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June 16, 20051:18 AM
· Sample Problem It is believed that sodium, cholesterol, and saturated fat increase the risk of cardiovascular disease. Use the filter tool in Excel to determine which foods should be avoided because they contain high concentrations of all of these substances. Include a printout of your report in your portfolio. Download and open nutrition.xls (an Excel file) . Use File/Open to open the nutrition.xls file if it does not open by double-clicking. Turn on AutoFilter (Data/Filter/AutoFilter). When it is on, small arrows appear in the field(column) headings. To sort the database, place the cursor in the first cell within a category (e.g. vit. C (mg), not in the category coordinate (e.g. A,B,C etc.). To perform record selection, use Data/Sort/SortBy and select the appropriate criteria to answer the question.
(2) Managing School Data: Schools and colleges are dependent upon databases to maintain student records, finances, registration, teacher information, schedules, and many other things. Teachers input data into such systems through grade book programs and other teacher/administrator software. Teachers should also be able to use programs like Microsoft Excel to organize data and merge files.
· Download the schools database file. Create mailing labels and form letters (3 suffices) using the mail merge feature in Word. This will serve as a data file (also known as secondary file) when merging with a primary document to make form letters, mailing letters, or catalog entries. Include only representative samples from your merges.
(3) Creating / Enhancing databases for your subject: Teachers use programs like Excel to manage and organize large sets of data.
Create a new spreadsheet or a new worksheet in an existing database file. For example, if you are a social studies teacher, you may wish to add a worksheet to one of the databases designed for social studies teachers. Your worksheet should include a minimum of 10 records and 5 fields and should include an autofilter for easy record selection. The material should be related to the subject you teach. Include a printout of your new database in your portfolio, and post the Excel file (.xls) in your electronic portfolio (if required by professor).
(4) Using web-based databases: A growing number of educational databases are available on the Internet. Teachers can use these databases without having to teach the mechanics of a program like Excel.
· Use Nutritional Analysis Tool to develop a file that reflects your "normal" daily diet. Analyze your diet with respect to the United States Department of Agriculture's recommended daily allowances. Write a brief analysis of your diet, including histograms or tables. Write an assignment for a secondary school class (math, home economics, health etc.) which requires use of the database features of the Nutritional Analysis Tool, or Fast Food Facts. You may also wish to refer to the USDA Nutrient Data Laboratory
· Write a lesson plan which requires students to analyze data using a database related to your subject: Social Studies: nations , exchange rates , distance, census
· Business: stocks & business
· Science: genetics, proteins, plants, earthquakes, air pollution, hurricanes, chemicals
· Health: health, nutrition
· Music: classical, iTunes
· Foreign language: foreign words, foreign dictionaries
· Mathematics: stocks
· Physical Education: sports
· Art: art
· English: public domain texts
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After looking the data I can see I cam not eating healthy. I am eating food with high amounts of calories and fats. This is great because I can see the exact nutrients of each food. Sometimes when you eat fast food it dose not show the nutrients in the food, so you can use this tool see how much nutrients there are in the in your daily diets.
Student Assignment
Working in groups of four students. List all the food they gave eaten in the past two days. Also find out what is the recommended food in take for students at their age for two days. Using the http://nat.crgq.com/ webpage to see you it compares to their diet. Have each team make a list of their findings and discuss it in the class. Also discuss what they need to do to improve their diet.
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MUSIC iTunes LESSON PLAN
Carlos NavarreteUnit 5: Concert Band and iTunes
Lesson Plan Topic: “Folk Music-Copland’s Appalachian Spring vs. Beethoven Music / Class: Concert Band
Date: December 4, 2006
Agenda / · Play Appalachian Spring
· Discussion Appalachian
· Use iTunes to find Beethoven’s – Works
· Write a comparison of the piece Appalachian Springs and Beethoven
Objective / · To identify aurally music from earlier times and music from the twentieth century using iTunes and though a comparison of the musical elements, describe the similarities and differences between the two.
California Academic Content Standards / · ARTISTIC PERCEPTION
· Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music.
· Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
Materials / · Computers
· Large blank sheet of paper
· iTunes
Activities / · 1) Have students play Appalachian springs
· 2) Have students find 5 works of Beethoven using iTune’s store.
· 3) Challenge students to now listen to excerpts form the two musical examples. Ask students to DECIDE WHICH PIECE SOUND’S LIKE IT WAS WRITTEN JUST A FEW YEARS AGO AND WHICH ONE 150 YEARS AGO. After the class has shared their “education guess,” discuss briefly when and where the composers lived in comparison.
· 4) Challenge students to figure out what was the same and what was different musically in the two pieces. In a group of four, give teams two large pieces of paper and ask them to write the name of the composers in the middle of the paper. Give each team a second paper that includes a list of “musical clues”. Review the clues and what they mean. As the students listen to recordings and, encourage them to consult the clues list and jot down their ideas on their corner of the paper. Doing the same thing for the other composer.
· 5) After listing the both excerpts, the team should read each other’s clues and discuss their answers. Then, each team should be given a large blank paper and asked to divide their paper in two columns labeling one the same and the other different. As a team, group members should decide which musical clues were the same for the two pieces and which were different and then write those on their team paper. Each team should share its conclusion with the class.
· 6) Listen to each example once again noticing those prominent similarities and differences that the teams have identified. Involve students in summarizing that music of different historical periods uses the elements of music similar and contrasting ways.
Assessment / · Students should be able to find similarities and differences in other music of contrasting historical periods.
Reflection / · This lesson is great for the students. They can talk about the music elements and discuss them. This also help the students because they can help each other to describe what they learn
Follow-ups / · Learn about the people form the Appalachian and their history.
· Learn about Beethoven’s life thought researching and class presentations.
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