Learn: Technology at Work

Created Feb. 7, 2024 by Clarity Innovations

Learn: Technology at Work

Getting Started

Overview

Welcome to the Learn Program! The Learn Program is bringing the future within reach for millions of young people such as yourself in communities around the world where there is limited access to technology in homes and schools.

Through your participation in the Learn Program, you will learn skills necessary to work and compete in the Twenty-First Century. These skills include technology literacy, critical thinking, and collaboration.

Technology Literacy

Technology literacy involves being able to use technology such as computers to communicate, solve problems, and collect, organize, and share information.

What are some things that can be done with a computer?
What are some things you used the computer to do?
What are some things that you would like to learn to do on a computer?

The Learn Program will provide you with hands-on opportunities to explore and discover how to do many things on a computer. Not only will you have a chance to use the computer to find information on the Internet, but you will also use the computer to paint and draw pictures, to write, to solve mathematics problems, and to create presentations.

Critical Thinking

Critical thinking involves problem-solving. There are many ways in which problems can be solved.

What are some problems that you have experienced before?
What are some of the ways you went about solving those problems?

The Learn Program will introduce you to many processes that will help you develop and demonstrate problem-solving and critical-thinking skills. For example, as part of every activity and project that you complete, you will be asked to plan, do, review, and share.

Collaboration

Collaboration involves teamwork – working with one or more people to complete a task.

What are some instances when you have worked with one or more people?
What was your job to do, and what was the job of the other person or persons?
Why can it be easier to work with others rather than working alone?

The Learn Program will promote collaboration in many ways. Not only will you share a computer with another learner, but you will also complete activities and projects together. This means that you will enjoy the benefit of having another person to help you learn, solve problems, and create.

Find Someone Who…

Now is the time to meet your classmates in the Learn Program. Remember that your classmates will be a valuable resource to you.

What type of information would you like to know about your classmates?
What information would you like them to know about you?

Spend the next five minutes telling your partner one interesting thing about yourself and asking your partner one question that you would like to know about him or her.
Now, let us learn about the other classmates. You and your partner will need to get a sheet of paper and number it from 1 to 20.

Then, you will move around the room and ask questions to find a classmate who matches one of the numbered descriptions in the following list. When you and your partner find a match, you will ask that classmate to sign his or her name and to write his or her answer next to the corresponding number on your numbered sheet of paper.

You will have 20 minutes to find as many matches as you can. Note that each classmate cannot sign his or her name more than twice. When you are done, show the sheet with all the signatures to your staff member. Begin when you are instructed to do so.

Find someone who …

… likes to write. What did you last write about?

… likes to play games. What is your favorite game?

… has used a spreadsheet to create a chart. What was the chart about?

… likes to work with others. Why?

… likes being outdoors. What is your favorite thing to do outdoors?

… has traveled in a boat. Where?

… knows what he or she wants to be when he or she grows up. What?

… has surfed the Internet. What is your favorite Website?

… reads the newspaper. What part is your favorite?

… likes to ride a bicycle. Where do you cycle?

… has a garden. What do you grow?

… knows how to swim. Where do you swim?

… has a job. What do you do?

… likes to perform. What do you like to perform?

… likes to fix things. What was the last thing you fixed?

… would consider doing social service. Doing what?

… likes to design. What do you like to design?

… would like to travel in outer space. Where?

… likes to draw on the computer. What software program do you use?

… has prepared a meal. What have you cooked?

Work

All the activities and projects that you will do in the Technology at Work course are about the ways in which people can use computers as a tool to help them do their jobs.

What are some of the careers that people have in your community?
What are some of the careers that you might consider having?
How might computers be used to help you do those jobs?

You will explore and answer these and other questions during the course. The course consists of 15 sessions, each two hours long. During the first ten sessions, you and your partner will use your technology and thinking skills to complete many activities dealing with how four individuals - a teacher, a government health officer, an engineer, and an entrepreneur – might use technology at work.

Do you know anyone in the community who is a teacher, a government health officer, an engineer, or an entrepreneur?
What do you know about these four careers?
What might you want to learn about these careers?

During the last five sessions, you will work in a small group to create a presentation of your ideas about and solution for a challenge involving technology and work in your community today. The presentation may be shared with the leaders of your community.

Using the Technology at Work Materials

All the activities and projects can be found in the Technology at Work materials that you have received. For every activity and project you choose to do, you will follow a four-step process: Plan It, Do It, Review It, and Share It.

Plan It

Step 1 is Plan It. The icon, or picture symbol, for Plan It shows a pencil. A pencil is shown because planning typically is done with a pencil and paper. A pencil is better than a pen because pencils often have erasers, so you can change your plans if needed.

You begin Plan It by learning what you are being asked to do or solve. Then, you discuss and answer questions that help you decide what you are interested in doing and how you are going to do it. Often, a helpful approach is to write your answers and draw a quick picture on a sheet of paper detailing your plan. Plan It ends when you have shared your plan with your teacher and your teacher approves your plan.

Do It

Step 2 is Do It. The icon for Do It shows a computer mouse. A computer mouse is shown because doing typically is done with a mouse, along with a keyboard and a computer.

During Do It, you follow your plan and complete what you have been asked to do or solve. Your ideas should be different from the ideas shown in the examples. As part of doing, you carefully read and follow the numbered directions. In the directions, you will find helpful suggestions and new challenges. You may find that you want to change your original plans as you do your work. Do It ends when you have completed all of the numbered directions. You might also have tried one or more of the challenges.

Review It

Step 3 is Review It. The icon for Review It shows a magnifying glass. A magnifying glass is shown because a magnifying glass often is used when we want to see something more clearly and in greater detail.

During Review It, you go back and closely look over the product that you created. You check to see if you have followed your plan and the directions. You also make sure that your product has all the required elements. If an element is missing or if you would like to change an element, you can add or change your product. Review It ends when you have saved your work, checked it, and decided that no more changes are needed.

Share It

Step 4 is Share It. The icon for Share It shows an open hand. An open hand is shown because we often use our hands when we share our work with others.

During Share It, you begin by showing others the work you have done on the computer. As part of sharing, you might tell others about your work and answer any questions they might have. You should also read the questions appearing on the page and discuss your answers. Share It ends after you share your answers with the class.

Take five minutes to look through not only the Table of Contents pages, but also the other sections.

Which activities are you looking forward to doing? Why?

Internet Search

With more than a billion published Web pages, finding the information you need on the Internet may seem like an overwhelming task. Fortunately, there are several Web sites with tools that can help make your search easier. Deciding which tool to use depends on what you are looking for and what you want to know. You and your partner will now become more familiar with some Internet search tools as you try to find the information requested below.

Since you cannot write in this book, be sure to write your answers to each numbered question on a separate sheet of paper.

Start the Web browser on your computer.
Select a search engine from the following list: www.google.com www.bing.com www.yahoo.com What is the name of the search engine you selected?
Type the Web site address for the search engine you selected. Make sure to check that the address you typed is correct since a typing mistake may take you to a different Web site or to a Web site that does not work.
Press the Enter key, or click the Go button. Then, wait as the Web page loads on your computer.
For best search results, it is important to choose your keywords wisely. However, if you are not exactly sure which keywords to use, a directory can help. Most search engines have a directory. Review the home page of your search engine to find the link to the directory.
Click the link to go to the directory. Directory pages feature information that has been grouped or organized into categories. Searching within a category allows users to quickly find only the links to Web pages with the most relevant information. How many big categories appear in the directory? In which category would you begin to look for information about careers?
Next, you and your partner must pick a career that interests you, such as a doctor, an actor, or an artist. Soon you will search the Internet for information on this career. What career did you and your partner pick?
Often we search the Internet to find a picture, a photograph, or another image to use in an activity, project, or presentation. Most search engines also allow users to conduct image searches. Review your current page to find the link that will take to you the images search.
Click the link to go to the images.
Type the name of the career you selected in the search window.
Click the button to see your results. How many results or matches were identified? Which image would you consider using for an activity, project, or presentation that you might have to do? Why?
Although the image may be representative of the career you picked, you also might want to find an image of someone with that career in your country. There is an easy way to do this advanced search by using the addition symbol, +. In the search window, enter the name of the career you picked.
Type the + symbol. NOTE: There is no need to put any spaces before or after the symbol.
Type the name of the country in which you live.
Click the button to find and display your results. How many results or matches were identified? Which image would you consider using for an activity, project, or presentation that you might have to do? Why?
Many image pages provide additional tools to make your searching easier. Review your current page to find the link that will take to you the advanced image search.
Click the link to go to the advanced image search. What are some of the other advanced image search features?
Select one or more of the advanced image search features, and conduct a new search involving the career that you picked. How many results or matches were identified? How might you use some of these advanced image search features as you work on activities, projects, and presentations in the future?
Review your current page to find the link that will take you back to the Web search engine home page.
Click the link to go to the Web search engine home page.
Enter the name of the career you selected in the search window.
Click the button to see your results. How many results or matches were identified?
Many search engine sites also have advanced search features. Review your current page to find the link that will to you to the advanced search page.
Click the link to go to the advanced search page. What are some of the advanced image search features?
Select one or more of the advanced search features, and conduct a new search involving the career that you picked. How many results or matches were identified? How might you use some of these advanced search features as you work on activities, projects, and presentations in the future?
Exit your Web browser.

Class Rules

All of you now belong to a new community – the Learn Program community. As you are building a new community together, it is important for you to agree on a set of behaviors and rules that all members of the community will respect.
There are many situations in life that require specific behaviors and rules.

What are some of rules that you must respect at home, in school, or elsewhere?
Why are those rules needed?

It is now time for you to develop a list of rules for everyone in this class to follow.

How do you want to treat each other?
What rules are needed? Together, develop a list of rules for everyone in this class to follow.

It is likely that some of these rules will need to change or will be broken in the weeks ahead.

What can be done to help everyone remember the rules?
If someone should break a rule, what could be done to help him or her practice the rule?

For the next class, your staff member will consider your list of rules and present you with a written list of the final class rules for all to follow during your time as members of the Learn Program community.

Teacher

Overview

A teacher is a person whose job is to help people learn something. What are some of the things that teachers do or use to help us learn? How might computers help teachers?

Web Resources
To learn more about teachers, consider exploring the Web sites below. You can also type the keywords “teacher” or “teaching” into an Internet search engine to find Web sites about teachers.

What do you want to learn about teachers? Why? Where might you find this information?

Teacher Activities

Now you will use your technology skills to help a teacher discover how computers can help him or her at work as you complete some of the featured teacher activities:

Teacher Activity: Certificate
Teacher Activity: Mark Sheet
Teacher Activity: Time Table
Teacher Activity: Newsletter

Certificate

Mr. Pandit is a teacher who wants to reward his students for their hard work and success. One way teachers celebrate their students’ achievements is to give them certificates. Have you or someone you know ever received a certificate? What was the certificate for? What did the certificate say? How could you use the computer to make a certificate?

Plan It

Design a certificate that Mr. Pandit can print and give to his students. Look at the following example:

Certificate Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper.

For what reason might Mr. Pandit decide to give his students a certificate? How could you say this in a certificate title?
Who do you think should receive a certificate? What information other than the title and student’s name might you include? What sort of picture might you see on it? (NOTE: You should avoid adding the student’s telephone number, address, or any other personal information.)
Where might the words and pictures appear on the certificate?

Do It

Start the word processing software, and open a new, blank document.
Change the page setup to landscape orientation so it will print sideways.
Zoom out so you can see the whole page on your screen.
Add a colorful page border. You can either use one of the border art options and change the color and width, or you make a brand new border on your own.
Add an artful title, such as a WordArt or FontWork title, to the top of the certificate. Make sure the title explains what the certificate is for. Challenge: If you wish, change the shape and color of your artful title. (See the Challenge Example at the end of this section.)
Add a clipart picture that helps to show what the certificate is for. If needed, change the picture’s size so it covers most of the space inside the page border.
Turn the picture into a watermark. If the watermark picture is too light or hard to see, try adding more contrast. If there are lots of colors in the watermark picture, you might turn it into a grayscale.
Make a text box, and type one of the pieces of information you decided on during your planning time. Change the look of the words any way you wish.
Remove the border and fill color from the text box so you can see the watermark behind it.
Copy and paste this text box for the other pieces of information you want to type. Make the boxes bigger or smaller as needed, and use the rulers to help you put each box in a place that looks good. You can also change the look of the words in each box.
To complete the certificate, draw a decorative shape, such as a star or a banner, in an empty space. If available, add a texture, pattern, or gradient fill effect to the shape. You can also rotate the shape if you think it will look nice.
Copy and paste the shape if you want. Move and rotate it as you see fit. Challenge: You might want to add a shadow effect to your shape. Customise the shadow as you wish. (See the Challenge Example at the end of this section.)
Save your work.

Certificate Challenge Example

Review It

Look over your certificate. Make sure it has the following elements:

a title and a watermark picture that help show what the certificate is for
the page is set up to print sideways
a colorful page border
text boxes without borders and fill colors
a star or banner with a colorful fill effect

If any of these elements are missing, add them to the certificate now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

How does your certificate help Mr. Pandit celebrate his students’ hard work and success?
For what other reasons might people want to design and present certificates?
What is your favorite part of the certificate you designed? Why?
Which of the computer skills that you learned today might you use again? For what types of projects might you use those skills?

Mark Sheet

Mr. Pandit is a busy teacher who has a hard time organising and calculating all of his students’ marks on tests. Most teachers keep track of their students’ marks in a mark sheet. What information might be put in a mark sheet? How could that information be organized? How might you be able to use computers to help Mr. Pandit?

Plan It

Create a spreadsheet mark sheet that Mr. Pandit can use to quickly and easily organize and calculate his students’ marks. Look at the following example:

Mark Sheet Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper and to draw a table that shows how you might put the information in order. Keep in mind that it is okay to use make-believe information for now. Mr. Pandit can put the real information in the spreadsheet later.

For what terminal examination might Mr. Pandit need to record marks? Pick one of those terminal examinations to use for this activity.
What are the names of five students that could be used in the mark sheet?
What are some possible marks that these students might have received for five different subjects?
How could you put this information in order?

Do It

Start the spreadsheet software, and open a new, blank spreadsheet.
Rename Sheet 1 with the name of the terminal examination you selected.
In cell A1, type a title for the worksheet. Change the look of the title any way you wish.
In cell A3, type “Student Name” as that column’s heading. Then in cells B3 through E3, type “English”, “Language”, “Science”, and “Maths”. (You will add Social Studies later.) Lastly, type “Total Marks” and “Average Marks” in cells F3 and G3.
Change the look of the column headings in row 3. Challenge: You might consider rotating the column headings in cells B3 through G3 so they are placed at an angle. Then, add borders around those cells. (See the 1st Terminal Exam Mathematics Mark Sheet Challenge Example.)
Change the width of columns B through G to fit the information.
In cells A4 through A9, type the names of the five students. For best results, type each student’s last name or surname first. Change the column width if needed.
Type the subject marks in the four cells to the right of each student’s name.
In cell F4, insert a Sum function that will calculate the first student’s total marks. Then, fill the Sum function into the four cells below.
In cell G4, insert an Average function that will calculate the first student’s average marks. Make sure the cell range includes only the cells with test marks (cells B4 through E4) and not the total marks (cell F4).
Fill the Average function into the four cells below.
Change the average marks so they all have two decimal places. Change the column width as needed.
To make sure the mark sheet will work as it should when Mr. Pandit adds new subjects, insert a column between columns E and F.
In cell F3, type “Social Studies” as the column heading. Then, type the marks that each of the five students received on that subject. Notice that each student’s total marks and average marks changes all by itself when this new information is added.
Use the students’ names in column A to put rows 4 through 8 in alphabetical or ascending order.
As desired, add borders around the worksheet cells. Challenge: You might want to make another mark sheet worksheet for a second terminal exam. Just duplicate this worksheet, and give it a new name. Then, change the worksheet title, and put in new subject marks for the students. You should also rename the worksheet tab. (See the 2nd Terminal Exam Mark Sheet Challenge Example at the end of this section.)
Delete any unused worksheets.
Save your work.

1st Terminal Exam Mark Sheet Challenge Example

2nd Terminal Exam Mark Sheet Challenge Example

Review It

Look over your completed worksheet. Make sure it has the following elements:

a title that explains what type of information is in the worksheet
the names of five students sorted in alphabetical order
formulas that calculate each student’s total marks and average marks
new names on all used worksheets, with all unused worksheets deleted

If any of these elements are missing, add them to the worksheet now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

How would the worksheet you created make Mr. Pandit’s job easier?
What is the most useful spreadsheet feature you used today? Why?
For what other types of activities might you use Sum and Average functions in a spreadsheet?

Time Table

Mr. Pandit wants to prepare a time table each week to show his students what they will be doing each day of that school week during the academic year. What sort of information might Mr. Pandit want to include in his time table? What might this time table look like? How could you use the computer to make this time table?

Plan It

Create a timetable that shows what Mr.Pandit’s students will be doing for each day of the school week during the academic year. Look at the following example:

Time Table Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper. You might also want to draw a rough plan for your time table.

What time does the school day begin? What time does it end? If the time table had a row for each period of the school day, how many rows would be needed?
How many days are in the school week? If you wanted a column for each day of the school week, how many columns would be needed?
What types of school subjects and breaks might be included in the time table? For what days of the week might you list each of these items? At what time would each take place?
What other types of special events might take place on a given week?

Do It

Start the word processing software, and open a new, blank document.
Change the page setup to landscape orientation so it will print sideways.
Zoom out so you can see the whole page on your screen. Challenge: You might want to add a page border before you start typing your information. Feel free to change the color and the width of whatever style you pick. (See the Challenge Example at the end of this section.)
At the top of the page, make an artful title, such as a WordArt or Fontwork title, for the time table. Change the color and look of the title any way you wish. You might also want to add a shadow effect.
Press the Enter key as many times as you need to move the cursor below the title. Then, type information that explains which year and class is covered by the time table. Change the look of that information any way you wish.
Below that information, insert a table with one column and one row more than the number of columns and rows you identified during your planning.
Zoom in to 100%.
Leave the first cell in the first row blank. Then type the days of the school week in the other cells in that row.
Leave the first cell in the first column blank. Then type the periods of the school day in the other cells in that column.
Refer to your planning ideas, and type the rest of the time table information for each day of the school week. To save time, copy and paste any words that you use more than once.
If there are any activities that last more than one period, merge together as many cells as you need in that day’s column.
To make the table look nice and even, change the table properties as needed so all of the rows are the same height and all of the columns are the same width. Then, change the placement or alignment of the words within the cells so they all look the same.
Remove the top and left borders from the empty cell in the top-left corner of the table.
Change the look of the days of the school week in the first row and the times in the first column. To make this information stand out even more, fill those cells in the first row and the first column with a light shade of color. Challenge: It might be easier to use the time table if each type of subject or activity had different colored words. You might want to make your own colors to make sure you have enough colors that really look different. (See the Challenge Example at the end of this section.)
Save your time table as a template so that a new time table can be made quickly and easily if required again.
To make sure the time table template works, start a new document and select your template file. Then, close the file without making or saving any changes.

Time Table Challenge Example

Review It

Look over your time table. Make sure it has the following elements:

a title that explains the type of information found in the table, and words that explain what week the time table is for
a table with even column widths and row heights
column and row headings with cell shading and word formatting that makes them stand out
information about what takes place during every period of each school day

If any of these elements are missing, add them to the time table now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

How might Mr. Pandit’s students find this time table helpful?
For what other reasons might people make a time table?
What other types of information would you put in a table?
Why is it helpful to save a document that you might make over and over again as a template?
What do you think is the best way for Mr. Pandit to share this information with his students? How might he use digital technology to make this information available?

As a teacher, Mr. Pandit wants to let his students’ parents know what their children are learning and doing each week in school. To meet this need, Mr. Pandit would like to create a newsletter that can go home to all his students’ parents. What do newsletters usually look like? What types of information might Mr. Pandit’s newsletter contain? How might computers be used to make a newsletter?

Plan It

Create a newsletter that Mr. Pandit can use over and over again to make other newsletters in the future. Look at the following example:

Newsletter Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper.

What are two or three events from this past week that Mr. Pandit might want to let parents know about? What are two or three events scheduled for the upcoming week that might be worth writing about?
What type of “big announcement” might he want to make about a special school or class event? How could you make this information really stand out?
What sorts of pictures might go with the written information?

Do It

Start the word processing software, and open a new, blank document.
Make the page margins, or the empty spaces along the edges of the page, smaller so you have more room for your information.
Type a title for your newsletter at the top of the page. Change the look of the text so it looks like a title.
Below the title, make a text box that runs the width of the page.
Type “By” followed by the name of the teacher. Then, set and use a right-aligned tab to move the cursor to the right side of the text box. Insert today’s date, and pick whichever date format you like. (NOTE: Be sure to avoid entering any personal information about the teacher, such as his date of birth, telephone number, or address.)
Change the look of the words inside the box. Then, change the line style, color, and width of the text box border. You can also fill the text box with color.
Move the cursor below the text box. Then, format the page so the information from that point forward will split into two columns. You might wish to check the box to add a line between your columns.
Type a subtitle, or heading, for the newsletter section on last week’s events.
Below the subtitle, write about the events that you decided upon while planning with your partner. (NOTE: When writing about people, be certain not to say anything that would upset or embarrass them.)
Change the look of that section’s subtitle or heading so it stands out. Then, change the look of the lines of words so they are easy to read. You might want to change the amount of space between lines, indent the first line of each paragraph, or even make a bulleted list of items.
Save the look, or formatting, of your subtitle and the lines of words below as styles that you can use for the next section of the newsletter to save time.
Add a picture of one of the events that took place this last week. Change the text wrapping so the words flow tightly around the picture. Then change the picture’s size, and move it to the place you want. (NOTE: When adding pictures of people, be certain not to show anything that might upset or embarrass them.)
Insert a column break. Then, type a subtitle for the section about what will happen in Mr. Pandit’s class in the upcoming week. Below the subtitle, write about next week’s events.
Use the formatting styles you just saved to quickly change the look of the subtitle and the lines of words below.
Add a picture of one of next week’s events. Change the text wrapping so the words flow tightly around the picture. Then, change the picture’s size, and move it to the place you want. Challenge: You might wish to add shadows to the pictures. Feel free to change the shadow’s direction and color. (See the Challenge Example at the end of this section.)
Make a text box in an empty space on the page. Type the information about the “big announcement.” Change the look of the words and the text box to make this information really stand out. Challenge: You might want to add a catchy phrase or slogan at the bottom of the newsletter in the document’s footer. Feel free to change the look of your words any way you wish. (See the Challenge Example at the end of this section.)
Save the newsletter as a document template so that Mr. Pandit and other teachers can use it over and over again to quickly and easily make newsletters in the future.
To make sure the newsletter template works, start a new document by finding your template file. Then, close the file without making or saving any changes.

Newsletter Challenge Example

Review It

Look over your newsletter. Make sure it has the following elements:

a title that explains what sort of information is in the newsletter
the teacher’s name and the date in a text box with a fill and a border
information and a picture about last week’s and next week’s events
a text box with information about a “big announcement”

If any of these elements are missing, add them to the newsletter now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

How does this newsletter let parents know about what their children are learning in Mr. Pandit’s class? What do you think is the fastest and easiest way for Mr. Pandit to provide this newsletter to his students’ parents? How might he use digital technology to accomplish this task?
Of the new skills you learned today, which was the most useful? Why?
How does saving your formatted words and paragraphs as styles make it easy to format documents with lots of written information?
How might saving the finished newsletter as a template make Mr. Pandit’s job easier?

Government Health Officer

Overview

A government health officer is a person whose job is to help sick people get better or to keep healthy people from getting sick. Doctors, nurses, dentists, and opticians are some of the many types of government health officers. What are some of the tasks that government health officers do to help us stay healthy? What tools do they use? How might computers help government health officers?

Web Resources

To learn more about government health officers, consider exploring the Web sites below. You can also type appropriate keywords, such as “government health officer,” into an Internet search engine to find Web sites about the topic.

What do you want to learn about government health officers? Why? Where might you find this information?

Government health officer Activities

Now you will use your technology skills to help a government health officer discover how computers can help her at work as you complete some of the featured government health officer activities:

Government health officer Activity: Survey Form
Government health officer Activity: Pictograph
Government health officer Activity: Interactive Diagram
Government health officer Activity: Public Service Announcement

Survey Form

Ms. Singh is a government health officer who needs to find out which health issues are most important to the people in her community. One way to gather information from a large number of people is to take a survey. What surveys have you seen or taken? What items appear on survey forms? How could you use a computer to help Ms. Singh with her survey?

Plan It

Design a survey form that your classmates will use to enter information electronically about the health issues that they worry about the most. Look at the following example:

Survey Form Template Example Completed Survey Form Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper.

What are four or five health issues that people worry about? What questions could you ask to find out how concerned or worried people are about each issue?
What sort of number rating scale could be used for people to show that they are very concerned, somewhat concerned, or not at all concerned about a specific health issue?
What is the age range of your classmates? What other information might be important to gather about the people who are taking the survey?
How might you be able to use the computer to make a survey form?

Do It

Start the word processing software, and open a new, blank document.
Make a short but wide text box at the top of the page. Type a title inside the text box, and change the look of the words any way you wish.
Add a fill color to the title text box, and change the look of the border. Challenge: Add a fill effect instead of a solid color fill. You can also add a shadow effect and customise the shadow. (See the Challenge Examples at the end of this section.)
Show the Forms toolbar or Forms Control toolbar, and if you do not see the rulers, show them also.
Below the title, type “Date”. Then, add a text form field where people can type the date on which they take the survey.
On the line below, type “Gender”. Add a checkbox form field, and label it “Female”. Then on that same line, add another checkbox form field labelled “Male”.
On the line below, type “Age”. Then, add a drop-down form field with each age in the range of your classmates’ ages listed as an answer that can be picked.
Change the look of the words, and increase the space between the three lines.
To line up the answer fields, set a left-aligned tab for all three lines. Make sure you look at the ruler to pick a good measurement number to use as the tab stop position. Then on each line, use the Tab key to line up all of the answer fields.
Below the Age line, draw a straight line across the page to separate the top information from the questions that you are about to add below. Change the look of the line any way you wish.
Below the line, make a text box. Type information that explains the rating scale that you decided on during your planning time. This rating scale will be used to answer the survey questions.
Change the look of the rating scale information so it is easy to read. You can also change the text box border, but it is best to keep it simple.
Below the rating scale information, type the survey questions. (NOTE: You do not need to number your questions at this point.) Be sure to start each question on a new line.
Change the look of the questions to match the look and line spacing of the Date, Gender, and Age information above the line.
Turn the questions into a numbered list. Change the tab and indent settings as needed so the list looks good.
Put the cursor after the first question. Hold down the Shift key, and press the Enter key. This makes a new line without making a new numbered list item.
Type a few words that explain how to pick one of the rating numbers, and make this text bold. Then, add a drop-down form field with each of the rating scale items entered.
Copy the bold instruction words and the drop-down form field. Then, paste it on new lines below each survey question. Remember to use the Shift and Enter keys to start your new lines. Challenge: To make the answer form fields stand out, you might wish to add or change the borders around them, or add a different fill color. In order to do this in Microsoft Word*, you need to highlight and format the fields as words or text, not as a text box. (See the Challenge Examples at the end of this section.)
If you are using Microsoft Word, protect the form. If you are using OpenOffice.org Writer*, turn the Design Mode off. Notice that now the answer fields work when you click them.
Save the form as a template.
Now you and your partner can take turns using the survey form template you just saved to start a new document. Each of you can answer the questions and then save your finished surveys where you can easily find the files later.
Invite other classmates to follow Step 21 to fill out a copy of the survey on your computer. Try to get a total of five completed surveys (including two filled out by you and your partner).

Survey Form Template Completed Survey Form

Challenge Example Challenge Example

Review It

Look over your survey form. Make sure it has the following elements:

a text box with a title that describes the contents
fields where people can enter information about the date, their gender, and their age
four or five survey questions about health issues
a text box with an explanation of the survey rating scale
an answer field with the same rating scale below each question

If any of these elements are missing, add them to the survey now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

How might this survey form help Ms. Singh gather the information she seeks?
What did you like best about using the Forms toolbar to add answer fields? Why?
What are some other types of forms that people might want to make?
What do you think is the best way to distribute the form and gather the survey information? Why?

Pictograph

Ms. Singh needs to organize the healthcare survey information that you helped her gather in the Survey Form activity and find an easy way to show the results. How might you be able to help her? One way is to put the information into a spreadsheet and then make a special type of chart made out of pictures, called a pictograph. How might the information be organized in a spreadsheet? What might a chart of that information show?

Plan It

Create a worksheet and a chart that shows which healthcare issue is the biggest concern to a group of people, such as your classmates. Look at the following example:

Worksheet Example

Column Chart Example

Pictograph Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to look at the completed survey forms that are saved on your computer as you write your ideas on a sheet of paper.

How might you organize the survey questions and answers into a spreadsheet?
How could you use spreadsheets to figure out which issue is the biggest concern?

Do It

Start the spreadsheets software, and open a new, blank spreadsheet. If one of the completed survey forms is not open already, open one now. (NOTE: You might want to make each window smaller and move them around so you can see as much of both documents as possible.)
In cell A1, type a title for your new worksheet. Change the look of the title as you wish.
In cell A3, type “Survey Question” as that column’s label. Then in the cells below, type the survey questions found on the completed survey form. Make sure you put each question in its own cell.
To make the cells with the questions big enough to fit all of the words, change the text wrapping within each cell, and make column A wider.
In cells B3 through F3, type “Survey 1”, “Survey 2”, “Survey 3”, “Survey 4”, “Survey 5”, and “Survey 6” as those columns’ labels.
In the column B cells below the Survey 1 label, type the number rating answers for each question on the completed survey form. Close that survey form when you are done.
One at a time, open each completed survey form you have saved on your computer. Then in the cells below each column label, type the number rating answers from that survey form. Be certain to close each document before you open the next, but when you are done typing the answers from the fifth form, leave that form open.
In the cell G3, type “Average Rating”. Then in the cell G4, insert an Average function. (NOTE: Make sure that all of the rating numbers from that row are included in the formula.) Then, fill the Average function into the cells below so there is an average rating for each survey question.
Change the look of your column labels in row 3 so they stand out. You can also change the look of the information in the rows below the labels so it all looks the same.
Select the column A cells with the survey questions. Then, hold down the Control key and select the column G cells with the calculated averages.
Make a column chart with the series or data series in columns. Use the title on your worksheet as the title for your chart. Also, use your column A label (in cell A3) as the X axis title and the average column label (in cell G3) as the Y axis title. Save the chart as a new sheet, and delete the legend since it is not needed. Challenge: Change the look of the background area and the bars of the chart by picking different colors or adding a fill effect. You can also change the look of the main chart title and the two axis titles. (See the Column Chart Challenge Example at the end of this section.)
To create another type of chart with the same information, duplicate or make a copy of the sheet with the column chart, and move the copied chart to the end.
Make sure one of your completed survey forms is still open. (If one is not open, just start a new, blank Word document.) Open the Clip Art Gallery, find a health-related picture that you would like to use in your chart, and copy the picture. (NOTE: If you are using OpenOffice.org Calc*, skip Steps 13 and 14).
Launch the graphics paint application, and paste the copied clip art picture into a blank painting. As needed, resize the canvas so it is the same size as your picture. Then, save the new painting in a place where you can easily find the file.
Go back to the second chart in the spreadsheets software, and turn the chart into a pictograph by formatting the columns with the copied picture. Or if you are using OpenOffice.org Calc, you may not be able to find images that relate to health. Just select the image you like best.) Challenge: Repeat Steps 13 through 15 to use a different picture for each of the columns in the chart. (NOTE: If you are using OpenOffice.org Calc, use a different preset bitmap in the chart.) (See the Pictograph Challenge Example at the end of this section.)
Rename all of your worksheet and chart tabs, and delete any unused worksheets.
Put all of the tabs in order so the worksheet is first, the column chart is second, and the pictograph is third.
Save your work.

Column Chart Challenge Example

Pictograph Challenge Example

Review It

Look over your spreadsheet. Make sure it has the following elements:

a worksheet with the completed survey information entered and calculated
a column chart and a pictograph that show the survey results
worksheet tabs that have been renamed and put in the correct order

If any of these elements are missing, add them now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

What information does your pictograph show? How is using a pictograph better than making a regular chart?
What other types of information might you show in a pictograph?
How might Ms. Singh use digital technology to share the worksheet data and pictograph with other government health officers?

Interactive Diagram

Part of Ms. Singh’s job as a government health officer is to teach children different ways they can take care of their bodies and stay healthy. What might be a fun and interesting way for her to do this? One way is to use a computer to make a diagram that is interactive, or that changes when a user performs an action such as pressing a key or clicking the mouse. How might you design an interactive diagram for Ms. Singh?

Plan It

Create an interactive diagram of the human body that explains how to take care of each part of the body whenever you put the pointer over that body part. Look at the following example:

Interactive Diagram Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper. You might also want to draw a simple outline of a human body to help you plan your diagram.

Where might you be able to find a picture of a human body that you can use for your diagram? How might you use the Internet to find an appropriate image?
What parts of the body are most important to take care of? (Try to think of at least five.)
How can people take care of each one of those parts of the body?

Do It

Find a simple picture of the human body that you can copy and use in your diagram. One without labels or lots of other words or lines would work best. To find the picture, you might look in the Clip Art Gallery. You might also explore the Internet to find the human body image you want to use for your diagram.
If you find a picture you want in the Clip Art Gallery, copy the picture. Then launch the graphics paint application and paste the copied clip art picture into a blank painting. Resize the paint canvas as needed so it is as big as the clip art picture. Then, save it to a folder where you and your partner can easily find it later. If you find a picture on the Internet, you can right-click the picture and save it directly to a folder.
Start the spreadsheet software, and open a new, blank spreadsheet.
Give Sheet 1 a new name that describes the diagram that you are about to create.
Highlight all the cells in the worksheet by clicking the gray box directly above the row 1 heading and to the left of the column A heading. If you are using Microsoft Excel*, change the width of all columns to “2”. If you are using OpenOffice.org Calc*, change the width of all columns to “0.2” so that the cells look like small squares.
Insert the picture of the human body into the worksheet’s background. If using OpenOffice.org Calc* insert a picture and then select Format Arrange and to Background to send the picture to the background.
If you are using Microsoft Excel, notice that the same picture is placed side by side in the worksheet background. Since you will be using only the first picture in the top-left corner of the worksheet, select the column headings to the right of your picture, and fill those cells with color. Then, add the same fill color to the rows below that first picture.
Decide which body part you and your partner want to label first. Select a cell over that part of the picture, and then insert a comment.
Delete any words that are already in the comment box. Then on the first line, type the name of that body part. On the lines below, type information that explains how to take care of that body part. Change the look of the words in the comment box any way you wish. Challenge: Make the comment box bigger or smaller, depending on how much information is inside. You can also change the border width and color, and add a fill color. (See the Challenge Example at the end of this section.)
Continue selecting cells and inserting comments to label and explain how to take care of at least four other parts of the human body. Challenge: Make a text box in an empty space to the right of the diagram. Then, type a sentence or two that explains how to use the diagram. Feel free to change the look of the words and the box any way you wish. (See the Challenge Example at the end of this section.)
Save your work.

Interactive Diagram Challenge Example

Review It

Look over your interactive diagram. Make sure it has the following elements:

a picture of the human body with different parts that are easy to see
at least five parts of the body labeled with a comment box that also contains information
about how to care for that part
a worksheet name that explains what is found in that sheet

If any of these elements are missing, add them to the diagram now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time

How could Ms. Singh use your diagram to teach children how to care for the human body and stay healthy? How can she make this diagram available to as many people as possible?
What was the most useful skill that you learned today?
For what other subjects or topics could you make an interactive diagram?
How is this activity different from other spreadsheet activities that you have done?

Public Service Announcement

Ms. Singh wants to create a multimedia presentation to let the public know about basic health issues. One way to let lots of people know about something important is to make a public service announcement. Have you ever seen a public service announcement? If so, what was it about? How might you use the computer to help Ms. Singh create her public service announcement?

Plan It

Create a multimedia presentation that Ms. Singh will use as a public service announcement about important health issues. This presentation will contain information about the survey, the pictograph, and the interactive diagram that you created earlier. Look at the following example:

Public Service Announcement Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper.

How could you put the completed survey form, pictograph, and diagram into the slides?
How might you organize this information on different slides?
What types of multimedia features could you use to make the presentation interesting?

Do It

Start the multimedia software, and open a new, blank presentation.
Insert a Title slide, and type a title for the Public Service Announcement. Then in the box below, write who the presentation is by (you and your partner).
Add a new slide with space for a title and a bulleted list, and insert one of your filled-out survey forms as an object. Move and resize the survey form and the bulleted list box as needed. Add a border around the form if you wish.
Type a slide title in the top text box. Then, type a sentence or two about the survey form you created.
Add a new slide with space for a title and a bulleted list, and insert the pictograph as an object. Move and resize the pictograph and the bulleted list box as needed. Consider adding a border around the pictograph.
Type a slide title in the top text box. Then, type a sentence or two about the survey results.
Open the Interactive Diagram file that you finished earlier. Move the pointer to show one of the body part labels, and then take a screenshot of the diagram.
Start the graphics paint, and paste the screenshot into a blank painting. Make the canvas bigger as needed.
Select and copy the diagram picture and the label only, and then paste that into a new painting. (NOTE: You do not need to save the first screenshot picture.) Save the new, smaller picture for use in an electronic presentation. Then, exit the graphics paint software. Also, close the interactive diagram file, and exit the spreadsheets software.
Add another slide with space for a title and a bulleted list, and insert the picture that you just saved of the interactive diagram. Move and resize the diagram picture and the bulleted list box as needed. Add a border around the diagram if you wish.
Type a slide title in the top text box. Then, type a sentence or two about how the interactive diagram can be used to teach people how to stay healthy.
Now that all of the slides have been added, go to the Slide Master.
To make all of the words in your slides look the same, change the look of the title text style in the top box and the other text styles in the large box below. Then, pick a color scheme to use for all the slides in your presentation. (NOTE: Later, check to see if the survey form and the pictograph objects blend in with the new slide background color. If they do, add a white fill color to both.) Challenge: Make your own custom color scheme by clicking the Standard tab and picking the color you want for each slide element. (See the Challenge Example at the end of this section.) (NOTE: If you are using OpenOffice.org Impress, skip this Challenge.)
When you are through making changes to the Slide Master, return to Normal view. Then, go to the first slide.
Add a custom animation effect to the title. Pick a sound effect if you wish, and set the timing for when and how you want the animation to start.
Repeat Step 15 to add custom animation effects to each of the other three slides. Challenge: You can insert a video clip into one or two of your slides, or if you have a microphone and you are using Microsoft PowerPoint, record your voice as you read the information on the slides. Make sure you set the timing for any video and recorded voice effects. (NOTE: If you are using OpenOffice.org Impress, skip this challenge.) (See the Public Service Announcement Challenge Example at the end of this section.)
Add the same slide transition to all of the slides in your presentation.
Set up your slideshow to play as whatever type you want, and pick the way you want to move from one slide to another.
Play your presentation to make sure everything works properly. Make any necessary changes.
Save your work.

Public Service Announcement Challenge Example

Review It

Look over your public service announcement. Make sure it has the following elements:

a title slide that introduces the presentation and explains who created it
three more slides with information and a picture about the survey form, the pictograph, and the interactive diagram
titles and sentences that look the same on all slides
the same color scheme and transition effect on all slides
animation and sound effects that are set to play when and how you want them to

If any of these elements are missing, add them now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

How might this presentation help Ms. Singh let the public know about important health issues? How can she use digital technology to make this public service announcement available to as many people as possible?
What was your favorite skill that you used to create the presentation? Why?
For what other reasons might people create multimedia presentations?

Engineer

Overview

An engineer is a person who uses knowledge of technology and science to solve practical problems. For example, civil engineers design roads, buildings, airports, bridges, water supply systems, and more. Aerospace, agricultural, architectural, and electrical are some of the many other types of engineers. What are some of the problems that engineers solve? How might computers help engineers?

Web Resources

To learn more about engineers, consider exploring the Web sites below. You can also type appropriate keywords, such as “engineer” or “engineering,” into an Internet search engine to find Web sites about the topic.

What do you want to learn about engineers? Why? Where might you find this information?

Engineer Activities

Now you will use your technology skills to help an engineer discover how computers can help her at work as you complete some of the featured engineer activities:

Engineer Activity: Floor Plan
Engineer Activity: Illustration
Engineer Activity: Project Management Plan
Engineer Activity: Proposal

Floor Plan

Ms. Lal is an engineer who manages the design and construction of lots of different buildings. Whenever she begins work on a new building, one of her first tasks is to put together a floor plan. Where have you seen a floor plan? What sort of information might a floor plan show? What might a floor plan look like?

Plan It

Create a floor plan for a new building Ms. Lal is working on. Look at the following example:

Floor Plan Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper. You might also want to draw a sketch of what your floor plan might look like. If possible, consider conducting an Internet search to find some floor plan examples.

What sort of building would you like to design for Ms. Lal?
How long and how wide might the building be?
How many rooms might the building have? How might the different rooms be arranged?
What basic shapes and lines might you use to make a floor plan of this building?

Do It

Start the word processing software, and open a new, blank document.
Set up the page to print sideways, or in landscape, if that will help your floor plan fit better. You might also want to make the margins, or the empty spaces along the edges of the page, smaller so you have more space to work with.
To help you size and place your objects, make sure the rulers are shown. Also, turn on the page grid so it shows on the screen. It would also be helpful to make sure that the objects are set to snap to the grid and to other objects.
Begin by drawing the outside edges of your floor plan. These edges will be the outside walls for the building. If needed, remove the fill so you can see and use the grid inside the shape to size and place other shapes later.
Draw arrows that run the length and width of the outside of the building. Turn the arrows into arrows with two points.
Make a text box next to each arrow, and type the measurement of each side of the building. Be certain to use the rulers and the grid to help figure out the side lengths. Also, remove any borders and fill colors from the text box. Challenge: Create a text box in an empty space outside the main shape for your floor plan. Write a sentence that explains the scale of your floor plan. (See the Challenge Example at the end of this section.)
Draw lines, squares, rectangles, and even triangles or circles, for the different rooms in your building’s floor plan. Be certain to think about the sizes of these different rooms based on the size of the whole building.
Make copies of any shapes that you want to use again, and flip, rotate, and layer them as needed to place the different rooms where you want them in your floor plan. You might also wish to align and distribute shapes so they are lined up and spaced evenly. (NOTE: Some word processing skills may not be possible in every word processing software. If the software being used does not have this capability, simply skip this part of the step.)
Think about where you would like to put windows, doors, hallways, and other openings in your floor plan. Draw lines in your floor plan that show where each of these might be found. (NOTE: To make an opening in a shape with a solid border, consider drawing a white line that is the same width as the shape’s border. Then, place the line over part of the border.)
Make a text box, and type a label for one of the rooms in your floor plan. Change the look of the words and the box. Also, remove any borders and fill colors from the text box.
Copy the box as many times as you need for the other rooms in your floor plan, and move the boxes and change the words as needed. (NOTE: If one of your label boxes does not fit inside a room shape, move it outside the shape and use an arrow to point to that room.)
If it might help your floor plan look better, align and distribute the text boxes so they are all lined up and spaced apart evenly.
Pick a line color or a fill effect to use for any rooms that are the same type. Or if all your rooms are different types, pick different line colors or fill effects for each room.
In an empty space on your page, make a new text box, and type a title for your floor plan. Change the look of the title any way you wish, and feel free to change the text box border and fill. Challenge: Depending on where the empty space is on your page, you might need to place your title vertically along the left or right edges. To do this, just change the direction of the text in the box. You might also want to change the text direction in other boxes. (See the Challenge Example at the end of this section.)
Save your work.

Floor Plan Challenge Example

Review It

Look over your floor plan. Make sure it has the following elements:

the outer walls of the building with measurements showing how long and wide the building will be
shapes and lines that show each of the building’s rooms, and where any doors, windows, or other openings will be
labels for each room
different line colors or fill effects to stand for certain types of rooms
a title that describes the project

If any of these elements are missing, add them now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during today’s sharing session:

Which of the skills that you used today do you like best? Why?
How did using the page grid help you size and place the shapes and lines on your page?
For what other types of projects might you use the page grid?
What other types of diagrams or plans might you make in the future?

Illustration

Ms. Lal is an engineer who builds lots of different buildings. You have already helped Ms. Lal with one of the first steps to finishing a new building – the floor plan. But what else might she need to show people what the new building will look like?

Plan It

Complete an illustration or picture that shows what the front of the building will look like from the outside. Look at the following example:

Illustration Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper and to refer to your completed floor plan for guidance. You might also want to draw a rough sketch of what you want your illustration to look like.

Based on the completed floor plan, how wide and tall would the front of the building be
Where would the doors, windows, steps, and other features in the floor plan be found on the outside of the building?
Where would this building be built? What might you see in the background behind the building? What would you see in the foreground in front of the building?
What part of your illustration might you do first? Which parts might you work on last?

Do It

Start the graphics paint software, and open a new, blank document. If you have not yet opened your completed floor plan, open that file now.
Make the canvas size about the same size as a sheet of paper printed sideways, or about 25 centimeters wide and 18 centimeters tall.
Start by using the different tools to paint the background, or anything that you want to put behind the building (such as the sky, other buildings, trees, etc.)
Make sure you save your work often, and if you make a mistake, you can use the Undo feature to erase the mistake, or paint over the top of it. (NOTE: You might want to save your work and open a new canvas to try out any painting techniques you are not sure you know how to do. Then open your illustration file again, close the experiment canvas without saving it, and use the technique you just practiced in your illustration.)
After you have finished painting the background, use the shape and line tools to paint the basic outline of your building.
Then, use the different shape and line tools to add details such as doors, windows, and other elements. Remember to refer to your floor plan to figure out where in your illustration you want to put all of these details.
Once the building’s basic outline and the detail shapes have been added, use the different brush tools to add color. Challenge: Mix your own custom colors so you have the exact colors you need to complete your illustration. (See the Challenge Example at the end of this section.)
After the building is complete, paint the foreground, or anything that you would like to put in front of the building (such as plants, a street, a bus, or even people). Select and copy any foreground objects you might want more than one of, and modify them as needed. Challenge: Launch the word processing software, and start a new, blank document. Then, find and copy clip art pictures of other objects you might like to include in your illustration, such as people, cars, or anything else that would help show how the building might actually look. Paste the copied pictures into the painting canvas, and make any desired changes so the pasted clip art picture blends nicely into the illustration. For example, you might want to flip, rotate, resize, or move the picture, as well as paint over any white edges. (See the Challenge Example at the end of this section.)
Add the name of the building to the illustration. To keep from covering up too much of the illustration, you might want to make the text box transparent, or see-through. Then, move it over an area where the words will be easy to read.
Save your finished illustration for use in a print document.

Illustration Challenge Example

Review It

Look over your illustration. Make sure it has the following elements:

a painting of the building based on your completed floor plan
a foreground and a background that help show what the building might look like with other buildings, plants, people, and cars around it
a painting canvas that is about the size of a sheet of paper printed sideways

If any of these elements are missing, add them now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during today’s sharing session:

Which tool did you find the most useful? Why?
What are some of the different ways you fixed any mistakes you made? Which did you use the most? Why?
What parts of your illustration did you do first? Which did you do last? Based on what you know now, would you go in a different order? Why?
What other types of illustrations might you complete on the computer?

Project Management Plan

Now that the building has been designed, Ms. Lal needs to figure out how long each stage of the building process will take and how much she will have to pay the workers. One way to do this is to put together a project management plan. When have you made or seen a plan? What sort of information was in the plan? How might a plan help Ms. Lal with her building project?

Plan It

Use spreadsheets to make a project management plan and a chart for Ms. Lal’s building project. Look at the following example:

Project Management Plan Worksheet Example

Project Management Plan Column Chart Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper.

What are some different stages in the building process? How might you put those stages in order?
How many total days might it take to finish each stage? How many workers might be needed to finish each stage in that amount of time?
How much money should each worker be paid for one day of work?

Do It

Start the spreadsheet software, and open a new, blank spreadsheet.
In cell A1, type a title for your project management plan worksheet.
In cell A3, type “Building Stage” as that column’s label. Then in the column A cells below, type each stage of the building process in its own cell. If needed, make the column wider, or change the text wrapping so the information fits on two lines.
In cell B3, type “Number of Days to Finish Stage” as that column’s label. Change the text wrapping in that cell, and make the column wider so the information fits on two lines.
Then in the cells below cell B3, type the total number of days you think it would take to finish each stage. (NOTE: You can change this information later, so do not worry too much about whether your numbers are correct or not.)
In cell C3, type “Number of Workers Needed” as that column’s label. Change the text wrapping in that cell, and make the column wider so the information fits on two lines.
Then in the cells below cell C3, type the number of workers that might be needed to finish each stage.
In cell D3, type “Daily Cost of Each Worker” as that column’s label. Change the text wrapping in that cell, and make the column wider so the information fits on two lines.
Then in the column D4 and the cells below, type the amount of money each worker should be paid for a day of work on each project stage. Change the numbers in that column so they look like currency, or money. (NOTE: Rupees appears in Excel as "INR" for the "Indian Rupee".)
In cell E3, type “Total Cost of Each Worker for Stage” as that column’s label. Change the text wrapping in that cell, and make the column wider so the information fits on two lines.
Then in cell E4, type a formula that multiplies a worker’s daily pay for that stage (cell D4) by the total number of days needed to complete that stage (cell B4). Change the number to look like currency, or money. Now you can see how much it will cost to pay each worker for that building stage.
In cell F3, type “Total Cost of All Workers for Stage” as that column’s label. Change the text wrapping in that cell, and make the column wider so the information fits on two lines.
Then in cell F4, type a formula that multiplies total Cost of each worker for that stage (cell E4) by the total number of workers needed to complete that stage (cell B4). Change the number to look like currency, or money. Now you can see how much it will cost to pay the workers for that building stage.
Apply the formula to the other cells in column F to calculate this cost for the other building stages. If needed, change the numbers in that column so they look like currency, or money.
In the first empty cell at the bottom of column D, insert a Sum function to calculate the total number of days it will take to finish the building. And in the empty cell to the left in column C, type “Total Number of Days to Finish Building” as a label for that information. Change the text wrapping of that cell, and if needed, make the column wider.
At the bottom of column F, insert a Sum function to calculate the total cost for the workers who will help finish the building. And in the empty cell to the left in column E, type “Total Cost of Workers for All Stages” as the label for that information. Change the text wrapping of that cell, and if needed, make the column wider. Challenge: In cell G3, type “Percent of Total Worker Cost” as the label of the new column. Then in cell G4, type a formula that divides that stage’s worker cost (cell F3) by the total worker cost at the bottom of column F. When typing the formula, make sure you use an absolute cell reference for the total worker cost by putting Indian Rupee symbol, INR, in front of both the column letter and row number. Then, apply the formula to the other cells to calculate the percentage of total worker costs for the other building stages. Be certain to change the number format so they look like percentages. (See the Project Management Plan Worksheet Challenge Example at the end of this section.)
Change the look of the information as you wish. For example, you might change the position or alignment of the information inside the cells, or change the look of the words. You might also make the column labels in row 3 and the grand total information at the bottom of the worksheet stand out by adding cell borders or filling the cells with color.
Use the information in column A and B to make a column chart that compares the total number of hours it will take to finish each building stage. Make sure you title your chart, and label both the X axis and Y axis. Save the chart on a new sheet, and delete the legend since it is not needed. Challenge: Use the information in column A and column F to make a pie chart that shows the relationship of each the cost of each stage to the total cost for all stages. Make sure you give the chart a title, and pick the labels you want for the pie slices. Save the chart on a new sheet. (See the Project Management Pie Chart Challenge Example at the end of this section.)
Rename your worksheet and chart tabs, and delete any unused worksheets. If needed, change the order of the tabs so the worksheet comes before the chart.
Save your work.

Project Management Plan Worksheet Challenge Example

Project Management Plan Pie Chart Challenge Example

Review It

Look over your project management plan. Make sure it has the following elements:

a worksheet that lists the different building stages, the number of days needed to finish each stage, and the number of workers needed
formulas that calculate the number of days that will be needed to finish each building stage
formulas that calculate the total cost of all workers for each building stage
Sum formulas that calculate the total number of days to finish the entire building and the total cost of workers for all stages
a column chart that compares the number of days needed to finish each building stage

If any of these elements are missing, add them now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

How would this plan help Ms. Lal plan manage her building project? How could Ms. Lal use digital technology to share this plan with other people who are working on the project?
Which of the spreadsheet features that you used today was the most helpful? Why?
For what other types of projects might people need to make schedules? What information might be found in these different schedules?

Proposal

So far, you have helped Ms. Lal design her building’s floor plan, completed an illustration of what the building will look like, and put together a project management plan. But before anyone can actually start building, the people paying for the building need to review and approve the design and plan. One way to do this is to put together a proposal. What might this proposal say? What pictures might be included in this proposal?

Plan It

Create a proposal that Ms. Lal can use to get the people paying for the building to approve the design and plan. Look at the following example:

Proposal Example Pages 1 and 2

Proposal Example Pages 3 and 4

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper or even draw small pictures of what each page might look like.

Which of the projects that you have already finished for Ms. Lal would you like to include in this proposal? What could you write about each project?
How might you organize the information on different pages?
What could you do to make the proposal look professional?

Do It

Start the word processing software, and open a new, blank document.
Since the first page will be a title page, type a title in the center of the page. (NOTE: Do not make or use a text box for this. Instead, you will have to press the Enter key to move the cursor down to where you want it, and then change the paragraph alignment.) Change the look of the title however you wish.
Below the title, type “by” followed by your names. Change the look of these words also.
To finish the title page, add a page border. Make sure you apply the border to this first page only. Then, change the border width and color as you wish.
Move the cursor below your names, and insert a page break.
This next page will have written information about what the building will look like and a picture of the building illustration you finished earlier. Type a subtitle at the top of this page, and change its look and alignment as you wish. Then, save this subtitle as a text style that you can use to quickly change the subtitles on the pages you will add later.
Below the subtitle, insert the saved picture file of the building illustration. Then, type a few sentences about what the building will look like. You might also want to explain where the building will be built and why it belongs in that location.
Change the way the words wrap around the picture, and change its size and position on the page. You might also add a color border and a shadow effect to the picture.
Change the look of these lines of text however you wish. In addition to changing the font and size, you might also want to change the line spacing, alignment, or indents. When you are done, save these lines of text as a paragraph style that you can use to format the sentences that you will type on other pages later. Challenge: Sometimes people give information about pictures by writing captions. Put a caption below the picture by typing a few words about it. Change the look and alignment of the caption as you wish. When you are done, save the caption as a text style that you can use for captions you will add to the other pages later. (See the Challenge Example at the end of this section.)
Insert a page break.
The new page will be about the building’s floor plan. Type a subtitle for this page, and use the saved text style to change its look.
Below the subtitle, insert the floor plan file as an object. Change the object’s text wrapping, and resize and move it as needed. You might also add a color border and a shadow effect to the picture.
Between the subtitle and the inserted floor plan, type a few sentences about the floor plan. You might wish to look at and describe the inserted floor plan by writing about how many rooms it will have, how long and wide it will be, and any other features. Then, use the saved paragraph text style to quickly format this information.
Make any final changes to the size and position of the floor plan, and add a border and shadow effect as you wish. (NOTE: If borders and shadows are added to each shape in the floor plan, just fill the object with white or another color.) Then, insert a page break.
This next page will be about the project management plan. Type a subtitle for this page, and use the saved text style to change its look.
Below the subtitle, insert the project management worksheet as an object. Change the object’s text wrapping, and resize and move it as needed.
Between the subtitle and the inserted worksheet, type a few sentences about the project management plan. You might want to write about how many days it will take to finish the building and how much it will cost to pay for all the workers. Also, consider writing about which stage will take the longest or cost the most. When you are done typing, use the saved paragraph text style to change the look of the information.
Make any final changes to the size and position of the worksheet, and if you wish, add a border and shadow effect to both. (NOTE: If you see borders and shadows around the words and numbers in the worksheet and chart, just fill both with white or another color.)
Go back to the title page in your proposal, and change the document’s set up so there are different headers and footers on the first page. (NOTE: This skill may not be possible in every word processing software application. If your word processing software does not have this capability, simply skip this step.)
Go to the second page, and view the header. Type the proposal title in the header, and change its look and alignment. Then, go to the footer, and insert the date and the page number. Use the Tab key to space apart the date and the page number. Challenge: To help separate the header from the information below, add a border to the bottom edge. Then add a border to the top edge of the date and page number. (See the Challenge Example at the end of this section.)
Run the spelling tool to make sure all your words are spelled correctly.
Save your work.

Proposal Challenge Example

Review It

Look over your proposal. Make sure it has the following elements:

a professional-looking title page with a title and a page border
a second page with written information about what the building will look like and a picture of the building
a third page with written information about the floor plan and the floor plan file inserted as an object
a fourth page with written information about the project management plan and the worksheet inserted as an object
saved text titles that helped make all subtitles and paragraphs look the same
headers and footers on all pages except the title page

If any of these elements are missing, add them now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

What other types of multipage documents might people need to create? Which of the skills that you used today might be useful for each type?
What was the most interesting skill you learned today? Why?
What was the most challenging thing about completing this proposal? How did you manage to work your way through that challenge and finish the project?
What do you think would be the best way for Ms. Lal to present this plan for approval?

Entrepreneur

Overview

An entrepreneur is a person who starts his or her own business. What businesses have been started by entrepreneurs in your community? What skills do entrepreneurs need? How might computers help entrepreneurs?

Web Resources

To learn more about entrepreneurs, consider exploring the Web sites below. You can also type appropriate keywords, such as “entrepreneur” or “starting a business,” into an Internet search engine to find Websites about the topic.

What do you want to learn about entrepreneurs? Why? Where might you find this information?

Entrepreneur Activities

Now you will use your technology skills to help an entrepreneur discover how computers can help him at work as you complete some of the featured entrepreneur activities:

Entrepreneur Activity: Logo and Letterhead
Entrepreneur Activity: Financial Plan
Entrepreneur Activity: Brochure
Entrepreneur Activity: Website

Logo and Letterhead

Mr. Amman wants to start a small business. First he needs to come up with a logo, which is a picture or symbol that stands for his company. Then he needs to make letterhead, which is a document with the logo and other company information on it. This letterhead can then be used over and over again to write letters and other documents. What logos are you familiar with? Have you ever seen a letter or another document printed on a company’s letterhead? What did the letterhead look like?

Plan It

Design a logo and letterhead for Mr. Amman’s business. Look at the following examples:

Logo Example Letterhead Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas and even draw pictures of your designs on a sheet of paper.

What type of business is Mr. Amman starting? What would be a good name for this type of business?
What pictures or images would best show what his company is or does?
What information about the company might you put on the letterhead? (NOTE: Do not provide any personal information, such as your telephone number or address.)
How might you organize the information on the page?

Do It

Start word processing software, and open a new, blank document.
To help you size and position objects on the page, show the rulers and the document’s grid. To help you move and size objects with greater precision, make sure that the snap to grid option is turned off.
Use the shape tools on the Drawing toolbar to draw a basic shape for your logo. You might also want to start by drawing a shape, and then add lines or arrows to show something meaningful about the company. Feel free to copy and paste any shapes or lines that you want to use more than once. You can also flip or rotate shapes. (NOTE: Be sure that your design is original and reflects your own ideas. Do not copy someone else’s logo design.)
Change the color of the shapes and lines as you wish. You might even want to add a fill effect
After drawing the basic shapes and lines for the logo, you can copy a picture in the Clip Art Gallery, launch the graphics paint software, and then paste the picture into a new canvas. Make the canvas bigger or smaller as needed so it is just about the same size as the pasted picture. (NOTE: With some graphics paint software, such as OpenOffice.org Writer*, you may not be able to use clip art or pictures for your logo. If this is true with the software you are using, skip Steps 5 through 9.) Challenge: Use the graphics paint tools to make your own simple picture to include in your logo. If you do this, skip Step 6 below and go straight to Step 7. (See the Logo Challenge Example at the end of this section.) (NOTE: If you are unable to complete Steps 5 through 9, use the draw tools to make your own simple picture to include in your logo. If you do this Challenge, go to Step 10 next.)
Make any changes you want to the picture. For example, you might want to paint over the background of the clip art picture, change the colors to match the shapes and lines you have already drawn for the logo, or erase parts of the picture that you do not want.
Save your painting where you can easily find it. Do not exit the graphics paint program.
Insert the picture you just painted into your logo design. Change the picture’s text wrapping, size, and position as needed.
Think about the best location for the basic shapes and the picture you just inserted. You might wish to align and distribute objects so they are all lined up and spaced apart evenly. You might also change the order or layering of the objects. (NOTE: This skill may not be possible in all word processing software. If your word processing software does not have this capability, skip this skill in the step.)
Make a text box, and type the name of the company. Change the look of the words any way you wish. Or if you prefer, use the company’s name to make an artful title such as WordArt or a Fontwork that fits around the outside or along one of the sides of the logo. (NOTE: For your logo, it would be best to pick a simple style, shape, and color for any words since people need to be able to read the information at a much smaller size.)
Select and group all the objects in your logo. Then, copy the logo design, and paste it into a new graphics paint canvas. Make the canvas bigger or smaller as needed so it is just about the same size as the pasted logo design.
Save the logo as two files – one to use for printed projects, and another to use for Web sites or electronic presentations. Then exit the graphics paint software, and close the logo file in the word processing software.
Open a new, blank word processing document.
To help you size and position objects on the page, show the rulers and the document’s grid. Make sure the objects are set to snap to the grid.
First, insert the version of the logo you just saved for printed projects. Change the logo’s text wrapping, and then size and move it as you wish.
Next, make a text box on the left side of the page. Type important company information such as the address and telephone number.
Remove the text box border, and change the look and alignment of the words any way you wish.
Copy and paste the text box, and then move it to the right side of the page. In this box, type other important company information such as its Web site URL and email address. (NOTE: You might need to remove the hyperlink formatting from the URL and the e-mail address if it shows up all by itself. To do this, simply right-click the link and pick Hyperlink Remove Hyperlink, when using Microsoft Word*.) (NOTE: If using OpenOffice.org Writer*, simply right-click the link and pick Default Formatting.)
Decide on the place where information can be typed for a letter or another type of business document. Draw a line to separate the top of the letterhead from the letter writing space below. Change the line width, style, and color as you wish.
Below the line, type a sentence that lets future users know that this is the space for them to type in. Challenge: Since it is important that business letters and documents include the date that they are created on, insert today’s date. Pick the date format you want, and make sure that the date is set to update automatically whenever the document is opened or used again. (See the Letterhead Challenge Example at the end of this section.)
View the footer and type a slogan, which is an attention-getting phrase about the company. Change the look and alignment of the slogan as you wish. (NOTE: Be sure that your slogan is original and reflects your own ideas. Do not copy someone else’s slogan.)
Make any final changes to your letterhead design. For example, you might want to remove any background color that you do not want by making the rectangle transparent. You can also make any final decisions about the size and position of the text boxes, the line, and other items.
When you are done, turn off the page grid. Then, save the letterhead as a document template for future repeated use.
To make sure your new template works, start a new document by using the new letterhead template on the General tab. Close the document without making or saving any changes.

Logo Challenge Example Letterhead Challenge Example

Review It

Look over your letterhead. Make sure it has the following elements:

an original logo with the company’s name and with shapes, lines, and a simple picture that together show what the company is and does
company information in a place on the page that makes sense and that looks good
space for people to type their information when they use the letterhead template in the future
a footer with an original company slogan

If any of these elements are missing, add them now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

For what other purposes might a company use its logo and letterhead?
What new skills or techniques did you use to complete the logo?
Which tools did you find most useful when creating the logo? For what other types of projects might you use that tool?
How did you design your page to create professional-looking letterhead?
Why is it important that your logo and letterhead design are original and reflect your own ideas?

Financial Plan

Mr. Amman needs a way to figure out how much money he will need to start his business. He also wants to think of ways to make enough money to cover the costs of beginning his new business, which are called startup costs. Have you ever put together a plan to earn and save money so you could buy something new? How did you come up with your plan? How could you help Mr. Amman create a financial plan for his business?

Plan It

Create a financial plan to help Mr. Amman prepare for the startup of his business. Look at the following examples:

Financial Plan Startup Costs Worksheet Example

Financial Plan Startup Costs Chart Example

Financial Plan Daily Sales Worksheet Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper.

What things would Mr. Amman need to start his business?
How many of each thing might he need? How much would each thing cost?
How many products or how much service time would Mr. Amman need to sell to make enough money to cover his startup costs?
How could all of the information be organized in a spreadsheet?

Do It

Start the spreadsheet software, and open a new, blank spreadsheet.
In cell A1, type a title for the worksheet. The title might include the company’s name followed by the words “Startup Costs”. Change the look of the title any way you wish.
In cell A3, type “Item” as that column’s label. Then in the column A cells below, type the names of the things that Mr. Amman needs to start his business. Make sure you put each item in its own cell.
In cell B3, type “Number Needed” as that column’s label. Then in the column B cells below, type how many of each item Mr. Amman needs for his business.
In cell C3, type “Cost per Item” as that column’s label. Then in the column C cells below, type the cost of each individual item (not the total cost of how many of that item is needed). Change the number format of the cells with prices so the numbers look like currency, or money. (NOTE: Rupees appears in Excel as "INR" for the "Indian Rupee".)
In cell D3, type “Item Total” as that column’s label. Then in cell D4, type a formula that multiplies the number needed of that item (in cell B4) by the cost for each individual item (in cell C4).
Change the number format of the cells in that column to currency. Then, fill the formula down into the other cells in column D
Sort the rows with startup cost items (not the row with the column labels) in alphabetical order based on the item names in column A.
In the first empty cell below the last item total in column D, insert a Sum function that adds all of the item totals in that column. If needed, change the number format of that cell to currency. And in the empty column C cell to the left, type “Grand Total” as the label for that new sum amount.
Change the look of the words and numbers so important cells stand out, such as the column labels and the total startup cost information at the bottom. You might also change the column width, the position or alignment of the information within the cells, or add cell borders and shading.
Give the worksheet tab a new name that describes the information, such as “Daily Sales”.
Use the information in columns A and D (you do not need the column labels or the startup cost total) to make a pie chart that shows each item’s percentage of the total startup cost.Put the chart on a new sheet, and give the chart’s tab a new name, such as “Startup Costs Chart”. Challenge: Change the look of the words and numbers in the pie chart as you wish. You can also add different fill colors or fill effects to the pieces of the pie. (See the Financial Plan Startup Costs Chart Challenge Example at the end of this section.)
Go to another worksheet. Here you will help Mr. Amman set goals by figuring out how he can make enough money to cover his business startup costs and by predicting how many days this might take.
In cell A1, type “Daily Sales Goals” as the worksheet title. Change the look of the title any way you wish.
In cell A3, type “Products/Service” as that column’s label. Then, in the cells below cell A3, type each of the products and services Mr. Amman’s business might sell to make money. Make sure you type each item in its own cell.
In cell B3, type “Unit Sold” as that column’s label. Then in the cells below cell B3, type the individual units in which each product or service would be sold, such as “1 hour”, “1 cup”, or “1 dozen”.
In cell C3, type “Price” as that column’s label. Then, in the cells below cell C3, type a price for each product or service that Mr. Amman sells. Change the number format of these cells so they show currency, or money.
In cell D3, type “Number to Sell per Day” as that column’s label. Change the text wrapping in that cell, and increase the height of row 3 so the column label fits on two lines. Then, in the cells below cell D3, ,type how many of each product or service unit Mr. Amman might be able to sell on each workday.
In cell E3, type “Daily Item Sales Total” as that column’s label. Then in cell E4, type a formula that multiplies the price of the unit being sold (cell C3) by the number of units Mr. Amman should try to sell each day (cell D4).
Change the number format of cell E3 so it looks like currency. Then, apply the formula to the other products and services in the worksheet.
In the first empty cell at the bottom of column E, insert a Sum function to add up all of the item totals in the cells above. If needed, change the number format of that cell so it shows currency. Then in the empty column D cell to the left, type “Daily Sales Total” as the label for that sum total information.
Two cells below the daily sales grand total in column E, add a link to the total startup cost amount in the first worksheet. To do this, start by pressing the Equal Sign key. Then go to the first worksheet, click the cell with the total startup cost value, and then press the Enter key. In the empty column D cell to the left, type a label for the startup cost information that you linked from the first worksheet.
Click the cell just below the linked total startup cost amount in column E. Then, to figure out how long it would take for Mr. Amman to make enough money to cover his startup costs, type a formula that divides that total startup cost amount (in the cell above) by the daily grand sales total (three cells above). Change the cell’s decimal number format as you wish. Then in the empty cell to the left in column D, type “Days to Cover Costs” as the label for this new information.
Change the look of the information so important cells stand out, such as the column labels and the daily sales total information. You might also change the column width, the position or alignment of the information within the cells, or add cell borders and shading.
Give the second worksheet tab a new name such as “Daily Sales”. Delete any unused worksheets. Challenge: To see how this financial plan spreadsheet works, change one of the startup cost numbers on the first worksheet, and notice how the information on the second worksheet automatically updates. You can also change the sales price and number to sell information (in columns C and D) on the second worksheet to see how those changes update the daily sales total and the number of days Mr. Amman will need to cover his business startup costs. (See the Worksheet Challenge Examples at the end of this section.)
Save your work.

Financial Plan Startup Costs Worksheet Challenge Example

Financial Plan Startup Costs Chart Challenge Example

Financial Plan Daily Sales Worksheet Challenge Example

Review It

Look over your financial plan. Make sure it has the following elements:

a worksheet with a list of the startup costs for Mr. Amman’s business and a Sum formula that calculates the total startup costs
a pie chart that shows the percentage of each item’s cost in relation to the total startup cost amount
another worksheet that shows how many products or services Mr. Amman can sell each day
a total startup cost amount from the first worksheet that is linked to the second worksheet, and that amount is used to create a formula that shows how many days it will take for Mr. Amman to make enough money to cover his costs
worksheet titles and tab names that explain the information on each sheet, and cell formatting that makes the information easy to read

If any of these elements are missing, add them now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:
How could a person or a family use a financial plan for their own personal use?
What are some ways that a spreadsheet makes it easy to organize and work with lots of numbers?
Based on the pie chart, what is the greatest part of Mr. Amman’s startup costs? How can you tell?
With whom might Mr. Amman share his project budget? How might he use digital technology, including email and the Internet, to share that information?

Brochure

Mr. Amman needs to find an easy way to let people know about his business and the products and services it provides. What might be a good way to do this? One way is to design and hand out a company brochure. When have you seen a brochure before? What did the brochure look like? How was it folded? How might you use the computer to make a brochure for Mr. Amman’s business?

Plan It

Create a folded brochure with helpful information about Mr. Amman’s company and its products and services. Look at the following examples:
Brochure Page 1 Example

Brochure Page 2 Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to write your ideas on a sheet of paper.

What information about Mr. Amman’s company should be included in the brochure? (NOTE: When providing potential customers with information about a company’s products or services, it is important to be honest and accurate. Also, do not copy the information from another Web site or document. Your information should be original and written in your own words.)
How might you organize the information in three columns on both the front and back sides?
What pictures might you use to help make the written information clear?
What are the different ways that Mr. Amman can distribute his brochure? Could he print, fold, and hand out copies to people?
Might he post the brochure to the Internet where people can download and print the brochure themselves?

Do It

Start the word processing software, and open a new, blank document.
Set up the page to print sideways, or in landscape. Also, make the margins, or the empty spaces along the edges of the page, smaller so there is more room for the brochure information.
Format the page so it has three columns.
The first column on the left side of the page will be the inside flap of your brochure, or the first thing people will see when they fold open the front cover. Here might be a good place to put some information about Mr. Amman’s new business. However, you should feel free to put any information you want here. Type a subtitle, or heading, for this column. Then, type a few sentences about the company or whatever else you would like to write about here.
Change the look of the heading and sentences. You might want to make the heading bigger and change its style and color so it stands out. And for the sentences, you might want to change the line spacing or indents.
When you have finished formatting the heading and sentences, save both as styles that you can use to quickly change the look of other headings and sentences in the brochure.
Add a picture if you want. Then, change the picture’s text wrapping, and move and resize it as needed.
Put the cursor at the end of or below the last word or picture in that column. Then, insert a column break so you can work on the middle column, which will be the back side of the folded brochure.
In this column, you might want to type the company’s address, telephone number, and even the Web site URL and email address. (NOTE: You might want to look at the letterhead project you completed earlier and use that same information.) However, you should feel free to put other information here if you wish.
Change the position and look of the information any way you like. If you think you might use any of this formatting again in your brochure, save the formats as new text styles. Challenge: Use the different shape and line tools to make a small street map that shows readers where Mr. Amman’s business is located. Feel free to change the line width, line color, and fill colors as you wish. If you want to add words to the map, just make new text boxes and type the information inside. (See the Brochure Page 1 Challenge Example at the end of this section.)
Put the cursor at the end of or below the last word or object in the middle column. Then, insert a column break so you can work on the right column, which will be the front panel of the folded brochure. (NOTE: You might need to go back to the Web site URL and the e-mail address and remove any hyperlink formatting that appears on its own.)
The front of the brochure is a good place to put the company logo and a slogan, or a phrase about the company that catches people’s attention. (NOTE: You might want to look at the slogan you put in the footer of the letterhead project you finished earlier.)
Insert the saved logo file, and change its text wrapping. Then, change its size and position as you wish. You can also change the look and position of the slogan text.
Put the cursor at the end of or below the last word or picture in that column. Then, insert a page break.
Think about the information you would like to include on these three panels, which will be seen when the brochure is unfolded all the way. You might want to put some information about Mr. Amman, the founder of the company. You might also want to list the company’s products and services, along with some prices for each item.
Type a heading for the left panel, and below, type the information you want to include. Use the saved text styles to change the look of the words, and if you want, add a picture. Make sure you change the picture’s text wrapping so you can easily resize or move it.
Repeat Step 16 to finish the middle and right panels on this page. If it makes sense, you might want to make a bulleted list of the company’s products and services, or use tabs to line up your information. You can also add a picture and change it into a watermark behind the words on a panel. Remember to insert a column break to end one column and start work on the next. Challenge: People who design brochures and other projects often put their names on their work. Find an empty space at the bottom of one of the brochure panels, such as the middle panel on the first page (the back of the folded brochure). Make a text box, and then type “Designed by” followed by your names. You can also change the look of the words and the text box any way you wish. (See the Brochure Page 1 Challenge Example at the end of this section.)
Save your work.

Brochure Page 1 Challenge Example

Review It

Look over your brochure. Make sure it has the following elements:

two pages with three columns of accurate information about Mr. Amman’s company and the products and services offered
text styles that have been used to format headings, sentences, and paragraphs so they look the same throughout the brochure
the company logo
pictures that help make the written information clear

If any of these elements are missing, add them to the brochure now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

What are some other ways you might organize the information on a brochure? Why is it important that the information in the brochure is accurate and original?
What was the most useful skill you used to make the brochure? For what other projects might you use this skill?
What was the most challenging part about finishing this brochure? How did you and your partner manage to finish that task?
How would you recommend that Mr. Amman distribute this brochure to potential customers? Might he be able to use digital technology?

Website

Although Mr. Amman is happy with his brochure, he is looking for another way to let people know about his business. What are some other ways to reach this goal? One way is to design a company Website. Have you ever visited a company’s Web site? What did the Web site look like? What information did you see?

Plan It

Use the information in the brochure you already designed to create a Website for Mr. Amman’s business. Look at the following examples:

Website Homepage Example

Web Site About the Company Page Example

Web Site About the Owner Page Example

Web Site Services We Offer Page Example

Web Site Other Services Page Example

Think about the questions below, and discuss your ideas with your partner. It might be helpful to open the completed brochure file and to write your ideas on a sheet of paper.

What information and pictures from the brochure should be included in the Web site?
How might you organize and group the information in the brochure into Web pages? How many different pages might you need to make up the complete Web site?
How will viewers navigate through the site, or get from one page to another?

Do It

Start the word processing software, and start a new Web page. If there is a Web page Wizard in the word processing software you are using, you may choose to use the wizard to create your Webpage and skip Steps 2 through 8. (NOTE: This skill may not be possible in all word processing software.) While it is fine to use the preset designs and wizards contained in the word processing software to create your Web page, it would be illegal to copy a design that you see on another Web page. If you are creating a Website manually, be sure to format a table to create a column layout.
The first Web page you create will be the homepage of your Website. Add a background to your Web page.
Create a table of contents for your Web site in the left-hand column you created in Step 1.
Add headlines, headings, and subheadings, text, and pictures to your Web page that inform your audience about the company. You can use much of the same information you created the brochure activity in your Website. (NOTE: When providing potential customers with information about a company’s products or services, it is important to be honest and accurate. This original information should be written in your own words, not copied from another Web site or any other document.)
Save the homepage on your computer where you can locate it again.
Create at least two more Web pages using the same table of contents format as the home page but feel free to choose different backgrounds, pictures, and other features. Save these two new pages in the same place as your homepage.
Locate your homepage. Right-click the file and choose Open With. Then, choose the word processing software you are using. In the table of content, add links to the other Web pages you created. Save your home page.
Open each of the other Web pages you made in Step 6. Add links on these pages to the home page and to each other. Save the pages. (NOTE: When editing any of the Web pages, you must right-click the file and choose Open With. Then, choose the word processing software you are using.
Open the brochure file you previously completed, and view the front cover or panel. Copy the slogan, address, telephone number, URL, and email address in the brochure. Then, paste the information in the home pages of the Web site. (NOTE: Because this Web site may be seen my many individuals, remember to protect your personal information by not including your own telephone number or address.)
Next, insert your electronic version of the company logo into the home page. If possible, change the text wrapping of the logo, and then size and position it as needed.
Change the look and position of the words on the page any way you like. (NOTE: Because this is a Web page, you can leave any hyperlink that might show up on its own when you type a URL or e-mail address.) Challenge: Because many Websites do not print out well on paper, you will often find links to printable versions of the same Web site information. On the first main or home page, insert a link to the completed brochure document that people can print. Make sure you change the display text, or the words that are actually used for the link on the home page. It might also be helpful to explain what that link is for. (See the Challenge Example at the end of this section.)
Click the link for the second page in your Web site (you may need to choose the Open With command, and then choose the word processing software you are using to edit the page). Then, copy the words and pictures from the matching section of the brochure, and paste them into this Web page. If possible, change the wrapping. Then change the size and position of any pictures, and change the look and position of the information so it matches the color and font of the navigation links already on the page. (NOTE: This skill may not be possible in all word processing software.)
Click the links for the other pages in your Web site (you may need to choose the Open With command, and then choose the word processing software you are using to edit the page). Then, copy the words and pictures from each remaining section of the brochure and paste them into the matching Web pages. Change the wrapping, size, and position of any pictures, and change the look and position of the information so it matches the color and font of the navigation links already on the page. Challenge: Many Websites have a link at the bottom of the pages that visitors can click if they have comments or ideas about that site. Add a new frame at the bottom of any one of the pages. (NOTE: To add a frame to a Web page may not be possible in all word processing software. If your word processing software does not have this ability, simply skip this challenge.)Then, type a sentence that explains how they can use the company’s email address to contact the person in charge of the site. Reduce the height of that frame so there is just enough room for the new line of information. Then, click the other links to make sure the new frame information is automatically added to those pages also. (See the Web Site Home Page Challenge Example at the end of this section.)
Save your work.
Start a web browser, and open the Web site’s home page. Test out the links to make sure they work as they should.

Web Site Home Page Challenge Example

Review It

Look over your Web site. Make sure it has the following elements:

one main page (home page) with several other pages all linked together to make a complete Web site
the brochure information about Mr. Amman’s company has been copied and pasted into the site’s pages
words and pictures on each page are organized in a way that is interesting and easy to read
a design theme that helps all of the pages look like they belong to the same Web site

If any of these elements are missing, add them now. You should also make other desired changes. Remember to save your work when you are finished.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

What other types of information might you use to create other Websites?
What specific responsibilities does a company have when developing a business or commerce Web site? Why is it important that the information is accurate and original?
What was the most challenging thing about making the Web site?
How is creating a Web site different from completing other types of computer projects?

Digital Citizenship

Becoming a Digital Citizen

Over the last several class sessions you have been learning how different types of workers including a teacher, a government health officer, an engineer, and an entrepreneur can use graphics, word processing, spreadsheets, and multimedia to successfully perform their jobs. Workers who use technology appropriately to communicate, solve problems, and collect, organize, and share information, are known as digital citizens.

Digital Citizenship Elements

Digital citizenship has nine different parts, or elements. These elements can be organized into three related groups-proper use and behavior, personal safety and protection, and online searching, shopping, and downloading. Please read the section below silently to yourself to learn more about how digital citizens use technology appropriately.

Proper Use and behavior

Digital Access: Digital citizens believe that everyone has the right to use digital technology, including computers, the Internet, and email. People who are unable to purchase their own computers, or pay for Internet service, should have access to free digital technology at school, at work, at a library, at a community centre, or another public place.
Digital Communication: Digital citizens know that their private text messages, instant messages, and email can be easily resent to others. They also know that anyone (including parents, teachers, coworkers and other friends) might see the public messages they post on social media pages, Internet forums and chat rooms, and other Web sites. To avoid any problems, digital citizens avoid sending or posting messages that might upset other people.
Digital Etiquette: Digital citizens use digital technology politely in ways that do not disturb or upset their parents, teachers, coworkers, and friends. For example, they know that it is inappropriate to use digital technology during a test at school or while participating in a meeting at work. Digital citizens also do not send messages or share images that might upset others. For example, digital citizens never post disrespectful comments on the physical appearance, habits or activities of their teachers, friends and co-workers.

Personal Safety and Protection

Digital Rights and Responsibilities: Digital citizens understand that when they use digital technology to share information with others, it is important that they are honest and truthful especially if the information is supposed to be factual. Digital citizens can also recognize situations that might be problematic or unsafe.
Digital Health and Wellness: Digital citizens know that playing video games, visiting social media sites, or surfing the Internet for long periods of time can cause physical and emotional problems. Therefore, digital citizens limit how much time they spend on the computer.
Digital Security: Digital citizens think twice before providing any personal information online, including their full name, date of birth, address, and credit card or bank account information. To keep viruses off their computer, they do not open messages or files from people they do not know.

Online Searching, Shopping, and Downloading

Digital Literacy: Digital citizens know which type of digital technology (including the Internet, email, instant messaging, text messaging, social media, and public forums and chat rooms) is most appropriate for communicating different types of information. Digital citizens also know how to find information on the Internet, and they can evaluate that information to determine if the site is trustworthy or not.
Digital Commerce: Digital citizens are honest when selling products and services online. Digital citizens are also careful when shopping online. They know how to find the product or service they need at a fair price. They also know how to determine if a company or seller might not be trustworthy.
Digital Law: When digital citizens share or use free text, pictures, music, or video from the Internet in their projects, they always provide information about the source, including the name of the website and the URL. Digital citizens understand that sometimes they must pay for Internet content and do not try to access that content without paying.

Consider the questions below and be prepared to share your answers with your classmates:

Which digital citizenship elements are of particular interest to you? Which do you think would be most important to people at work? Why?
Have you had personal experiences with any of these digital citizenship elements? What did you learn about appropriate technology use?

Digital Citizenship Scenarios

Digital technology provides many new and easy ways for people to communicate and share ideas and information. However, people who do not use digital technology appropriately may encounter a range of different challenges and problems. Read the following scenarios, and based on what you know about the nine digital citizenship elements, think about the ways that each of these digital citizens should react or respond.

Scenario 1- Digital Etiquette

Dinesh is taking a history test at school. He studied hard and is able to answer most of the test questions. However, there are a few questions to which he does not know the answers. He knows he can find the answers on the Internet, so he carefully takes his smartphone out of his pocket and opens the Web browser.

Is Dinesh’s use of digital technology appropriate? Why or why not?
What might happen if Dinesh continues to use his smartphone during the history test?

Scenario 2- Digital Etiquette

Sharu writes poems and very often posts them on her blog. Many of the students in her class visit the blog to read her poems. Rita does not like Sharu and posts a comment on Sharu’s latest poem stating she has never read anything worse. She goes on to tell her to stop writing such trash. She also gets her friends to post negative comments on Sharu’s blog.

Why was it wrong of Rita and her friends to have posted such comments on Sharu’s blog?
How will all of this affect Sharu?

Scenario 3- Digital Security

Manish is checking his email on the computer in the school library. He sees an email from somebody he does not know. He opens and reads the email, but the text does not make any sense. There is also an attached file. Manish wonders what the attached file is, but he is not sure if he should open it or not.

Should Manish open the attached file or not? Why or why not?

Scenario 4- Digital Law

Tara loves music. Her favorite pop star recently released a new album, but Tara does not have enough money to buy and download all the songs. Tara’s friend told her about a Website where people can download music without paying. Tara went to the Web site and found the album she wants.

Should Tara download the album without paying? Why or why not?

Scenario 5- Digital Literacy

Sameer is working on a report about the planet Mars. While doing Internet research, he noticed that most Web sites contain similar information about the planet’s size, color, orbit, and temperature. The Web sites also mentioned how there may have been water to support life. However, one Web site was different. It contained information about space creatures that lived on Mars a long time ago. Sameer thinks the story and the pictures were very interesting and he wants to include that information in his report.

Should Sameer include information about the space creatures in his report about Mars? Why or why not?

Scenario 6- Digital Communication

Radha, Tanu, and Bharti are good friends. One day, Radha won two tickets to a concert. Radha could only invite one friend, and she decided to invite Tanu. Radha and Tanu did not want to tell Bharti about the concert because they thought Bharti might get upset. Now Radha and Tanu are at the concert, and they are having a great time. Radha is taking photos on her smartphone. She wants to post the photos on her social media page.

Should Radha post the photos on her social media page? Why or why not?

Scenario 7- Digital Health and Wellness

Tarun used to play soccer and go to the park with his friends. But recently, he started to play online computer games. At first he only played computer games for a few minutes per day. But now he plays computer games for several hours each day. He rarely plays soccer or sees his friends anymore. And now his neck and wrist hurts, and he has frequent headaches.

What do you think is happening with Tarun? Why?

Scenario 8- Digital Commerce

Neha loves to read. One day, she received an email from an online bookseller inviting her to join its book club. It costs Rs. 100 to become a member, but she receives books for half the regular price. To join the club, she has to enter her personal information, including her address and telephone number. She also has to enter her mother’s credit card number. However, Neha has never heard of the book club, and she cannot find any information about the club online.

Should Neha enter her personal information and credit card number to join the book club? Why or why not?

Scenario 9- Digital Rights and Responsibilities

Rajni and Meena love to cook. They like to experiment and post their favorite recipes on a cooking Website for kids. Today, Rajni and Meena tried a new cookie recipe. The cookies taste delicious, so they decide to post the recipe on the cooking Website. However, they cannot remember exactly how much sugar and flour they used. Meena thinks that they should make their best guess and post the cookie recipe anyway, but Rajni thinks they should bake another batch to make sure that the information in their recipe is accurate.

Who do you think is right in this situation: Meena or Rajni? Why?

Scenario 10- Digital Access

Gaurav has to do some research for a school project. He wants to use the Internet to find information online, but he does not have a computer.

Where are some possible places that Gaurav can go to use the computer and access the Internet?

As you reflect on these scenarios, as well as your own experiences, how can the Digital Citizenship Elements help people use technology more appropriately? What are some of the behaviors you might change to become a better digital citizen?

Memo

What are some ways that people at work get important information about company processes and policies? One of the most common ways people communicate with each other at work is through memoranda, which are most often called memos. Now that Mr. Pandit, Ms. Singh, Ms. Lal, and Mr. Amman know more about digital citizenship, they need to prepare a memo that provides specific information about how employees should use digital technology appropriately in the workplace. What digital citizenship information is most important to include in their memos? How might that information be organized?

Plan It

Help Mr. Pandit, Ms. Singh, Ms. Lal, and Mr. Amman create a digital citizenship memo that provides employees information about appropriate technology use at work. Look at the following example:

Memo Example

Read the questions below, and discuss your ideas with your partner. Write your ideas on a sheet of paper.

Who would you like to help prepare a digital citizenship memo-Mr. Pandit, the teacher; Ms. Singh, the government health officer; Ms. Lal, the engineer; or Mr. Amman, entrepreneur?
Given the work that each of those four workers do, what digital citizenship information should be included in the memo?
Which information do you think is most important? How might you position or format the information in order from most important to least important?
What pictures or other special design features might you add to the memo? (NOTE: Keep in mind that the document should look professional!)

Do It

Start the word processing software, and open a new, blank document.
Type the word “Memo” at the top of the page. Change the font, size, style, and color of the title any way you wish.
Press the Enter key to move the cursor down to the next line. Then, click to position the cursor on the blank line directly below the “Memo” title.
Insert a table with two columns and four rows.
In the four cells in the left column, type the words listed here - Date: To: From: Topic:
Complete the four cells in the right column by typing: today’s date, words that describe who the memo will be given to (such as “All Government Healthcare Workers” or “Employees at Surya Cybercafe”), the name or names of who is officially sending the memo (such as the name of the worker you are helping to create this memo, or the names of you and your partner), words that describe the topic, or the type of information contained in the memo
Change the font, size, style, and color of the text in the table. As desired, change the width of the two columns. Challenge: Consider changing the width, style, and color of the table borders. Additionally, you can add fill colors to the cells in the table. As you make your changes, remember that the memo should look professional. (See the Challenge Example at the end of this section.)
Press the Enter key to add another empty line below the table. Then, type a few sentences that explain what digital citizenship is and why it is important in the workplace.
Below the paragraph, type a list of digital citizenship tips that the employees should follow. Be certain to list the tips in order of importance, with the most important tips at the top of the list.
Format the digital citizenship tips as a numbered list.
Change the paragraph spacing to increase or decrease the amount of space between the top paragraph and the items in your numbered list.
Use the Spell Check feature to find and correct any spelling and grammar mistakes in your memo.
If there is space, insert one or two pictures related to digital technology. Change each picture’s size and position so all of the information fits on one page. NOTE: If you add a picture that you copy from an Internet page, be sure to add a text box below the picture that includes the name of the Web site and the URL. Then select and group the picture and the text box. Challenge: To change the way the text flows around the picture, explore the different text wrapping options and select the one you like best. (See the Challenge Example at the end of this section.)
Add a simple page border around the memo.
Save your work.

Memo Challenge Example

Review It

Look over your completed memo. Make sure it has the following elements:

a title at the top of the page, and a table that includes the date, who the memo is to, who the memo is from, and the topic
a brief paragraph that explains why digital citizenship is important
a numbered list of digital citizenship tips
one or two pictures related to digital citizenship, and a professional-looking page border

If any of these elements are missing, add them now. You should also make other desired changes. Remember to save your work as directed.

Share It

Be prepared to discuss your answers to the following questions during sharing time:

What word processing skills did you use today to create your memo?
Which digital citizenship tips did you include in your memo? Why did you decide to include that information?
How might digital technology be used to share this memo with employees?

Project

Overview

You and your partner have used your technology and thinking skills to complete many activities that address how four individuals might use technology at work. Now, the leaders in your community need your help in creating a project presentation with your ideas and solutions for a challenge involving technology and work in your community today.

Beginning today and continuing through several class sessions, you will create a 10-minute presentation on one of five project ideas:

Computer Solutions
Business Plan
Internet Use
Career Information
Job Migration

Similar to the process you used to complete the activities, you also will plan, do, review, and share as you complete your project presentation. However, unlike the activities when you worked with a partner to complete a product in one or two class sessions, you will work with a group of three to five students over several class sessions to complete a presentation.

Technology at Work will conclude with a showcase, when you will give your final project presentation to an audience that may include other students, family members, community leaders, and invited guests. You also will get to watch and listen to other group presentations. During this showcase, you will also have an opportunity to share the digital citizenship memos that you created in an earlier session.

Planning

You and your partner have used your technology and thinking skills to complete many activities that address how four individuals might use technology at work. Now the leaders in your community need your help in creating a presentation of your ideas about and solutions for a challenge involving technology and work in your community today.
Beginning today and continuing through the final class session, you will be working in a group of three to five learners to create a ten-minute presentation on one of the following projects:

Computer Solutions: Many professionals in your community – including farmers, shopkeepers, lawyers, doctors, social workers and others – are interested in seeing a presentation of your ideas about how computers can help them become more successful at work.

Some questions to consider include:

Which career are you most interested in?
Who do you know in your community that works in that profession? How might you set up a time to interview that person about the type of work he or she does and about what his or her needs may be?
What activities that you already completed in the Technology at Work book do you think might help that person become more successful at work? What are some new activities that might help as well? Why?

Business Plan: Your classmates have asked you, an entrepreneur, to help them start a new business. But to get enough money to start your business, you need to put together a business plan and present it to a group of investors who are willing to help.

Some questions to consider include:

What will be the name of your business?
What products or services will you sell to make money? How much will you charge?
Who will be your customers? How will you let potential customers know about your business?
How much money will you need to begin and run your business?

Internet Use: There is a new program that lets communities apply to receive 20 free computers with Internet access. But to receive the computers, each community must make a presentation explaining why they deserve them and how they will be used.

Some questions to consider include:

Where will the computers go so that the greatest number of people in your community will be able to use them?
How will the computers be used to support learning, healthcare, government, and business in your community?
How will people be trained to use the computers and the Internet?

Career Information: Deciding on a career can be hard work, especially if you are not aware of the many different careers available. Create a presentation that will inform others of the different career options that are available.

Some questions to consider include:

What are some popular jobs? Why are those jobs popular?
How much do people with those jobs earn? How do people in those jobs spend their days?
What sort of education or training is needed for each of those jobs?
How will those jobs change in the future? Will there be more or fewer of each job? How might computers and technology change the way people do those jobs?

Job Migration: Many people decide to leave their communities so they can find work in faraway places. Make a presentation that shows the effects of this trend.

Some questions to consider include:

Is job migration a good or bad thing? Why?
How does it affect one's community when people leave to work elsewhere? How does it affect one's family?
What can be done to change the trend of job migration?
How can computers and technology make it easier for family members in different places to keep in touch?

Think about the five projects described above. Which ones do you think are most interesting? Which ones might you already know something about? Listen to learn more about the process by which you will select a project to investigate further with others.

Once you know what challenge you will be working on, you must work with your group to create a plan that all of you can follow to complete your presentation. Discuss your answers to the following questions. Be certain to write your ideas on a sheet of paper.

Review the description of the challenge you will be working on, and rewrite the challenge in your own words. Then, discuss the questions for consideration.

What are the big ideas that you will address in your presentation? Which ones will you need to research and explore further?
Where will you get the information you need? Who might you want to speak with? What information might you search for in newspapers, books, or on the Internet?
How will you begin your presentation? What information might you put in the middle? How do you want your presentation to end?
Do you want to make a multimedia presentation using the multimedia software, or would you rather put together a presentation using the word processing software? Why?
What smaller activities might you include as part of your big presentation? What pictures might you design in the paint program or the draw program? What flyers, posters, or other documents might you create in the word processing program? What worksheets and charts might you make in the spreadsheet program?
How will you entertain your audience? Might some members of your group act, sing, or dance? Might you hand out any printed materials for the audience to read?
Which group members are good at which software? Which group members would like to work on the different parts of your presentation? Based on these answers, which group members should be assigned to work on which tasks?
How long do you think it might take for the group members to complete each of their assigned parts? Which parts need to be completed first? Which should come last?
How might you use digital technology to make your presentation available for people who are not able to attend the showcase? Might you send the presentation as an email attachment to specific individuals? Might you upload the presentation to a community Web site or a social media page so the public can access it?

Review your presentation plan. If any questions have not been answered, answer them now. Make any other desired changes as well.

Before class ends, you must share your plan with a staff member who will want to hear your answers to the above questions. Be prepared for the staff member to ask you additional questions as well. You might even be directed to do more planning and to share your revised plan before approval is given.

Doing

Now that your group has put together a plan and has received approval from a staff member, it is time to start work on your presentation. Remember that you have two or three class sessions to complete work on your presentation, so it is important to use your time wisely.

Before you begin work, meet as a group and review the steps below:

Read your approved project plan again. Be certain that everyone knows what tasks he or she must do, and the order in which they must be completed.
Discuss how you can let others in your group know what to do if you need help with a task.
Each group member should begin work on his or her assigned tasks.
Complete any needed research. Use available resources such as newspapers, books, or the Internet to find the information you need. When searching for information online, think about the words and phrases you want to search for so your search engine finds appropriate Websites. If you are interviewing people in your community, make sure you have written a list of questions to ask and have scheduled a time to speak with each person.
Should you need ideas about how to do a certain task, refer to the activities you completed in earlier class sessions. Assemble each part of the presentation into one whole as needed.
Save your work.

Toward the end of each class session, you should review the work you have completed so far, and consider the following questions:

What information that you gathered is not needed? What other information might you still need to find?
How does each completed part of the presentation help make your big ideas clear? What could be done to make those ideas even clearer?
What could be done to make the different parts look like they belong in the same presentation?

Make any desired changes. Remember to save your work when you are finished.

Before each class session ends, each group member should share the work he or she has completed so far and answer the following questions:

What parts of my work do I feel good about?
What parts of my work do I need help with?

As each group member shares his or her work, the other group members should listen and then answer the following questions:

What do I really like about that group member's work?
What good ideas do I have to help make that group member's work even better?

Reviewing

Now that your group has finished creating your presentation, you need to review your work and make any changes. You also need to practice giving your presentation to make sure that it lasts about ten minutes, that everything works properly, and that each group member knows his or her role during the presentation.

Meet as a group, and review the steps below:

Practice your presentation from start to finish.
As you practice, make sure all group members speak slowly and clearly so the audience will be able to understand you and your ideas.
Make sure your presentation and any associated links, transitions, video, animation, and sounds work properly on the presentation computer.
Print any materials that you will need for the presentation.
Talk about any questions that you think the audience might ask, and come up with answers in advance.
Save your work.

Toward the end of today's class session, think about the presentation you practiced, and make sure it has the following elements:

ideas that are clear, well researched, and convincing
information that is organized with a beginning, middle, and end
pictures, words, documents, worksheets, and charts that are easy to see and read
similar fonts, colors, and other visual elements that make the presentation look like it all belongs together
technology that works in the way it was intended
participation by all members of the group

If any of these elements are missing, add them to the presentation now. Share your presentation materials with a staff member. Make any desired changes based on the feedback you receive. Remember to save your work when you are finished.

Before the class session ends, discuss your answers to the following questions:

What encouragement or help did you give to the group?
What encouragement or help did you receive from the group?
What is your favorite part of the presentation? Why?
What are some ways your group works well together?

Sharing

Today your group will give your final presentation to an audience including other class members, parents and family, and members of the community. In addition, you will get to watch and listen to other groups' presentations and share the digital citizenship memos with the audience.

As guests arrive at the showcase, invite them to view the digital citizenship memos that you previously created.

Meet as a group, and review the steps below:

When it is your turn, give your presentation with your group. Remember to speak slowly and clearly so people can understand what you are saying. When you are finished, allow members of the audience to ask questions.
As other groups give their presentations, watch and listen quietly, and pay attention to the information they are sharing. Think about things that you like about each presentation, as well as any questions you might wish to ask later.

Once you have finished giving your presentation and have seen how the audience has responded, discuss your answers to the following questions:

What worked well in your presentation?
What might you do differently if you were to give your presentation again?
What was the hardest thing about planning, completing, and giving the presentation?
What are some ways that your group worked well together?
What things did you like about some of the other presentations?

Terms of Use and License

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Learn: Technology at Work

Getting Started

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Find Someone Who…

Work

Plan It

Do It

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Share It

Internet Search

Class Rules

Teacher

Overview

Certificate

Mark Sheet

Time Table

Newsletter

Government Health Officer

Overview

Survey Form

Pictograph

Interactive Diagram

Public Service Announcement

Engineer

Overview

Floor Plan

Illustration

Project Management Plan

Proposal

Entrepreneur

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Logo and Letterhead

Financial Plan

Brochure

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Digital Citizenship

Becoming a Digital Citizen

Memo

Project

Overview

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Doing

Reviewing

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Terms of Use and License

Terms of Use

License

Standards