12x12x12 / Multiple Intelligences MP2

12 by 12 by 12 is the distance you are being judged by the people you meet every day of every week of every year of your life.
Your first impression starts 12 feet away. This is the distance people see what you are wearing and how you are acting. This is the first chance you have to make sure that people see you in a positive, accepting light. 

At 12 inches away you are now about to speak. People will notice the minute details of the way your face looks as you smile, frown, or grimace. People are judging your looks, your demeanor, and the way you carry yourself. The way you shake a hand, smell to others, and present yourself are now under the microscope and you should be aware that what you are about to say will forever place a note in people’s head about your level of maturity.

Finally, the first 12 words you speak are a reflection of your heritage, upbringing, and education level. Whether you like it or not, the person you are interacting with is taking a mental picture of you for future reference. What kind of picture have you given them? How can you make a difference in how you appear?

The mark we leave on the world is a made up of the thousands of appearances in other people’s memories. How you are perceived by others is the only yardstick we are all measured equally by. Make your impression a positive lasting one with others, and you will make your world a better place live in.

Excerpt from "Networking Like a Pro: Turning Contacts Into Connections", Misner, I. and Alexander, D. and Hilliard, B., ISBN# 9781613080023,2010, Entrepreneur Media Incorporated/Entrepreneur Press

12x12x12 Rule Response Form

WHEN YOU ARE DONE FILLING OUT THE RESPONSE FORM LINK ABOVE:

Multiple Intelligences Self Assessment

Today everyone will learn about how you learn best. Please take a moment to answer the following 24-question assessment:

Watch The Video (Click Here)

http://www.edutopia.org/multiple-intelligences-assessment

This survey will help you recognize how you learn best.  After you have completed the quiz, log into your GMAIL Account and Email MR. S your scores. You may CUT and PASTE your scores right into your email.



Find out more about your results here:



http://www.edutopia.org/your-multiple-intelligences#bk



Multiple Intelligences PPT



There is a Google Classroom Constructed Response (CR) prompt online.  Once you have completed the survey and email, please log into your Google Classroom for MP2 and write a 4-5 sentence response to the question posed there.

OBJECTIVE & STUDENT OUTCOMES

Scholars will read and discuss the Rule of 12x12x12.  Scholars will
complete a survey about how they can change their perception of others
and adjust their own actions accordingly.  Scholars will then review and
discuss information about Multiple Intelligence's and complete a short
questionnaire to determine what primary and secondary abilities they may
posses.  Scholars will use remaining time to complete any outstanding
work.  Scholars are required to work Bell To Bell every day!

Scholars
will enter the class quietly and begin by reading all of the
instructions listed on the class website.  Scholars will actively
participate in all discussion and review, and complete all assigned work
without delay, and in a cheerful manner!  Scholars will follow all
classroom rules and follow all  Collegium Charter School rules and
regulations, as outlined in the Student Handbook, AT ALL TIMES!

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class  

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2014

Getting Started Right - Google Sign In / Schoology / Google Classroom / Survey

Welcome to your new Technology Class! I am excited to be teaching here at Collegium Charter Middle School. Please click the following links to review our Syllabus and Class Rules. Today we will be logging into the computers, GMail Accounts, and setting up Google Classroom and Schoology.



Students will be required to review our Classroom Rules, Syllabus, and other information (CLICK LINK ABOVE TO REVIEW THE RULES AND SYLLABUS). Students must complete the STUDENT TECHNOLOGY SURVEY FORM for credit in class. I am glad you are here, and I look forward to helping you prepare for high school and beyond!



Good Luck!



- Mr. S

STUDENT TECHNOLOGY SURVEY 2016-2017

TECHNOLOGY CLASS RULES AND COURSE SYLLABUS (CLICK HERE)

ACADEMIC/LEARNING OBJECTIVE
Scholars will participate in an introductory program that includes finding out about classroom rules and procedures. Scholars will learn to access reference websites, complete initial technology survey, and understand how to complete the homework assignment. Students will be able to understand what tools and technology mean when referencing information for college and career readiness.



SCHOLARS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!
Scholars will be introduced to classroom procedures and rules. Scholars will introduced to some of the topics and technology covered in the upcoming STEM class for 2016/2017!



THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!
Standards Covered In This Class
PA 3.7.7 & 11 Section C / ISTE 2011
CSTA Tied With Common Core ELA/Math rev. 2014

Marking Period 2: Welcome / Class Rules & Syllabus

If you are reading this you are among the few students in history that WILL Be Prepared to succeed in future college or career paths.  This reference site was created to allow students to have 24-hour access to my Computer Skills & Applications Curriculum Online!  Every assignment, link, project, or important thought about my class has been carefully stored here since 2012!  You will find daily instructions, lesson plans, and links to help you succeed both in my class, and in life.  Feel free to use this reference anytime, and to contact me immediately if a something is unclear, or a link does not work! 



My Class Rules and Syllabus will are posted here (CLICK LINK) shortly.  Welcome to class, and I look forward to working with all of you!



- Mr. S

MR SCRIBNER CLASS RULES AND SYLLABUS 2016/2017

Final Exam MP1 - 2016/2017

Today everyone will complete the following FINAL EXAM for Computer Skills & Applications Class (Marking Period 1: SCRIBNER)  Please follow the directions below to complete your exam.  When you are finished, there is a link below to take the Course Survey!  Both the Final Exam and the Course Survey are GRADED EVENTS!  

(Your ANSWERS on the Course Survey are not graded, but you are receiving a grade simply for completing it!)

1.  Log Into Google Drive and Click NEW to CREATE a NEW DOCUMENT

2.  Name the Document:  "Final Exam (Your Last Name) P (1-4)"

3.  SHARE the Document with Mr. S for credit at hscribner@ccs.us

Copy and Paste the questions below into a GOOGLE DOCUMENT and SHARE THEM WITH ME FOR CREDIT (hscribner@ccs.us) when you have completed them.

Answer The Following Questions (Each question should be explained with a paragraph answer, 2-3 sentences, with proper structure.):

Question 1:  Describe how technology has changed the world you live in (compare it to the world your parents and grandparents grew up in):

Question 2:  Explain how the technology tools you have been taught this year will help you in High School.

Question 3:  Describe a time when you could pass on your knowledge in the coming year.  Who would you teach?  What skills or tools would you show someone else?  Why?

Question 4:  Explain how you will protect your "Online Permanent Record" for the rest of your life.  List at least three (3) ways to improve your Internet Safety and Security Level.

Final Question:  Choose four (4) of the tools below and answer the following questions for each:

1.   Describe the tool and the project you completed with it?


2.   What projects could you complete with it?


3.   How could you use this tool outside of school (home or business uses)?

Tool List:  Google Documents, Google Spreadsheets,  Google Slides, Windows Movie Maker, PIXLR.com, Online Surveys, Google Drive, Code.Org, Gamestar Mechanic, Soundation, Voki, Khan Academy, Strikingly.com, Draw.io, FBI.SOS.GOV, NSTeens.Org, Google Classroom, Schoology, or you may choose one (1) online tool you know about that we did not cover this marking period.

See the example below for an idea of what I am looking for: 

FINAL QUESTION EXAMPLE ANSWER (Do Not Use As One Of Your Answers!)
1.  GMAIL/EMAIL:  Email is used in place of sending letters to people.  It is electronic mail that can be transmitted electronically.  Senders can write a letter in different formats and then by addressing it to as many people as required, send each recipient the same message.  Recipients can send replies, and emails can be forwarded.  Everything happens in fractions of a second.  The sender can also attach files such as documents, pictures and hyperlinks along with the email.  We have used email all year to communicate, turn in work, and to receive classroom instructions.

WHEN YOU HAVE FINISHED THE FINAL EXAM AND SHARED IT WITH MR. S FOR CREDIT, PLEASE TAKE A FEW MINUTES TO FILL OUT THIS BRIEF SURVEY:

END OF MARKING PERIOD COURSE QUALITY SURVEY

HFFP 16/17 - Project Assembly

Today we will be using the research you have done since Tuesday, and the pictures you found yesterday to ASSEMBLE our Historical Figure Facebook Pages. Please follow along in class as we "drag and size" pictures into our project. You will also be re-typing (or copy/paste) information into the various places on the document.

YOU MUST MAKE A COPY OF THE DOCUMENT THAT IS AT THE LINK BELOW.

RENAME YOUR DOCUMENT "HFFP (Person's Name) (Your Last Name) P?"

Example: HFFP JFKennedy Scribner P1

HISTORICAL FIGURE FACEBOOK PROJECT TEMPLATE LINK (CLICK HERE) 

MR. SCRIBNER'S SAMPLE "GENERAL GEORGE S. PATTON, JR."

You must SHARE the Google SLIDE (Presentation) with Mr. S (hscribnercaa@gmail.com)



Open the location of your Pictures and Start by Formatting and Inserting the Pictures today. Make sure to scale the pictures to the spaces appropriately, and make sure that they are appropriate. Imagine you are the Famous Person and that you are placing the pictures they might have taken throughout their life. Family, homes, friends, and events should all be there. Make sure that the pictures of Friends/Enemies are correctly formatted and placed in the proper size, style and format. TRY NOT TO ALTER THE BOX SIZES so the project will stay neat and orderly.



Please read the following details for each page so you understand what I am looking for:



Main Page (Page 1)



1. Profile Picture should be the same for both pages of the project



2. Person's Name - Your Name should be same on all pages.



3. SIGNIFICANT HISTORICAL EVENT: You must base this page and all contents on a specific event from history. This event will give you a base time and date for making decisions about critical information.



3a. POSTS: All conversations / posts should have some historical significance. There should be a logical order to the posts and all information listed. You will have to "make up" some of the information based on your research. All of your "made up" information should have historical context and be as accurate as you can get from your research.



4. Basic Information should be as exact as possible. Please try to maintain the Facebook Effect if you do not have specific information. What would your best guess be. Make sure you can back up anything you put on the page with some historical fact or reasoning.



5. Friends / Enemies can be anyone from the same period of time in history. Anyone who lived during the same time could be a friend or comment on your Historical Figure's wall.



6. Make sure that the Historical Event information is copied on all pages where applicable.



Information Page (Page 2)



1. All Basic Information should be the same as the column on the left.



2. NETWORKS (GROUPS): You should create / make up historical groups that your Historical Figure might have been a part of. Some should be from the historical record if possible (College Alumni, Political Parties, other groups), but others can be created in context (George Washington might have been interested in the Virginia Farmers Guild). Be creative and have fun! Just be able to back up your group names with some logical reasoning.



3. Photo Album Preview: Use two pictures here that would represent picture albums associated with your Historical Figure. Try to think of albums that would exist for your person. Family, Friends, Places Visited, Etc.



4. PERSONAL INFORMATION: Based on your research, what was their address on the day of the Historical Event you based the page on.  You may use period items if they have something listed in the historical record, or you may INFER what your person might have liked from today. You may use some latitude for this, but be able to explain your answers.



5. Contact Information should be as accurate as possible and timely. Based on the day of the Historical Event that this page is focused around, what would the address and phone number be? You can make up specifics, but you must use correct area codes for phone numbers and zip codes / cities for addresses.



6. BRIEF DESCRIPTION: This section can be taken directly from an online source.You must add the link to your RESEARCH DOCUMENT A THE BOTTOM!  Make sure you find a description that is complete and as accurate as possible.

ACADEMIC/LEARNING OBJECTIVE
Students will learn the basic ways to complete internet-based research. Students will collect pictures for use in the online project. Students will focus on a famous historical figure and complete research about that person’s life, and a significant event during that time in history. STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE! Students will use the resources in class to create a Facebook-Style page for a famous historical figure. The page created must center around a specific event from that person’s life, and research must be done to describe the person, event, and other people who would have been involved! Today you will focus on placing the pictures into your project page.  Make sure to open the Google Slides Template and MAKE A COPY.  Be sure to Rename it properly and SHARE it with Mr. S (hscribner@ccs.us) for credit.

HFFP 16/17 Picture Day

Today you will be searching online for pictures of the
person you chose for your HFFP!  You must find pictures of your person,
their home(s), events from their life and pictures of their friends. 
You will need to UPLOAD or copy these pictures into a Google Slides file on your Google Drive
so no one can ERASE them.  I would hate for you to have to do the same
work twice.  Find as many pictures as possible, and make sure to label
them so you do not forget what they are, or who they are.  Once you have collected and labeled all the
pictures, you can upload them all at once to Google Drive.  I will show
you how. 

Today you will be finishing your HFFP Research Document by including a
Timeline of your person.  You must add as much information as possible. 
Tomorrow we will begin putting the information into a logical form and
adding it to our Facebook Template.



MAKE SURE YOU READ THE FOLLOWING ARTICLE AND UNDERSTAND HOW TO DO RESEARCH ONLINE!

NET RESEARCH FOR BEGINNERS (CLICK HERE TO READ)

When you have read the article above and finished collecting pictures
for your HFFP you can work on anything else you need to complete for my
class.  Be ready to start creating your HFFP tomorrow!



Mr. S

 ACADEMIC/LEARNING OBJECTIVE

Students
will learn the basic ways to complete internet-based research. 
Students will collect pictures for use in the online project.  Students
will focus on a famous historical figure and complete research
about that person’s life, and a significant event during that time in
history. 

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

STUDENTS
MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!  Students will
use the resources in class to create a Facebook-Style page for a famous
historical figure.  The page created must center around a specific event
from that person’s life, and research must be done to describe the
person, event, and other people who would have been involved! 
COLLECT PICTURES AND STORE THEM ON YOUR GOOGLE DRIVE FOR USE TOMORROW!

Historical Figure Facebook Project 16/17

Today you will begin to build a body of knowledge about a Famous Historical Figure of your choosing.  You may not choose anyone that someone else is working on.  Please (Click Here) for BIOGRAPHY.com's list from A to Z of famous people.

TACKK.COM EXAMPLE OF COOKIE MONSTER 

BLANK FACEBOOK SLIDES TEMPLATE

ALL HISTORICAL FIGURE SELECTIONS ARE SUBJECT TO APPROVAL

 
CLICK HERE TO SEE THE SELECTION LIST ON SCRIBNER'S G-DRIVE

CLICK HERE TO SEE AN EXAMPLE OF JFK-Mr. S's Basic Research Page

You must list at least THREE (3) SOURCES for the research and find pictures of your person as well.



YOUR SOURCES CAN NOT INCLUDE THE FOLLOWING:

WIKIANSWERS, WIKIPEDIA, or directly reference any Search Engine (GOOGLE, YAHOO, etc.)





I suggest you do your basic research at Biography.com, but you must find 3 additional sources of information and list them on your final project. Once your initial research is finished, I will show everyone the Powerpoint Template in class and teach you how to fill it out.  I will be printing your MAIN PAGE and Posting it in the HALLWAY for others to see.





Good Luck!



Mr. S



You will need to copy the following questions into a Google DRIVE Document and SHARE that document with me to get started:









DOCUMENT TITLE:  HFFP (Figure's Name) (Student Last Name) P(?)



HISTORICAL FIGURE BACKGROUND HISTORY NOTES WORKSHEET



Your Name:

Computer Science Period:

Date You Started The Project:

Why did you pick the person you picked?



Person's Name:

Time Period when they lived:

Place they lived (Best Known For):



Write a brief description of their background including where they were born/grew up, who their parents were, and about the early years of their life (4-5 sentences):



List 5-6 Personality Traits They Are Known For AND Why: (Brave, Courageous, Funny, Angry, etc):



Describe what was significant about their lives (What are they famous for)?



List and explain at least two OBSTACLES they had to deal with during the time they growing up, and two more while they were at the height of their fame:



List at least two IMPORTANT QUOTES from them.  Explain what they mean.  If there are not specific quotes, describe what they might have said if they were to have given a presentation to a crowd during the time they were most famous.



List 4-5 people who would have been their friends during the time they lived:



List at least two people who would have been against them and why:



List a famous event/day that they would have been alive to see or be part of:



Describe the society they were a part of and what it was like to live during that time period:

STEP BY STEP INSTRUCTIONS (COMING SOON)

For your information use during our Research Lesson please use the
following link to review the PowerPoint Presentation from class.  Our
vocabulary words are below. 



Classroom PowerPoint Presentation on Basic Research (CLICK HERE)



WHY DO WE DO RESEARCH?



Five Main Reasons According To The Presentation:



1.  CREDIBILITY:  Researching your topic and citing
your sources helps lend credibility to your paper. It demonstrates that you
sought out similar information from experts in the field, which makes what
you're writing more believable.

2.  PUBLICATION: Because research backs up your
ideas with facts from established experts in the field, it's an industry
standard. If you hope to publish in a scholarly journal, you'll have to conduct
thorough research and cite it correctly to be taken seriously.

nd cite it correctly to be taken
seriously

3.  EDUCATION:  Research gives you a broader
understanding of your topic so you can speak with a more authoritative,
informed voice. It allows you to understand both sides of an argument and any
additional factors that contribute to your thesis statement.

4.  RESEARCH SKILLS:  Many instructors assign research
papers so students can develop or strengthen their research skills. In that
respect, research is important because it makes you better and finding
information and backing up your ideas with facts.

 

5.  PLAGIARISM:  You may think you have a
groundbreaking idea only to discover that a famous scientist already had this
idea and wrote on it extensively. Taking credit for this idea, even though you
thought it was original can still constitute academic dishonesty. Research
helps you use that scientist's work to build on and add credibility to your
idea.

VOCABULARY LIST WITH DEFINITIONS AND SAMPLE SENTENCES:

Compile:  to get or gather together        The student had to compile the data for the report.

Evaluate:  estimate the nature, quality, ability, extent, or significance of something

The student could not evaluate the data without organizing it first.

Research:  a search for knowledge

The student will research a topic of choice for the upcoming assignment.

Extensively:  in a widespread way

All of the information put together was extensively search.

Digital:  in electronic form, transmitted electronically

Anyone can download a digital copy of a song from ITunes.

Organize:  arrange by systematic planning and united effort

You will have an easier time creating an outline if you organize your list of sources first.

Information:  knowledge acquired through study, experience, or instruction

There is a wealth of information online about your topic.

Include:  have as a part, made up out of

All students must include their contact information on the top of the sheet.

Skill:  an ability that is acquired by training

Natural ability only becomes a skill if you practice and train harder than you thought possible.

Provide:  give something useful or necessary to

I will provide you with the notes and resources to be successful on the upcoming quiz/

Section:  one of several parts or pieces that fit with others to create a whole object

The percussion section of the band provides the backbone for the music and the beat to march too.

Cite:  make reference to

If you cite your references well, people will be able to review them easier.

Successfully:  with success, in a successful manner, reach a goal

You can be successful at anything if you focus your mind, spirit, and effort to complete it.

Feature:  prominent attribute or aspect of something

Our lesson will feature a Travel Brochure Project at the end.

Structure:  framework, how something is constructed

The structure of the house was unsound after the earthquake.

Book:  handwritten or printed work of fiction or non-fiction; usually on bound paper and covered

 The primary book you will choose for your project is up to you.

ACADEMIC/LEARNING OBJECTIVE

Students will learn the basic ways to complete internet-based research.  Students will focus on a famous historical figure and complete research about that person’s life, and a significant event during that time in history.  Students will be required to create a summary project based on that event and that person.  Students will review and comment on work created by their peers in class.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!  Students will use the resources in class to create a Facebook-Style page for a famous historical figure.  The page created must center around a specific event from that person’s life, and research must be done to describe the person, event, and other people who would have been involved!

Code.Org "Hour of Code" - Introduction to Programming

Students will be introduced to the Code.Org K-12 Curriculum online.  Students will use creativity, collaboration, communication, problem-solving and persistence to complete basic levels of BLOCKLEY-STYLE Programming.  Students who complete the initial program will be able to create and share a basic computer game with a "Star Wars" theme.



Step by Step Instructions:

Step 1:  Google Classroom Entry "Why Learn To Code?" Go To Google Classroom and answer the question:  "Why should you learn to read and write computer code?" 

You must write at least 3 sentences about why you should learn to code, and what you could use this skill for in your future career. 

Step 2:  Why Is Learning To Code Important? (Click Here For Video)

Step 3:  Sign Up For CODE.ORG and Join Our Class Online!

• SIGN INTO YOUR GOOGLE GMAIL ACCOUNT

• GO TO CODE.ORG AND CLICK "SIGN IN WITH GOOGLE+"

• GO TO CODE.ORG/JOIN AND USE CLASS CODE MTCWHH

 


Step 4:  Work Independently On Your Individual Code.Org Program



WHEN YOU HAVE COMPLETED ALL 15 LEVELS YOU WILL BE ABLE TO CREATE A "STAR WARS" R2-D2 GAME!  SPEND TIME MAKING YOUR GAME UNIQUE.  WHEN IT IS FINISHED, PRESS 'RUN' AND PLAY IT.  THEN PRESS 'FINISH', COPY THE LINK TO YOUR GAME AND PASTE THE LINK INTO AN EMAIL TO MR. S FOR CREDIT AT HSCRIBNER@CCS.US!


More FUN Stuff To Do:  Do Not Race Ahead!  If you complete Hour Of Code, you may sign up for our PlayLab or Frozen Course.

VIDEO:  HOW DOES THE INTERNET WORK?

Each participant will be able to…

Participants
will learn computer science skills such as critical
thinking, logic, persistence and creativity in problem-solving by completing levels on Code.Org.

The course design and the instructor methods to accomplish this objective are…

Computer
science and computational thinking skills will be addressed through
hands-on "unplugged" and online activities, including computer
programming and coding. Skills of a computer scientist through the
computational thinking practices of creativity, collaboration,
communication, persistence and problem solving will be emphasized.
Computer science themes of algorithms, data, abstraction, computing
practice and programming, computers and communication devices, and
community, global and ethical impacts.

Participants will demonstrate they know and understand this objective by…

Participants

will take part in "Unplugged" activities,
reviewing vocabulary, and completing assessment levels online.
Participants
will receive feedback on their performance, as well as resources for
improvement.  Students will use Peer Mentoring whenever possible to help
each other prior to asking for direct assistance from the teacher.

ACADEMIC/LEARNING OBJECTIVE

Students
will learn basic computer programming using Code.Org online.  Students
will understand the basic vocabulary used in programming.  Students will
also be able to explain why it is important for everyone to learn to
code and how it can provide equity in our society.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!  

Students will start by completing a Google Classroom Question:

Why Should Students Learn To Read And Write Computer Code?

 

Students will watch a short video and participate in a discussion
about future careers and equity.  Students will then play a game to
introduce basic vocabulary and terms.  Students will sign up for
accounts on Code. Org and begin working through the program online. 

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class  

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2011

Sesame Street Payroll 2016-2017

Yesterday you created TIMECARDS.  Today you will we will walk through POSTING IT to PAYROLL
SHEETS on GOOGLE DRIVE.  You will be required to follow along in class.  At
the appropriate time you will complete the work on your own. For credit you must SHARE your PAYROLL SHEET with Mr. S (hscribner@ccs.us). When
complete, you should know how to enter data on a form, manipulate the
form to complete basic functions.  You will also know how to automate the form by copying
functions and formulas to additional cells.



Start by reviewing the following sheet of instructions either online or use the copy at your desk:



Payroll Project WORD Worksheet (Click Link Below):

https://docs.google.com/document/d/1Un_BaJ_8pVRb6PkWkCXY89vfPUlq_SgXK5B0PaOTsl4/edit?usp=sharing



Use the form below (Make a Copy to add it to your Google Drive) to create
a PAYROLL SHEET for the whole company of characters.  We will work on
this in class.  Pay attention and follow along and you will be able to
complete the work with little effort.  When complete, simply share your work with Mr. S for comments/grading.



Payroll Project Google Spreadsheet (Click Link Below for BLANK COPY):

(Do Not Forget To "Make A Copy" To Add To Your Google Drive BEFORE CHANGING!)

https://docs.google.com/spreadsheets/d/14TXf0TwHXNYfZhWpFerTvTy-OOf9OIkKt5g9iCzkom4/edit?usp=sharing



See examples of blank and finished payroll sheets below.  Numbers in the
active worksheet must be formulas, not just numbers entered alone.  The
worksheet must be "automated" for credit. 



STEP BY STEP:



1:  Sign into your CCS.US Google Account.  Click the link above to OPEN the "Payroll Project Google Spreadsheet"(PPGS), click FILE and MAKE A COPY and Rename it "Sesame Street Payroll (Your Last Name) P(period you attend my class 1-4) 



RENAME EXAMPLE:  Sesame Street Payroll Scribner P1



2.  Using the information on the "Payroll Project Word Worksheet" - Enter the header information correctly on the PPGS.  Make sure to enter the Company Name, Company Address, Phone / Fax, and Dates Covered.



3.  Enter all of the individual information for each Employee.  This includes entering the Employee Name, ID#, Hourly Rate, Hours Worked, and Overtime Hours.



4.  Using the formulas located ON THE SPREADSHEET, create formulas in each box to calculate the GROSS PAY.  Create formulas to calculate the amount of FICA, Fed. Tax, and State Tax.  Finally, create a formula to calculate each employee's NET PAY. 



Note:  you must change the percentages to decimals and type them directly into each formula, or reference them in each formula.  We have not discussed CONSTANT REFERENCES yet, so be careful the formulas do not change if you reference your cells incorrectly.



5.  Repeat STEP 4 for each employee.  Check your work against the examples below.  Other than the DATES COVERED, the totals should be the same.  DO NOT JUST HAND TYPE THE FIGURES BELOW.  YOU MUST USE FORMULAS IN EACH CELL TO ACHIEVE THE CORRECT FIGURES AND TOTALS.  When you have finished the worksheet should now be "automated", and you can SHARE it with me for credit at hscribner@ccs.us.



Thank you for your perseverance and good attitudes!



- Mr. S

ACADEMIC/LEARNING OBJECTIVE

Students will learn to use electronic spreadsheets for basic calculations, data storage and evaluation, and other tasks.  Students will complete basic spreadsheet tasks, simple functions, and basic formatting.  Students will be able to create, work with, collaborate on and share spreadsheets for classwork and basic applications

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!

Students will view instructional videos in class, followed by practical lessons.  Students will create, work with, store, and collaborate on basic spreadsheets using Google Sheets.  Students will be introduced to basic math, functions, formatting and organizational features of the spreadsheets.  Students will prepare to complete a basic QUIZ at the end of the lesson next week!

READ ALL DIRECTIONS CAREFULLY!

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class  

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2011

 Posted by



Harvey Scribner

Spreadsheets Day III - Personal Timecard

Today you will be using Google Sheets to complete a basic timecard.  Millions of people complete these weekly to report the time they spend at their jobs.  Most of these timecards are used to calculate the paycheck that is sent to the home for the work they do.  It is critical that you learn the basics of how this document works, and how to calculate basic taxes and deductions.



PAYROLL TIMESHEET LINK:



Google Drive Spreadsheet:

https://docs.google.com/spreadsheets/d/1aMU_xQllDqqzcFWPa-ZohK0zgclox-gXVD1L4NSoYpo/edit?usp=sharing



Original MS Excel Document (For Reference Only)

https://docs.google.com/file/d/0BzY9jTFcLEUWYVMxdnZpLVQtbmc/edit?usp=sharing



Today you will be working on Google SpreadSHEETS and creating a time-card for yourself.  Please read the corresponding story to the number you are given in class to fill out your time-card for the week ending on October 16th, 2016   We will complete the Example together in class.



Example Employee:  Rate per hour is $10.55.  Monday was a vacation day for eight hours. On Tuesday you worked for eight regular hours and added two hours of overtime.  On Wednesday and Thursday you worked eight hours, and Friday you worked for seven hours until you felt sick at your stomach.  You logged an hour of sick time.  You went in Saturday to make up for the time lost and added one hour of regular time and three hours of overtime.



Here are your scenarios:



Anyone with a last name that starts with A - H will be Employee #1, I - P will be Employee #2, and Q -Z will be Employee #3.  Please use the following scenarios to fill out your timecards.



Employee #1:  You make $20.25 an hour.  You felt sick on Monday and called out sick for eight hours.  You were feeling so much better the next day that you worked eight hours and then an extra three hours overtime to make up for your absence.  On Wednesday you could not be stopped again and put in an eight hour day and one hour of overtime.  Thursday you only were able to work seven hours, and Friday you worked eight hours and an extra hour of "flex" time at the normal rate to make up for Thursday.



Employee #2:  You make $14.50 an hour.  You arrived for work on Monday ready to go.  You put in eight hours and two hours of overtime.  On Tuesday you took a vacation day for eight hours of pay.  Wednesday and Thursday were regular days of eight hours each, and Friday you arrived late after two hours of sick time.  You finished the day strong and added six hours of regular time and an additional four hours of overtime.  Saturday you added four more overtime hours as well.



Employee #3:  You make $13.25 an hour.  On Monday you worked eight regular hours and four hours of overtime.  You took Tuesday as a personal day and clocked eight hours of vacation time.  On Wednesday you worked eight hours of regular time and added an additional two hours of overtime.  Thursday you were not feeling well and used eight hours of sick time.  Friday and Saturday you worked full eight hour days and logged an additional two hours of overtime.



Overtime for everyone is time and a half so multiply your hourly rate by 1.5 and you will have the overtime rate.  Sick time and Vacation Time are the same rate as your regular rate.



Take a look at your TOTAL PAY in the bottom right hand corner.  In your email  figure out what that number would be if you took out the following deductions:

• Local Tax:  4.33%


• State Tax:  3.07%


• Federal Tax:  15%


• Social Security:  6.5%


• Medical Coverage:  1.4%


• Retirement / 401K:  2%

Once you complete your time-card, SHARE it with me (hscribner@ccs.us).  



You must also PRINT A COPY of your Timecard, Sign it and Date it, and turn it in for credit.





Step By Step Instructions:



1.  Make sure you fill out the top of the form completely.  In the real world you would make sure your name, address, phone number and other information are correct.



2.  Change the WEEK ENDING date to the Sunday at the end of this work week.  Make sure, at other employers, you are following the prescribed work week. (Does it start or stop on a specific day)  Make sure you are reporting hours for the correct days and times.  This is a LEGAL Document.and must be correct prior to you signing it.



3.  Using the specific example (based on the initial of your last name) and enter the RATE OF PAY in the correct box at the bottom of the sheet.  Make sure to enter formulas to make the Overtime, Sick, and Vacation times work automatically.



4.  Once your Rate Of Pay entries are correct, Enter the appropriate times for each day into the cells that correspond with when you worked Regular Hours, Overtime Hours, Sick Hours, or Vacation Hours according to your example.



5.  Double Check your entries.



6.  Enter each of the rates of tax accord ng to the example.  You must change the percentage rates into decimal point values to use them in the equations.  Make sure the entries are correct.  Below the tax rates enter an equation that multiplies the total amount of pay by the tax rate (decimal) and you will get the amount of the specific deduction for each item.  You will see that these totals are deducted from your total pay and the amount of your check for the week appears at the bottom.



7.  When it is complete, PRINT a copy of your timecard,  Write your (cursive) SIGNATURE accross the appropriate line and print the date in the box provided.  Turn it in for credit.  You must also SHARE your online document as well with Mr. S at hscribner@ccs.us.



Good Luck!!



- Mr. S

ACADEMIC/LEARNING OBJECTIVE

Students will learn to use electronic spreadsheets for basic calculations, data storage and evaluation, and other tasks.  Students will complete basic spreadsheet tasks, simple functions, and basic formatting.  Students will be able to create, work with, collaborate on and share spreadsheets for classwork and basic applications

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!

Students will view instructional videos in class, followed by practical lessons.  Students will create, work with, store, and collaborate on basic spreadsheets using Google Sheets.  Students will be introduced to basic math, functions, formatting and organizational features of the spreadsheets.  Students will prepare to complete a basic QUIZ at the end of the lesson next week!

READ ALL DIRECTIONS CAREFULLY!

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class  

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2011