Timeframe: 7-10 Days
Performance Indicators:
6.1 Demonstrate basic web-search skills
6.2 Demonstrate basic e-mail functions
6.3 Demonstrate basic word processing skills
6.4 Demonstrate basic presentation applications
6.6 Demonstrate basic database applications
Assessment Options:
Business Technology Project
Objectives:
a. Define the following terms: world wide web (WWW), uniform resource locators (URL), browsers, search engines, and keywordsb. Identify the components in a URL.c. Explain the importance of search engines in locating information.d. Explain search techniques that improve and narrow results.e. Locate specified topics on the web.f. Access specified topics through links on a web page.g. Save information from the web for later use.6.1 Activities:
Search the Internet for information about nonprofit businesses. Determine how nonprofits “make money," how they use the money they make, and what makes a nonprofit different from a for-profit business.
Prepare a Graphic about Non Profits using this 6.1 Jam Board Template
6.1 Activities:
Kahoot: Searching the web
Ethics Case for Students: Max is using a search engine to do research on trends in his industry when he comes across a website that isn’t necessarily related to his research – but is interesting and engaging. Without realizing it, Max spends an entire hour browsing through the webpage’s numerous articles and links. When his boss asks him if his research report will be ready by the end of the day, Max isn’t sure how to respond. He’s hardly done any work – but it’s not like he was purposely avoiding work. He was using the search engine for the purpose of research, after all. It’s not his fault that the search results weren’t very relevant. Max is considering asking his boss for an extension on his deadline so that he can spend more time researching. What do you think? What should Max do? (Ethical Principles Involved: Integrity, Trust, Accountability, Transparency)
Demonstrate Basic Web-Search Skills—Discussion Guide
Slide #1 THINK ABOUT IT
Have you ever thought about how much time you spend using the Internet?
From social media to schoolwork, you probably consider yourself an Internet pro!
However, next time you go to your favorite search engine to find a funny video or the answer to a question, consider this:
How does searching the Web work?
Are there things you can do to improve your Web-search skills?
KEY CONCEPTS
Slide #2 What is information management? What is the Web?
Slide #3 Finding information using links
URLs
Slide #4 Finding information using search engines
Slide #5 How to find specific topics using search engines
Slide #6 How to save information from the Web
Objectives:
a. Explain the features (capabilities) of email.b. Discuss e-mail etiquette (netiquette).c. Write and send an email message.d. Reply to an email message.e. Forward an email message.f. Add signature file.g. Open attachments.h. Save attachments to hard drive.i. Append attachments.j. Label messages.k. Add names to address book.l. Set up distribution list.m. Put message in outbox.n. Sort mail.o. Search for messages.p. Use auto-responder (mailbox).q. Create new e-mail folder.r. Store e-mail messages in folders.6.2 Activities:
Create an email promoting an upcoming school or local event and attach a registration form. Send the email to five other people classmates. The email should ask the five recipients to respond to the email. After adding a signature to the email, students should send the email with its attachment. Finally, students should open their responses to determine who is interested in attending the event, create a folder to keep the responses, and store the email messages in the folder.
6.2 Activities:
Students can analyze mistakes and label the parts of an email in this Email Practice Assignment. (Recommended to be done in KAMI)
Ethics Case for Students: Rory and her boss recently sat down for Rory’s performance review – and it didn’t go so well. Rory’s boss told her that she needed to improve her productivity or else she would face serious consequences. Feeling frustrated, Rory decided to vent to her colleague. After writing an email to her friend about how much she disliked her boss’s leadership style, Rory realized that she accidentally sent the message to her boss – not her colleague! Rory is mortified and immediately rushes to her company’s IT director to see if there is anything he can do to “un-send” the message. He tells her that the message can’t be reversed and that there’s nothing he can do. Rory is furious – and worried. She hatches a wild plan to distract her boss while she sneaks onto her computer to delete the message – but then she realizes how unethical that is. Rory can’t afford for her boss to see her message. She’s afraid that she’ll lose her job once her boss reads what she said. What should she do? (Ethical Principles Involved: Integrity, Accountability, Trust, Respect)
Basic Email Functions—Discussion Guide
Slide #9 THINK ABOUT IT
Did you know that email has been around since the 1970s?
It has changed a lot since then.
It remains one of the most popular forms of communication, especially in the workplace.
Email is a key aspect of productivity and collaboration.
It allows people to communicate across space and time.
Today’s email software has gotten pretty sophisticated with tons of different features.
Do you know how to best utilize email to be more productive and organized?
KEY CONCEPTS
Slide #10 What does email do?
Email: Best practices
Slide #11 Attachments
Slide #12 Address book
Objectives:
a. Identify capabilities of word-processing software.b. Enter and store text in a word-processing software program.c. Search for and replace text in a document stored in a word-processing software program.d. Retrieve, edit, and print a document stored in a word-processing software program.e. Cut and paste information from one text document into another in a word-processing software program.f. Create a text document containing columns in a word-processing software program.g. Insert and print a graph in a word-processing document.h. Utilize the page numbering feature.6.3 Activities:
Demonstrating Basic Word Processing Skills—Discussion Guide
Slide 16 THINK ABOUT IT
Word processors are beneficial
Your book report is due tomorrow.
You use a word processor to edit and format it.
Your word processor made it easy to complete.
KEY CONCEPTS
Slide #17 What is a word processor?
Slide #18 Capabilities of word processors
Formatting and document layout
Inserting graphics/images
Editing
Duplication/Replication
Storage and retrieval
Translation/Language tools
Collaboration
Slide #19 Best practices
Document storage
Naming files/folders
Page layout/margins
Fonts/Typefaces
Page numbers
Objectives:
a. Identify capabilities of presentation software programs.b. Describe characteristics of effective presentation software documents.c. Enter and store text into a presentation software document.d. Import graphics into a presentation software document.e. Develop builds and transitions for screens in a presentation software document.f. Retrieve and edit presentation software screens.g. Add/Delete screens from a presentation software package.6.4 Activities:
Use any presentation software package to create a presentation to promote a club, organization, or sports team in the school. Students should include images and a video. - Each Presentation should be 4 slides. Show off your skills!!!!
Demonstrating Basic Presentation Applications—Discussion Guide
Slide #21 THINK ABOUT IT
You’ve been asked to give a presentation at a community meeting.
Your poster illustrations are too small for a large audience.
Software presentation can solve your problem.
KEY CONCEPTS
Slide #22 What is presentation software?
Slide #23 Capabilities of presentation software
Time-saving design tools
Editing and duplicating
Transitions
Graphics
Review features
Storing and transportation
Slide #24 Best practices
Build slide design first.
Discussion #2: Ask students to describe any helpful slide design techniques they have used.
Create a uniform appearance.
Use minimal transitions.
Limit content.
Use quality images.
Objectives:
a. Define the following terms: rows, columns, and cells.b. Describe components of a spreadsheet.c. Identify capabilities of spreadsheet software.d. Format spreadsheets.e. Enter and store data in a spreadsheet software file.f. Retrieve, edit, and print data in a spreadsheet.g. Create charts and graphs using information in a spreadsheet.6.5 Activities:
Ask students to imagine that Marge owns a local video game store. She has been keeping records of her inventory and sales in a notebook. Marge has been losing track of her sales receipts and some of the games. Set up a spreadsheet that would enable her to track her sales and inventory. Use 6.5 SALES Template (make a copy)
Demonstrating Basic Spreadsheet Applications—Discussion Guide
Slide #26 THINK ABOUT IT
You’re trying to budget and save money.
A friend recommends a spreadsheet application.
Spreadsheets are helpful for tracking and achieving goals.
KEY CONCEPTS
Slide #27 What are spreadsheet applications?
Slide #28 Basic elements of spreadsheets
Creating a spreadsheet workbook
Slide #29 Using math formulas
Slide #30 Creating basic math formulas
Slide #31 Time-saving functions
Sorting data
Editing a spreadsheet
Resizing columns and rows
Slide #32 Best practices
Make sure it’s the right tool for the job.
Use simple formulas.
Add rows or columns when needed.
Create separate worksheets.
Check page and print settings.
Objectives:
a. Identify capabilities of database software.b. Create a database structure.c. Construct queries.d. Enter and store data in a database software program.e. Retrieve and modify data in a database software program.f. Delete database records.g. Sort data in a database given predetermined criteria.h. Output data in a report format.i. Create a chart or graph using information in a database file.j. Print labels from a database.k. Print database list/report.l. Ensure data integrity.m. Validate data.n. Eliminate data redundancy (i.e., normalize data).6.6 Activities:
Create a database of activities in which you have or plan on participating in high school. Include fields such as: grade level, organization, activities, honors or awards, etc. Modify the database periodically as they add more activities. sort and do a print screen of a report by grade level and submit it for use in writing letters of recommendation for a scholarship, admittance to college, or other purpose.
You can create it in access if it is available or you can create it with a free online apps such as Zoho
6.6 Activities:
Select a business and imagine you were in charge of putting together a database for their organization. What types of things might be included or might they collect to help their business run smoothly?
Answer:
Then do some research, what are some examples of databases that could help the business you selected manage these items?
Basic Database Applications—Discussion Guide
Slide #34 THINK ABOUT IT
Isabel owns a small bakery.
One day, a new customer calls and says:
I've had your desserts at two events I've attended.
I have loved everything I've tried.
I would love for you to cater my party.
I want the cupcakes from the Smith wedding and the brownies from the Owens baby shower.
At first, Isabel panics:
The events that the customer mentioned occurred over a year before.
Isabel couldn't remember what the customers had ordered!
However, Isabel soon remembered that she keeps track of all of her orders—and a ton of other information—in a database.
She can easily look up the information from these two events and know what she needs to bake for her new customer’s party.
Databases are extremely helpful for all businesses.
KEY CONCEPTS
Slide #35 What is a database?
Creating a database
Slide #36 Locating and modifying data
Slide #37 Modifying and deleting data
Slide #38 Other Database Functionality: Generating a report
Creating a chart
Printing labels
Slide #39 Validating data and ensuring integrity
Discussion #3: Ask students to provide examples of ways that database-generated reports could be used.