Business Applications

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Type:Application Exercise

Estimated Time:45 minutes

Score Type:Auto Score

This application exercise automatically provides a score to your gradebook

Available Language: English


Vocabulary: Data Tables, Database Software, Mathematics, Reading, Social Studies


Primary Objectives:

  • Student learns how to plan for a database.
  • Student learns to start a new database file.
  • Student learns to create and define fields.
  • Student learns how to enter data into a database record.
  • Student learns how to review and edit data.
  • Student learns how to delete records and fields.

Secondary Objectives:

  • Student understands why we need transportation signs, and the reasons for the colors, shapes, locations, and pictures that are used on signs.
  • Student demonstrates creative thinking, constructs knowledge, and develops innovative products and processes using technology.
  • Student applies existing knowledge to generate new ideas, products, or processes.
  • Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Student interacts, collaborates, and publishes with peers, experts, or others employing a variety of digital environments and media.
  • Student demonstrates a sound understanding of technology concepts, systems, and operations.
  • Student understands and uses technology systems.
  • Student demonstrates originality and inventiveness in work.
  • Student develops, implements, and communicates new ideas to others.

Subjects:

All Aspects

Language Arts > Communication > Group Work > All Aspects

Awareness of / Adjust For

Language Arts > Writing > Purposeful Writing > Audience > Awareness of / Adjust For

Critical / Analytical Thinking

Language Arts > Life Skills Daily Life > Critical / Analytical Thinking

Critical Thinking and Decision Making Process 

Technology Education > Information Technology > Student Use > Critical Thinking and Decision Making Process 

Data Formats 

Technology Education > Information Technology > Basic Operations and Concepts > Data Formats 

Database Applications 

Technology Education > Information Technology > Software Applications > Database Applications 

English Language Arts 

Technology Education > Information Technology > Connects to Other Disciplines > English Language Arts 

Evaluation of Group

Language Arts > Communication > Group Work > Evaluation of Group

Form Opinion Orally or in Writing

Language Arts > Reading / Literature > Comprehension / Analysis > Respond Nonfiction > Form Opinion Orally or in Writing

General Skills

Language Arts > Research > General Skills

Group Work / Discussions

Language Arts > Writing > Shared Collaborative Writing > Group Work / Discussions

Hardware / Software Applications

Language Arts > Computer Literacy Skills > Personal Use > Hardware / Software Applications

Lists / Logs

Language Arts > Writing > Lists / Logs

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Background Knowledge > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Follow Directions > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > General Comprehension > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Group Work / Shared Reading > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Graphic Organizers > Creating / Interpreting > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Supporting Details > Nonfiction

Opinion

Language Arts > Writing > Topic Development > Organization > Opinion

Opinion

Language Arts > Writing > Topic Development > Supporting Details > Opinion

Opinion

Language Arts > Writing > Topic Development > Introduction > Opinion

Opinion

Language Arts > Writing > Topic Development > Elaborate / Develop Ideas / Content > Opinion

Opinion Pieces

Language Arts > Writing > Topic Development > Conclusion > Opinion Pieces

Problem Solving 

Technology Education > Information Technology > Student Use > Problem Solving 

Scoring Guides

Language Arts > Writing > General > Rubrics > Scoring Guides
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Standards:

ELA-Literacy.L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
ELA-Literacy.RF.4.4a Read on-level text with purpose and understanding.
ELA-Literacy.RF.5.4a Read on-level text with purpose and understanding.
ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELA-Literacy.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
ELA-Literacy.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on page 28 for specific expectations.)
ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
ELA-Literacy.W.4.1d Provide a concluding statement or section related to the opinion presented.
ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
ELA-Literacy.W.4.9b Apply grade 4 reading standards to informational texts (e.g., ''Explain how an author uses reasons and evidence to support particular points in a text'').
ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
ELA-Literacy.W.5.1d Provide a concluding statement or section related to the opinion presented.
ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.)
ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
ELA-Literacy.W.5.9b Apply grade 5 reading standards to informational texts (e.g., ''Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]'').
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