Raw Data Used - Heather The raw data used was from the University of Phoenix Summer Historical Data. It shows the increase or decrease of each month through four years and also includes the forecasted amounts. This data is a good source when it comes to figuring out the busy and slow months for the company. According to the forecasted amounts each month was above the $40,000 mark and the highest month was May coming in at $64,375. The next highest months were April at $59,210, June at 57,750, and August at $56,638. The last month to come in at a close number was July at $47,520. The slower months according to the forecasted amounts were January, February, March, September, October, November and December. The amounts were fairly close; January was at $39,600, February was at $37,080 and October was at $39,638. The next lower months were March and September coming in at $30,000 and $29,855. Finally we have November coming in at $27,323 and December with $19,350. 1 Frequency Distribution - Vickie 2 Normal Distribution - Vickie 3 Month Year 1 Year 2 Year 3 Year 4 Forecast 1 18,000 45,100 59,800 35,500 39,600 2 19,800 46,530 30,740 51,250 37,080 3 15,700 22,100 47,800 34,400 30,000 4 53,600 41,350 73,890 68,000 59,210 5 83,200 46,000 60,200 68,100 64,375 6 72,900 41,800 55,200 61,100 57,750 7 55,200 39,800 32,180 62,300 47,520 8 57,350 64,100 38,600 66,500 56,638 9 15,400 47,600 25,020 31,400 29,855 10 27,700 43,050 51,300 36,500 39,638 11 21,400 39,300 31,790 16,800 27,323 12 17,100 10,300 31,100 18,900 19,350 Avg. 38,112 43,902 44,802 45,896 42,362 SIOP ® Lesson Plan Template 2 © 2008 Pearson Education, Inc. STANDARDS: AZ Standards, Strand 4 Life Science, Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. THEME: Science LESSON TOPIC: Life Cycle of Plants OBJECTIVES: Language: Students will be able to recognize, verbalize and understand the meaning of vocabulary words associated with the life cycle of a plant: seeds, stem, soil, root, nutrients, sunlight, leaf Content: Students will observe a plant’s growth from seed to mature plant Students will identify the stages within a plant’s life cycle LEARNING STRATEGIES: KEY VOCABULARY: seeds, stem, soil, root, nutrients, sunlight, leaf MATERIALS: Vocabulary words, clear cups, soil, lima beans, water, chart paper, drawing paper, markers, crayons Science text and library books on plant growth MOTIVATION: (Building background) Bring in various seeds: sunflower, grass, peach, lemon, etc., and ask students to identify the type of seeds and what they will become. Ask students what kinds of plants/trees are in their own yards and if they’ve ever seen the seeds from which they grew. Create a KWL chart gathering student input and ideas on what they know and what they want to know about the life cycle of plants. (After the lesson is ...

1. Raw Data Used - Heather
The raw data used was from the University of Phoenix Summer
Historical Data. It shows the increase or decrease of each month
through four years and also includes the forecasted amounts.
This data is a good source when it comes to figuring out the
busy and slow months for the company.
According to the forecasted amounts each month was above the
$40,000 mark and the highest month was May coming in at
$64,375. The next highest months were April at $59,210, June
at 57,750, and August at $56,638. The last month to come in at
a close number was July at $47,520.
The slower months according to the forecasted amounts were
January, February, March, September, October, November and
December. The amounts were fairly close; January was at
$39,600, February was at $37,080 and October was at $39,638.
The next lower months were March and September coming in at
$30,000 and $29,855. Finally we have November coming in at
$27,323 and December with $19,350.
1
Frequency Distribution - Vickie
2

2. Normal Distribution - Vickie
3
Month
Year 1
Year 2
Year 3
Year 4
Forecast
1
18,000
45,100
59,800
35,500
39,600
2
19,800
46,530
30,740
51,250
37,080
3
15,700
22,100
47,800
34,400
30,000
4
53,600
41,350
73,890
68,000
59,210

3. 5
83,200
46,000
60,200
68,100
64,375
6
72,900
41,800
55,200
61,100
57,750
7
55,200
39,800
32,180
62,300
47,520
8
57,350
64,100
38,600
66,500
56,638
9
15,400
47,600
25,020
31,400
29,855
10
27,700
43,050
51,300
36,500
39,638

4. 11
21,400
39,300
31,790
16,800
27,323
12
17,100
10,300
31,100
18,900
19,350
Avg.
38,112
43,902
44,802
45,896
42,362
SIOP
®
Lesson Plan Template 2
© 2008 Pearson Education, Inc.
STANDARDS:
AZ Standards, Strand 4 Life Science, Concept 1:
Characteristics of Organisms

5. Understand that basic structures in plants and animals serve a
function.
THEME: Science
LESSON TOPIC: Life Cycle of Plants
OBJECTIVES:
Language:
Students will be able to recognize, verbalize and understand the
meaning of vocabulary
words associated with the life cycle of a plant: seeds, stem, soil,
root, nutrients, sunlight,
leaf
Content:
Students will observe a plant’s growth from seed to mature
plant
Students will identify the stages within a plant’s life cycle
LEARNING STRATEGIES:
KEY VOCABULARY: seeds, stem, soil, root, nutrients,
sunlight, leaf
MATERIALS:

6. Vocabulary words, clear cups, soil, lima beans, water, chart
paper, drawing paper, markers,
crayons
Science text and library books on plant growth
MOTIVATION:
(Building background)
Bring in various seeds: sunflower, grass, peach, lemon, etc., and
ask students to identify the type
of seeds and what they will become. Ask students what kinds of
plants/trees are in their own
yards and if they’ve ever seen the seeds from which they grew.
Create a KWL chart gathering student input and ideas on what
they know and what they want to
know about the life cycle of plants. (After the lesson is
complete and seeds have grown into
plants, complete the chart with what students have learned.)
Introduce key vocabulary words: seeds, stem, soil, root,
nutrients, sunlight, leaf, and write on
chart in front of room.

7. PRESENTATION:
(Language and content objectives, comprehensible input,
strategies, interaction, feedback)
The teacher will make ensure students understand the
vocabulary words by referring to realia or
pictures and clearly enunciating. The teacher will focus on
vocabulary words and concepts by
having students view pictures and use sentences supporting the
meaning. The teacher will model
I do, We do, You do, for students to view the processes and
actions required for the activity.
Students will be asked to brainstorm what plants need to live.
The teacher will record student
SIOP
®
Lesson Plan Template 2
© 2008 Pearson Education, Inc.
responses on a graphic organizer.
Students will each be given a lima bean seed, soil and a clear
plastic cup. The teacher will
demonstrate placing soil in the cup, the seed on the inside edge

8. of the clear plastic cup, and then,
fill the cup with remaining soil. She will pour limited amount of
water in the cup.
After modeling this, the teacher will ask students to put soil, the
lima bean, more soil and water
in their cups. All cups will be placed in a sunny location.
Each student will be given chart paper to write the date,
illustrate their cup of soil with the lima
bean visible through the clear cup. Students will observe their
lima bean cups on a daily basis and
record their observations for 2-3 weeks in writing and through
illustrations.
During the 2-3 weeks, students will record the growth of the
lima bean and label their illustrations
with the corresponding vocabulary words of, seeds. roots, stem,
leaves, nutrients, soil, sunlight.
Each day children will work in pairs to show the plant life cycle
chart of illustrations and use the
appropriate vocabulary words to describe the plant parts or
process. This will be done verbally
with key vocabulary used.

9. PRACTICE AND APPLICATION:
(Meaningful activities, interaction, strategies, practice and
application, feedback)
Students will be provided books to read on various plants and
their life cycles in various
geographic locations. In small groups, they will be asked to
hypothesize why some plants can
grow with little to no water and others need a lot of water.
Students will work in pairs and classify plants that need little
water and those that need a lot of
water to grow. Students can classify, compare and contrast other
features, such as: weather
conditions, amount of sunlight, size of leaves, types of plants,
etc.
Students will predict how tall they expect their plants to be at
the end of 3 weeks. The guesses
will be recorded and later used to verify the predictions.
Students will observe the growth of their lima beans into plants
and chart growth and changing
features. Labels with vocabulary words will be written next to
the illustration of the plant growth.

10. After the observation period is complete, each child will present
their plant, their recorded
observations to the whole group
REVIEW AND ASSESSMENT:
(Review objectives and vocabulary, assess learning)
Students will be assessed informally and formatively by the
teacher through observation and
questioning of recorded observations of the plant growth/life
cycle.
Students will be asked to create a graphic organizer and label
the plant growth illustration with
the corresponding vocabulary words.
Summative: A final report will be written to conclude the
activity and describe the life cycle of the
lima bean plant. Students will present their recorded
illustrations to the class and verbally
describe the plant growth/life cycle using key vocabulary
words.
EXTENSION:
(Reproduction of this material is restricted to use with
Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP

11. ®
Model.)
Format Customization Form - Lesson
Client Organization: Grand Canyon University Telephone:
800.800.9776 x 6372
Main Contact: Gina Meyer Fax:
_________________________________________________
Email Address: [email protected] Date: May 14, 2009
In the space below, please edit the TaskStream Basic Lesson
format to meet your needs. Please be sure to edit
the section headers, field titles and the instructions text that
will appear to users. Complete the form and submit to
[email protected] as an attached file. OR Print and fax to 212
868-2947. If you have any questions, please call
TaskStream's Mentoring Services Department at 800-311-5656.
Fields marked NOT EDITABLE indicate that a special interface
is used to respond to these fields. Fields marked with
an asterisk* cannot be removed from the lesson plan format, as
they are search fields in the Lesson Database in
the Cybrary.
VITAL INFORMATION
Author GCU Student
*Subject(s) Geography

12. Topic or Unit of
Study Creating Maps
*Grade/Level 3rd
*Summary Students will create a map of the playground in
relation to north, south east and west.
STANDARDS AND DIFFERENTIATED INSTRUCTION:
*Standards
Connections to the National Geography Standards:
Standard 1: "How to use maps and other geographic
representations, tools, and technologies
to acquire, process, and report information from a spatial
perspective"
Standard 2: "How to use mental maps to organize information
about people, places, and
environments in a spatial context"
Standard 4: "The physical and human characteristics of places"
Differentiated
Instruction
Special needs’ students and ELL learners will be supported
through kinesthetic, spatial,
auditory and visual support. Students will use illustrations to
create a map of
playground features and locations.
mailto:[email protected]

13. EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON
PLAN ELEMENTS REQUIRED:
Objective
Students will understand and create a map demonstrating
boundaries, geographic
features and directionality.
Students will explore the location and features of their
playground and create a map.
Anticipatory Set
The teacher will ask students if they have ever gone to a mall
and gotten lost or could
not locate a specific store. The teacher will ask if they have
ever been traveling by car
in another city or state with a parent and gotten lost. Students
will provide experiences
of being lost or not finding a specific location. The teacher will
ask, “When you or your
parents were lost, what could have helped you find your way?
Could a map have
helped find you find your way? Could a map of the mall have
helped you find the store
you were looking for?”
Teach Lesson /
Model
The teacher will assess students prior knowledge about maps.
She will create a word
wall graphic organizer on the board for students to brainstorm
words or phrases that

14. come to mind when they think of maps and how maps are used.
The teacher will show students the wall maps of their state or
country and ask students
what some of the features of this map. Students may say
boundaries, directions,
north, south, east, west, rivers, mountains, etc. The teacher will
focus on directionality
of north being at the top of the map, south is located at the
bottom, east is to the right
and west to the left.
The teacher will model and tell students she will draw a “map”
of their classroom. The
teacher will write the following vocabulary words on the board:
boundaries, geographic
features, north, south, east, west. She will then draw a square
(or rectangle,
depending on the shape of the room) and tell students these are
the boundaries of the
classroom and proceed to write the directions north south, east,
west and south and
“geographic” features of their room.
Students will tell the teacher what “geographic” features are on
the north side of the
room, the east, west, south and center of the room. Students
will direct the teacher to
draw the items/furniture located in these parts of the classroom.
Guided Practice

15. The teacher will tell students they will work in pairs to draw a
map of their
playground. They will need to draw boundaries, label the
directions and the
“geographic” features of the playground. The students will then
be given chart paper
and markers and taken outside to the playground where they
will begin drawing and
labeling their maps.
Students will begin to draw the boundaries of their playground
and label the directions
north, south, east and west. The teacher will support students
understanding by
pointing north and having students begin to label directions.
This can be done in whole
group or if students demonstrate understanding, work in pairs.
Independent
Practice
Students will be allowed to work in pairs to draw the
boundaries, directions and
“geographic” features. One student will be the illustrator and
the second will be the
observer to direct the information being drawn/written on the
map.
Closure
After students have drawn their maps of the playground, they

16. will share their maps
with each other and describe their boundaries, directions and
“geographic” features.
Students will orally present their maps to the class. Students
will compare the features
of their maps to the wall maps in the classroom.
Evaluation
*Assessment/Rubrics
The maps will be informally assessed through observation and
student comprehension
through their presentations and use of key vocabulary. The
teacher will ask students to
show where certain playground “geographic” features are
located.
MATERIALS AND RESOURCES
Instructional
Materials
(handouts, etc.)
Chart paper, markers, whiteboard
Resources Text, wall maps of state or country.
Format Customization Form - LessonVITAL
INFORMATIONSTANDARDS AND DIFFERENTIATED
INSTRUCTION:EEI (ESSENTIAL ELEMENTS OF
INSTRUCTION) - LESSON PLAN ELEMENTS
REQUIRED:MATERIALS AND RESOURCES

17. Executive Management: Team C
Cherelle Smith, Heather Krawinkel, Ritu Jain, Scott Hrovat and
Vickie Dufault
QRB/501
July 8, 2013
Terrance Feravich
University of Phoenix Summer Historical Data - Heather
Customer Needs
Increase Profits
Forecasting
Keep Track
The inventory system Team C has chosen to use is the
University of Phoenix Summer Historical Data. With any
inventory system a company needs to focus on what it will be
selling or purchasing and determine what kind of system will
work best. The purpose of an inventory system is to help the
company meet their customers needs as well as helping increase
profits. The purposes of each inventory system may depend on
the company and what the daily demands are. Once a company
can determine what the customer needs the management staff
can then begin to forecast what the customer will spend in the
future months or years.
After the forecasting has been set in place the company can then
begin to keep track of the inventory that is coming in and
leaving the building. There are different ways of keeping track;
by hand or by using technology. Keeping track by hand can be
used for small businesses, but it can increase the chances of
human error. Using technology such as barcode systems let you
quickly scan the product item numbers, while small handheld

18. computers let workers quickly input inventory information”
(Teeboom, 20130, p. 1, Para. 5). This then allows for a person
to print out specific times during the day or even certain weeks
or months to see where the numbers have increased or
decreased.
2
Raw Data Used - Heather
The raw data used was from the University of Phoenix Summer
Historical Data. It shows the increase or decrease of each month
through four years and also includes the forecasted amounts.
This data is a good source when it comes to figuring out the
busy and slow months for the company.
According to the forecasted amounts each month was above the
$40,000 mark and the highest month was May coming in at
$64,375. The next highest months were April at $59,210, June
at 57,750, and August at $56,638. The last month to come in at
a close number was July at $47,520.
The slower months according to the forecasted amounts were
January, February, March, September, October, November and
December. The amounts were fairly close; January was at
$39,600, February was at $37,080 and October was at $39,638.
The next lower months were March and September coming in at
$30,000 and $29,855. Finally we have November coming in at
$27,323 and December with $19,350.
3
Frequency Distribution - Vickie

19. 4
Normal Distribution - Vickie
5
Mode, Median and Mean - Cherelle
Range and Standard Deviation - Cherelle
Improving Using Frequency Distribution - Scott
Frequency Distribution is the representation of either in a
graphical or tabular format, this displays the number of
observations within a given interval. The intervals must be
mutually exclusive and exhaustive. Frequency distributions are
usually used within a statistical context. The frequency
distribution will make the data easier to understand and more
visual for the presentation.
8
Improving Using
Normal Distribution - Scott

20. A function that represents the distribution of many random
variables as a symmetrical bell-shaped graph. This gives the
inventory a visual of the variables that have a normal deviation
in data to show how dramatic the data is from one year to the
next.
9
Central Tendency - Ritu
Dispersion - Ritu
References
Teeboom, L. (2013). How to Design an Inventory Control
System. Retrieved July 6, 2013 from
http://smallbusiness.chron.com/design-inventory-control-
system-40910.html
University of Phoenix Summer Inventory
Data. (2011). Retrieved from
https://portal.phoenix.edu/classroom/coursematerials/qrb_501/2
0130528/OSIRIS:44702195
12
Month
Year 1
Year 2

21. Year 3
Year 4
Forecast
1
18,000
45,100
59,800
35,500
39,600
2
19,800
46,530
30,740
51,250
37,080
3
15,700
22,100
47,800
34,400
30,000
4
53,600
41,350
73,890
68,000
59,210
5
83,200
46,000
60,200
68,100
64,375
6
72,900
41,800

22. 55,200
61,100
57,750
7
55,200
39,800
32,180
62,300
47,520
8
57,350
64,100
38,600
66,500
56,638
9
15,400
47,600
25,020
31,400
29,855
10
27,700
43,050
51,300
36,500
39,638
11
21,400
39,300
31,790
16,800
27,323
12
17,100
10,300

23. 31,100
18,900
19,350
Avg.
38,112
43,902
44,802
45,896
42,362