Lesson Plan
Unit: CBA: Unit 3 Spreadsheet
Topic: Spreadsheet Components Framework: 3.2
ELA Framework: W4.10.5, 4.11.5, 4.12.5
CCSS: WHST 9.6, 10.6, 11.6, 12.6
(Author: Donna Price)
 What concept within the framework is to be developed? What is the specific objective of
the lesson?
Objective 3.2 Examine spreadsheet components.
 What do students probably already know about the content? What prior knowledge
needs to be activated?
This question is dependent upon what order the units of the CBA course are taught. If they
have had the Word Processing unit before being taught the Spreadsheet Unit then some
parts of the opening screen will look familiar, such as: Sizing Buttons, Help Button, Scroll
Bar, Zoom Controls, and the View Buttons.
 What don’t they know?
They are not familiar with the following concepts:
 Workbook – Worksheets (Sheet Tabs)
 Cell - Cell Reference (Column Letters & Row Numbers) – Active Cell – Name Box
 Range
 Label
 Value
 Is there potential for misconception?
Yes, the concept of an electronic workbook containing the worksheets is always hard for the
students to grasp. To help students visualize this concept hold up a library book and tell
them that the workbook is the title of the book and the worksheets are the pages of the
book. The only difference is that the workbook and worksheets are electronic.
Another misconception is that the terms cell, cell reference, active cell, and the name box
located on the opening screen are all interrelated.
 What should students be able to do at the end of the lesson?
They should be able to label the Excel opening screen and be able to give a brief explanation
of each, distinguish between a workbook and a worksheet, be able to distinguish between a
cell, cell reference, and active cell, be able to ascertain that the name box specifies which cell
is the active cell.
 What resources are available to develop the concept?
Teacher handouts, Microsoft Excel, Textbook (Microsoft Office 2007-Introductory Pasewark
and Pasewark), and the Help Menu.
 What questions will focus students’ thinking on the concept and help guide learning?
What is the purpose of a spreadsheet? What do you think these terms mean? How do you
think these terms are related to the opening screen in Excel?
 How will I assess students’ understanding of the essential concepts and major details?
Before: Students will complete a Focused Free Write to tell everything they can think of
related to spreadsheets. By listening to student share their ideas, the teacher will have a
good starting point for discussion to build upon prior knowledge and clarify any concepts
not understood.
During: Students will complete the Spreadsheet Component Terms worksheet writing
what the terms mean in their own words. This will be graded for comprehension. Then the
students will complete the worksheet “Identifying the Excel Opening Screen” and give a
brief explanation or description. This will be graded for comprehension.
After: Students will complete an Exit Slip. At this point the teacher will check for any
concepts still not understood and revisit those concepts.
Description of Lesson
Part of
Lesson
Before
Strategy
What Teacher Will Do
 Students will view a spreadsheet
containing data and will be asked to
start formulating ideas about what a
spreadsheet is and what its purpose is.
 Students will participate in a Focused
Free Write.
 Students will participate in a discussion
and will be asked to share their ideas
about spreadsheets
 Open up an Excel File containing data
and project it on the SmartBoard.
 Explain that it is a spreadsheet and that
is what they will be learning about.
 Tell the students they will be doing a
Focused Free Write. In the Focused
Free Write tell the students they will
tell everything they can think of that
relates to spreadsheets….what they are,
what they’re used for, what some of the
parts of the screen are. Anything they
think of and that they have to write for
3 minutes without stopping. If they run
out of things to write about they have
to rewrite their last thought until they
can think of something new to write
about.
 Teacher will lead a class discussion
asking students to share their ideas
about spreadsheets.
 Teacher will project on the board the
Excel Opening Screen and identify each
part of the opening screen and use
demonstration where appropriate.
 The first concept to be discussed is the
Focused Free
Write
 Students will complete the attached
sheet for the vocabulary as the terms
are explained and as the parts of the
Excel opening screen are identified.
Students are turning in the worksheets
before they complete the Labeling
Activity.
 After class discussion students will
complete the worksheet for identifying
the parts of the opening screen and
explain in their own words the purpose
of each part. A word bank will be
provided.
During
After
What Students Will Do
Exit Slip
 Students will write explaining the
relationships of the following:
o Workbook & Worksheet
o Cell, Cell Reference (columns &
rows), Active Cell, & Name Box
 Students will also draw a diagram or
picture supporting their explanations
difference between a workbook and a
worksheet. Use a library book to help
the students visualize the difference
between these 2 terms. Workbook is
the title of the book and the book itself.
Worksheets are the pages of the book.
 Then discuss the differences between
the Cell – Active Cell – Cell Reference
(Column Letters & Row Numbers) –
Name Box.
 Discuss how cells contain either,
Values (numeric characters for
calculations) or Labels (alphanumeric
text not used in calculations.
 Each vocabulary term will be explained
as the Excel Opening Screen is being
identified.
 Teacher will have the students
complete Part I and Part II of the
Spreadsheet Components Exit Slip
 The Exit Slip will allow the teacher to
ascertain if the students have any
misconceptions and if any of the
concepts need further explanation.
Spreadsheet Component Terms
As we discuss the terms and identify parts of the opening screen in your own words write down what the terms mean.
Active Cell
Cell
Cell Reference
Column
Label
Range
Row
Value
Workbook
Worksheet
Excel Opening Screen
1
8
9
2
3
10
4
5
11
6
7
13
12
Excel Opening Screen
Please identify each numbered item on the Excel opening screen handout and
give a brief description of what it is and its purpose.
1
2
3
4
5
6
7
8
9
10
11
12
13
Excel Opening Screen Word Bank
Sizing Buttons
View Buttons
Name Box
Column Letters
Sheet Tabs (Worksheets)
Active Cell
Help Button
Zoom Controls
Row Numbers
Work Area
Workbook (File Name)
Scroll Bar
Formula Bar
Lesson: Examining Spreadsheet Components Exit Slip
Student Name: _______________________________
Part I: Explain, in your own words, the relationship between a workbook and worksheets (sheet tabs). Please draw a diagram or a
picture to support your explanation.
Part II: Explain, in your own words, the relationship between a cell, cell reference (columns & rows), active cell, and name box.
Please draw a diagram or a picture to support your explanation.
Part I:
Part II:
Lesson: Examining Spreadsheet Components Exit Slip
Student Name: _______________________________
Part I: Explain, in your own words, the relationship between a workbook and worksheets (sheet tabs). Please draw a diagram or a
picture to support your explanation.
Part II: Explain, in your own words, the relationship between a cell, cell reference (columns & rows), active cell, and name box.
Please draw a diagram or a picture to support your explanation.
Part I:
Part II: