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Excel Timeline

This Excel TimelineProject can be downloaded in PDF format.

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Lesson Plan & Requirements **Analyze Learners** The Excel Timeline Lesson Plan is designed for students ranging in age between 12 – 17, depending on their skill set. The school grades that it would accommodate also range from 7th grade to 12th grade depending on their skill set. This lesson plan has elements that can be successfully integrated into Social Studies, History, and Mathematics classes. Once the Excel portion of the project begins there is also a design element that gives students a chance to explore creatively.

Two of the various learning styles and abilities that could be accommodated are visual learners, and tactile learners. Visual learners can digest the information easily as they are given several opportunities to model the information in visual ways. The Excel portion of this lesson gives visual learners a chance to manipulate the data and create tables, charts, etc. that evoke emotions for them that help to retain the information.

It should be noted that most variances of learners have the opportunity to digest the varying subject matter in several ways through this 6-step lesson. The initial portion of the lesson offers individuals the opportunity to work in a class group, which later changes to a smaller group. Both situations keep students active in the lesson and participating. The research portion of the lesson moves students toward more independent research but still in a group setting. The groups give way to individual projects, which further drives home the need for early participation.

The lesson plan does not specifically address the needs of kinesthetic learners or auditory learners but support accommodations could be made to successfully integrate this lesson plan so as to accommodate them. An example of a modification would be to integrate sound bites into the excel program rather than hyperlinks.

To provide accommodation for different learning abilities, the lesson can be modified with more or less information and supplementary instructions or projects to assist in completing the spreadsheet portion. The individual portion of the lesson could be dropped for students with problems working alone or issues with socialization.

Those students who are at a higher level of understanding in reference to the process of making the spreadsheet can be asked to enhance graphs, tables or formulas that calculate various percentages of change from time period to time period.

Those students who are at a lower level of understanding in reference to the process of making the spreadsheet can be provided with more examples of formulas and fewer tasks to complete so as to lessen the complication of the project.

Because of the multiple steps, this lesson should be broken into multiple class sessions and divided up with frequent breaks between the various steps. This allows for refocusing time for students which attention disorders who cannot commit to a long term project for an extended period of time. In addition, if there are below average readers, it is again possible to add sound bites on the spreadsheet so that instructions could be listened to, instead of read. This might also be a way of implementing instructions in different languages for ESL students. The other option for ESL students would be pairing them with an English-speaking student to help with understanding. A common misconception about the use of spreadsheets is that it is only (or primarily) used for compiling databases or calculating numerical information. The creation of a time line offers students an interactive way to apply the numbers (dates) in a useful way that outputs a historical timeline that they can visually refer to. The usage of Excel to create a timeline should help disprove any ideas that spreadsheets are primarily and only used for database and numeric compiling. Students should be familiar with what an excel spreadsheet is and generally understand it’s basic functions. In addition, they should have a concrete understanding of how to use the Internet, define Appropriate Web Sources and research the history of the subject matter they are studying.

SOURCE: The partnership for 21 st Century Skills

Justification Using spreadsheets as more than a piece of technology and as a learning tool creates an alternate usage of the software program Excel. It is turned into a tool for students to use in their schooling as well as in the real world job market. Integrating Excel into this lesson plan creates a new comfort level for students as they experiment with the program and inputting the information. Doing the work as groups and coming to the front of the class with a timeline is one part of the process and the lesson could end there, but implementing the Excel portion of the lesson plan takes the learning a few steps further. They are creating an individual project based on a group project and their individual timelines will end up offering them the opportunity to be creative, to analyze the findings, and to master the skills needed to finish the project. They are also regurgitating the information another time and utilizing higher thinking skills in doing so. Based on Bloom’s Taxonomy, using the Excel portion of the lesson moves into the realm of higher thinking skills. Students take the lesson a step further with the creation of their own specific timeline. The Partnership for 21 st Century Skills lists the following as their 21 st Century Standards Focuses on 21st century skills, content knowledge and expertise. Builds understanding across and among core subjects as well as 21st century interdisciplinary themes. Emphasizes deep understanding rather than shallow knowledge. Engages students with the real world data, tools, and experts they will encounter in college, on the job, and in life--students learn best when actively engaged in solving meaningful problems. Allows for multiple measures of mastery. If broken apart the lesson plan as a whole, accomplishes each of these standards. When taking a deeper look into the skills framework, the use of the class as a whole, small groups and individuals gives the students three different opportunities to refocus their attention on the subject matter, thus building their understanding of the subject being studied. Implementing the Excel portion of the project actively builds the student’s understanding of the software program, but also engages the students and emphasizes deeper This lesson plan could prove overwhelming to some students because of the overall complexity of it. The plan is pretty adaptable and could be changed to accommodate most instances where students have special needs, specific learning styles, or learning disorders. SOURCE : The partnership for 21 st Century Skills

State Objectives **Broad Goals/Academic Standards** Students should come away from this lesson with… A broad historical understanding of the subject researched. A basic understanding of finding and using Appropriate Web Sources. An understanding of basic usage of Excel (this depends on skill set). A sense of unity as a group working together. A sense of accomplishment as an individual creating a unique project. **Objectives** Students should come away from this lesson with… The ability to use the Internet to find specific information. The ability to compile information chronologically and accurately. The ability to enter the correct formulas on a spreadsheet in order to compile various time periods between dates/events. The ability to hyperlink their sources to the information compiled. The ability to transfer the information into a visual chart or graph. The ability to enhance the visual elements creatively.

This lesson plan should be implemented over an extended period of time. There are generally 2 ways it can be divided up. The first would be done over a period of 3 class sessions. The first session should include (at a minimum) Steps 1 and 2. The second class session should include Steps 3, 4, and 5. The final class session should be dedicated to the final step (6), in which the students create their individual Excel spreadsheets. An alternative method of dividing the lesson plan would be to allow for specific time periods for each step. I have included recommended minimums for each step on the descriptions.

Select Methods, Media, Materials One computer for each group of students Premade excel spreadsheet already loaded onto student computer accounts Internet access Instructions demonstrating the steps to complete spreadsheet

Utilize Media and Materials Students will use the Internet for their research. Students may use the Internet to assist with the creative portion of creating the timeline and chart or graph. Students will use instructions demonstrating the steps to complete the spreadsheet

Required Learner Participation This lesson will be introduced with students as a class brainstorming some important subjects, time periods, places, or events. The class/ teacher needs to suggest general subject areas and guide the students to choose a large period of time that pertains to that subject. After a general subject and time period has been selected, students will split into groups. These groups are organized by time periods. Each group chooses 20 important dates/events within their specific time period. Once the 2 groups have chosen 20, then they need to narrow it down to 10, making sure they can cite their resources and explain why they chose the ones they did. The groups will discuss their reasoning with the class. After this step, the groups will select a representative and the representatives will go to the front of the class and write their dates in chronological order on a chalkboard (or white board). Once a cumulative timeline spanning the entire period of time is written at the front of the class, all of the students will copy it down. The next stage is for the students to begin creating an excel time line with the dates/events listed at the front of the class. Each student will do his or her own independent time line in Excel.

Students will begin by brainstorming some important subjects, time periods, places, or events. They will move into groups and choose 20 important dates. They will then as a group, narrow their 20 dates/events down to 10. Students must be able to explain their choices and cite their sources. Groups will choose a representative, who will stand in the front of the class in chronological order with the other group representatives. Representatives will then write their timeline data on the chalkboard/whiteboard in chronological order. All students will then create an individual Excel timeline using the data compiled chronologically on the chalkboard/white board.

The teacher will guide students to a subject area, helping them define the overall time period they will research. The teacher will assist students in researching the time periods their groups are assigned and then help them compile it chronologically. Once the project moves into the individual Excel projects, the teacher will assist with methods for achieving a desirable outcome. The teacher must be able to help with data entry, data organization, using formulas to calculate time periods, creating charts and graphs with the data collected, creating hyperlinks to sources, and implementing effective design elements that enhance the timeline.

The final outcome should include the following… A thorough understanding of what an //Appropriate Web Source// is. A thorough understanding of the historical data researched. A thorough group analysis of the data researched and its importance. Groups will need to discuss the importance of the dates/events they chose and explain to the class their reasoning as well as cite their sources. Individual Excel based timelines, including at least 1 graph or chart, the use of hyperlinks to show at least 2 sources for the information, and the use of formulas to calculate time periods between some of the events/dates in the time line. Students will complete and submit their final spreadsheet to the teacher. The teacher will evaluate and assess the student based on the spreadsheet portion of the project using the rubrics.

Reflection & Transfer I learned the value of incorporating technology into lesson plans. Not only does this lesson offer the class, varying opportunities to digest the historical information, but also once the spreadsheet portion begins, students are given the chance to create something unique, thus incorporating an independent, artistic design element into the lesson. The use of the mathematical formulas and functions adds a mathematical element as well. The overall lesson offers the students many chances for digesting the information in different ways which creates a more effective learning arena for students. If they don’t accumulate and retain the knowledge in the first 5 steps, they have another chance to retain the knowledge once they move into the independent Excel timeline portion of the project.

Because I have no history of creating lesson plans, I am not sure if my methods are truly acceptable in a real world classroom situation. I am also, not sure if my estimated time durations for each step are realistic. I think that students need time restraints to help them focus and stay on task. I think that including time restraints offers the students a more controlled environment for learning and promotes efficiency in the process.

The knowledge gained in using the spreadsheets can be used not only in other classroom situations or for projects throughout school, but also later when in the work force. Most jobs have an opportunity at some point to organize information and use a software program in doing so. The experience with the Excel program from the lesson plan can be useful in many ways. If students become entrepreneurs they will have the ability to organize their products and services utilizing similar formulas and graphs that the students used in the assignment. If students go on to be teachers themselves, they can take what they gleaned from this lesson and use it with their own students as well.

Creating A Timeline in Excel – Lesson Plan Steps

Step 1 Defining The Goal (45 min) **Student Step 1. Defining the Goal** As a class, choose a subject to create a timeline for. As a class, choose a time period related to the subject for research. Split into groups, talk about and define the phrase “Appropriate Web Source” as it is meant in the sentence below. **//*For each date/event marked on the//** **//timeline an appropriate web source//** **//must be included.//** Once each group has defined the phrase “Appropriate Web Source” and examples have been given, each group begins their research. **Teacher Step 1. Defining the Goal** Help students as a class, narrow down a specific type/subject of timeline. A war A time period A person Help students narrow down a specific time period to research. Be sure to include key dates. Divide students into groups based on chunks of time within the time period that is being researched (ex. Era, Century, 5 years). Help students define the term “Appropriate Web Source” and find some “Appropriate Web Sources” that pertain to the subject they will be laying out in the timeline.

Step 2 Research (1 hour) **Student Step 2. Research** Each group locates and lists at least 5 Appropriate Web Sources that pertain to their defined subject and time period. From the 5 Appropriate Web Sources each group researches a list of at least 20 important dates/events that fall within their specific time period. **Teacher Step 2. Research** Help students, as a class, find Appropriate Web Sources that pertain to the subject being time lined. Help students identify dates/events within their time period. Guide students to include important events/dates in their list.

Step 3 Analysis (15 min) **Student Step 3. Analysis** Once the 20 dates/events have been chosen, groups must choose the 10 that they think are the most important in their time period (be prepared to explain why they chose to keep these specific dates/events.) Students must put these dates/events in chronological order. **Teacher Step 3. Analysis** Help students compile a list of 10 dates/events that are the most important. Help students express why these specific dates are important.

Step 4 Discussion (30 min) **Student Step 4. Discussion** Student groups should now have a compiled list of 10 dates/events that they can discuss with the other groups and explain why they are important to include in the timeline. Each group will take its turn and discuss with the class why they chose these dates/events. **Teacher Step 4. Discussion** Challenge the groups to collaborate and analyze their reasoning behind the 10 chosen dates/events. Challenge the groups to use critical thinking about what they have chosen.

Step 5 Compiling (15 min) **Student Step 5. Compiling** Each student group should now choose one person to represent their group at the front of the class. The group representatives need to line up chronologically based on the time period that their specific group researched. Each group representative will take their turn writing their 10 important dates on a dry erase board/ smart board. The student may return to their seat when they are done. Once the master timeline has been created and all group representatives have been seated, each individual student now needs to copy down the timeline dates/events onto a piece of notebook paper. **Teacher Step 5. Compiling** Observe students as they coordinate with each other and promote discussions among them to further their comprehension of the dates/events.

Step 6 Processing (2:15) **Student Step 6. Processing** Each student should now have a hand-written version of the timeline that the group representatives wrote at the front of the class. Using a spreadsheet program create a timeline using a minimum of any 5 dates/events that were added to the class timeline. Implement at least 2 hyperlinks to Appropriate Web Sources pertaining to the subject matter of the timeline. Using formulas create a table that contains factual, numerical statistics related to the timeline. Using these statistics create a chart (of any sort) that enhances the visual understanding of the information. Throughout the entire project, think about the design. Use colors, lines, fonts, and other design elements to enhance the project. **Teacher Step 6. Processing** Assist with Excel usage. Supplement student knowledge base of Excel by offering tips and hints to make the process easier for them

Creating A Timeline in Excel – Student Directions **Prior to this step the follow should be completed.** ☑Class has defined a subject to research ☑Class has defined a time period to research ☑In small groups research has been conducted and 20 initial dates/events have been narrowed to 10 per group. ☑Group representatives have come to the front of the classroom and chronologically created a timeline of all dates/events collected in class. ☑All students have copied down in their notes the list of dates/events that the class has compiled.

**What you need to do now…** Using a spreadsheet program create a timeline using a minimum of any 5 dates/events that were added to the class timeline. Implement at least 2 hyperlinks to Appropriate Web Sources pertaining to the subject matter of the timeline. Using formulas create a table that contains factual, numerical statistics related to the timeline. Using these statistics create a chart or graph (of any sort) that enhances the visual understanding of the information. Throughout the entire project, think about the design. Use colors, lines, fonts, and other design elements to enhance the project.

//1. Creating the Timeline// Organize the data you have in chronological order within the cells of the spreadsheet. Paying attention to spacing and visual design, reorganize the data in a way that is visually appealing and easy to read. Pay attention to font sizes, colors, lines, shadows and other design elements. Once the data has been compiled and organized and the timeline is finished move on to adding hyperlinks.

//2. Adding Hyperlinks// Choose a cell and visually design a button or text element for the hyperlink. Right click (for a MAC cntrl click) the cell that you designed and want to hyperlink to reside in. Scroll down the drop down menu that appears and select “Hyperlink”. Enter the web address in the top box on this menu (Link to:). Click OK. You need a minimum of 2 hyperlinks. Hyperlinks should be sources that you found your data from.

//3. Adding Formulas// With your timeline created, choose the dates/events that you will calculate the time periods between. Choose the cell where your calculation result will reside and input the following formula =SUM(number1 – number 2) Number 1 will be the cell letter/number of the later date Number 2 will be the cell letter/number of the earlier date The cell where you input this formula should show the difference between the two, thus indicating the time period between the two dates.

//4. Creating Charts or Graphs// Using the data from the formulas create a chart or a graph Highlight the data and click INSERT, then choose the style of chart/graph and it should create the chart. You may do this other ways, as long as the chart/graph makes sense with the information and is easily understood visually. You should analyze the information and make necessary changes to visualize the data more easily. This chart/graph should add to the understanding of the information not take away from it. If you find your chart/graph seems difficult to understand, then change it.

//5. Design Elements// When the previous 4 steps have been completed, take a look at your overall project. Are the fonts appropriate? Is the text size large/small enough? Should bold, italic or underlined text be used? Should colors be implemented? Does the chart/graph need an image, photo, clip art, etc. to compliment the design? Will the content print out properly? Which layout should be used? Landscape? Portrait?

Creating A Timeline in Excel – Application of Bloom’s Taxonomy

**Bloom’s Domains (Old Version)** Step 1 – Defining The Goal Knowledge, Comprehension Step 2 – Research Knowledge, Comprehension Step 3 – Analysis Knowledge, Comprehension, Analysis Step 4 – Discussion Knowledge, Comprehension, Application, Analysis Step 5 – Compiling Knowledge, Comprehension, Application, Analysis, Synthesis Step 6 – Processing Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation

**Bloom’s Domains (New Version)** Step 1 – Defining The Goal Remembering, Understanding (Verbs: Recognizing, Identifying, Describing, Locating) Step 2 – Research Remembering, Understanding (Verbs: Searching, Retrieving, Interpreting, Explaining, Categorizing,) Step 3 – Analysis Remembering, Understanding, Analyzing (Verbs: Comparing, Organizing, Outlining, Structuring) Step 4 – Discussion Remembering, Understanding, Applying, Analyzing, Evaluating (Verbs: Carrying Out, Critiquing) Step 5 – Compiling Remembering, Understanding, Applying, Analyzing, Evaluating, Creating (Verbs: Designing, Devising) Step 6 – Processing Remembering, Understanding, Applying, Analyzing, Evaluating, Creating (Verbs: Constructing, Making)