1. Topic

Business Computer Applications 


2. Content


3. Goals: Aims/Outcomes

1.The students will learn how to deal with advance Excel.
2.Students Will produce assignments using the Microsoft Office 2007
suite of products.



4. Objectives

Students will:
1.Learn how to determine strategies for developing new and modified
products, concepts, goods, and services that respond to evolving market
needs
2.Evaluate results of marketing activities using criteria related
to budgeted sales, costs, profits, and other appropriate criteria.
3.Address marketing problems and opportunities using a variety of
strategies and tactics. 


5. Materials and Aids

 It is recommended that for the online component, a student should
have MS OFFICE 2007 on their home desktop/laptop.
 Pearson Education "myitlab" access code & course bundle /Package
ISBN# 10: 0132498537



6. Procedures/Methods

A. Introduction
1.Execute mathematical operations accurately.
2.Apply a systematic approach to solve problems.
3.Use a variety of thinking skills to anticipate and solve problems. 


B. Development
1Using collaborative learning, by dividing my class into small groups.
Give each group a question that they will work on together, and then
let them develop a project based on the question that supports their
answer.
2.Developing good questions. This approach to learning works well
with any age group and with any subject.
3.Incorporate handson activities in lessons. Any opportunity to let
students work with their hands is a good way to use inquirybased
learning. Handson activities can be used in all subjects. 


C. Practice
1.An example might be having students build a model in order to
answer questions in a sequential order.
2.Use MS Office tools to analyze and evaluate data
3.Use MS Office tools to apply a wide variety of mathematical operations. 


D. Independent Practice
1.Excel Assignment #1
2.Excel Assignment #2
3.Excel Assignment #3 


E. Accommodations (Differentiated Instruction)
1.There are generally several students in any classroom who are
working below or above grade level and these levels of readiness will
vary between different subjects in school. It is important to offer
students learning tasks that are appropriate to their learning needs
rather than just to the grade and subject being taught.
2.Differentiation may begin by varying the content, processes or product
for each group in the class. As the teacher becomes more proficient
using these techniques, differentiation can occur at all 3 stages
of the process for some students
3.Students with specific needs/weaknesses should be presented with
learning activities that offer opportunities for developing needed
skills as well as opportunities to display individual strengths. More
advanced students may work on activities with inherently higher level
thinking requirements and greater complexity. 


F. Checking for understanding
Customizable rubrics can be used for assessing all sorts of projects
and activities, from grading class participation to time management
skills



G. Closure
1.Telling students the most important concepts that were covered
in the lesson. 2. Asking them what they thought were the key concepts
(or what they learned).
3. preparing them for the next lesson building upon what was presented.



7. Evaluation

1.Alternative assessment. The traditional form of student assessment
involves the average grading of a cumulative set of work for a given
time period. With alternative assessments, students are enabled to
provide their own responses rather than simply selecting from a given
list of options.
2.The use of projectbased assessment techniques. There can be extensive
value to the student's overall learning process with the addition
of projectbased learning to supplement standard curriculum material. 


8. Teacher Reflection

what I think worked, or what did not work, and why. 

