of Worksheet 13.10, “PC Proposal Project, Part 4: Designing a Spreadsheet.” You will also need copies of Teacher
Resource 13.6 “Standard Spreadsheet: Excel 2003 File StndSpreadsh.xls)” and Teacher Resource 13.7 “Spreadsheet With PivotTables: Excel 2003 File “PivotTbl.xls”
Before starting the activity:
Explain that this activity will take the remainder of this period and carry over to the next period.
STEP MIN. ACTIVITY
Identify how familiar students are with Excel. If the majority of the students have not created and format simple spreadsheets, and incorporated simple formulas then put aside PivotTables until a later time. In the meantime, students can explore.
For student with limited experience in Excel:
Review a basic tutorial such as the one found at the North Canton City Schools. Technology Tutorials and Quick Guides site:
.
http://www.northcanton.sparcc.org/~technology/Tutorials/spreadsheets.html
To provide practice and identify student ability:
Distribute Teacher Resource 13.6 “Standard Spreadsheet” is a typical, standard spreadsheet with a list of information on different models of digital cameras. Teacher Resource 13.7 “Excel File “PivotTbl.xls” contains the same data as the first file but with the PivotTable feature applied.
Please note that this worksheet is based on the 2003 version of Office but can be fairly easy to adapt. Students can use the Help feature to obtain specific menu and key commands for the software version used by your school.
Demonstrate the files and how they work. If your class has mixed levels of experience:
Distribute Student Resource Worksheet 13.10, “PC Proposal Project, Part 4: Designing a Spreadsheet.”
Organize students in pairs. Pair up students who are more experienced using Excel with those who are less advanced. With two computers side by side, the more advanced student can help “tutor” the other.
Ask students to follow the activity in Student Resource 13.10. For teacher background resources, refer to Teacher Resource 13.4 “Bibliography for Lesson 13” under the heading “Software Application Tutorials and Guides—PivotTables.”
Use Teacher Resource 13.2 “Generic Application Rubric” to assess students’ participation and any practice documents they create.
CLASS PERIOD 5
10 20 Computer Activity: Exploring Spreadsheet Applications Continue the activity from last period to completion.
STEP MIN. ACTIVITY
Use a computer with Microsoft Access, and a LCD projection unit, to demonstrate the basic structure of a relational database and provide visual references for key terms: tables, forms, fields, keys, and queries. To prepare for the activity, make a sample database and populate the file with sample records prior to class.
To begin the demonstration:
Open your sample database file.
Then, show students how to enter a record, sort data, run a simple query, and print a simple report.
Use the following teaching resource for background information: Microsoft Corporation. Analyzing Data Using Microsoft Access 2002.
http://www.microsoft.com/education/analyzedataaccess2002.mspx#ESB Option: If Access is not available, you can still demonstrate aspects of a database with the Mail Merge feature in Word.
12 25 Group Activity: Exploring Database
Ask students to explore how databases work though and activity. This activity will take the remainder of this period and carry over into the next period.
Prior to this class period, choose an option for this computer lab that reflects your students’ current skill level with databases. For example:
Allow students to explore creating a simple database using Access or the Mail Merge feature in Word.
Ask students to create a database using a template (i.e. using the Access Database Wizard).
Provide an Access database file with information already entered and allow students to experiment with sorting records, making queries, and creating reports.
If you choose an Access option, create a list of steps that you want students to perform and ask them to use the Help feature in Access for more
information as they need it.
If you choose a Mail Merge option, copy and distribute Student Resource 13.11 “Worksheet: Using Mail Merge.”
Use Teacher Resource 13.2 “Rubric: Generic Application” to assess students’ participation and any practice documents they create.
CLASS PERIOD 6
13 20 Group Activity: Exploring Database
STEP MIN. ACTIVITY
14 20 Group Activity: Envisioning the Future of Applications
Encourage students to integrate what they’ve learned future. In this activity is for students to use the past and the present to help predict the future about productivity applications. To prepare for the activity, make copies of Student Resource 13.12, “Worksheet: Predicting the Future Based on the Past and Present” sufficient for the entire class.
To begin the activity:
Distribute Student Resource 13.12. Organize students into small groups.
Next, review the instructions in Student Resource 13.12, “Worksheet: Predicting the Future Based on the Past and Present.”
To answer the questions, students will need to use what they learned in Lesson 13. You may, or may not, want to allow them to reference the content in the Lesson 13 Student Resources.
Use Teacher Resource 13.3, “Rubric Group Predictions” to assess students’ work.
15 15 Research Project: Interviewing Clients
Allow project groups some additional time for planning or following up on the client interview process.
Enrichment Extensions
Introduce students to software certifications, such as Microsoft Office Specialist, and explain how these certifications can increase job opportunities and help them get college credit. Have
students explore the Web site for Certiport, an organization that administers certification tests: Certiport, Inc. http://www.certiport.com/portal/DesktopDefault.aspx
Have students research the first spreadsheet and/or first word processor and write a report. The following two articles are a good place to start:
About, Inc., a part of the New York Times Company. The First Spreadsheet—Visicalc— Dan Bricklin and Bob Frankston. http://inventors.about.com/library/weekly/aa010199.htm About, Inc., a part of the New York Times Company. WordStar—the First Word
Processor. http://inventors.about.com/od/wstartinventions/a/WordStar.htm
Ask students to investigate the difference between flat-file database systems and relational database systems.
