Revised 12-2017

Advanced Computer Applications

Course of Study

Black Horse Pike Regional School District

Department:
Business Education
Prepared by:
Alice Gallagher and Carolyn Smart
Approved by: Mary-Alice Baratta
Date: August 11, 2017

1
 Revised 12-2017

BLACK HORSE PIKE REGIONAL SCHOOL DISTRICT

ADVANCED COMPUTER APPLICATIONS

Credits: 2.5 Semester course

2017-2018 Syllabus

Supervisors: Mary-Alice Baratta & Jennifer Brown

Curriculum Revision Writers: Alice Gallagher & Carolyn Smart

NEW JERSEY STUDENT LEARNING STANDARDS

Standard 9.1 21st-Century Life and Career Skills:

All students will demonstrate the creative, critical thinking, collaboration,
and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.

Standard 9.2 Personal Financial Literacy:

All students will develop skills and strategies that promote personal and
financial responsibility related to financial planning, savings, investment,
and charitable giving in the global economy.

Standard 9.3 Career Awareness, Exploration, and Preparation:

All students will apply knowledge about and engage in the process of career
awareness, exploration, and preparation in order to navigate the globally
competitive work environment of the information age.

Standard 9.4 Career and Technical Education:

All students who complete a career and technical education program will
acquire academic and technical skills for careers in emerging and
established professions that lead to technical skill proficiency, credentials,
certificates, licenses, and/or degrees.

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 Revised 12-2017

NEW JERSEY CAREER READY PRACTICES

Career Ready Practices describe the career-ready skills that all educators in all
content areas should seek to develop in their students. They are practices that
have been linked to increase college, career, and life success. Career Ready
Practices should be taught and reinforced in all career exploration and
preparation programs with increasingly higher levels of complexity and
expectation as a student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.
CRP3. Attend to personal health and financial well-being.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of decisions.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and persevere in
solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP10. Plan education and career paths aligned to personal goals.
CRP11. Use technology to enhance productivity.
CRP12. Work productively in teams while using cultural global competence.

The Career Ready Skills are practiced on a daily basis. The teacher will identify in
lesson plans if a particular Career Ready Skill is being stressed.

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 Revised 12-2017

Unit 1: Organization
1.1 Create a digital notebook, sections and pages. (NJSLS 9.3.12.BM.1, 9.3.12.BM.5)

1.2 Apply a template and make subpages. (NJSLS 9.3.12.BM-ADM.2, 9.3.12.BM-BIM.3,

9.3.12.BM-MGT.2, 9.3.12.BM-HR.2 )

1.3 Insert a file. (NJSLS 9.3.12.BM-ADM.2, 9.3.12.BM-BIM.3, 9.3.12.BM-MGT.2,

9.3.12.BM-HR.2 )

1.4 Add content to subpages. (NJSLS 9.3.12.BM-ADM.2, 9.3.12.BM-BIM.3, 9.3.12.BM-MGT.2,

9.3.12.BM-HR.2 )

1.5 Insert and modify tables. (NJSLS 9.3.12.BM-ADM.2, 9.3.12.BM-BIM.3, 9.3.12.BM-MGT.2,

9.3.12.BM-HR.2 )

1.6 Send data from other applications to a digital notebook. (NJSLS 9.3.12.BM-ADM.2,
9.3.12.BM-BIM.3, 9.3.12.BM-MGT.2, 9.3.12.BM-HR.2 )

1.7 Share a digital notebook Figure out sharing issues. (NJSLS 9.3.12.BM-BIM.5,
9.3.12.BM-MGT.7)

Unit 2: Communication

2.1 Design an Intranet structure. (NJSLS 9.3.12.BM.2, 9.3.12.BM.5) (NJSLS 9.3.12.BM-ADM.1,

9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (NJSLS 9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4,
9.3.12.BM-BIM.5) (NJSLS 9.3.12.BM-MGT.2, 9.3.12.BM-MGT.4, 9.3.12.BM-MGT.6,
9.3.12.BM-MGT.7) (NJSLS 9.3.12.BM-HR.1, 9.3.12.BM-HR.2, 9.3.12.BM-HR.5, 9.3.12.BM-HR.6,
9.3.12.BM-HR.7) (NJSLS 9.3.12.AR-AV.4)

2.2 Create a company blog. (NJSLS 9.3.12.BM.2, 9.3.12.BM.5) (NJSLS 9.3.12.BM-ADM.1,

9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (NJSLS 9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4,
9.3.12.BM-BIM.5) (NJSLS 9.3.12.BM-MGT.2, 9.3.12.BM-MGT.4, 9.3.12.BM-MGT.6,
9.3.12.BM-MGT.7) (NJSLS 9.3.12.BM-HR.1, 9.3.12.BM-HR.2, 9.3.12.BM-HR.5, 9.3.12.BM-HR.6,
9.3.12.BM-HR.7) (NJSLS 9.3.12.AR-AV.4)

2.3 Create Wiki pages. (NJSLS 9.3.12.BM.2, 9.3.12.BM.5) (NJSLS 9.3.12.BM-ADM.1,

9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (NJSLS 9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4,
9.3.12.BM-BIM.5) (NJSLS 9.3.12.BM-MGT.2, 9.3.12.BM-MGT.4, 9.3.12.BM-MGT.6,
9.3.12.BM-MGT.7) (NJSLS 9.3.12.BM-HR.1, 9.3.12.BM-HR.2, 9.3.12.BM-HR.5, 9.3.12.BM-HR.6,
9.3.12.BM-HR.7) (NJSLS 9.3.12.AR-AV.4)

2.4 Social Media. (NJSLS 9.3.12.BM.2, 9.3.12.BM.5) (NJSLS 9.3.12.BM-ADM.1,

9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (NJSLS 9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4,
9.3.12.BM-BIM.5) (NJSLSNJSLS9.3.12.BM-MGT.2, 9.3.12.BM-MGT.4, 9.3.12.BM-MGT.6,
9.3.12.BM-MGT.7) (NJSLS 9.3.12.BM-HR.1, 9.3.12.BM-HR.2, 9.3.12.BM-HR.5, 9.3.12.BM-HR.6,
9.3.12.BM-HR.7)

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 Revised 12-2017

2.5 Mail Merge, labels and envelopes. (NJSLS 9.3.12.BM.2, 9.3.12.BM.5) (NJSLS
9.3.12.BM-ADM.1, 9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (NJSLS 9.3.12.BM-BIM.3,
9.3.12.BM-BIM.4, 9.3.12.BM-BIM.5) (NJSLS 9.3.12.BM-MGT.2, 9.3.12.BM-MGT.4,
9.3.12.BM-MGT.6, 9.3.12.BM-MGT.7) (NJSLS 9.3.12.BM-HR.1, 9.3.12.BM-HR.2, 9.3.12.BM-HR.5,
9.3.12.BM-HR.6, 9.3.12.BM-HR.7)

2.6 Tables formulas, advanced formatting. (NJSLS 9.3.12.BM.2, 9.3.12.BM.5) (NJSLS

9.3.12.BM-ADM.1, 9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (NJSLS 9.3.12.BM-BIM.3,
9.3.12.BM-BIM.4, 9.3.12.BM-BIM.5) (NJSLS 9.3.12.BM-MGT.2, 9.3.12.BM-MGT.4,
9.3.12.BM-MGT.6, 9.3.12.BM-MGT.7) (NJSLS 9.3.12.BM-HR.1, 9.3.12.BM-HR.2, 9.3.12.BM-HR.5,
9.3.12.BM-HR.6, 9.3.12.BM-HR.7)

2.7 Presentation/slides. (NJSLS 9.3.12.BM.2, 9.3.12.BM.5) (NJSLS 9.3.12.BM-ADM.1,

9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (NJSLS 9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4,
9.3.12.BM-BIM.5) (NJSLS 9.3.12.BM-MGT.2, 9.3.12.BM-MGT.4, 9.3.12.BM-MGT.6,
9.3.12.BM-MGT.7) (NJSLS 9.3.12.BM-HR.1, 9.3.12.BM-HR.2, 9.3.12.BM-HR.5, 9.3.12.BM-HR.6,
9.3.12.BM-HR.7) (NJSLS 9.3.12.AR-AV.4)

2.8 Word processing/Desktop publishing. (NJSLS 9.3.12.BM.2, 9.3.12.BM.5) (NJSLS

9.3.12.BM-ADM.1, 9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (NJSLS 9.3.12.BM-BIM.3,
9.3.12.BM-BIM.4, 9.3.12.BM-BIM.5) (NJSLS 9.3.12.BM-MGT.2, 9.3.12.BM-MGT.4,
9.3.12.BM-MGT.6, 9.3.12.BM-MGT.7) (NJSLS 9.3.12.BM-HR.1, 9.3.12.BM-HR.2, 9.3.12.BM-HR.5,
9.3.12.BM-HR.6, 9.3.12.BM-HR.7)

Unit 3: Data Analysis

3.1 Create, modify, and format spreadsheets to analyze and clearly communicate data.
(NJSLS 9.3.12.BM.4, 9.3.12.BM.5) (NJSLS 9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (NJSLS
9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (NJSLS 9.3.12.BM-MGT.2) (9.3.12.BM-HR.2,
9.3.12.BM-HR.7)

3.2 Apply formulas, such as IF, SUMIF, SUMIFS, COUNTIF, COUNTIFS, PMT, FV, PV, MAX,
MIN, MEDIAN, ROUND, COUNT, COUNTA, NOW, VLOOKUP, HLOOKUP, to analyze data and
make informed decisions. (NJSLS 9.3.12.BM.4, 9.3.12.BM.5) (NJSLS 9.3.12.BM-ADM.2,
9.3.12.BM-ADM.3) (NJSLS 9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (NJSLS 9.3.12.BM-MGT.2)
(9.3.12.BM-HR.2, 9.3.12.BM-HR.7)

3.3 Use advanced analysis techniques, such as Nesting formulas, Formulas referencing other
worksheets, What-if Analysis, What-if Data Table, Goal Seek, Solver, to analyze data and
make informed decisions. (NJSLS 9.3.12.BM.4, 9.3.12.BM.5) (NJSLS 9.3.12.BM-ADM.2,
9.3.12.BM-ADM.3) (NJSLS 9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (NJSLS 9.3.12.BM-MGT.2) (NJSLS
9.3.12.BM-HR.2, 9.3.12.BM-HR.7)

3.4 Organize and efficiently analyze data using sorting and pivot tables.
( NJSLS9.3.12.BM.4, 9.3.12.BM.5) (NJSLS 9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (NJSLS
9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (NJSLS 9.3.12.BM-MGT.2) (9.3.12.BM-HR.2, 9.3.12.BM-HR.7)

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 Revised 12-2017

3.5 Create charts to analyze and clearly communicate data. (9.3.12.BM.4, 9.3.12.BM.5)
(9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (9.3.12.BM-MGT.2)
(9.3.12.BM-HR.2, 9.3.12.BM-HR.7)

3.6 Complete a business simulation including formulas, charts, and stock analysis.
(9.3.12.BM.4, 9.3.12.BM.5) (9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3) (9.3.12.BM-BIM.3,
9.3.12.BM-BIM.4) (9.3.12.BM-MGT.2) (9.3.12.BM-HR.2, 9.3.12.BM-HR.7)

Unit 4: Database Management

4.1 Understanding database & terminology. (9.3.12.BM.4, 9.3.12.BM.5) (9.3.12.BM-ADM.2,
9.3.12.BM-ADM.3) (9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (9.3.12.BM-MGT.2) (9.3.12.BM-HR.2,
9.3.12.BM-HR.7)

4.2 Navigating a database. (9.3.12.BM.4, 9.3.12.BM.5) (9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3)

(9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (9.3.12.BM-MGT.2) (9.3.12.BM-HR.2, 9.3.12.BM-HR.7)

4.3 Changing the appearance of a datasheet. (9.3.12.BM.4, 9.3.12.BM.5) (9.3.12.BM-ADM.2,

9.3.12.BM-ADM.3) (9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (9.3.12.BM-MGT.2) (9.3.12.BM-HR.2,
9.3.12.BM-HR.7)

4.4 Create a database. (9.3.12.BM.4, 9.3.12.BM.5) (9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3)

(9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (9.3.12.BM-MGT.2) (9.3.12.BM-HR.2, 9.3.12.BM-HR.7)

4.5 Design, create, and save tables. (9.3.12.BM.4, 9.3.12.BM.5) (9.3.12.BM-ADM.2,

9.3.12.BM-ADM.3) (9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (9.3.12.BM-MGT.2) (9.3.12.BM-HR.2,
9.3.12.BM-HR.7)

4.6 Creating queries. (9.3.12.BM.4, 9.3.12.BM.5) (9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3)

(9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (9.3.12.BM-MGT.2) (9.3.12.BM-HR.2, 9.3.12.BM-HR.7)

4.7 Sort & filter data. (9.3.12.BM.4, 9.3.12.BM.5) (9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3)

(9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (9.3.12.BM-MGT.2) (9.3.12.BM-HR.2, 9.3.12.BM-HR.7)

4.8 Specify a primary key. (9.3.12.BM.4, 9.3.12.BM.5) (9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3)

(9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (9.3.12.BM-MGT.2) (9.3.12.BM-HR.2, 9.3.12.BM-HR.7)

4.9 Create an input mask. (9.3.12.BM.4, 9.3.12.BM.5) (9.3.12.BM-ADM.2, 9.3.12.BM-ADM.3)

(9.3.12.BM-BIM.3, 9.3.12.BM-BIM.4) (9.3.12.BM-MGT.2) (9.3.12.BM-HR.2, 9.3.12.BM-HR.7)

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 Revised 12-2017

CORE SKILLS

COURSE DESCRIPTION
Advanced Computer Applications
Advanced Computer Applica ons is designed to guide students to become be er and more
capable so ware users and to teach students advanced computer concepts for processing data
into useful informa on needed in business situa ons. Specific focus is given to advanced
concepts and skills of word processing, spreadsheet, and database management. The programs
of Microso Office and Google Suite are used.

METHODS OF EVALUATION

50% Daily Classwork Assignments

30% Assessment
20% Class Participation

Late Work Submission Policy

Daily Work: A pupil who has been absent from school will be given an opportunity to make up
assignments, provided the assignments are completed during a period equal to the length of his/her
absence. That period may be extended for the completion of long term/Minor/Major assignments at the
discretion of the teacher (on an individual basis and specific to the reason for absence when clearly
communicated with the teacher).
When Due Dates are Posted for Assignments:
There will be a 10% reduction for every day late after the posted due date in Genesis.

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 Revised 12-2017

Black Horse Pike Regional School District Curriculum Template

ENGAGING STUDENTS — FOSTERING ACHIEVEMENT — INSPIRING EXCELLENCE

Course Name: Advanced Computer Applications

Course Number: 060640

PART I: UNIT RATIONALE

WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course/Unit Title: Unit Summary:
Advanced Computer All students will develop organiza on and note-taking skills
Applica ons/Organiza on using a digital notebook.

Grade Level(s):
10-12

Essential Question(s): Enduring Understanding(s):

1. Why should you organize your Students will understand that…
informa on using a notebook?
● Organiza on is essen al to succeed in school and career.
2. What are the benefits of taking
● Digital notebooks enable students to organize and to add
notes electronically?
diverse content from a variety of sources.
3. What are the benefits of sharing
● Digital notebooks allows students to collaborate with others
notes electronically?
remotely.
4. Why should you insert different
● Digital notebooks contains features that allow students to
content into digital notebooks?
find informa on efficiently.
5. Why should you use templates?

PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES

DESCRIBE THE LEARNING TARGETS.
After each target, identify the New Jersey Student Learning Standards that are applicable
Learning Target NJSLS:
Students will be able to: 9.3.12.BM.1
1. Create a notebook and organize the notebook into sec ons, pages, and 9.3.12.BM.5
sub-pages. 9.3.12.BM-ADM.2
2. Insert notes, files, pictures, tables, audio, video, mee ngs, screen clippings, 9.3.12.BM-BIM.3
and links into a digital notebook. 9.3.12.BM-BIM.5
3. Create and manage tags. 9.3.12.BM-MGT.2
4. Share informa on with others electronically. 9.3.12.BM-MGT.7
5. U lize the cloud to access notes from other devices. 9.3.12.BM-HR.2

Inter-Disciplinary Connections:
English

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 Revised 12-2017

Students will engage with the following text:

h p://highered.mcgraw-hill.com/sites/007661395x/student_view0/onenote_2010_tutorial.html

h ps://tecnologiedipmatpd.files.wordpress.com/2015/01/msonenote13.pdf

Students will write:

Journaling:
1. Students will use a digital notebook to take notes throughout the semester that they can save on a
shared drive and access from any web enabled device.
2. Students will record how to complete certain procedures in a digital notebook.
3. Students will create notebook that links to post-secondary goals

PART III: TRANSFER OF KNOWLEDGE AND SKILLS

DESCRIBE THE LEARNING EXPERIENCE.
How will students uncover content and build skills.
Projects:
1. Exercise 1-2 and Ac vity 1: Create a Notebook, sec ons, and pages
2. Exercise 3: Type a Note and Format Text
3. Exercise 4 and Ac vity 5 and 6: Insert and modify a table
4. Exercise 5 and Ac vity 2: Apply a template and make subpage
5. Exercise 6 and Ac vity 4: Add content to a template
6. Exercise 7: Tag a note and use tag summary page
7. Exercise 8 and Ac vity 3: Insert a file and a link
8. Exercise 9: Check Spelling
9. Exercise 10: Delete a page and insert pictures
10. Exercise 11: Insert video
11. Exercise 12: Send to OneNote and Change Background
12. Exercise 13: Use Pen Mode and Convert Handwri ng
13. Exercise 14: Insert an Outlook Mee ng
14. Exercise 15 and Ac vity 7: Format a list and insert a screen clipping
15. Exercise 16: Insert Audio
16. Exercise 17: Search a notebook
17. Exercise 18: Save to Different Formats
18. Exercise 19: Print from OneNote
19. Exercise 20: Share a notebook
20. Ac vity 8: Send to OneNote
21. Exercise 20: Share a notebook
22. Ac vity 8: Send to OneNote

Class Activities:
● Teacher generated handouts and assignments

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 Revised 12-2017

● Smart Board demonstra ons

● Teacher modeling using LanSchool
● Create, organize, and add content to digital notebooks

PART IV: EVIDENCE OF LEARNING

IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE
THEIR
UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS.
IDENTIFY BLOOM’S LEVELS.

Formative Assessments:
Independent projects completed and shared to ensure student understanding and ability to transfer
knowledge. Daily class par cipa on and classwork grades.

Summative Assessments:
Projects and tests graded with skills assessment.

Performance Assessment:
Teacher observed skills assessment.

Accommodations/Modifications:
● Extra me.
● Decrease the amount of informa on that is needed.
● Use of visual aids.
● Introduce new vocabulary before the lesson and have that vocabulary available for students.
● Provide guided notes when necessary.
● Break long assignments into parts with separate due dates.
● Read direc ons aloud/reread and explain as needed.
● Reinforce posi ve behavior.
● Preferen al sea ng.
● Complete sample problems or tasks to model for students.

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 Revised 12-2017

PART I: UNIT RATIONALE

WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course/Unit Title: Unit Summary:
Advanced Computer Businesses communicate internally and externally using word
Applica ons/Communica on processing, desktop publishing, database, e-mail, and
presenta on so ware. All students will develop skills crea ng,
Grade Level(s): edi ng, and modifying business communica ons using various
10-12 so ware applica ons.

Essential Question(s): Enduring Understanding(s):

1. What is the difference between Students will understand that…
internal and external
● Internal communica ons are within the company and
communica ons?
external communica ons are outside of the company.
2. What groups of people are
● The internal communica ons are with all levels of
included in internal and
employees and external communica ons are with
external communica ons?
suppliers/vendors, clients/customers, investors/partners.
3. What is the purpose of a
● A company’s intranet is used to disseminate informa on to
company’s intranet?
the employees and to be used as resource for company
4. What is the purpose of a
policies and as a tool by employees for collabora on.
company having a blog?
Companies use blogs to communicate both internally and
5. What is the value of using Wiki
externally by collec ng feedback and/or opinions on
pages?
products.
6. Why should companies use
● Wiki pages are used by project members for collabora on,
social media sites?
used by customer service and/or tech support departments
7. What is the value of mail merge
to answer customer online ques ons, and used by
as a marke ng tool?
departments for open communica on to management.
8. Why use Word to create tables
● Social media websites such as Twi er, Instagram, Facebook,
with calcula ons?
etc. are a means for mass marke ng, public rela ons, and
9. Why and when do companies
quick communica on to followers such as employees,
use presenta on/slide shows?
clients, or customers.
10. What type of communica on
● Mail merges create a personal touch in marke ng because
documents would a company
the documents are personalized with names and other
create using word processing
informa on.
and/or desktop publishing
● Tables present data in a simple, easy to understand format
so ware?
and are easy to create for basic calcula ons of small
amounts of data.
● Companies use presenta on/slide shows to communicate
both internally and externally because this communica on
method is more visually appealing and s mula ng to the
audience.
● Companies use word processing and/or desktop publishing
so ware to create flyers, brochures, le ers, agendas,
announcements, adver sements, etc for both internal and
external communica ons.

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 Revised 12-2017

PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES

DESCRIBE THE LEARNING TARGETS.
After each target, identify the New Jersey Student Learning Standards that are applicable
Learning Target NJSLS:
Students will be able to: 9.3.12.BM.2
1. Research ar cles about crea ng/designing a company intranet, blog, wiki 9.3.12.BM.5
page, social media site. Using the digital notebook, summarize the findings 9.3.12.BM-ADM.1
using at least 3 sources for each communica on method. 9.3.12.BM-ADM.2
2. Design on paper in Word and/or Google docs a company intranet, blog, wiki 9.3.12.BM-ADM.3
page, social media site. If the computer system allows, create a company 9.3.12.BM-BIM.3
intranet, blog, wiki page, and social media site. 9.3.12.BM-BIM.4
3. Create database for mail merges of le ers, flyers, and brochures. 9.3.12.BM-BIM.5
4. Create the merge form for le ers, flyers, and brochures. 9.3.12.BM-MGT.2
5. Create a table using data that requires basic calcula ons and advanced 9.3.12.BM-MGT.4
forma ng features such as indents and bullets.. 9.3.12.BM-MGT.6
6. Create an interac ve presenta on in PowerPoint and/or Google slides. 9.3.12.BM-MGT.7
9.3.12.BM-HR.1
Strategies: 9.3.12.BM-HR.2
1. Lecture will be used to give instruc on and oral direc ons. 9.3.12.BM-HR.5
2. Peer edi ng will be used to allow students to help each other. 9.3.12.BM-HR.6
3. Modeling will be used on the SmartBoard or in LanSchool. 9.3.12.BM-HR.7
4. Pair Share will be used in taking and reviewing Cornell notes recorded in a 9.3.12.AR-AV
digital notebook.
5. Group discussion of new concepts and features.
6. Internet research for business samples of communica on methods.
7. Group collabora on on major projects.

Inter-Disciplinary Connections:
English: Designing communica on methods and adding informa on to the documents. Wri ng and
edi ng business le ers, flyers, brochures.
Math: table with formulas

12
 Revised 12-2017

Students will engage with the following text:

Hoggar , Jack P. Ed.D and Jon A. Shank, Ed.D. Century 21 Computer Applica ons and Keyboarding, 8th
Edi on. South-Western Publishing, 2006.

Teacher Resources:
How to set up an intranet:
h ps://www.myhubintranet.com/how-to-create-an-intranet-beginners-guide/
h ps://www.myhubintranet.com/category/crea ng-an-intranet/ (mul ple ar cles)
h ps://www.though armer.com/intranets-101/
h ps://www.techdonut.co.uk/communica ons/create-an-intranet
h ps://www.simpleintranet.org/detailed-steps-for-crea ng-a-new-intranet/
h ps://axerosolu ons.com/blogs/ meisenhauer/pulse/327/25-ideas-for-crea ng-a-be er-intranet-s
olu on-that-your-employees-are-sure-to-love
h ps://www.be ercloud.com/monitor/google-sites-intranet/

How to set up classroom blogs:

h ps://startbloggingonline.com/get-started-classroom-blogging/
h ps://startbloggingonline.com/
h p://www.brighthubeduca on.com/teaching-methods- ps/121823-educa onal-blogging-pla oms-f
or-your-students/
h p://www.educa onworld.com/a_tech/tech/tech217.shtml

Why businesses blog:

h ps://blog.hubspot.com/marke ng/the-benefits-of-business-blogging-ht
h p://blog.wishpond.com/post/47804902390/4-reasons-why-blogging-is-important-for-your-business
h ps://smallbiztrends.com/2016/07/why-small-business-blog.html
h ps://www.sproutcontent.com/blog/19-reasons-why-your-business-should-be-wri ng-a-blog

How to start a business blog:

h p://www.socialmediaexaminer.com/how-to-start-a-business-blog-seven-essen als-for-success/
h ps://www.entrepreneur.com/ar cle/248302
h p://www.toprankblog.com/2010/02/start-a-small-business-blog/
h ps://business.tutsplus.com/tutorials/how-to-start-a-blog-for-your-business--cms-26335
h ps://www.bloggingbasics101.com/how-do-i-start-a-blog/

Crea ng and using Wiki pages.

h ps://www.youtube.com/watch?v=vvy7LgC4MXA
h ps://www.youtube.com/watch?v=-dnL00TdmLY
h p://theelearningcoach.com/elearning2-0/using-wikis-for-elearning/
h ps://c .vanderbilt.edu/guides-sub-pages/wikis/
h p://www.wikihow.com/Start-a-Wiki
h ps://help.github.com/ar cles/about-github-wikis/

13
 Revised 12-2017

Students will write:

1. Daily Warm up/Do Now
2. Lesson Reflec ons
3. Internet research summaries
4. Cornell Notes

PART III: TRANSFER OF KNOWLEDGE AND SKILLS

DESCRIBE THE LEARNING EXPERIENCE.
How will students uncover content and build skills.
Class activities
● Teacher-generated Handouts for:
o Designing an intranet.
o Crea ng a blog.
o Crea ng a wiki page.
o Choosing social media sites.
o Designing a social media site.
o Crea ng mail merges (le ers, flyers, brochures).
o Crea ng an interac ve presenta on/slides.
● Projects
o Design and create an intranet, blog, wiki page, social media site.
o Research ar cles on how to design/create communica on methods listed above.
o Summarize findings in digital notebook.
o Collaborate design layout of intranet.
o Create mail merge documents
o Suggested prac ce ac vity: Textbook: Word Processing 11 pg 357-359 Ac vity 1-7.
o Independently create database for mail merge
o Independently design le erhead and write business le er to merge for mass marke ng
o Independently design a flyer and a brochure to merge for mass marke ng
o Independently design an agenda for internal and external method of communica ons
o Create interac ve PowerPoint and Google slides presenta on
o Presenta ons are business based such as new employee orienta on or new product
informa on
o Tables—Advanced Edi ng Features -- bullets, indents, formulas
o Textbook pg 199 Table 2, pg 209 Table 1
o Textbook Word Processing 13 Ac vity 1-5 pg 395-397
o Textbook Lesson 126 Tables 1-4 pg 398
o Textbook Lesson 127 Tables 1-4 pg 399
o Textbook Lesson 129 Tables 6 pg 403
o Textbook Lesson 131 Table pg 407
o Textbook Lesson 145 Document 1 pg 436

14
 Revised 12-2017

PART IV: EVIDENCE OF LEARNING

IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE
THEIR
UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS.
IDENTIFY BLOOM’S LEVELS.

Formative Assessments:
Daily projects completed and turned in to ensure student understanding and
ability to transfer knowledge. Daily class par cipa on and classwork grades.

Summative Assessments:
Projects and tests given a er students have completed enough of the daily projects with a level of
competence. Graded with a rubric.

Performance Assessment:
Teacher observed skills assessment.

Accommodations/Modifications:
● Extra me.
● Decrease the amount of informa on that is needed.
● Use of visual aids.
● Introduce new vocabulary before the lesson and have that vocabulary available for students.
● Provide guided notes when necessary.
● Break long assignments into parts with separate due dates.
● Read direc ons aloud/reread and explain as needed.
● Reinforce posi ve behavior.
● Preferen al sea ng.
● Complete sample problems or tasks to model for students.

15
 Revised 12-2017

PART I: UNIT RATIONALE

WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course/Unit Title: Unit Summary:
Advanced Computer All students will develop cri cal thinking and problem-solving
Applica ons/Data Analysis skills required to analyze business data using spreadsheet
so ware.
Grade Level(s):
10-12

Essential Question(s): Enduring Understanding(s):

1. How can spreadsheets be used to Students will understand that…
analyze and communicate data
● Spreadsheets allow for effec ve business data analysis and
effec vely?
communica on.
2. How can formulas be used to
● Spreadsheet features such as formulas, charts, pivot tables,
analyze data to make informed
and advanced analysis techniques allow data to be
decisions?
organized and analyzed efficiently.
3. What advanced analysis
● Spreadsheet forma ng techniques enhance the ability to
techniques can be performed
communicate effec vely.
efficiently in a spreadsheet?
4. What are the benefits of char ng
excel data?
5. How can sor ng and pivot tables
be used to organize and analyze
data more efficiently?
6. How can forma ng techniques
enhance your ability to
communicate clearly?
7. How can formulas be used to link
data across mul ple
spreadsheets?

PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES

DESCRIBE THE LEARNING TARGETS.
After each target, identify the New Jersey Student Learning Standards that are applicable
Learning Target NJSLS:
Students will be able to: 9.3.12.BM.1
1. Create, modify, and format spreadsheets to analyze and clearly 9.3.12.BM.5
communicate data. 9.3.12.BM-ADM.2
2. Apply formulas, such as IF, SUMIF, SUMIFS, COUNTIF, COUNTIFS, PMT, FV, 9.3.12.BM-BIM.3
PV, MAX, MIN, MEDIAN, ROUND, COUNT, COUNTA, NOW, VLOOKUP, 9.3.12.BM-BIM.5
HLOOKUP, to analyze data and make informed decisions. 9.3.12.BM-MGT.2
3. Use advanced analysis techniques, such as Nes ng formulas, Formulas 9.3.12.BM-MGT.7
referencing other worksheets, What-if Analysis, What-if Data Table, Goal 9.3.12.BM-HR.2
Seek, Solver, to analyze data and make informed decisions.
4. Organize and efficiently analyze data using sor ng and pivot tables.

16
 Revised 12-2017

5. Create charts to analyze and clearly communicate data

6. Complete a business simula on including formulas, charts, and stock
analysis

Inter-Disciplinary Connections:
Math - Formulas & Func ons
Art - Enhancing Excel with Smart Art, Pictures, and Graphics

Students will engage with the following text:

“EXCEL IT!” Business Educa on Publishing, McGuiness, Martha

Students will write:

Journaling:
Students will write in journal/notebook
1. Steps needed to create and manipulate data in spreadsheets.
2. Reflec ons on the project that was completed that day, drawing conclusions from ques ons that
are asked.

PART III: TRANSFER OF KNOWLEDGE AND SKILLS

DESCRIBE THE LEARNING EXPERIENCE.
How will students uncover content and build skills.
Projects:
1. Label all parts of an excel screen. Using prior knowledge have the students label as much as they
can on the worksheet and then as a class complete the rest of the worksheet on the smartboard.
2. Analyze and communicate sample company data using formulas, charts, pivot tables, and
advanced analysis techniques.
3. Business Simula on

Class Activities:
● Teacher generated handouts and assignments
● Smart Board demonstra ons
● Teacher modeling

PART IV: EVIDENCE OF LEARNING

IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE
THEIR
UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS.
IDENTIFY BLOOM’S LEVELS.

17
 Revised 12-2017

Formative Assessments:
Daily projects completed and turned in to ensure student understanding and ability to transfer
knowledge. Daily class par cipa on and classwork grades.

Summative Assessments:
Projects and tests given a er students have completed enough of the daily projects with a level of
competence. Graded with a rubric.

Performance Assessment:
Electronic por olio and project which will require students to analyze informa on in a spreadsheet to
form conclusions.

Accommodations/Modifications:
● Extra me.
● Decrease the amount of informa on that is needed.
● Use of visual aids.
● Introduce new vocabulary before the lesson and have that vocabulary available for students.
● Provide guided notes when necessary.
● Break long assignments into parts with separate due dates.
● Read direc ons aloud/reread and explain as needed.
● Reinforce posi ve behavior.
● Preferen al sea ng.
● Complete sample problems or tasks to model for students.

18
 Revised 12-2017

PART I: UNIT RATIONALE

WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS?
Course/Unit Title: Unit Summary:
Advanced Computer All students will develop cri cal thinking and problem-solving
Applica ons/Database skills required to manage data using database so ware
Management

Grade Level(s):
10-12

Essential Question(s): Enduring Understanding(s):

1. What is a database? Students will understand that…
2. What are the benefits of using a
● A database is an organized collec on of informa on about a
rela onal database?
subject that is stored in a computer system.
3. When and why would you use
● A rela onal database is able to understand how lists and the
database instead of spreadsheets
objects within them relate to one another.
to organize data ?
● Spreadsheets are great at storing and organizing numbers,
4. How is data organized using
while databases are far stronger at handling non-numerical
tables, records and fields?
data, like names and descrip ons.
5. Why are primary keys used in
● Tables, Records, and Fields are used to organize informa on
databases?
in a database so that it can be effec vely related to other
6. How are the design and
informa on within the same database.
datasheet table views used?
● A Primary Key is the field that uniquely iden fies each
7. Why and how do you establish
record in the table and it can be used to link to related
rela onships between data?
informa on in other tables.
How do queries help organize
● Database features such as view, rela onships, sor ng, and
and analyze data?
queries allow data to be organized and analyzed efficiently.
8. How can sor ng be used to
organize and analyze data more
efficiently?

PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES

DESCRIBE THE LEARNING TARGETS.
After each target, identify the New Jersey Student Learning Standards that are applicable
Learning Target NJSLS:
Students will be able to: 9.3.12.BM.4
1. Describe the features of the access window 9.3.12.BM.5
2. Create and manage a database 9.3.12.BM-ADM.2
3. Create table and add records 9.3.12.BM-ADM.3
4. Create and modify fields 9.3.12.BM-BIM.3
5. Sort and filter records 9.3.12.BM-BIM.4
6. Set rela onships using primary keys 9.3.12.BM-MGT.2
7. Enter and format text 9.3.12.BM-HR.2
8. Import data from a single data file 9.3.12.BM-HR.7
9. Create forms and apply form design tab op ons

19
 Revised 12-2017

10. Create and manage queries

11. Set input masks

Inter-Disciplinary Connections:
English
Math

Students will engage with the following text:

“ACCESS IT!” Business Educa on Publishing, McGuiness, Martha

Students will write:

Journaling:
Students will write in journal/notebook
1. Steps needed to create and manipulate data in a database management system
2. Reflec ons on the project that was completed that day, drawing conclusions from ques ons that
are asked.

PART III: TRANSFER OF KNOWLEDGE AND SKILLS

DESCRIBE THE LEARNING EXPERIENCE.
How will students uncover content and build skills.
Projects:
1. Label all parts of an access screen. Using prior knowledge have the students label as much as they
can on the worksheet and then as a class complete the rest of the worksheet on the smartboard.
2. Collabora vely analyze and communicate sample company databases using tables, queries, forms,
and input masks.
3. Independently analyze and communicate sample company databases using tables, queries, forms,
and input masks.

Class Activities:
● Teacher generated handouts and assignments
● Smart Board demonstra ons
● Teacher modeling

PART IV: EVIDENCE OF LEARNING

IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE
THEIR
UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS.
IDENTIFY BLOOM’S LEVELS.

20
 Revised 12-2017

Formative Assessments:
Daily projects completed and turned in to ensure student understanding and ability to transfer
knowledge. Daily class par cipa on and classwork grades.

Summative Assessments:
Projects and tests given a er students have completed enough of the daily projects with a level of
competence. Graded with a rubric.

Performance Assessment:
Electronic por olio and project which will require students to analyze informa on in a database to
form conclusions.

Accommodations/Modifications:
● Extra me.
● Decrease the amount of informa on that is needed.
● Use of visual aids.
● Introduce new vocabulary before the lesson and have that vocabulary available for students.
● Provide guided notes when necessary.
● Break long assignments into parts with separate due dates.
● Read direc ons aloud/reread and explain as needed.
● Reinforce posi ve behavior.
● Preferen al sea ng.
● Complete sample problems or tasks to model for students.

21