Enhancing a Lesson With Technology Shannon Friedman EdTech 520 Azusa Pacific University

Subject Area:

Computer Foundations

Grades 9-12

Spring 2011

Standards: This course is based on the National Standards for Business Education Function as economically literate citizens Select and apply the tools of technology Demonstrate a more broad understanding of the world around them Demonstrate ability to participate positively as a audience member Objective: Students will: Learn basic economics concepts, budgeting Learn to use computer spreadsheet software, Excel. Identify, categorize, and analyze how they spend money Use Internet to facilitate their learning Lesson: Students demonstrate their ability analyze, interpret, and compile information for the purposes of understanding budgeting their finances using technology as the medium. Instruction & Independent Learning: Students will use a handout to ensure that they have completed all aspects of this module Students will come up with a method for tracking their expenses(this part will have to be initiated a week in advance) Students will read an article about budgeting for teenagers(this could be for homework) Students will review, analyze, and made decisions based upon their results Students will watch Excel Videos Students will create their own Excel file, layout, formatting, and formulas I will also be available to assist students as needed throughout the period Students are also strongly encouraged to assist each other, especially those who are finished already I will be using the board for notes and clarification of directions.

Evaluation: Students turn in their completed handout and Excel spreadsheet at the end of the period. Teacher evaluates for completeness & accuracy. Closing:

Ask students:

If they can tell you how to create a use Sub 2 ways to add cells in Excel Where do you go to add a border for a cell? What? If anything are they going to do differently regarding their spending habits? Where they surprised about their spending amounts? If they made a change to their spending habits for 4 weeks, how much money would they have? What would they do with it instead?

Resources: Handout Internet Computers, Software

Excel and Budgeting 1) Begin keeping a record of your expenses for a 5 day period. You need to finish adding categories in the first column. Day 1 Snack Food Breakfast Lunch Drinks Day 2 Day 3 Day 4 Day 5

Totals a. Were you surprised by how much or how little you spent? b. Do you think it is a good use of the money? c. Was the money you spent yours or was it given to you from somebody else? d. Does that change how you feel about how you spend the money? 2) Now you need to find a job listing/ad that you think you would want. The listing needs to include details about the job and how much the job is paying.---Bring to class

Excel & Budgeting Unit

Mrs. Friedman

Excel and Budgeting Challenge: How much money do you spend daily, weekly, or monthly during the day? Is that really want you want to do with your money? Or would you rather spend it in another way? A) Brainstorm with the students about how they could figure out how much money they spent. B) Ask questions to guide students in creation of a method to track their expenses C) You can Google: Money Tips for Teenagers and read an article about teenagers and money or read this article (based upon time frames of the class. http://www.fool.com/teens/teens02.htm 1) Begin keeping a record of your expenses from the time you leave the house to the time you get back home. You need to create categories in the first column. Categories Day 1 Day 2 Day 3 Day 4 Day 5

Totals a. How much did you spend? b. Were you surprised by how much or how little you spent? c. Do you think it is a good use of the money? d. Would you spend the money differently in the future? If so, what would you change? e. Was the money you spent yours or was it given to you from somebody else? f. Does that change how you feel about how you spend the money? 2) Watch the videos below to so you can learn the basics in Excel: Excel Part 1 http://youtu.be/WigE3sVtKPE Excel Part 2http://youtu.be/g36KwFGpPC0 Excel Part 4 http://youtu.be/RqGKSpgLZdU Excel Part 5 http://youtu.be/7NnuLeQnKMw 3) Now lets take this information and create a spreadsheet in Excel. You can create your own layout, format it, formulas, and create a chart showing your expenses.

Excel & Budgeting Unit

Mrs. Friedman

Session 3

Learning Activity Checklist

Engaging Task Students:

Standards-Based Task The task helps students:

Gain/improve specific knowledge or skills in a content area (for example, district or state standards). Gain/improve 21st Century Skills (problem solving, communication, collaboration, information, and time and resource management). Practice the methods/processes of a discipline (for example, the scientific method). Understand how learning goals guide teaching and learning activities. Perceive how learning activities are aligned with assessments. Know the criteria and performance standards for teacher, peer, and self-evaluations of their products and performances. Demonstrate understanding and apply their knowledge and skill in a variety of ways.

Are involved in active learning (hands-on, building, making, moving, using multiple intelligences, etc.). Find the topic fascinating, fun, or passion-arousing. Are given choices (topic, approach, etc.). Are challenged (but not overwhelmed). Create a product/performance or gain competencies that have value to them outside of school. Know their product/performance will be appreciated, used by, or useful to others outside the classroom. Receive real-world feedback on the quality of their work from an audience or subject-matter expert. Get to bring their experience outside the classroom to bear on their work. Are accountable to one another.

Problem-Based Task Students must exercise logical and creative thinking to:

Technology Enhances Academic Achievement Technology is used to:

Form a reasoned judgment. Solve a problem. Make a decision or choice. Plan a course of action. Persuade or convince someone. Defend a position. Explain a concept. Interpret a complex situation. Resolve a perplexing or puzzling situation. Troubleshoot and improve a system. Meet someones genuine need. Plan and stage an event. Apply a course concept in a real-world situation. Invent a problem-solving process. Work within constraints (for example, restrictions on size, budget, time, resources, etc.).

Give students access to quality information, primary documents, or points of view not available otherwise. Allow students to investigate a concept in ways infeasible otherwise (for example, human/animal anatomy). Differentiate learning for students with different needs. Help students understand abstract concepts. Enable students to participate in online scientific investigations. Help students with the problem-solving process (e.g., using graphic organizers). Foster student discovery of concept or construction of their own understanding of a concept. Share ideas and communicate with remote groups. Help students receive feedback on their work from a community outside the classroom. Enable students to participate in the democratic process.

Reproduced with the permission of the author, Eva Reeder

Microsoft Peer Coaching Program 02/06v2 Session 3 HANDOUT Claclist.doc