Introduction
The WebQuest was created to give students a real world scenario and that can be applied using Spreadsheet Technology. The WebQuest is created to challenge students to analyze data as well as applying previously used skills in spreadsheets to discover further uses of spreadsheets.
The WebQuest requires students to take on a business role running a lemonade stand. Students will be required to make calculated decisions in order for their business to be profitable. Students will record their daily transactions in a spreadsheet, and after a 30 day simulation, they will analyze that data to create graphs and charts. The WebQuest ends with students giving a presentation to their boss summarizing the decisions they made and the outcomes it had on their lemonade stand business.
Learners
The lesson is anchored to 6th grade computer science students and it involves using several technology applications including spreadsheets and presentations. The web quest also has a math aspect for students to make calculations and create charts and graphs that represent data. The WebQuest can easily extended to the high school level business classes and technology classes. Prior to beginning this WebQuest, students must have an understanding of the basics of spreadsheets including cell formatting,entering data, creating formulas with simple math operations, as well as creating and formatting charts.
Objectives:
Students will be able to format text, numbers and cells to change the appearance of a Google Sheet.
Students will be able to construct formulas to manipulate numeric data in a Google Sheet.
Students will be able to use the chart function of Google Sheets to represent numeric data in multiple formats.
Students will be able to import charts and graphs from a spreadsheet into a slide presentation.
Curriculum Standards
Mass Frameworks
2.I Essentials of Spreadsheet Development
2.I.01 Create, edit, format and print a spreadsheet.
2.I.01.01 Enter, edit, format and proofread data in rows and columns.
2.I.01.02 Differentiate between the various ways to view a spreadsheet.
2.I.02.02 Create, insert and format a chart and a pivot table in a spreadsheet.
2.I.02.01 Create, insert and format graphics and pictures in a spreadsheet.
2.K Essentials of Presentation Management
2.K.01 Create, edit, format and print a presentation.
2.K.02.02 Create, insert and format charts, graphics and pictures in a presentation.
ISTE Standards
Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
5b: Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
5c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
6b: Students create original works or responsibly re purpose or remix digital resources into new creations.
Teacher Process
Day 1
Begin the WebQuest by going through the whole process with the students. Read through the instructions and answer all questions students will have. Have students individually play a 7 day simulation so they will have an understanding of how the game works. The first time through the game will give them an understanding of what decisions need to be made. After they practice simulation stop and have a brief discussion on what data should be collected from this game. Have students play a second practice round of the Lemonade Stand Game. After round 2, have a discussion and check if students profits improved. Have a question and answer sessions on how they improved their business and what decisions they made for purchasing inventory, recipe and pricing.
Day 2
Assign students to heterogeneous groups of 4 and assign them their initial roles. Begin by having students format the provided spreadsheet. You should be constantly walking around and monitoring and guiding students to correctly formatting the spreadsheet. Students will then play the first 7 days of the simulation in their roles. While students are playing and entering data, you should monitor and check their spreadsheets as they are entering data. Pause the class after the first 7 days of the simulation and decide from your summative assessment whether any concepts need to be retaught or if they can continue with the game. By the end of the class students should have completed a 30 day simulation of the Lemonade stand game data should be entered into the spreadsheet.
Day 3
Students will now begin analyzing the data and creating charts. Each student will have a specific type of data they should analyze based on their initial role. The teacher should be walking around monitoring and guiding students. When students have completed their charts, they will begin creating a 6 slide presentation which will include the 4 charts.
Day 4
The first half of class should be spent finalizing presentations. The second half of class, students will give oral presentations which will provide them with the opportunity to present their charts and explain how the data was used to create them. The teacher should use the rubric to assess the presentations.
Evaluation:
The formative evaluation will comprise of the student created spreadsheet, charts and presentations. Students will be required to format spreadsheet titles and headings as well as formatting cells for different text and numerical types. Students will also be required to create and execute mathematical formulas to make calculations in the spreadsheets. The evaluation will also include the students abilities in analyzing and selecting data in a spreadsheet to create the appropriate chart type. Charts will be evaluated on proper formatting and labeling. A concluding presentation will be created by students to give a summary of their findings from the WebQuest.
Technology Requirements:
This WebQuest will require both the use of a computer lab The final presentations of Charts and Graphs will follow the game play and spreadsheet creation. The student groups should incorporate this information into their presentations. The WebQuest will take approximately 3-4 days.
Teachers have my permission to use and adapt this WebQuest to meet their classroom needs.
If you would like to contact me, please feel free to email David Messina