| Student Use | Teacher Use |
Using
databases in the classroom, students can search and sort through
information, looking for similarities or patterns.
Students can make inferences about the groups (of people, places,
things). Manipulating the data
in this way helps students develop higher-order thinking skills –
analysis, synthesis, application, evaluation.
The database is an inquiry tool by which students can look at data,
make some observations about data, and draw some conclusions about data.
Each of the following suggestions is taken out of a larger context; none is meant to be a stand-alone or singular activity, but rather a natural extension of a larger project or thematic unit.
As
part of a research report on planets, students gather information on the
features of each, using a database to arrange planets by distance from the sun,
temperature, and other elements. Students
can raise questions, make assumptions about life forms based on the information
they have found in their research.
Create
a database of “favorites” – TV programs, food-groups, animals, places,
people, books, etc.
Create
a database of student birthdays, class roster
Use
a prepared database to record answers to questions asked by teacher
Use
a database to
track
rainfall over a year,
categorize
animal types,
categorize
local, state, and national facts
Create
an inventory of classroom materials, equipment, supplies, desks, etc.
Each
group of students reads a (different) Laura-Ingalls-Wilder book.
In a database, create fields for title, setting, approximate date of the
beginning of the book, approximate date of the ending of the book, and type of
house. Print out the data and make
a time line showing how long the family stayed in one place; use a map and
“trace” the travels of the family; compare the structure of the houses and
the different materials used to make the houses, urging students to make some
assumptions about climate and resources that led to the construction of certain
types of houses
Labels
for various items (folders; use for individual
assessments - one label per student with name already on it - write in
observation comments, remove label & stick it elsewhere - if a label remains
it means an observation has not yet been recorded)
Address
book (send postcards on birthdays or welcoming
at beginning of year)
Form
letter (use mail merge)
Create
different versions of the same assignment (several
different fields have different information, i.e., a math word problem requiring
the same methodology but using different numbers)
Name
cards to place on desk (use Primary Font for
younger students; Cursive Font for older students)
Name
tags
Prepare
information sources for student use
Create
a “form” for students to record answers - create
a report for each student that could be placed in their portfolio
Have
students use it as a “journal” - you can
easily “search” through it to gain insights about your lessons
| Student Use | Teacher Use |
Return to Teacher Help Pages or Student Resource Pages
Last updated September 12, 2003
~
Mrs. K. Bradley
ot_kab@nwoca.org