Lesson Notes for IC3 GS4
Lesson 1: Common Features
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1 Lesson Objectives
1 Getting Started
1 – Starting a Program
2 – Exiting a Program
3 Looking at the Screen
– Microsoft Word 2010
4 – Microsoft Excel 2010
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Review the objectives with students so they know what will be 5
covered in the lesson.
This is a good opportunity to tie in how Windows sets the standard for 5-10
most programs and the consistency that helps to reduce the amount
of time needed to learn new screen elements. Draw attention to how
visual clues on the screen can become helpful to show where they
are, what they may be doing, or where most commands can be
found.
Take a few moments to remind the class of all the programs that are
available in the Office suite. Office was selected for the Key
Applications software due to its popular use in the business world.
The four programs used here target the program types but as
technology changes, other programs such as OneNote are beginning
to garner a lot more interest. There is also certification for the other
software (Microsoft Office Specialist) – refer to www.ccilearning.com
to see the CCI listing of Microsoft products.
This can be a tie back to the Windows lesson where the Start 5-10
button/menu was emphasized. This is an example of where you can
find all the programs in the suite.
When Office is installed, only Outlook is automatically placed in the
taskbar so the other icons need to be set up accordingly.
Again, draw their attention to why it is important to exit a program 5-10
properly, similar to shutting down the computer safely.
Introduce the prompt when closing a document that has been
changed so they are aware of what this means when they see it
appear in an application window.
1.1 Starting with Word, draw attention to the items that surround the 10-15
document – this is the area where the majority of the consistent
elements exist. This is something students should become
comfortable with for any program, i.e. getting used to knowing where
the commands are to perform an action, looking at which document
is active, how to navigate in the document, etc.
Have students keep the program open so they can switch between
each when you review the differences in screen elements.
Word is likely where you spent a bit more time describing the screen. 10-15
As you move to Excel, begin to point out the similarities between the
Lesson Notes for IC3 GS4
Lesson 1: Common Features
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4 – Microsoft PowerPoint
2010
5 – Microsoft Access 2010
6 Specific differences in software program (can be incorporated
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two Office applications.
Remind students what type of software this is so they can also see
how having a suite gives you more advantages than purchasing
individual programs, e.g. most commonly used programs available all
at once with suite option versus have to purchase individual copies
and install them.
As with the other two programs, draw attention to the screen 10-15
elements. In fact, you may also want to introduce how they can
identify the program using the helpful color icon at the top left.
As with the other three programs, draw attention to the screen 10-15
elements.
You may want to have students look at their screens as you point out
each element and discuss how they are used, or include these as you
go through the demonstrations.
20-30
with the description of each Office program):
You don’t have to go into a lot of detail for Word or the other
programs, as they are separate lessons for each of these programs.
However, quickly draw their attention to how it really is the specifics
of the program where the consistency begins to vary, with these
being targeted to the type of program and the purpose for using
these elements. For example, moving to the next
page/worksheet/slide, etc. will likely be the same concept – where the
command to activate this feature is will vary slightly, depending on
what is best suited for the program. Also, special tools that may help
set up the data file such as a ruler are available for the program’s
purpose.
Briefly point out the differences in a spreadsheet program and the
benefits of these tools, e.g. the Insert Function command that helps
you determine the formula to use.
PowerPoint may seem quite different than the previous two but you
can explain to students briefly how similar the text options are for
word processing and when you want to insert or manipulate a chart in
a presentation, the tools for this activity are similar to how you would
use them in Excel.
Lesson Notes for IC3 GS4
Lesson 1: Common Features
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Access will likely be the most different program from the other three.
It does contain similar tools to help you view the data although the
way the data is handled will differ, e.g., can work with one database
at a time although can open unlimited objects for that database
during a session.
7 – Accessing Commands Take a few moments to review how these options are similar to all the Start Word and 15-30
and Features Microsoft Office programs. Be sure students understand what each of PowerPoint to compare
these elements are as they will begin to use them frequently as they similarities and
build on their skills. differences.
Many of the items prior to customizing should be a review of items
they saw while working with the Windows operating system, e.g.
ScreenTips.
The Quick Access Toolbar appears in each of the Microsoft Office
programs, with only three buttons by default. You should check the
screens prior to the class to ensure the default is set. This enables
you to have the students all start at the same level as you go through
a demo of how to add a button to the Quick Access Toolbar and then
to remove that button. Also draw their attention to the icon at the left
of the Quick Access Toolbar that clearly identifies the active program.
The buttons on the Ribbon will vary with each program but take the
time to explain how the Ribbon works, with the tabs and groups. It is
important the students understand that commands are grouped
based on the type of task it is. For example, to insert something into
a file, the natural inclination would be to use the Insert tab. To
change the margins, as this affects the overall amount of space
available for a page of text, look for a command that deals with the
page – not the file. Subsequently, anything to do with the entire file
such as saving the file, sending a file to someone, etc. – the
appropriate command will likely be found on the File tab.
Make sure students recognize the difference between the More
button and the Dialog Box Launcher button. Point out these two
buttons and make sure students understand the purpose of both.
Show students an example of when you might want to minimize the
Ribbon on the screen, e.g. want to see a few more lines of the
document when placing an image, show more lines of a worksheet to
click a cell where a formula may be.
The term, Navigation Pane, is used universally with software
Lesson Notes for IC3 GS4
Lesson 1: Common Features
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programs and denotes a panel that contains items that can be
selected. For instance, the Navigation Pane in Outlook appears at the
left side and is used to enable people to click one module or folder to
navigate to that location. In Windows it would be the panel at the left
in an Explorer window where you can identify the different locations
you can navigate to by clicking it in the list.
In this instance we show the Access Navigation Pane to give students
a quick review of the Navigation Pane and also an introduction to how
items are organized in an Access database. Many of these are
discussed further in the Access lesson. These are quick notes
regarding Access; as noted, no need to go into any great amount of
detail here – there will be plenty of time to work with these in the
Access lesson.
11 Getting Help 1.1 The Help option should be a review of how to access or use Help in 15-30
Windows; however, students should be able to draw on the elements
you describe if they have used the Windows Help and Support option
once.
Mention how the Help option in Microsoft Office will always display
the latest information for help, provided you are online.
Take a few moments to discuss the Help window, drawing students’
attention to key areas you may not have shown or discussed
previously, e.g. connection status or options.
Be sure to have a demonstration where the students can search for
these items as you guide them through the demonstration.
The Help Toolbar should be a very similar review to the toolbar in the
Windows Help and Support feature, with some additional tools for the
Office program. You should be able to go through this toolbar
relatively quickly.
As with the toolbar, the icons in the Table of Contents should be
familiar to students with the exception of the online training icon.
Using the online help can usually answer questions on basic skills but
as they progress with their skills, they may need to resort to other
sources to find assistance on the feature or skill set they want to
learn more about. These resources will be similar to those that
students may use when they are searching for help about an
operating system feature.
You may want to click the Visit Office.com for more help with
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[Program 2010] link so they can see which help options appear
automatically from the Office web site. The following screen can be
downloaded from the CCI microsite:

14 Manipulating Files 1.3 Introduce Backstage and how this view contains commands for 10-15
actions for a file or the working environment for the program. You
may also want to provide a brief description as to why it is called
Backstage (seeing what can be done by the program “behind the
scene” while you work on the actual data for the file) to help them
remember this feature.
Point out how the commands are the same in the left panel for Word,
Excel and PowerPoint, again reducing the need to learn where the
commands are for individual programs. The commands in the panels
to the right will vary slightly to match the program.
15 – Changing the 1.1 Discuss how changing the options in an Office program enables you 15-20
Program Options to customize the program to your preferences or organization
standards, e.g. inches versus centimeters, language preferences,
default views, etc.
Explain how changing an option in one program may affect others,
such as adding items to the AutoCorrect option will then make that
word/phrase or option available when proofing other programs.
15 – Using Basic Editing 1.1 This carries on the theme of common features and skills that you can Type simple document 15-30
Tools perform to accomplish a task for a file. These are outlined in into Word without saving,
Lesson Notes for IC3 GS4
Lesson 1: Common Features
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upcoming slides as well as in the content. Give some early examples change program options,
such as selecting all items in the file, copy/cut/paste, selecting items create simple document
for action, etc. in Excel without saving
As with the commands on the Ribbon or Quick Access Toolbar, there and change program
will be similarities and differences. options here.

These common tasks are listed in alphabetical order so an exercise

you can do with students is to have them highlight those features
they will use all the time for any program, e.g. copy, cut, paste, save,
select all, create new, open, print.
It isn’t necessary to go through each and every command in the
subsequent pages in the content; use this as a reference for students,
and if required, copy the text from the slides for this lesson to a
separate document you can provide to students. Slides can be
downloaded from the CCI microsite.
21 – Collaborating with 6.2 Discuss what collaboration means and how it affects them now, even 15-30
Others if they are not in a working environment. Collaborating with others is
not restricted just to work or school tasks; the content does tend to
focus on these two environments, but if users are very new to
applications and computers, make sure they understand they
collaborate with someone else when they correspond through email
or texting to set times to meet, chat on an assignment, etc.
Using Email
Briefly discuss some of the options for sending a document via email.
Discuss how the first two commands for Send Using E-mail will likely
be used the most when sending attachments, especially if you are
sharing documents where others are expected to make changes. This
can save you a lot of time in amalgamating any changes made into a
single document; alternatively, if you are inviting comments rather
than actual changes, sending the file in another format can help with
this option.
23 – Saving to the Cloud This warrants a bit of discussion with the class to ensure they Watch video 15-20
understand what the cloud is and how it can be beneficial for storing Optional exercise has
data, especially if there is a chance they may work in a remote students signing into the
scenario. This is one area that Microsoft is promoting with the new Windows account to
technology of Windows 8 and Office 2013/365. While we developed to access SkyDrive.
the existing or majority of software installed on most corporate and
academic computers, the topic of the cloud is very prevalent and as
Lesson Notes for IC3 GS4
Lesson 1: Common Features
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the students begin their journey with using the computer to work with
data files, it is important they understand how this can work for them.
You may also want to expand on what SkyDrive is and how else it can
be used, e.g. sharing pictures with family or friends. Provide a quick
demonstration of how to save a file to SkyDrive.
As time permits, have the students go through the creation of a
Windows account if they don’t have one already as it will be needed
for different exercises in the content.
Follow through with your demonstration to show how you can make
changes to the document using the Web application version and how
it can be saved as if using the local version.
27 – Using a Network This is likely the most common situation in which they will share files Change program 10-15
with others, especially in an academic or corporate environment. preferences and
SharePoint is the most common means of setting up a collaborative manipulate simple text in
environment for everyone, especially as it includes security options a document.
that you can combine with the operating system/network software for
authorized and unauthorized users.
Briefly describe each of these benefits and if you have a SharePoint
server in place at your site, go through a simple demonstration of
how it works, drawing attention to the benefits of being able to share
information with others not at your site.
If a SharePoint server is available to you only, provide a simple demo
on how this works. Students do not need to use it as much as be
aware of what can be done.
30 Lesson Summary Review the objectives with students so they know what was covered 5-10
in the lesson. Provide a short summary of the features and give
students a chance to complete exercises if they did not complete
them earlier.
At this point, you can refer them to the microsite for additional
exercises, or proceed to the Review Questions and then encourage
students to complete the additional exercises and reviews from the
CCI IC3 GS4 microsite at http://7314.ccilearning.com.
31 Review Questions There are a number of ways you can have students complete the 10-20
review questions to ensure students comprehend the concepts and
are comfortable with the topics in this lesson:
As a group for open discussion and participation by all students
Lesson Notes for IC3 GS4
Lesson 1: Common Features
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In smaller groups for discussion between the members of those
groups
Students can answer the review questions on their own and exchange
papers so they can mark each other’s papers
Students can answer the review questions on their own and check the
answers from a printed copy of the Answers (available from the
Instructor Resources).
Total (Hours) 3.5-6.0