Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be
reproduced in any form without the expressed written consent of the District
Superintendent or his designee.
| LU Title: How to Buy a
Computer
|
Author(s): Natalie Bakert
|
| Grade Level: 9-12
|
School Address: 352 Gros.
Blvd.
|
| Subject Area: Business
Education
|
School Phone/Fax: (315)
867-2011
|
CONTENT
KNOWLEDGE
| Declarative
|
Procedural
|
- The students will be able to explain the documents that are necessary to
research and purchase specific computer hardware with specific components
without going over a budget. To do this the students will need to know:
|
- The students will be able to electronically create the following documents
knowing that:
|
- How to use the internet or computer catalogs when researching for a
computer with specific components
|
- A table is made up of columns and rows and can calculate figures. A table
will be created for each package listing the component as well as the prices
|
|
|
- a poster is to be created for one package of their choice. This poster will
be used in conjunction with their PowerPoint presentation
|
- what an acceptable poster is
|
- a spreadsheet is to be created for all 3 packages. The spreadsheet should
show the names of the hardware and software, their individual prices, and a
total price for each package
|
|
|
- a letterhead is to be created with the name of their company, its address,
city, state, and zip along with the company's e-mail and web address if
applicable
|
- what the components of a letterhead are
|
- a PowerPoint presentation that clearly explain the choice, prices and
reason why they were selected. The aim is to "sell" the customer
|
- what are the components of a business letter
|
|
ESSENTIAL
QUESTIONS
- What does it mean to "sell" the customer?
- What are the electronic tools (software) used in marketing a
proposal?
INITIATING ACTIVITY
The teacher basically takes on the role of facilitator. After
introducing the project theme, along with the essential question.
Individualized instruction methods are ideal for this project. Each students
works at his/her own pace through a number of labeled task folders. Each folder
is clearly marked with a specific task (for example, how to produce a
letterhead). Students may be grouped together for theory/lecture or to listen
to the components of a task. They are then allowed to work on the specific task
on the computers. It is not uncommon for a class to have multiple lesson plans
going on concurrently. It is important that the facilitator has a sound
understanding of the software. In this unit the software of choice is Office 97
and Printshop.
Connection to State
Learning Standards
Content Area: BA/BCA (Business Education)
Level: Grade 9-12
| Benchmarks: poster, SS,
letterhead, calendar, and PowerPoint presentation. Students need to use the
advanced features of a word processor, SS, and calendar creator software along
with appropriate graphics when applicable.
|
|
Benchmarks: Business
Letter - Students need to write a formal business letter requesting a specific
response using complete sentences and appropriate business letter
format.
|
| Standard: MST 2 ART
2
|
|
Standard: ELA
1
|
Unit Theme:How to Buy a Computer
| Standard: ELA
3
Students need to listen for critical analysis and evaluation when evaluating
their peers PowerPoint presentation
|
|
Standard:
|
Learning
Experiences
Declarative Knowledge
| What declarative knowledge should
studentsbe in the process of acquiring & integrating? As a result of the
unit, the student will know or understand…
|
What experiences or activities will be used
to help students acquire & integrate this knowledge?
|
What strategies will be used to help
students construct meaning, organize and/or store the knowledge?
|
Describe what will be done.
|
| The students will know that
the computer can be used as a tool to create supporting document for a
marketing presentation.
|
The student will engage in
the following activities: conducting research, preparing documents and a
presentation.
|
Learning strategies include
lectures and demonstrations as well as skill building activities.
|
Students will use computer
catalogs as well as the Internet to find specific hardware requests that are of
interest to the client. They create 3 different proposals and present one to
the client using a combination of documents and a PowerPoint presentation.
|
Learning
Experiences
Procedural Knowledge
| What procedural knowledge will students be
in the process of acquiring & integrating? As a result of this unit,
students will be able to:
|
What will be done to help students
construct models, shape & internalize the knowledge?
|
Describe what will be done.
|
| Use the components of Office
97 in addition to other graphic software to create each required task.
|
Students are shown real world
documents to use as exemplars.
|
Students create a marketing
portfolio to present to a customer based on this customer's needs, requests and
budget.
|
Learning
Experiences
Extending and Refining
| What knowledge will students be extending
and refining? Specifically, they will be extending and refining their
understanding of…
|
What reasoning process will they be
using?
|
Describe what will be done.
|
| The students will extend
and refine basic skills in word processing, creating tables, spreadsheets, and
basic presentations.
|
 Comparing
Classifying
Deductive
Reasoning
Analyzing
Perspectives
- Constructing Support
- Abstracting
- Other:
|
The students will be
learning state of the art software; namely, Office 97, while completing the
requirements for this unit.
|
| Step 1
|
Step 2
|
Step 3
|
| What knowledge will students be
using meaningfully? Specifically, they will be demonstrating their
understanding of and ability to...........
|
What reasoning process will they be
using?
|
Describe student's products and
performances and the criteria for evaluation.
|
|
|
[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of
others)
[ ] Problem Solving
(seeking to achieve a goal by overcomming constraints or lmiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a
hypothetical past or future event, or to the defining characteristics of
something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:
|
Products/Performances
|
| Criteria for evaluation
|
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed
differently?
NOTE: Rubric or other
performance asessment instruments may be used.
Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the full range of
different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of
understanding of
concept/principle/generalization or
proficiency in
skill/process/strategy.
| Score Point
4
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Score Point
3
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| Score Point
2
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Score Point
1
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Have You Considered These
Yet?
Learn to Learn Skills:
Assessment Modifications:
Unit Schedule/Time Plan:
Written Overview:
This unit was created to provide the students with a true to life work
experience using current software. Emphasis was placed in the realistic
creation and presentation of the client's needs. The students who listened to
the presentation were responsible for providing "warm and cool"
feedback. Prior to this evaluation method, the students received a rubric that
was explained by the instructor. This rubric gave them a means in which to
create their documents.
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