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Databases
| Grade level(s) | 5th and up |
| Content area(s) | Social Studies - Black History and Social Justice Issues in America |
| Purpose |
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| Brief description |
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| Resources | http://www.kidinfo.com/American_History/Famous_Historical_People.htm A kid friendly site that contain biographies of black historical figures http://www.infoplease.com/spot/bhm1.html A site that contain past and current black history events and figures http://www.teach-nology.com/tutorials/databases/print.htm Provides a rationale for using databses in the classroom http://homepage.mac.com/cohora/computer/db/integrate.pdf Helpful hints and ways to use databases in the classroom |
| What is the highest level of Bloom's taxonomy reached? Explain | Evaulation The students will be asked to compare and make arguments based on evidence. They have to decide how the the history of African Americans affect their lives and make judgements that they must explain and discuss with their classmates. They must inturn discriminate between their ideas and the ideas of their peers. |
| Which learning styles are addressed? How? | Visual Learners This project would appeal to visual learners because the information is graphically organized in a database. Visual learners prefers visual displays such as diagrams and charts, like visual databases. Auditory Learners The students are to present their ideas, findings, and developments with the class, and discuss the differences and similarities their peers and their judgments. Auditory learners learn best by talking things through and listening to what other have to say. Kinesthetic Learners The students are required to input their information into the database giving them the opportunity to navigate the mouse and type as they input the information. Kinesthetic learners prefer the hands-on approach. |
| Which MIs are addressed? How? | Visual/Spatial The information is presented in a visual manner through a database. It requires that students understand charts and the way they are organized. Verbal/Linguistic Students are requires to have well articutlated conversation with the rest of their peers and convince them of his/her point of view. Bodily/kinesthetic They must use the computer to input the information into the databases, typing their findings and navigating the mouse. Interpersonal The students will be actively listening to their peers' point of views and are expected to attempt to be understanding and accepting of others' different views on sensitive issues. Intrapersonal The students must be able to analyze their own feelings and reflections in order to present a sincere stance and perspective on issues that affects them as a result of history. |
| Student's name | Toshira Popo |
| Grade level(s) | 3 |
| Content area(s) | Science |
| Purpose | Students will collect information about the eight planets and organize facts into a database. |
| Brief description | Students will be organized into groups of eight, so that each group member is responsible for one planet. If this is not possible, split the class into eight groups, and assign each group one planet. The students will research their planet using websites (provided by the teacher), textbooks, and encyclopedias. The teacher may choose to supply the students with fields for their databases (diameter, climate, composition, etc), or have them to come up with their own, requiring them to have a minimum number. The students will then organize their research into a database. Students may also be required to perform searches in their database or create queries in order to answer questions such as "Which planets have more than three moons?" |
| Resources | Database program or software such as Microsoft Access The Nine Planets Just for Kids Astronomy for Kids |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension: students will organize their facts into different categories and use their database to answer questions about the planets |
| Which learning styles are addressed? How? | Visual: the students will see the information displayed on the websites, usually with pictures, and organized into the database Auditory: the students will discuss what facts are important and which fields should be included in the database Bodily-Kinesthetic: the students will navigate the websites to gather information |
| Which MIs are addressed? How? | Verbal-Linguistic: students will read information and summarize content Visual-Spatial: the organization of the information in the database format will be helpful to students with this intelligence Interpersonal: working in groups will allow students to learn with and from each other as they interact |
| Student's name | Molly Shoniker |
| Grade level(s) | 4th Grade |
| Content area(s) | Math |
| Purpose | For students to use information they have gathered to use a line graph to illustrate the findings of their survey. |
| Brief description | Students will ask three questions to other students, their family, and friends. The students must come up with any three questions they like and then come up with three multiple choice answers. This will help form the line graph making a total of three lines for each student’s line graph. |
| Resources | Printer to print out spreadsheet that will be handed to the students. COmputer for students to input their findings in a spreadsheet program to construct a line graph. |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis – students will prepare a survey with three questions and three responses to those questions that the people taking the survey can choose from. They will then take the information and translate it into a graph. |
| Which learning styles are addressed? How? | Auditory – students will be asking questions and listening to responses by those they interview Bodily/Kinesthetic – students will be moving around and writing for the responses of the individuals they survey. |
| Which MIs are addressed? How? | Visual/Spatial – The students will need to translate their findings from the spreadsheet to a chart/graph. Verbal/Linguistic – the students will communicate the point of their survey, the questions of their survey, and the multiple choice answers that the individuals who are taking the survey can choose from. Logical/Mathematical – the students will be using the numbers from their spreadsheet to make a line graph. |
| Student's name | Shane Erb |
| Grade level(s) | 5th grade |
| Content area(s) | Social Studies |
| Purpose | Students will collect information about the seven continents of the world and organize their findings into the form of a database. |
| Brief description | Students will get into groups of three. Each group will be assigned a continent. The continents are: Africa, Asia, North America, South America, Europe, Antarctica, and Australia. The groups will do research on their continent and create a database using Microsoft Access. They will be sure to input essential fields of information about their continent. For instance, cultures, points of interest, geology, natural resources, climate, language, etc. When the groups are finished, they will compare and contrast, find information, and answer questions about the different continents using the database. Students should consistently be able to discuss results and importance of data. |
| Resources | National Geographic Continents of the World Encyclopedia |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension, because students are organizing their information into different categories and using their database to learn about the continents. |
| Which learning styles are addressed? How? | Visual: Students read information shown on the websites and the database. Auditory: Students listen to each other speak when they work together and when they have discussions. Kinesthetic: Students are working at a computer. They are moving the mouse and typing on the keyboard. |
| Which MIs are addressed? How? | Linguistic: Students read information shown on the websites and the database. They also type information to put on the database and they also speak to one another. Spatial: Students look at pictures pertaining to the different continents shown on the websites. Bodily-kinesthetic: Students work on a computer, using it as a tool. Interpersonal: Students work in groups, interacting and communicating with one another. |
| Student's name | Alice Ching Yin Chiu |
| Grade level(s) | 3rd Grade |
| Content area(s) | English: Reading |
| Purpose | To provide students with peer reviewed and recommended books. To promote reading. |
| Brief description | A class literary database will be created at the beginning of the year. Students will add books to the class database that they feel other students would enjoy reading. Students will include a brief summary and/or an explanation of why they recommend the book. We will continue to build the database over the course of the year. The database will be uploaded on our course website so it can be accessed at home and by the other 3rd grade classes. |
| Resources | Microsoft Access |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension: The highest level of Bloom’s is comprehension. Students will be summarizing their book and explaining their recommendation. |
| Which learning styles are addressed? How? | Kinesthetic: Students will be working with their hands to add their entry to the database. Visual: Reading books and adding to the class database is visually stimulating for students. |
| Which MIs are addressed? How? | Linguistic: Students will be engaged in reading and writing. Kinesthetic: Students will be working with their hands to add their entry to the database. Intrapersonal: Students will be reading and adding to the database individually. |
| Student's name | Jennifer Weber |
| Grade level(s) | 4th-5th Grade |
| Content area(s) | Mathematics |
| Purpose | Students will be able to become more familiar with line and bar graphs, and pie charts with the data that they collect from other classmates using the program Graph Club. |
| Brief description | Each student will be asked what thier favorite color, sport, food, and subject. Students will then be required to record the data found in the whole classroom and insert them into the provided program to interperate and analyze. The data will then be represented in a line and bar graph, and pie chart. This will allow students to get to know each other and have great proctice with data recording and analysis. |
| Resources | Graph Club software |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension: Students organize the data provided from the class into different categories and use the charts and graphs to learn about their classmates and practice using the databases.. |
| Which learning styles are addressed? How? | Visual: Students will be able to look at the data and analyze the graphs and charts to learn about their classmates. Kinesthetic: Students will be working with their hands to add their entry to the database. |
| Which MIs are addressed? How? | Linguistic: Students will be engaged in reading the charts and graphs in the database and writing the data into the correct slots. Intrapersonal: Students will be individually recording their observations and adding them into the spaces provided to create charts and graphs. Kinesthetic: Students will be working with their hands to add their entry to the database. |
| Student's name | Dustin Trahan |
| Grade level(s) | 2nd-3rd |
| Content area(s) | Science, Technology |
| Purpose | The purpose of this lesson is to have students learn about the different categories of animals, learn about endangered species, while learning about and becoming familiar with using databases to find information. |
| Brief description | For this activity students will work in small groups and will use the given databases to choose an endangered animal to create their project. Students will have to use the databases to find information to create a presentation on their chosen animal that will inform the class about their endangered animal. The presentation must contain the following information: scientific name, common name, Kingdom, Phylum, Class, Order, Family, the first year it was listed as endangered, the country it is from, and its Biome. Students will need to include other interesting facts such as its history, living habits, food habits, and other information that will help the class learn about the animal. Students will create a presentation either in PowerPoint, or on a poster about the data they gathered. |
| Resources | Materials for their presentation projects such as Powerpoint or art supples for posters Database website: http://www.worldwildlife.org/wildfinder/ http://www.kidsplanet.org/factsheets/map.html http://www.nesarc.org/species.htm |
| What is the highest level of Bloom's taxonomy reached? Explain | Students will reach all levels of Bloom’s Taxonomy. Knowledge: Students will be gathering and learning information as they do research on their animal for their presentation. Comprehension:Students will be writing summaries of the information they find for their presentation that will portray students’ comprehension of information gathered. Application: Once students summarize their information they must draw conclusions from it as they put the information into their own words, writing about how they interpreted the data in a way that makes sense to the rest of the class. Analysis: Students will be analyzing information when they break down what information they have gathered into subcategories in order to write about them for their summaries for their presentations. Evaluation: Students will be evaluating data they find while researching and determining whether or not it is influential to their topics, and should be included. Students will also be able to evaluate each other final products when they present their presentations or posters. |
| Which learning styles are addressed? How? | Visual: This learning style is addressed through the visuals of the information presented in the website, and also through the creating of the visual presentation/posters. Verbal/Linguistic: This is addressed through the students writing out analysis of the information they gathered for their presentations. Kinesthetic: This learning style is addressed as students physically search the internet databases for information, and as the students create their presentation/poster. |
| Which MIs are addressed? How? | Visual Intelligence: Students with this intelligence will be reinforced in their learning as they visually seek information, and can write about it and categorize it visually, Students will also be reinforced in this intelligence as they create their final visual presentation/poster. Verbal Intelligence: Students with this intelligence will be reinforced in their learning as they write out and summarize in their words the information they have gathered, and as they discuss within their group what information means and if it is relevant or not. Kinesthetic intelligence: Students with this intelligence will be reinforced in their learning as they physically maneuver through the databases to find information, and as the use the information and create their presentation on it. They will be physically involved in the whole project. Interpersonal Intelligence: Students with this intelligence will be reinforced as they work in groups and discuss with each other the information they find and debate with one another what information to use, and how to create their presentation/poster. |
| Student's name | Jessica Williams |
| Grade level(s) | 3rd and up |
| Content area(s) | Science |
| Purpose | To organize information regarding the planets of the solar system in a database. |
| Brief description | The students will research information regarding the planets and record it in an organized database. The students will include the following information: name of the planet, number of rings, number of moons, mass, and distance from the sun. The students will then use the database to answer questions such as: Which three planets have the most moons? |
| Resources | http://pds.jpl.nasa.gov/planets/ Database program such as Microsoft Access |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis because the students are using the database to categorize, compare, contrast, and examine the different planets. |
| Which learning styles are addressed? How? | Visual: The students will see their information organized in a database. Kinesthetic: The students will be using the components of typing and a computer to learn through movement. |
| Which MIs are addressed? How? | Kinesthetic: The students will be using the components of typing and a computer to learn through movement. Visual: The students will see their information organized in a database. Logical/Mathematical: The students will see the information in an organized manner. |
| Student's name | Allison Buit |
| Grade Level | 3rd |
| Content Area | Social Studies |
| Purpose | This activity will help students to learn about the importace of energy and resource conservation, and will enable them to find ways to practically apply their knowledge in their own lives. |
| Brief Description | Students will work in collaborative groups, with each group being assigned a general resource (water, gas, oil...). The students will collect information regarding the conservation issues relevant to their resource: its importance, ways to conserve, local and global effects, etc. Once this is collected, the students will present their findings to the class, and discuss ways to implement these ideas in the classroom and their homes. |
| Resources | Environmental Protection Agency site for kids Energy Information Administration website for kids Microsoft Access software |
| What is the highest level of Bloom's taxonomy that is reached? | Synthesis: The students will be compiling and comparing information, and planning ways to implement and apply their knowledge |
| What learning styles are addressed? | Visual: Viewing the websites, seeing the information in a graphic organizer Kinesthetic: Working collaboratively and researching various sources will involve movement around the classroom and manipulation of resource materials |
| What MIs are addressed? | Naturalistic: Discussion of the earth and it's resources, focus on incorporating natural elements into daily situations Verbal/Linguistic: Verbal presentation to the class, entering text into the database, reading and finding key ideas in resources Logical/Mathematical:Comparing qualitative and quantitative data, calculating effectiveness of conservation measures |
| Student's name | Nicole Knox |
| Grade Level | K-12 |
| Content Area | Reading |
| Purpose | The purpose of this database is to provide a way in which students can communicate book recommendations with their peers. |
| Brief Description | This project goes a little bit further than the traditional “book report.” It requires that students choose among all the books that they’ve read, and “recommend” the best ones to their peers. This would be an on-going project throughout the school year and students would need to not only rate the book on multiple aspects, but also write a short summary about it, so that other people can decide if that book interests them. |
| Resources | Using Microsoft Access to Create a Database |
| What is the highest level of Bloom's taxonomy that is reached? | Analysis – Looks at the components and organizational structure and distinguishes fact from opinions. Requires people to compare and contrast different reviews. |
| What learning styles are addressed? | Kinesthetic – Students are physically reading the book and thinking about how to best describe and rate the book for their peers. They are also physically imputing information into the database through a computer. Visual – Students will be reading the reviews on the database, as well as reading the book if they choose to. |
| What MIs are addressed? | Linguistic – This activity requires that students are able to convey their thoughts in words so well that they are able to persuade their peers that this book is worth reading. Visual/Spatial – Students are able to see the information organized in a database/graphic organizer. Interpersonal – It also requires students to know and understand other people, in order to know how to say certain things in the best way possible. Intrapersonal – When students understand their own emotions, likes, and dislikes, they know best what attracts them to certain books. This would make it easier for them to explain what the best aspect of a book is. |
| Student's name | Anne Hwang |
| Grade Level | 6-8 |
| Content Area | Science, Social Studies |
| Purpose | The students will identify the places in the world where there is ice and/or snow. |
| Brief Description | Using an Earth Image database, students will identify the places in the world where there is ice and/or snow. Then, they will create a table showing this information that includes: geographic location of snow and ice, latitude, longitude, etc. |
| Resources | Internet, Google Earth, Word |
| What is the highest level of Bloom's taxonomy that is reached? | Synthesis – creates, designs, and organizes a table of information |
| What learning styles are addressed? | Visual – students visually analyze images to find areas that are covered in ice and/or snow Kinesthetic – students must highlight the areas on their own map which are covered in ice and/or snow |
| What MIs are addressed? | Logical-mathematical – students will analyze longitudes and latitudes Naturalist – students are comparing and contrasting some features of the Earth Bodily-kinesthetic – students are using their hands to search for information in their databases as well as highlight different sections of their maps Spatial – students must look at the overall picture of the Earth to decipher how much land is covered by ice and/or snow |
| Student's name | Melissa Blanco |
| Grade Level | Fourth or Fifth Grade |
| Content Area | Science |
| Purpose | Students will have a better understanding of the states of matter, how to research information, summarize, and use Microsoft Access. |
| Brief Description | Students will work in small groups (2 or 3) and gather information on the three states of matter. They will organize the data into databases using Microsoft Access. Each group will then share their databases with the class and then the class as a whole will pick the most important facts that each group found and create a database together. The class database will be displayed in the classroom so students can refer to it when needed. |
| Resources | Science textbook, Internet, Microsoft Access, Overhead Projector |
| What is the highest level of Bloom's taxonomy that is reached? | Evaluation: Students will organize the information that they find and assess what is the most important to include in the database. They will compare the findings of the other groups, evaluate, and decide which are most relevant. |
| What learning styles are addressed? |
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| What MIs are addressed |
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| Student's name | Jennifer Martin |
| Grade Level | Third |
| Content Area | Language Arts |
| Purpose | The students will organize information about famous authors and their books. |
| Brief Description | The students will look up a specific author and gather information on them and thier books. They will then organize everything that they have learned into a database. Then everyone can access the information when deciding what they would like to read and by whom. |
| Resources | Computers, internet, database entry program, |
| What is the highest level of Bloom's taxonomy that is reached? | Synthesis: The students are organizing information they have searched into a database. |
| What learning styles are addressed? | Visual: They are reading about the authors and then reading the database. Kinesthetic: They have to type in the information into the computer. |
| What MIs are addressed | Visual: The students are reading about the authors and then reading the database that they have created. Kinesthetic: The students use theri hands to type in the information into the computer. |
| Student's name | Stacy Tsimpedes |
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