
Subject: Instructional Technology 

1. Topic

The Boston Celtics Excel Assignment  Students will use excel to
enter, organize and analyze basketball statistics. 


2. Content

Mass Educational Technology Standards
G912: 1.18 Define and use functions of a spreadsheet application
(e.g., sort, filter, find).
G912: 1.19 Enter formulas and functions; use the autofill feature
in a spreadsheet application.
G912: 1.20 Explain and use advanced formatting features of a spreadsheet
application (e.g., reposition columns and rows, add and name worksheets).
G912: 1.23 Import and export data between spreadsheets and other
applications.
G912: 3.1 Devise and demonstrate strategies for efficiently collecting
and organizing information from electronic sources.



3. Goals: Aims/Outcomes

1. Use Internet research skills to retrieve data.
2. Enter data into a spreadsheet and organize it.
3. Use tools of Excel to format cells and text.
4. Use sum, average and count if functions to solve mathematical problems.
5. Use graphs to make data easier to read. 


4. Objectives

1. Students will be able to retrieve data and enter it into a spreadsheet.
2. Students will be able to add titles to all rows and columns and
sort data.
3. Students will be able to change the size and color of text and
cells to make the graph easier to read.
4. Students will be able to use the sum, average, and countif functions,
at least once, to solve a math problem.
5. Students will be able to create a graph to display a piece of data. 


5. Materials and Aids

1. Students will each have a computer station that is equipped with
Excel and access to the Internet.
2. A projector is needed for demonstrations.
3. A rubric will be included with the assignment to help students
understand how they are being graded. 


6. Procedures/Methods

A. Introduction
1. First we will define spreadsheets and talk about why they are
important.
2. I will use a projector to show them what Excel looks like and how
to use its interface.
3. We will practice Internet research strategies by giving them a
2 question scavenger hunt, then discussing research strategies. 


B. Development
1. Using my projector, I will model the creation of a spreadsheet
with the class. The spreadsheet will simply have students' names and
ages. I would ask students to follow along by creating and editing
the same spreadsheet on their own.
2. I would demonstrate how to format text and cells with the class.
3. I would demonstrate the use of the sum, average and countif functions.
4. I would demonstrate how to create graphs from the data.
5. I would conclude with a Q & A about Excel. 


C. Practice
1. I pair students off and use Inspiration to brainstorm ideas of
different types of data that could be represented in a spreadsheet.
Once each pair had at least five types of data, I would ask them to
decide which type of data they would like to display in a spreadsheet.
2. Next, the pairs would use the Internet to gather their data and
create a new spreadsheet containing their data. Because this is a
practice exercise, students would only need to collect a few pieces
of data. They will be required to change the color of a piece of text
and of a cell, find a total, find an average, format cells/text and
graph their data. 


D. Independent Practice
1. Once students have completed the practice spreadsheet, they are
ready to start on their Boston Celtics data project. In this project,
they must independently research and enter data (total points, minutes
played, rebounds, blocks, assists, and steals) and format the cells
and text.
2. Students will choose two different types of functions that they
will use to reach some sort of statistical conclusion (average rebounds,
total points, etc.)
3.Students would then choose a statistic to graph and determine which
type of graph would be most appropriate for that particular statistic. 


E. Accommodations (Differentiated Instruction)
1. I will provide a handout with the Celtics data for lower skilled
students who would have a problem retrieving or organizing data.
2. I would make the necessary modifications and accommodations for
students on IEP's.
3. I would provide Assistive Technology in the classroom as needed.
4. During practice, I would pair higher skilled students with lower
skilled students. 


F. Checking for understanding
1. During development stages, I would ask the class questions to
check for their understanding.
2. During the practice I would check in with each group to informally
check in and gauge their understanding.
3. At the end of their Celtics assignment, students will write a reflection,
which will give me more, informal insight about their understanding. 


G. Closure
1. Students will write a reflection, which will allow them to look
back on the process, acknowledge what they've learned, and demonstrate
proficiency at reading data.
2. We will conclude the lesson with a discussion about other possible
applications for Excel. 


7. Evaluation

For the Celtics assignment, I will use a rubric to formally assess
students. 


8. Teacher Reflection

I will give feedback to each student by returning their rubrics
and making comments on their reflections. 

