Introduction to Spreadsheets

Overview

This activity introduces students to spreadsheets over the course of two or three lessons. The first lesson helps students learn the parts of a spreadsheet and how to read a spreadsheet table. The second lesson directs students to make changes to their spreadsheet. Through this activity, they will see one of the most powerful aspects of spreadsheets: the use of formulas. Purpose (SWBAT) Students will be able to create, format, and manipulate basic data in a Google Sheets spreadsheet. Students will also be able to change formatting, highlights, and create charts and graphs based on data provided or created. Objective(s) Recognize basic parts of a spreadsheet window Read a spreadsheet with data Make changes in a spreadsheet to data and formatting

Introduction Video

Introductory Practice Worksheet
Note: Click the link below to Open the Practice Worksheet, click File and Make a Copy, and then SHARE your copy of the Practice Worksheet with Mr. S (harvey.scribner@techfreire.org) for credit. Make sure to Change the Name of your Practice Worksheet by adding your Last Name and Class Period to the Title Block for easy reference.

https://docs.google.com/spreadsheets/d/1vGbsKzk7C4e9j0CQk5y_RXFCcV3dMRG7U0AQ5FXJzqg/edit?usp=sharing

Vocabulary
Menu Bar

Toolbars

Column & Row 

Reference 

Formula Bar 

Sheets Tab 

Work Space 

Cells 

Active Cell 

Mouse Pointer 

Standards 

Common Core Math Students consider the available tools when solving mathematical problems and working with/understanding data sets. 

PA SAS Digital Literacy Use Technology to enhance effective communication. Use technology to enter and manipulate data and text. Apply basic mathematical operations to solve problems. 

CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 

CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 

CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 

CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 

CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

SPENT - NextGen Personal Finance Simulation

If you do not finish all assigned tasks before the end of the class, you must complete them on your own time. If you are finished early you may work on any previous assignment you owe, khan academy, typing.com (lessons only), or work for another class.

The Inquiry below is intended to help introduce students to the decisions people have to make every day when they are living paycheck to paycheck. The Supplemental Resources are provided only to support the Inquiry, but the Inquiry is a comprehensive lesson on its own.

In this Inquiry, students will use a simulator to roleplay an adult trying to make ends meet when they don’t have a surplus of finances. In the process, students will learn about how their decisions impact the people around them and their ability to pay for the necessities each month as well as the pressures and decisions that many people face in this situation. Through this Inquiry, they will learn to use wise spending and saving habits, empathize with those dealing with the living wage, and assess the options people have when they are having financial difficulties.

Make Sure You Click On The ROLEPLAY Inquiry Simulation Link Below, Click FILE and MAKE A COPY, and SHARE it with Mr. Scribner (harvey.scribner@techfreire.org) for credit!

(❗️) COMPLETE THE WORKSHEET FOR CREDIT

SPENT (Google Document - Click FILE and Make a Copy) Worksheet:;

STUDENT WORKSHEET "Paycheck2Paycheck"

COMPLETE THE POST-SIMULATION SURVEY WHEN YOU ARE DONE HERE:

https://docs.google.com/forms/d/e/1FAIpQLSezZ8Gl_Rswpsx7OM6G_iC00BVXTOCmY9u7C4qTaHE7unzBOg/viewform?usp=sf_link

LEARNING OBJECTIVES
Students will experience the circumstances of budgeting on the living wage.

Students will reflect on the impact of the decisions they made in order to learn from them for the future.

Students will explore the difficulties of living paycheck to paycheck and learn from the options they face as well as the mistakes they make.

Students SHOULD Play the Game a SECOND Time after recording their answers to more fully understand some of the alternate choices in the simulation.

ACTIVITY
Complete The Google Document Worksheet As You Complete The Online Simulation.

Please Answer All Questions In COMPLETE SENTENCES! Try to use the R.A.C.E

Response Method (Repeat the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples)

Make sure you SHARE the Google Document with Mr. Scribner (harvey.scribner@techfriere.org) for credit.

ACADEMIC STANDARDS
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it.

CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words..

Alignment to Jump$tart Spending and Saving Standards
1b: Analyze how spending and saving behavior can affect overall well-being.
1c: Discuss the components of a personal spending plan, including income, planned saving, and expenses.

Alignment to Jump$tart Risk Management and Insurance Standards:
1b: Predict the consequences of accepting risk with insufficient or no insurance.
1c: Illustrate how to use insurance to share the risk of financial loss.

SUPPLEMENTAL RESOURCES
*Note: These supplemental resources are a work in progress and will be finalized soon!

Video: Just In Case
This video from Cha-Ching is a fun way for students to explore why they should think about having an emergency fund or getting insurance in case issues they can’t plan for arise!

Suggested Follow-Up Questions: 1) What are some examples of reasons you might need an emergency fund or insurance from the video? 2) Why do you think people say “plan for the worst” based on what you learned from the video?

This project was taken directly from http://playspent.org/

PAYBACK - NextGen Personal Finance

 

Featured in the New York Times, our paying-for-college game PAYBACK has been played by over 150,000 students in just 3 months since launch! Teachers are saying, “It was an amazing game. All of my students were so highly engaged that it was time to go to lunch and none of them wanted to leave," AND "They loved that the game made them confront the money challenges of college but also helped them build the skills to survive and thrive.”

Here is how to play (Yes, This is a class assignment as well):

PAYBACK STUDENT WORKSHEET (CLICK HERE)

Students Play PAYBACK (Click Here) A single game-play takes 15-20 minutes, but you may also use a full 50-minute period by playing the game more than once. Make sure when you start you vary the GPA, ExtraCurriculars, and State to see if you get different choices. This can be more realistic than you think.

DISCUSSION AT HOME:
"How could you use the online game, PAYBACK, to have a conversation with your parent/guardian about paying for college?"

Think about the following ideas and talk to your family about what you learned while you completed this simulation:

Have an understanding of key concepts learned by playing the game PAYBACK.

Address concerns their parents/guardians may have about this sensitive topic.

Take a creative approach to engaging parents/guardians in a conversation about college.

Make sure you click FILE and MAKE A COPY of your Worksheet. You need to SHARE it with Mr. S for credit using harvey.scribner@techfreire.org

ACADEMIC/LEARNING OBJECTIVE
Scholars will use the online simulation "PAYBACK" to begin learning about the basics of how the choices they make for higher education can affect them financially. This simulation, and associated standards for this assignment, will help them meet PA CEW Academic Standards, and also help students hone their skills for writing and information retention after participating in the simulation. Students should reflect on this simulation, and use it as a prompt for conversation at home about the real costs associated with higher education, careers, and their future choices.

DIRECTIONS

Scholars will follow all directions log into their Google Account and then begin working on the NexGen Personal Finance Simulator (PAYBACK). Scholars will spend 15-20 minutes completing the simulation. When complete, scholars will make a copy of the completed worksheet and share it with Mr. S for credit.

ESSENTIAL QUESTIONS
How can data and research help me plan my financial future? How can I manage my personal finances as I graduate, train for a career, and start to enter the workforce?

ACADEMIC STANDARDS
PA SAS (BCIT) / ISTE / CSTA / NGSS / PA Career & Work

CCSS.ELA-LITERACY.RST.6-8.7-Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

PA Career Ed. & Work Standards: Personal Financial Budget / Budgeting for College and Career