Lesson Plan
Course Title:
Professional Communications
Session Title: Research, Collecting Data, and Presenting
Results
Lesson Duration: Approximately four 90-minute class periods
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to collect, compile, and present
data in a professional manner.
Specific Objectives:
1. Define terms associated with the lesson.
2. List steps in the research process.
3. Make observations and collect data.
4. Use spreadsheet software to record data from observations.
5. Use spreadsheet software to create graphs and charts to reflect existing data.
6. Present slide presentation
Preparation
TEKS Correlations:
§130.99 (c)
(2) The student applies professional communications strategies. The student is expected to:
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations; and
(F) develop and interpret tables, charts, and figures.
(3) The student understands and examines problem-solving methods. The student is
expected to employ critical-thinking and interpersonal skills independently and in teams to
solve problems.
(4) The student applies information technology applications. The student is expected to use
personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for professional communications projects.
(10) The student develops an understanding of professional communications through
exploration of the career cluster. The student is expected to:
(D) communicate effectively in professional group contexts by:
(viii) using effective communication strategies for solving problems, managing
conflicts, and building consensus in groups.
(E) make and evaluate formal and informal professional presentations by:
(iv) using effective strategies to organize presentations;
(v) using information to support points in presentations;
(vi) preparing scripts or notes for presentations;
(vii) using visual or auditory aids to enhance presentations;
(ix) using effective verbal and nonverbal strategies in presentations;
(xi) making individual presentations to inform, persuade, or motivate an audience;
(xii) participating in question-and-answer sessions following presentations;
(xiii) applying critical-listening strategies to evaluate presentations; and
(xiv) evaluating effectiveness of presentations.
AAVTC: Professional Communications: Research, Collecting Data, and Presenting Results
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Instructor/Trainer
References: See Help Menu or Tutorials for:
1. Slide presentations
2. Spreadsheet software
Instructional Aids:
1. Candy Group Project presentation template
2. Candy Group Project handout
3. Candy Group Project Rubric
(Note: Teachers may need to adapt rubric terminology and elements to fit the course
materials)
4. Candy Data spreadsheet
Materials Needed:
1. One regular bag of any multi-flavored and multi-colored candy for each group (these bags
can be reused each class period if students are informed to not eat the candy)
2. One re-sealable baggie per group for open bags of candy
3. Pen/pencil per group
4. Miniature bags of candy to be given to students at the end of project (optional)
Note: Many different candies can be used for this project. The key is to use candy with multiple
flavors and colors.
Equipment Needed:
1. Teacher computer with projection system, Internet access, spreadsheet software capable of
producing charts and graphs, and appropriate software to display presentation files.
2. Student computer with Internet access, spreadsheet software capable of producing charts
and graphs, and presentation software
3. Printer
4. Wireless presentation remote (optional)
5. Camera for group picture (optional)
Learner
Students should have prior knowledge on how to use a spreadsheet software program and
should have completed the All About Me lesson.
Introduction
MI
Introduction (LSI Quadrant I):
DO:
Pass around an unopened bag of candy. Have each student experience the
bag: touch it, look at it, get a feel for it, think about it, gauge its weight, etc.
Tell students the only rule is that they cannot open the bag of candy. When
everyone has “experienced” the candy, then begin the discussion.
ASK: Have you ever wondered how many pieces of candy there really are in a
bag? [Expect some random, silly answers, groans, or chuckles.]
ASK: In all seriousness, how many pieces do you think are included?
Do you think each bag contains the same number of pieces of candy?
Do you think the flavor distribution is equal?
Do you think the flavor breakdown is the same for each bag?
AAVTC: Professional Communications: Research, Collecting Data, and Presenting Results
Copyright © Texas Education Agency, 2012. All rights reserved.
2
How can you know the answers to these questions without checking each
and every bag of candy that comes off the production line?
Note: Record predictive answers to these questions in a central location in
the classroom to use in a follow-up discussion.
SAY: Today, we are going to make an initial pass at answering these questions
and learn some important skills while we have fun! Perhaps you’ll even get a
treat at the end!
SAY: In a real-world setting your employment will include multiple responsibilities.
You might be asked by your supervisor to do a variety of tasks including
training a new employee or making a presentation to your coworkers.
SAY: In this lesson we will conduct a simple research project, collect the data from
that research, and then present our data using presentation software and
charts. You will learn how to correctly record data on a spreadsheet. You will
use that spreadsheet to create a chart illustration. Then you will take all your
information and include it in a presentation file.
Outline
MI
Outline (LSI Quadrant II):
I. Define terms associated with the lesson.
A. Research – investigation or experimentation
aimed at the discovery and interpretation of
facts, revision of accepted theories or laws in
the light of new facts, or practical application
of such new or revised theories or laws
B. Data – factual information used as a basis
for reasoning, discussion, or calculation
C. Spreadsheet – accounting program for a
computer; facilitates calculations and
analysis of data
D. Row – horizontal arrangement of items in a
straight line
E. Column – vertical arrangement of items in a
straight line
F. Function – a computer subroutine; one that
performs a calculation with variables
provided by a program and supplies the
program with a single result
II. List steps in the research process.
A. Identification of research problem
B. Literature review
C. Specifying the purpose of research
D. Determine specific research questions or
hypotheses
E. Data collection
F. Analyzing and interpreting the data
G. Reporting and evaluating research
Instructor Notes:
Use the Research, Collecting
Data, and Presenting Results
to define terms.
Note: These research
process steps are meant to
be dynamic rather than static
in nature.
AAVTC: Professional Communications: Research, Collecting Data, and Presenting Results
Copyright © Texas Education Agency, 2012. All rights reserved.
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III. Make observations and collect data.
A. Task assignments within groups
 Spreadsheet construction
 Presentation development
 Information collection and recording
 Pie chart/graph construction
 Presentation (two members)
B. Project materials
 One regular bag of candy for each
group
 One paper plate, napkin, or paper
towel
 One re-sealable bag for open candy
 One pen/pencil per group
 Candy Data spreadsheet
Distribute the Candy Group
Project handout and divide
students into small groups
(four to six students per
group).
IV. Use spreadsheet software to record data from
observations.
A. Favorite flavors of each person
 Individual group member data
 Data across all groups
B. Quantity of flavors per bag
 Individual group member data
 Data across all groups
Use a theoretical data set to
demonstrate how the Candy
Data spreadsheet will
calculate totals for each
color/flavor once group cells
are populated. Show students
how formulas are constructed
and how they will update if
columns are added or deleted
from the worksheet.
V. Use spreadsheet software to create charts and
graphs to reflect existing data.
A. Select cells to be graphed
B. Select Insert > Pie
C. Select style of graph
D. Cut and paste chart/graph and place it in the
appropriate location on the spreadsheet
VI. Present with presentation software.
A. Have a printed copy of your presentation so
you glance at your notes and then look at the
audience rather than looking at the
projection screen.
B. Make notes of key points and questions on
your printed copy.
C. Use a wireless remote if you have one.
D. You can stand behind a podium or walk
around for effect, just be careful not to block
the presentation.
E. Decide in advance who will make present
certain slides or make certain key points in
the presentation.
Review the handout and
discuss the scope of the
project.
Show students the project
materials and demonstrate
how they will be used.
Hint: Select a random sample
from the teacher bag of candy
to use for demonstration
purposes.
Demonstrate how to create
charts and graphs.
Note: Consider the different
types of charts available in
the spreadsheet program.
Demonstrate/model these key
points as you work through
the lesson with students so
they see a good model of how
presentation software can be
used effectively to support a
presentation.
Require students to use a
wireless presentation remote
if you have one available.
Key Point: Presenting as a
team is much different than
presenting alone.
AAVTC: Professional Communications: Research, Collecting Data, and Presenting Results
Copyright © Texas Education Agency, 2012. All rights reserved.
4
Application
MI
Guided Practice (LSI Quadrant III):
The teacher should check to make sure students are on task and grasping concepts
during the demonstration component of the lesson. Redirection and re-teaching
should occur as needed.
MI
Independent Practice (LSI Quadrant III):
Distribute the Candy Group Project handout and discuss the assignment with
students. Students will work on the project and presentations independently applying
information from the whole-class instruction.
Note: Students will need work together to use the class digital camera to take a
picture for the presentation.
Summary
MI
Review (LSI Quadrants I and IV):
Conduct a debriefing session after presentations are complete. Answers will vary by
class. Use the following questions to guide the session:
1. Were you able to answer the questions we had at the beginning of the lesson?
2. Were the numbers of each flavor/color found in a bag candy consistent with the
flavor/color most liked by group members?
3. Were there any trends in the data across groups with regard to preferences (e.g.
most people like the green candy, no one likes the purple candy)?
4. Was there consistency in the numbers of each flavor/color found in the bag
across groups?
5. Do you think this information is generalizable? Why or why not?
6. Did you predict responses accurately?
7. How is presenting in a team similar to and/or different from presenting
individually?
8. Do you prefer presenting in a team or individually? Why?
Evaluation
MI
Informal Assessment (LSI Quadrant III):


MI
Teacher will observe student work during the development process of the
presentations.
Teacher will circulate through lab as students work on presentations
independently to redirect/re-teach as necessary.
Formal Assessment (LSI Quadrant III, IV):

Use the rubric to evaluate each presentation.

Students should be provided with a copy of the rubric so they can evaluate each
presentation as it is being made during class. Student evaluations should be
provided to the teacher to review prior to distribution to presenters. Student
evaluations should NOT be used in calculating the students’ grades.
AAVTC: Professional Communications: Research, Collecting Data, and Presenting Results
Copyright © Texas Education Agency, 2012. All rights reserved.
5

Facilitate a group discussion after all presentations are complete to discuss
strengths and areas for improvement across the presentations. Specific
examples highlighting key points should be provided.
NOTE: If time permits, the teacher should facilitate a group discussion about
each presentation to discuss strengths and areas for improvement. Students
should be required to participate in this discussion and provide constructive
feedback to their peers in the form of: “I really like how you…” and “If you were
doing this again, you might consider…”

Reflective Activity:
Have students reflect on the assignment in a journal or on the back of their
assignment handout. At a minimum they should answer the following questions:
1. How do you feel about your performance on this assignment?
2. What did you do really well?
3. What could you have done better?
4. How can you use this assignment in the future?
Extension
MI
Extension/Enrichment (LSI Quadrant IV):


Students will apply skills learned on future assignments/projects.
Students can explore and analyze other presentation software to determine the
software that is the best fit for a particular presentation.
AAVTC: Professional Communications: Research, Collecting Data, and Presenting Results
Copyright © Texas Education Agency, 2012. All rights reserved.
6
Candy Group Project Handout
Note: For this project, each group will be given a bag of candy; please do NOT eat the
candy as it will be/has been handled by multiple students throughout the day.
1. Decide which group member will have the following responsibility:
a. Spreadsheet construction
 Group Member Name______________________
b. Presentation development
 Group Member Name______________________
c. Information collection and recording
 Group Member Name______________________
d. Pie chart/graph construction
 Group Member Name______________________
e. Presentation (two members)
 Group Member Name______________________
 Group Member Name______________________
2. Collect research data
a. Complete Section 1 and Section 2 for your group.
For example: If you are Group 2 only fill in information for Group 2 in Section 1
and Section 2.
b. The recorder should record data onto the data spreadsheet.
3. Collect data from other groups
a. The recorder from each group will gather as a subgroup and share data.
b. Each recorder will record shared data onto the data spreadsheet.
4. Illustrate data collected using charts/ graphs.
a. The data spreadsheet is given to the group member assigned.
b. Open the candy_data.xls file on a computer.
c. Use the spread sheet to insert your data and create a pie chart or bar graph into
the spreadsheet program.
5. Take note of what observations were made during this activity.
Questions for consideration and discussion:
a. Were the numbers of each flavor/color found in a bag of candy consistent with
the flavor/color most liked by group members?
b. Were there any trends in the data across groups with regard to preferences (e.g.
most people like the green candy, no one likes the purple candy)?
c. Was there consistency in the numbers of each flavor/color found in the bag
across groups?
d. Do you think this information is generalizable? Why or why not?
6. Create a presentation to present your groups’ findings.
a. Open the candy presentation file.
b. Complete the presentation with your group’s information and data.
c. Save the file to your student folder (be sure to have every group member save
the file to his/her student folder).
7. Present your group’s presentation to the class.
AAVTC: Professional Communications: Research, Collecting Data, and Presenting Results
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Candy Group Project Rubric
Student Name: ________________________________________
CATEGORY
PowerPoint:
Technical aspects
- Student folder
- File name
- 11 slides
3
2
Date:
1
0
Presentation is
complete, named
properly, and stored
in the appropriate
location in the
student folder.
Two of the three
technical aspects are
met.
One of the three
technical aspects are
met.
Formatting
- Background
- Style
A creative and
appealing coherent
theme is established
for the presentation
and is applied across
the entire
presentation.
A creative and
appealing theme is
established for the
presentation, but not
consistently applied
across the
presentation.
A theme is established No presentation
and applied across the theme.
presentation, but
work is needed on
creativity and
attractiveness.
Graphics
All required graphics One required graphic
are included and cited is missing, but all
appropriately.
other required
graphics are present
and cited
appropriately.
- Group photo
- Charts
- Other supporting graphics
Font characteristics
- Color
- Style
- Attributes
Presentation settings
- Transition
- Animation
- Sound effects
All required graphics
are included but are
not cited
appropriately.
None of the technical
aspects are correct.
At least one graphic is
utilized but is not
properly cited in the
presentation.
All three
Two of the three
One of the three
No font
characteristics are
characteristics are
characteristics are
characteristics are
utilized in the project. utilized in the project. utilized in the project. utilized in the project.
All three settings are Two of the three
One of the three
No presentation
utilized in the project. settings are utilized in settings are utilized in settings are utilized in
the project.
the project.
the project.
Grammar
There are no
There is one
There are two
There are three or
grammatical mistakes grammatical mistake grammatical mistakes more grammatical
in the presentation. in the presentation. in the presentation. mistakes in the
presentation.
Mechanics
Capitalization and
punctuation are
correct throughout
the project.
There is one error in
capitalization or
punctuation.
There are two errors
in capitalization or
punctuation.
AAVTC: Professional Communications: Research, Collecting Data, and Presenting Results
Copyright © Texas Education Agency, 2012. All rights reserved.
1
There are three or
more errors in
capitalization or
punctuation.
Presentation:
Printed copy of
presentation
A printed copy of the
presentation
(complete with notes)
is used for reference
during the
presentation.
A printed copy of the
presentation (without
notes) is used for
reference during the
presentation.
A printed copy of the A printed copy of the
presentation (with or presentation is not
without notes) is
available.
available but not used
during the
presentation.
Presentation skills
Speakers demonstrate Speakers block view
ability to present
of the audience one
effectively as a team to two times.
(with or without a
remote) without
blocking views of the
audience.
Speakers block view Speakers block view
of the audience three of the audience five
to four times.
times or more.
Active listening
Student actively
listens to
presentations,
participates in
discussion, and
submits constructive
feedback.
Only one of three
active listening
strategies are
demonstrated.
- Attentive (not distracting)
- Participates in discussion
- Constructive feedback
Comments:
Two of three active
listening strategies
are demonstrated.
No active listening is
demonstrated.
TOTAL POINTS:
Point to grade 27-30 = A
conversion: 24-26 = B
21-23 = C
18-20 = D
17 and below = F
AAVTC: Professional Communications: Research, Collecting Data, and Presenting Results
Copyright © Texas Education Agency, 2012. All rights reserved.
2