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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:60 minutes

Grades:1-4

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Data Tables, Database Software, Language Arts, Reading, Simple Sort


Primary Objectives:

  • Student learns to perform a sort to organize information in a database.
  • Student learns how to perform a descending sort to sort data from biggest to smallest or alphabetically from Z to A.
  • Student learns how to perform an ascending sort to sort data from smallest to biggest or alphabetically from A to Z.
  • Student gains additional experience finding information in a database.

Secondary Objectives:

  • Student describes the setting, main character, and the basic plot of a book.
  • Student classifies a book as fiction or nonfiction
  • Student identifies the author of a book
  • 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.
  • Student is open and responsive to new and diverse perspectives.
  • Student acts on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.
  • Student exercises sound reasoning in understanding.
  • Student makes complex choices and decisions.
  • Student understands the interconnections among systems.
  • Student articulates thoughts and ideas clearly and effectively through speaking and writing.
  • Student demonstrates ability to work effectively with diverse teams.

Subjects:

All Aspects

Language Arts > Communication > Group Work > All Aspects

Alphabetize

Language Arts > Reading > Phonics / Decoding > Alphabetize

By Concept General

Language Arts > Vocabulary > Grammar / Language Structure > Sort / Classify Words > By Concept General

Content Specific

Language Arts > Writing > Vocabulary > Content Specific

Data Collection for Decision Making 

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

Database Applications 

Technology Education > Information Technology > Software Applications > Database Applications 

Design Sorting Algorithms 

Technology Education > Information Technology > Programming > Design Sorting Algorithms 

Fiction

Language Arts > Reading > Concepts of Print > Identify Author / Illustrator / Title > Fiction

Follows Along / Responds Appropriately In Class

Language Arts > Communication > Group Work > Participation > Follows Along / Responds Appropriately In Class

Hardware / Software Applications

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

Problem Solving 

Technology Education > Information Technology > Student Use > Problem Solving 
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EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
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.
S.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
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.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
ELA-Literacy.L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
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.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
ELA-Literacy.SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
ELA-Literacy.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
ELA-Literacy.SL.2.1b Build on others' talk in conversations by linking their comments to the remarks of others.
ELA-Literacy.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
ELA-Literacy.SL.3.1a 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.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
ELA-Literacy.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.
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.4.6 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.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
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