Title: Did Somebody Say…? Where to Work? -- Author(s): Marcia Gosier -- Grade Level: Junior High -- Subject Matter: Technology -- Synopsis: Technology

Title III Learning Experience

LE Title: Did Somebody Say…? Where to Work?	Author(s): Marcia Gosier
Grade Level: Junior High	School :LaFargeville Central School
Topic/Subject Area: Technology	School Address:20503 Sunrise Avenue LaFargeville, New York 13656
Email:mgosier@lafargeville.moric.org	School Phone/Fax: 315-658-2241 phone 315-658-4223 fax

LEARNING CONTEXT

Purpose or Focus of Experience

Students will form groups using the technique "Corners". Students will collect data on four different fast food restaurants; Burger King, McDonalds, Wendy’s and Arby’s. Students will need to find the following about each establishment; hourly rate, salary rate, benefits and overall working conditions. They will then use the information to create a spreadsheet with a graph. The students will present their findings to the class. At this point each student will determine where he or she might apply for a job in the future.

Connection to Standards

ELA Standard #3- Language for Critical Analysis and Evaluation

Key Idea-Speaking and writing for critical analysis and evaluation requires presenting opinions and judgements on experiences, ideas, opinions and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgement is based.

Performance Indicator-Students will use Standard English precise vocabulary and presentational strategies effectively to influence an audience.

MST Standard #2- Students will access, generate, process, and transfer information using appropriate technologies.

Key Idea-Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Performance Indicator-Students will use spreadsheets and data base software to collect, process, display, and analyze information. Students access needed information from electronic databases, and online communication services.

Essential Question

What software and hardware would you use to collect, process, display and analyze information?

How can you use Standard English, precise vocabulary and presentation strategies effectively to influence an audience?

Content Knowledge:

Declarative	Procedural
Students will know that a spreadsheet is the tool you use to analyze data. Students will know that through data analysis they can predict outcomes.	Students will be able to create a spreadsheet and analyze data

PROCEDURE

Students will be told that a spreadsheet is the tool you use to analyze data. Students will be given a model of a spreadsheet from other establishments not on the original list and the teacher will demonstrate how to construct it.

Students will be given a written set of steps to follow to construct a spreadsheet. You will find the written steps at the end of this experience under the Resources heading.

Students will be told that the Internet is a source of information. Students will be advised that another source of information is the telephone. Students will brain storm a list of job benefits that they feel are important in a job and the class will rate them in order of the most important to the least. Students will assign a value from 100 to 500. The value of 500 will be given to the most important with the least important being assigned a value of 100. All students will have a list of these values to work with in their spreadsheets.

Students will collect data then share the data on a chart in the class. Using this data, students will create a spreadsheet to reflect the findings of the class.

Students will share their spreadsheets on a large screen with the class. The class will be instructed to take notes on each presentation. Using a "Constructing Support" activity the students will decide where they would like to work in then future.

Using their findings, each student will go to the corner that they think they would like to work in the future.

Using class discussion, students will explain why they stayed where they were originally or why they changed.

PRE-REQUISITE SKILLS

Basic Computer Knowledge-how to turn on & off the computer and how to use a mouse

Basic Internet Searching Knowledge-how to use a search engine on the internet such as askjeeves.com or yahoo.com

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

All modifications set up in IEPs(Individual Education Plans) of students will be followed.

TIME REQUIRED

Approximately 40 minutes of class time would be needed for the Initiating Activity.

Approximately 40 minutes of class time would be needed for the spreadsheet modeling.

Approximately 40 minutes of class time would be needed for the students to construct the spreadsheet.

Approximately 3 evenings for the students to either visit or call an establishment.

Approximately 3 days outside of class time for students to access the Internet.

Time needed by the students to share their findings would depend on the class size.

Approximately 40 minutes of class time for students to share their final choices for employment.

TECHNOLOGY USE

Students will use the Internet to access information.

Students will use Microsoft Excel to create a spreadsheet.

RUBRIC

	Element #1		Element#2		Element#3		Element#4
Elements		Identifies reasons for final choice of working establishment		Creates spreadsheet		Creates graph with the spreadsheet		Delivers presentation to the class

4		Presents a comprehensive list for final choice.		Provides an easy to read spreadsheet with all information listed and calculated correctly.		Provides an attractive graph clearly showing data with appropriate labels.		Provides a well developed presentation and provides all correct data.
3		Presents most of the important reasons for the final choice.		Provides a spreadsheet with most of the information calculated correctly.		Graph shows data and labels correctly.		Provides successful support for data in the presentation.
2		Identifies some reasons for the final choice.		Provides a spreadsheet with some information and not entirely easy to read.		Graph has correct data or correct labels.		Provides some support and data is partially correct in presentation.
1		Selects reasons that are clearly not relevant to the final choice.		Makes a spreadsheet that is difficult to follow and calculations are incorrect.		Graphs labels or data are incomplete.		Presentation is not well developed and data is unclear.

RESOURCES

Steps to creating a comparison spreadsheet

Put your name in a header
Click on File…..Page Setup
Click on the tab….Header and Footer
Click on Customize Header
Type your name
Click on cell C1
Type the title for your spreadsheet
Move to a cell in Column A and begin to type your data
Type all the data you have collected…..make sure you label all the values(numbers) that you type
You may need to use formulas or functions(built in formulas). Always begin a formula or function with an equal sign(=) followed by your calculations. ie. =b2*52 or =b2*12
Spreadsheets use the following symbols for calculations: addition(+), subtraction(-), multiplication(*), division(/) and exponents(^).

Steps to creating charts of your data on the spreadsheet

Highlight the data that you wish to chart.
Click on the chart wizard in the toolbar.
The wizard will display the cells that you have highlighted to graph. If this is correct click the Next button.
The computer will pick the chart most appropriate... you may select any chart… .make sure it makes sense.
Follow the screens to create the chart…. type the chart title, x axis and y axis titles… answer the questions and continue to click the Next button to move through the screens until you have completed the chart.
Once the chart has either been drawn on either a separate sheet or on the spreadsheet, it can be moved or resized using the arrow tool.