States Database Lesson
Incorporate Technology into a Social Studies Unit
A convenient time to teach students about databases is when they are learning about the 50 US states.
While learning about the 50 US states students are introduced to large amounts of information. Much of this information can be put into different categories, such as name, capital and state flower. This provides an opportunity for teachers to improve their students’ research skills with multiple sources. It also creates a convenient collection of information from which students can learn why and how to use a database.
Teacher Preparation
Prior to introducing the database lesson the teacher should already be comfortable creating a database with whichever software solution is available, or have someone assist in its creation. Student computers should be checked to make sure the software is available and students can access a teacher created database.
Categories, or fields, and their type of data must be chosen in advance. The teacher needs to create a database table with these fields. For example, one field would be state_name and would need to allow a maximum of 20 characters. Another field would be capital_city and also allow 20 characters. Radio buttons could be used to indicate regions such as Northwest or South. With this information, create a database and form for students to use, remembering to also provide a submit button. Input one or two states, or records, as an example.
Student Preparation
Prior to using a database, students should be familiar with the vocabulary words fields, records and forms.
- A field is the single piece of information, such as the name of each state.
- A record is all of the fields for each entry; for example, all of the data collected for the state of Arkansas.
- A form is the nicely formatted view used to enter the fields for each record.
Use these three words consistently during the lesson so students become more familiar with them.
To introduce the research and database part of the lesson, show students the database form either with a projector or with students on their own computers. Call up the record previously entered to show the specifics of the information. Divide students into groups and provide each group with their list of stats. Now, they are ready to research.
Especially with younger or less experienced students, it is useful to provide each group with a printout of the database form for each state. This allows students to practice with pencil and paper what they will do later on the computer. It is also a convenient way to remind them what information to find while researching.
Final Product
After students have completed their research they are ready to input the data. Encourage students to check their information for spelling and typing mistakes as they enter it. As each group finishes its data entry the group can start browsing the other entered states. Once all 50 states are entered the information can be checked, by the teacher or other students, for accuracy.
To wrap up the lesson, the students could compete in a scavenger hunt. This promotes searching skills with questions such as, “what is the capital of Florida?” More advanced students could try a question like, “how many states start with the work “North,” or which states are in the Northwest?”
