Lesson Plan Grade 10 (TIER II) – Technology

What Are My Customers’ Needs?

Career Competencies Addressed in this Lesson Plan:
  • Computer Literacy
  • Customer Service


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WRS Task/Competency: Demonstrate computer literacy on a level required for employment in a chosen career field

Overview: Students collect survey data and use Excel to chart the data in a spreadsheet in order to solve a business problem.  They generate various charts and/or graphs from the data in the spreadsheet and compare the results. (3 days)

Related Standards of Learning:  English 9.9, PS.8, PS.9, GOVT.15, C/T12.1, C/T12.2

Primary Lesson Objective: The lesson reinforces the following WRS standard:

  • Using common software to accomplish word processing, construction of simple spreadsheets, and keying in and retrieving information from databases

Additional Lesson Objective(s): The lesson may also reinforce the following WRS standard(s):

  • Transferring the operating principles of one application to another similar application
  • Using knowledge of computer logic, operating systems, and basic troubleshooting techniques to identify problems
  • Using special job-specific computer equipment, software, and other technology
  • Performing math operations using whole numbers, fractions, percentages
  • Using statistics (percentages, averages, medians, and standard deviations) to monitor processes and quality of performance
  • Using mathematical reasoning to solve word problems
  • Using algebra-based problems
  • Performing job-specific math operations
  • Defining the purpose of a written communication
  • Determining the audience for a written communication
  • Gathering information for a written communication
  • Planning the format/layout of a written communication
  • Writing a first draft
  • Editing and revising a written communication as necessary to ensure that the document is complete, clear, concise, correct and considerate of the reader
  • Participating in group or team discussions
  • Engaging in conversations with coworkers, supervisors, and clients
  • Conducting business in person and via electronic means
  • Differentiating among types of problems (e.g., technical, human relations, ethical)
  • Using established methods of problem solving and decision-making
  • Predicting short- and long-term effects of proposed solutions or decisions
  • Testing solutions or decisions to determine effects or to identify related problems
  • Identifying the company’s mission and the individual employee’s contribution to that mission
  • Identifying how the company functions within the broad world of business, industry, and service
  • Explaining basic economic concepts
  • Exhibiting flexibility and adaptability: working longer hours than normal to accomplish a goal, substituting for an absent coworker, taking temporary assignment, accepting changes in the work environment as a challenge and an opportunity
  • Acting in a pleasant and polite manner with customers, coworkers, and supervisors
  • Exhibiting interest in making the organization more effective and productive
  • Exhibiting flexibility and adaptability: working longer hours than normal to accomplish a goal, substituting for an absent coworker, taking a temporary assignment, accepting changes in the work environment as a challenge and an opportunity
  • Acting in a pleasant and polite manner with customers, coworkers, and supervisors
  • Exhibiting interest  in making the organization more effective and productive
  • Exhibiting a neat appearance
  • Using effective communication skills
  • Exhibiting elements of etiquette required in professional settings
  • Passing on good ideas to others
  • Looking for ways to help others
  • Recognizing others for their contributions
  • Letting others know what is needed to get the job done
  • Explaining the importance of teamwork to the overall operation of the business

Materials Needed

Teaching Strategies

  • Scenarios/essential questions/research/presentations
  • Small group instruction
  • Class projects/presentations
  • Rubrics for assessment of activities
Instructional Activity

Day I

  1. Have students do one or more of the pre-assessment activities on the attached handouts—K3C Chart, Spreadsheet Pre-Test Quiz, and/or duplication of the Sample Spreadsheet: Summer Jobs—prior to moving on to the next step.
    • K3C chart—have students complete the chart individually, then have students pair up with a classmate to discuss what they know
    • Quiz—have students take the quiz to see what they already know.
    • Spreadsheet—have students follow the instructions to duplicate the spreadsheet.
  2. Review basic spreadsheet terminology as shown on the attached handout “Spreadsheet Terminology.” (optional)
  3. Review manipulation of the following:
    • Creating spreadsheet headers and footers
    • Changing fonts, styles, sizes and colors
    • Changing cell attributes, such as borders, shading and alignment
    • Changing numbers to percents, currency, decimals, or dates
    • Creating two different charts, and explaining the difference
    • Changing the attributes of the chart
    • Copying and pasting a business logo into the spreadsheet
  4. Discuss with the students how to compare the chart information to their data.  Help them see that they should be able to answer the same questions by looking either at the chart or at the spreadsheet data.
  5. Distribute the “Survey Directions” and “Spreadsheet Requirements” handouts and discuss them (see attachments), and discuss them. Have students decide on a question that reflects the type of business they “plan to open”.
  6. Time permitting, have students begin by creating a chart for prospective “customers” to express their needs by making their selections.

Day 2

  1. Have students finish entering their data and then generate a chart that represents the data, making sure that someone looking at the data or the chart will be able to determine the results of the survey.
  2. Use attached “Grading Rubric” for assessment.

Sample Assessment

In addition to the sample multiple-choice test items found at the end of this section, other assessment possibilities include the following:

  • Individual oral presentation
  • Group oral presentation
  • Project
  • Attached rubric

Follow-Up/Extension

  • Have students use their data to make a presentation to the class, which will serve as the “board of directors.” Let the “board” vote as to whether or not the business would fail or succeed.
  • Have a guest speaker come and speak about the start-up phase of his/her company.