Assignment #3

Tables Due: September 18, 2013

In this assignment students will create two tables using the following information:
Table 1:
Checklist for weekend stay
Things to pack: 1 daypack, 1 thermos, 2 climbing skins, 2 gaitors, 4 pairs of sock
Table 2:
Students choice (e.g. ingredients for a recipe, school supplies list, etc.)
It must contain at least 7 - 10 items.
Students may research for their second table such as the recipe for chocolate chip cookies
or taco soup.
In this assignment the students must have:

Main Title
Subtitles
Column Headings
Cell formatting
Borders

The students will use the information given in for table one for the first table and the
students will choose their own table to create for their second table. The tables can on be
the same page in the word document but should be separated appropriately. The tables
should be distinguishable. For the second table the students will choose what their table
will be but it must contain at least 7 - 10 items. Once the tables are complete the students
will print them off and hand it into the teacher. The students only print their final copy so
the students need to proofread and edit before printing their final copy to hand in.
The main purpose of this assignment is to showcase the students ability to create and edit
a table. The students will need to demonstrate their skills by displaying all the
components required for a standard table. The students will be assessed through a
checklist because it is a way that students and teachers can make sure they have all the
elements of a table.
This assignment is due September 18, 2013 at the end of class.
The outcomes from the CTS Program of Studies that this assignment addresses includes:
1. Create and customize documents

2.

3.
4.

5.

6.

1.1. Create and format simple documents; e.g., letter, memorandum, report,
correspondence and tables suitable for personal use applications by:
1.1.1. Creating/opening a document
1.1.2. Accessing help and online references
1.1.3. Navigating a document
1.1.4. Entering text in a document
1.1.5. Selecting, replacing and deleting text
1.1.6. Saving and editing a document
1.1.7. Printing a document
1.1.8. Closing a document
1.2. Lay out documents by:
1.2.1. Using and changing margins and tabs
1.2.2. Aligning text
Format content
2.1. Format text and paragraphs by:
2.1.1. Modifying font, style, size and color
2.1.2. Creating numbered and bulleted list
Organize content
3.1. Insert tables and lists to organize content
3.2. Modify tables; e.g., merge/split cells, use shading, insert rows/column
Review documents
4.1. Preview documents using:
4.1.1. Scroll
4.1.2. Zoom
4.2. Use spell and grammar check
4.3. Print preview documents
Apply consistent and appropriate work station routines
5.1. Demonstrate good health and safety; e.g., posture, positioning of hardware and
furniture
5.2. Employ practices that security for hardware, software, supplies and personal
work
Demonstrate basic competencies
6.1. Demonstrate fundamental skills to:
6.1.1. Communicate
6.1.2. Manage information
6.1.3. Use numbers
6.1.4. Think and solve problems
6.2. Demonstrate personal management skills to:
6.2.1. Demonstrate positive attitudes and behaviors
6.2.2. Be responsible
6.2.3. Be adaptable
6.2.4. Learn continuously
6.2.5. Work safely

The following are the ICT Outcomes associated with this assignment:

C.1 - Students will access, use and communicate information from a variety of
technologies.
4.1 Plan and perform complex searches, using more than one electronic source
4.2 Select information from appropriate sources, including primary and secondary
sources
4.3 Evaluate and explain the advantages and disadvantages of various search strategies
C.2 - Students will seek alternative viewpoints, using information technologies
4.1 Consult a wide variety of sources that reflect varied viewpoints on
C.6 - Students will use technology to investigate and/or solve problems
4.1 Investigate and solve problems of prediction, calculation and inference
4.2 Investigate and solve problems of organization and manipulation of information
F.2 - Students will understand the role of technology as it applies to self, work and
society
4.1 Use technology outside formal classroom settings
F.5 - Students will practice the concepts of ergonomics and safety when using
technology
4.1 Identify safety regulations specific to the technology being used
F.6 - Students will demonstrate a basic understanding of the operating skills
required in a variety of technologies
4.1 Continue to demonstrate the outcomes addressed within the previous divisions.
Students interested in pursuing advanced study in such areas as electronics,
programming, computer-aided design and drafting (CADD), robotics and other industrial
applications of technology will find opportunities in Career and Technology Studies
(CTS) courses
P.1 - Students will compose, revise and edit text
4.1 Continue to demonstrate the outcomes achieved in prior grades and course subjects
P.2 - Students will organize and manipulate data
4.1 Manipulate and present data through the selection of appropriate tools, such as
scientific instrumentation, calculators, databases and or spreadsheets
P.6 - Students will use communication technology to interact with others
4.1 Select and use the appropriate technologies to communicate effectively with a
targeted audience
The use of the ICT program allows for students to use technology in an appropriate
manner. Some of the outcomes are easily obtainable in many different ways throughout
this course while others are more difficult. Integrating the ICT curriculum allows for
teachers to see how technology can affect how we teach.

This assignment is assessed using a checklist.

Just as the other assignments the students will need to complete each part of the checklist
to receive the marks. Each component is worth 1 mark. The assignment is worth a total of
10 marks. If a component on the checklist is not completed the student will not be
rewarded the mark. Each table is marked individually.
The evaluation for this assignment is pretty simple if the student does not meet the
requirement outlined by the checklist they will not be rewarded the mark. Unlike the
other assignments this assignment does not address grammar. The students need to
demonstrate their skills by creating a table in Microsoft Word.
The digital citizenship components that are addressed in this assignment are digital access
in which full electronic participation in society is encountered. The students will be
allowed to look up on the Internet to find the information they will need for their second
table. Digital Etiquette is another component addressed because students are using the
Internet and should use the proper etiquette while using the Internet. Digital rights and
responsibilities are also addressed.
The technology used in this assignment is the standard computer and the Microsoft Word
Program. Also the students may use the Internet to find their information for their second
table. Also the Information Processing (Distance Learning Options South, Lethbridge
Community College) book will be utilized in this assignment to show what a table should
look like.
There can be FMNI integration in this assignment with the Students choice because the
students can look up information that pertains to FMNI. It allows students the freedom to
research any information that pertains to their table they are creating.
Some ways that students who need differentiated instruction can be assessed in this
assignment is by allowing students to work to the best of their ability. The tables are
pretty straightforward but if students need help they can ask the teacher for help. Like the
other assignments if students need help or have a physical disability they can easily get
assistance from other classmates or by the teacher. Since the assignment is not marked on
grammar all students will be able to explore different types of content to display in their
tables.
The resources that are need for this is Microsoft Word and a computer. I also used the
format from the Distance Learning Options South resource book for the basic format of a
table.

Assignment #3
Tables Due: September 18, 2013
Tables, Tables, Tables. Who doesnt like tables? It is your task to create two tables. I will
provide you with the information for the first table but the second table is up to you.
Information for the first table:
Checklist for weekend stay
Things to pack: 1 daypack, 1 thermos, 2 climbing skins, 2 gaitors, 4 pairs of sock
You will use this information and create an appropriate table that contains all of this
information. Make sure you have:

Main Title
Subtitles
Column headings
Cell formatting
Borders

For the second table I would like you to research on the Internet. Find something that
interests you that can be used in a table. That could be a cookie recipe or statistics about
minimum wage. The information must be appropriate for a table. It must contain at least
7 10 items. So if your cookie recipe only has 4 ingredients you will need to find another
one.
You have one class to finish this assignment. It is worth 10 marks. The marks are broken
down on the checklist. So make sure you have everything done on the checklist.

CHECKLIST FOR WEEKEND STAY

Things to Pack
QUANTITY
1
1
2
2
4 pair

ITEM
Daypack
Thermos
Climbing skins
Gaitors
Socks

NAME:____________________
Checklist for Assignment #3
TABLE 1

Main Title centered over the table and in ALL CAPS

Subtitles are centered under the main title
The column headings are on the top of the table with
Appropriate headings (ALL CAPS)
Cell formatting should be appropriate for the content
The borders should appear around content clearly
TABLE 2

Main Title centered over the table and in ALL CAPS

Subtitles are centered under the main title
The column headings are on the top of the table with
Appropriate headings (ALL CAPS)
Cell formatting should be appropriate for the content
The borders should appear around content clearly