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Teacher-Facing Resources

Type:Lesson

Estimated Time:8 minutes

Grades:K-3

Score Type:Automatically Graded

Work completed by a student will be automatically graded and the grade will be sent to the Learning Management System (LMS) gradebook

Available Languages: English, Spanish


Vocabulary: database, field, information gathering, row, table


Primary Objectives:

  • Student learns to identify data.
  • Student gathers data.
  • Student is introduced to rows, tables, and fields
  • Student learns and uses database table vocabulary

Secondary Objectives:

  • Student learns to use who, why and how.
  • Student learns to classify data.

Subjects:

Compare/Sort/Classify

Mathematics > Number Operations > Sets > Compare/Sort/Classify

Data Collection for Decision Making 

Technology Education > Digital Literacy > Student Use > Data Collection for Decision Making 

Data Formats 

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

Database Applications 

Technology Education > Information Technology > Software Applications > Database Applications 

Design Sorting Algorithms 

Technology Education > Information Technology > Programming > Design Sorting Algorithms 

Look for and make use of structure

Mathematics > Process Standards > Common Core > Look for and make use of structure

Research and Analysis 

Technology Education > Information Technology > Digital Communications > Research and Analysis 

Respond

Language Arts > Communication > Listening Strategies / Context > Respond

Vocabulary Development

Language Arts > Communication > Listening Strategies / Context > Vocabulary Development
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  • The database lessons incorporate information about our solar system by following two robots from a fictional company named S-SPACE (Solar System Planets Are Cool Enterprises). The robots visit the asteroid belt and then visit each planet in search of the perfect location for a new S-SPACE City. In this first lesson, Data Bot (the sister robot) and Base Bot (the brother robot) are in the asteroid belt. You might want to show and discuss facts about the asteroid belt with students before they take the lesson.

  • Students should know that data gives them information, and information gives them knowledge. You might want to explain this relationship to students.

  • Students can gather data through their five senses and by using their brains (that is, thinking). You might want to make sure students can identify their five senses and can describe how they can use their senses to gather data

  • This lesson introduces the basic concept of a table being made up of columns, rows, and cells. You might want to check for existing knowledge about tables

  • You might want to show students an example of common databases, such as your grade book, phone index or directory, dictionary, filing system, television guide, and so forth

  • Students might be surprised to learn that they already use databases—they just don’t call them databases! To help students more fully understand databases, hold a class discussion about the tools used to organize data and how people use data to gather information. Ask students if they have used common databases. For example, have students found a book using an online bookstore, such as Amazon, or a computer kiosk in a book store? Have students used an online search engine, such as Google? Used a dictionary? Found a song on an MP3 player? Looked up a name in a cell phone address list?
  • Allow students to describe how everyday databases have helped them to find data, gather information, and make knowledgeable choices. Next, have each student draw and name a fictional pet based on real or imaginary animals. Then, using a whiteboard, chalkboard, flip chart, or computer with a projection device, create a class database table that shows how the pet data can be organized. For instance, include a row for each student with columns for Student Name, Pet Type, Pet Name, Pet Color, Real Animal (Yes/No), Picture, or other columns. As time permits, have students fill in their pet information. When the table is completed, have students use the table to answer questions, such as how many students have cats? Whose pet is named Alberta? How many pets are real animals?
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
1A-DA-05 Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data. (P4.2)
1A-DA-06 Collect and present the same data in various visual formats. (P7.1, P4.4)
1B-DA-06 Organize and present collected data visually to highlight relationships and support a claim. (P7.1)
1B-DA-07 Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea. (P7.1)
ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Math.Practice.MP7 Look for and make use of structure.